Bücher der Reihe Perspectives in Cultural-Historical Research

This book draws upon Vygotsky's idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration.

The notebooks and scientific diaries gathered in this volume represent all periods of Vygotsky's scientific life, beginning with the earliest manuscript, entitled The tragicomedy of strivings (1912), and ending with his last note, entitled Pro domo sua (1934), written shortly before his death.

It offers readers the opportunity to critically reflect on the process of development of Vygotsky's research program from the perspective of dialectics, focusing on the dramatic process of building and rebuilding cultural historical theory.

This book draws upon Vygotsky's idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration.

It offers readers the opportunity to critically reflect on the process of development of Vygotsky's research program from the perspective of dialectics, focusing on the dramatic process of building and rebuilding cultural historical theory.

This collection of papers examines key ideas in cultural-historical approaches to children's learning and development and the cultural and institutional conditions in which they occur.

This book addresses a central question: how did cognition emerge in human history? It approaches the question from a cultural-historical, neuropsychological perspective and analyses evidence on the historical origins of cognitive activity;

The notebooks and scientific diaries gathered in this volume represent all periods of Vygotsky's scientific life, beginning with the earliest manuscript, entitled The tragicomedy of strivings (1912), and ending with his last note, entitled Pro domo sua (1934), written shortly before his death.

This book offers a theoretical and epistemological-methodological framework as an alternative approach to the instrumental-descriptive methodology that has prevailed in psychology to date.

This book opens up a critical dialogue within and across the theoretical traditions of critical psychology and cultural-historical psychology.

It includes the problem of age and age periodization; the structure and dynamics of age, psychological characteristics of age crises and diagnostics of development in relation to age, and the zone of proximal development, which became his most widely known but least understood theoretical innovation.

This book is the second volume in a series presenting new English translations of L.S. Vygotsky¿s writings on the holistic science of the child he called ¿pedology¿. It presents unique materials which reflect the development of Vygotsky¿s theoretical position at the last stage of his creative evolution in 1932-1934 and contributes to the number of original Vygotsky texts available in English. It includes the problem of age and age periodization; the structure and dynamics of age, psychological characteristics of age crises and diagnostics of development in relation to age, and the zone of proximal development, which became his most widely known but least understood theoretical innovation. This book places that concept in its context and makes it fully understandable for the first time. In addition, there are lectures and notes that Vygotsky made in preparation for lectures on six critical periods: birth, one year old, three, seven, and thirteen. Vygotsky also devotes chapters to thestable periods of infancy and early childhood and two whole chapters to school age. Future volumes in this series will explore Vygotsky¿s pedology of the adolescent.

This book contains the first complete translation of the first half of the Pedology of the Adolescent by the Soviet thinker, educator, and teacher L.S. Vygotsky. It was the longest work published in his lifetime and was a correspondence course written by Vygotsky for teachers across the Soviet Union. The book is a sustained argument about the borders of pedology, the nature of the transition between childhood and adulthood, and the concrete character of the distinction between the lower psychological functions that we largely share with animals and those that are specific to fully socialized humans. After an initial methodological introduction, three kinds of maturation-general anatomical, sexual, and sociocultural-are explored.  This book will be followed by a companion volume covering pedology of the transitional age as a psychological and social problem.