Hence, Vygotsky claims that the effect of organized external influences is a determining factor in education (Rieber and Carton 1993, p. 59). From the pedagogical point of view, a blind or deaf child may, in principle, be equated with a normal child, but the deaf or blind child achieves the goals of a noamal child by different means and by different paths. Vygotsky mentions that it is also very important for the educator to know precisely the uniqueness of the path on which he must lead the child (Rieber and Carton 1993, p. 60). Goal-oriented Refex and Compensation Pavlov discovered a unique goal oriented reflex among innate reflexes (Rieber and Carton 1993, p. 60). Vygotsky quoted Pavlov saying that all life is the realization of one goal that is the preservation of life. Pavlov: of life’s advancements, all its culture, are achieved by “All means of this goal-directed reflex and is achieved only by those people striving to attain a specific goal which they themselves have set” (Rieber and Carton 1993, p. 60). Pavlov formulated this significance of this reflex for education. Vygotsky thinks that Pavlov’s ideas coincide with the theory of compensation and the main condition for achieving a goal is the existence of obstacles (Rieber and Carton 1993, p. 60). According to Vygotsky, experimental research about reflexes has found that the potential for overcompensation is greater in the handicapped (Rieber and Carton 1993, p. 61). With respect of this finding, I. A. Sokolianskii predicted paradoxically that the education of normal children is the hardest to teach compared to the other handicapped children, according to the complexity and difficulty of the pedagogical process (Rieber and Carton 1993, p. 60). Some may ask how such presuppositions benefit pedagogy. Vygotsky asserts that it is beneficial to compare on the basis of the degree of difficulty and complexity only when we have in mind equal pedagogical goals under various conditions (Rieber and Carton 1993, p. 61). He claims that it is easier to teach a blind-deaf child because the level of his development, the aspiration for his development and the educational goals to be met are minimal and the same expectation
Hence, Vygotsky claims that the effect of organized external influences is a determining factor in education (Rieber and Carton 1993, p. 59). From the pedagogical point of view, a blind or deaf child may, in principle, be equated with a normal child, but the deaf or blind child achieves the goals of a noamal child by different means and by different paths. Vygotsky mentions that it is also very important for the educator to know precisely the uniqueness of the path on which he must lead the child (Rieber and Carton 1993, p. 60). Goal-oriented Refex and Compensation Pavlov discovered a unique goal oriented reflex among innate reflexes (Rieber and Carton 1993, p. 60). Vygotsky quoted Pavlov saying that all life is the realization of one goal that is the preservation of life. Pavlov: “All of life’s advancements, all its culture, are achieved by means of this goal-directed reflex and is achieved only by those people striving to attain a specific goal which they themselves have set” (Rieber and Carton 1993, p. 60). Pavlov formulated this significance of this reflex for education. Vygotsky thinks that Pavlov’s ideas coincide with the theory of compensation and the main condition for achieving a goal is the existence of obstacles (Rieber and Carton 1993, p. 60). According to Vygotsky, experimental research about reflexes has found that the potential for overcompensation is greater in the handicapped (Rieber and Carton 1993, p. 61). With respect of this finding, I. A. Sokolianskii predicted paradoxically that the education of normal children is the hardest to teach compared to the other handicapped children, according to the complexity and difficulty of the pedagogical process (Rieber and Carton 1993, p. 60). Some may ask how such presuppositions benefit pedagogy. Vygotsky asserts that it is beneficial to compare on the basis of the degree of difficulty and complexity only when we have in mind equal pedagogical goals under various conditions (Rieber and Carton 1993, p. 61). He claims that it is easier to teach a blind-deaf child because the level of his development, the aspiration for his development and the educational goals to be met are minimal and the same expectation