Abstract
By its very nature, the predicament of the blind-deaf child invites debate about the course of human development and its contributing forces. From the time they are born, blind-deaf children are seen as grievously lacking in even the most basic of human characteristics. How and on what basis should training and intervention be undertaken? Alexander Meshcheryakov, one of Lev Vygotsky's successors within the Soviet tradition of sociohistorical psychology, embarked on an educational program for blind-deaf children which had at its core a theory of mind rooted in the concept of human activity. Meshcheryakov's theories and methods contrast with those in which the processing of sensory information is seen as the primary motor of the child's psychological development. After his death in 1974, Meshcheryakov's work was widely acclaimed by Soviet psychologists. However, it has recently been challenged within the Soviet Union, providing a window on academic and political debate in the era of glasnost.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
