Invited Article: The Bright Triad and Five Propositions--Toward a Vygotskian Framework for Deaf Pedagogy and Research

Autor/in	Skyer, Michael E.
Titel	Invited Article: The Bright Triad and Five Propositions--Toward a Vygotskian Framework for Deaf Pedagogy and Research
Quelle	In: American Annals of the Deaf, 164 (2020) 5, S.577-591 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Theories; Teaching Methods; Individualized Instruction; Student Needs; Student Development; Social Attitudes; Creative Teaching; Social Influences; Biology; Cognitive Ability; Accessibility (for Disabled) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Social attidude; Soziale Einstellung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Sozialer Einfluss; Biologie; Denkfähigkeit; Accessibility; Zugänglichkeit
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01