The point is that the mediator makes sure that the learner goes beyond the immediate needs of the situation, in some manner which would not occur without the mediator's focusing behavior. The second characteristic is imparting meaning . The mediator helps the learner interpret the stimuli so that the experience has a special meaning that it might not have otherwise. Imparting meaning provides a power , as Feuerstein refers to it, that keeps a person involved in the interaction so that he or she is much more interested in participating. The third characteristic is transcendence , which has to do with making connections between the specific and the general.
Transcendence is the heart of mediation.
It involves moving beyond the immediate needs of whatever is going on in the current situation, or task, or what you're thinking about to develop the potential to apply it elsewhere in slightly different ways. It can be very difficult for people to learn a skill and be able to apply it in different situations. For example, people with learning problems who are learning to add and subtract may find it difficult to add and subtract in another classroom with a different teacher. Transcendence helps the person rise above the immediate stimuli and get a different perspective. It is important to note that mediation is often done very implicitly.