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.

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特邀文章：明亮的三合会和五个命题：迈向聋人教育和研究的维果茨基框架。


LS 维果茨基对社会研究的贡献通过构建现在的教学、学习、语言及其教育互动的基础理论而改变了范式。本文介绍了一个几乎被遗忘的、有百年历史的研究资料库——缺陷学基础知识。借鉴缺陷学，提出了两种辩证论证，综合了维果茨基的语料库，然后将其与当代理论和证据并列。第一部分描述了维果茨基聋人教育学框架的三个原则：积极分化、创造性适应和动态发展。第二部分提出了关于聋人发展的五个命题：生物社会命题、感觉界定与意识命题、适应性工具命题、多模态命题和冲突命题。通过利用维果茨基的乐观态度来应对耳聋实验、方法论和理论研究中引人入胜且困难的挑战，包括残疾心理学和特殊的教育方法，这两个论点都对从事​​耳聋研究的研究人员和教育工作者提出了面向未来的行动号召。今天的聋人教育。