Editors’ foreword

This volume represents the second part of the special edition, which is the result of collaboration between the International Society of Cultural Historical Activity and Research (ISCAR) and Moscow State University of Psychology and Education (MSUPE). The special issue aims at giving a snapshot of the diversity of fields and contexts, in which Cultural-Historical Theory and Activity Approach are nowadays applied by scholars and researchers all over the world. The articles in the second volume focus on such aspects as joint activity, scaffolding, the relationship between the subject and the object of the activity, ways of transferring L.S. Vygotsky’s Experimental-Genetic Method into Science Education and furthermore, into non-formal settings. The volume also highlights strategies of engaging teachers in learning with Communication Technologies via Massive Open Online Courses, as well as on applying Vygotsky’s concept of Higher Mental Functions (HMF) in educational practices, especially in the case of students with disabilities. Both volumes touch upon a broader spectrum of problems connected with learning and development in the context of social interactions.

The two parts of the special edition invite to an open dialogue in the socio-cultural field of research building a ground for further discussion on the platform of the Journal: “Cultural-Historical Psychology” and the forthcoming ISCAR Congresses in Brazil (2021) and in Russia (2023). The academic community expands its boundaries and collaboration living under the pandemic.

This special issue is dedicated to the memory of Elena Evgen’evna Kravtsova — Russian psychologist, founder of L.S. Vygotsky’s Institute in the Russian State University for the Humanities, granddaughter of L.S. Vygotsky. She passed away on March, 28th, 2020.