The Feuerstein Mediated Learning Experience and Cognitive Modifiability theories show promise for American Indian people who, despite much innovation, still search for learning theories which can provide native people with necessary tools for making efficient qualitative and quantitative adaptations to an ever-changing technological, cultural, linguistic, and political world while maintaining language, culture, and heritage throughout the changes. Based on mediated learning experiences and cognitive modifiability, these theories open possibilities for the use of "instrumental enrichment" and "learning potential assessment devise" materials to develop intrinsically-motivated youth who would begin to ask the "why" behind phenomena or history in order to become "educated" about native heritage and contemporary issues and problems which need confrontation and solutions. Indian education issues which can be addressed by these experiences/theories include sense of cultural loss and identity, educational philosophy, low academic performance, lack of goal-setting orientation, and low self-concept and motivation. By studying and learning new methods of cognitive instruction and by causing programs to become integrated with "content" oriented programs, schools with students from culturally different backgrounds can stimulate renewed interest in the process of learning on the part of students themselves who are the next bearers of native culture and history. (NEC)