손상과 보상

L.S.비고츠키

1896년벨라루스에속한고멜의유태계집안에서태어났다.모스크바대학에서법학과문학을전공하는한편샤니야브스키공립대학에서철학과역사를전공하였다.모스크바대학졸업후고멜에서학생과성인을대상으로문학,심리학,연극에대해활발한강의와저술활동을하였다.러시아혁명이후객관적심리학을표방한러시아심리학계의새바람과더불어,비고츠키는1924년전全러시아제2차신경심리학회에서의발표를계기로같은해에모스크바대학의심리학연구소에서재직하게되었으며이후직접손상학연구소를설립하여연구활동을계속해나갔다.모스크바에서머무르는동안연구와강의활동에매진함은물론레닌의아내인크룹스카야와협력하여현장교육의개선과향상을위해헌신하면서또한모스크바와칼코프에서의학수련과정을밟았다.비고츠키는부분적데이터를근거로심리학의분파가우후죽순식으로갈라져나가며독립적으로확장되는것을‘심리학의위기’로칭하였고특히당대의가장큰심리학의줄기였던연합주의와게슈탈트주의심리학의맹점을지적하면서통일된하나의심리학을꿈꾸었다.그결과그는인간발달에있어기호와상징의역할을매우중요하게생각하고문화적,사회적인사회발생과개인의개체발생,미소발생사이의역동적상호관계를변증법적으로풀어낸문화-역사이론Cultural-Historical을창시하였다.스탈린집권이후교조적유물론의영향으로비고츠키의학문적입지가좁아졌으며1934년폐렴으로사망한지2년후부터20년동안비고츠키의이론과저작은‘부르주아심리학’이라는누명하에러시아에서폐기되고금서조치되었다.38년간의짧은일생동안비고츠키는180여편의저술을남겼으며1950년대에그중일부가브루너등의서방학자들에의해소개되면서그의획기적인아이디어가새롭게주목받기시작하였다.그러나수많은오역과의도적왜곡,불성실한학문적풍토등으로인해여전히비고츠키사상의많은부분은탐사되지않은영역terraincognita으로남겨져있으며,조금씩베일이벗겨질때마다80년이넘은그의논의는오늘날의문제를날카롭게파헤치고또한앞으로나아가야할방향을가리킨다.

서문·············································································31

제1장손상아동의심리학과교육학에대하여····························37

제2장신체손상아동의문화화원칙······································113

제3장손상과보상···························································143

제4a장농아어린이의사회적문화화의원칙······························187

제4b장러시아농아어린이를위한사회적교육의원칙···················215

제5장농아어린이대상새로운언어교육방법의실험적검증(요약)····231

제6장MoralInsanity(도덕적광기-K)·····································239

제7장어려운유년기··························································247

제8장어려운아동의발달과그에대한연구·······························277

제9장맹인아동······························································295

제10장어린이성격의역동에관한문제···································333

제11장정신지체아및신체손상아와함께하기위한기초················389

제12장초록과노트···························································401

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