In the mid-20th century, Soviet psychologist Alexander Meshcheryakov conducted a controversial yet groundbreaking experiment to educate children who were both blind and deaf.
These children, often seen as incapable of development, learned to communicate and understand the world through touch-based methods.
Meshcheryakov’s work defied conventional wisdom, demonstrating that with the right approach, even those isolated from sight and sound could learn, graduate and lead fulfilling lives.
Blind-deaf children trapped in isolation
Blind-deaf children in the Soviet Union faced extraordinary obstacles. Unable to see or hear, they were often described as “human plants” because of their unresponsive nature. Many sat motionless for hours, incapable of simple tasks like eating without prompting.
Without communication, some children displayed extreme hyperactivity, while others were withdrawn and passive. Even basic expressions, such as smiling, had to be taught. Their condition led many to believe these children were beyond help.
Meshcheryakov’s touch-based teaching method
Meshcheryakov rejected the notion that blind-deaf children were doomed to a life of isolation. Inspired by his mentor, Ivan Sokolyansky, who pioneered touch-based teaching methods, Meshcheryakov developed a structured approach that combined tactile communication and practical activities.
His methods emphasized human activity and social interaction. He engaged children in tasks like folding clothes or assembling objects to show that actions have goals. These tasks laid the groundwork for communication. Simple gestures mimicking these activities became symbols, eventually forming a tactile language.
Educators used a tactile version of the Russian alphabet, tracing letters into the children’s palms. Over time, the children learned to “feel” language and express their thoughts.
Fours students students showed results
The results were revolutionary. By 1977, four of Meshcheryakov’s students — Alexander Suvorov, Sergei Sirotkin, Natalia Krylatova, and Yuri Lerner — graduated from Moscow University with degrees in psychology.
Suvorov, once the slowest learner, became an accomplished author and filmmaker. His work offered rare insights into the experiences of blind-deaf individuals. The success of these graduates validated Meshcheryakov’s belief in the potential of these children.
Criticism and controversy
Meshcheryakov’s work supported the Soviet “sociohistorical” school of thought, which emphasized social interaction in mental development. His achievements were celebrated as proof that human activity, not sensory input alone, shapes the mind.
However, as the Soviet Union entered the era of “glasnost,” or openness, some psychologists questioned his conclusions. Critics debated whether his experiment truly validated broader theories about human development.
In an era where Soviet psychological and pedagogical practices often prioritized experimental results over the well-being of participants, critics argue that the children involved in Meshcheryakov’s work may not have fully consented or been adequately protected. Was the influence of Soviet ideology, emphasizing collective achievement over individual rights, a factor that compromised the integrity of the work? And to what extent did the intensive routines and behavioral training respect the autonomy and emotional needs of the participants?
Despite these debates, Meshcheryakov’s legacy endures. His work proved that with the right support, blind-deaf children can learn, grow and contribute to society. Though plans to expand on his findings never materialized, his methods remain a testament to the power of human connection and belief in every child’s potential.