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.

中文翻译：

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受邀的文章：明亮的三合会和五个命题：建立Vygotskian聋教育和研究框架。

LS Vygotsky对社会研究的贡献通过构建当前基础的教学，学习，语言及其教育互动理论，改变了范式。本文介绍了一个几乎被遗忘的，具有百年历史的研究语料库《缺陷学基础》。利用缺陷论，提出了两种辩证论证，它们综合了维果茨基的语料，然后将其与当代理论和证据并列。第一部分描述了维果斯基聋哑教育学框架的三个原则：积极区分，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，感觉界限和意识命题，适应性工具命题，多峰命题和冲突命题。