Am Ann Deaf. 2023;168(1):56-79. doi: 10.1353/aad.2023.a904167.
Deaf education research and practice have not always lived up to the ideal of improving deaf students' lives. Consequently, we have constructed novel arguments supporting deaf pedagogy using pragmatic ethics, the aim of which is to increase benefit and decrease harm to individuals and society. The ideal of harm reduction asks the pragmatist to pursue the path of action least likely to result in injury to others. Besides applying ideas that reduce harm, educators must also increase benefits for deaf students. Our analysis synthesizes Vygotskian perspectives on deaf pedagogy and pragmatic ideals about reducing harm and increasing benefit. We propose six arguments that can enable deaf educators to think about and enact deaf-positive concepts and strengths-based classroom interactions, including the use of sign language, images, and text, among other modes, such as speech. Our goal is to reduce the threat of harm from language deprivation.
聋教育的研究和实践并不总是符合改善聋生生活的理想。因此，我们用实用伦理构建了支持聋教育的新论点，其目的是增加个人和社会的利益，减少伤害。减少伤害的理想要求实用主义者追求最不可能伤害他人的行动途径。除了应用减少伤害的理念外，教育工作者还必须增加聋生的收益。我们的分析综合了聋教育中的维果茨基观点和减少伤害和增加收益的实用理想。我们提出了六个论点，使聋教育工作者能够思考和实施聋生积极的概念和基于优势的课堂互动，包括使用手语、图像和文本等模式，以及言语。我们的目标是减少语言剥夺带来的伤害威胁。
