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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Open Access Journal

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Review on The Cambridge Companion to Vygotsky 1058

Kotliar I.A., PhD in Psychology, associate professor, Department of Psychology, Dubna International University for Nature, Dubna, Russia, iakorepanova@gmail.com
Ponomarev I.V., PhD in History, Senior research fellow, Center for Civilizational and Regional Studies, Institute for African Studies, the Russian Academy of Sciences, Moscow, Russia, ilia.ponomarev@gmail.com
Abstract
This review of the English textbook The Cambridge Companion to Vygotsky (2007) gives a detailed description of the problems covered in the book and of its inner structure. The authors not only focus on the content of the book, but also provide critical analysis of the texts, with references to relevant publications on the subject. The book consists of three parts: 'Vygotsky in Context', 'Readings of Vygotsky' and 'Applications of Vygotsky's Work'. The review focuses mainly on the texts illuminating recent achievements in Western practical psychology made within the cultural-historical paradigm.

Keywords: L.S. Vygotsky, cultural-historical theory, zone of proximal development, social development, everyday concepts

Column: Vygotskology

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