Remediation Through Educationw

doi:10.1017/CBO9780511840975.012

10 - Remediation Through Educationw

The Developmental Path Toward Reflection

Published online by Cambridge University Press: 05 June 2012

Boris Gindis

Edited by

Alex Kozulin ,

Boris Gindis ,

Vladimir S. Ageyev and

Suzanne M. Miller

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Boris Gindis: Affiliation:
Graduate School of Education and Psychology, Touro College, New York, New York
Alex Kozulin: Affiliation:
International Center for the Enhancement of Learning Potential, Jerusalem
Boris Gindis: Affiliation:
Touro College, New York
Vladimir S. Ageyev: Affiliation:
State University of New York, Buffalo
Suzanne M. Miller: Affiliation:
State University of New York, Buffalo

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Summary

In spite of the fact that the field of remedial (special) education and school psychology was the source and testing ground for many of Vygotsky's innovative ideas, this domain itself has remained in the shadow of his scientific heritage in the West. The publication of the second volume of Vygotsky's collected works, The Fundamentals of Defectology (Vygotsky, 1993), has created a knowledge base for the theoretical elaboration and practical implications of Vygotsky's ideas within the North American system of special education. In order for this volume to be of the utmost help, the following should be considered:

Defectology is the term that reflects the area of Vygotsky's research and practice that is relevant to contemporary special education and school psychology. The term itself sounds rather degrading. As once noted by McCagg (1989, p. 40), this term would not survive a scientific discussion in the Western world today because it carries too many negative connotations regarding individuals with a disability. Ironically, the negative undertone of the term itself is in no way present in the inspiring and positive attitude of Vygotsky writings. The word defectologia (or defectology in the English transliteration) literally means the study of defect. In Russia, for more than a century this term has referred to the study of children with disabilities and the methods used for their evaluation, education, and upbringing.
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Type: Chapter
Information: Vygotsky's Educational Theory in Cultural Context , pp. 200 - 222

DOI: https://doi.org/10.1017/CBO9780511840975.012 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2003

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