Invited Article: The Bright Triad and Five Propositions: Toward a Vygotskian Framework for Deaf Pedagogy and Research
Year: 2020
Type: article
Abstract: L. S. Vygotsky's contributions to social research shifted paradigms by constructing now-foundational theories of teaching, learning, language, and their educational interactions. This article contextualizes a nearly forgotten, century-old research corpus, The Fundamentals of Defectology. Drawing on Defectology, two dialectic arguments are developed, which synthesize Vygotsky's corpus, then juxtaposed it against contemporary theories and evidence. The first describes three principles of Vygotsky's framework for deaf pedagogy: positive differentiation, creative adaptation, and dynamic development. The second posits five propositions about deaf development: the biosocial proposition, the sensory delimitation-and-consciousness proposition, the adapted tools proposition, the multimodal proposition, and the conflict proposition. By leveraging Vygotsky's optimism in response to the absorbing and difficult challenges of experimental, methodological, and theoretical research about deafness, including the psychology of disability and special methods of pedagogy, both arguments constitute a future-oriented call to action for researchers and pedagogues working in deaf education today.
Source: American annals of the deaf
Author: Michael E. Skyer
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3008988545