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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935


License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


On the Question of Development of Theory of Learning. A Translator's Commentary 1066

Kotliar I.A., PhD in Psychology, Associate Professor, Department of Psychology, Dubna State University Research Associate, Center of Applied Psychological and Pedagogical Studies, Moscow State University of Psychology & Education, Dubna, Russia,
In the foreword to the articles of German psychologists in the theory of learning activity H. Giest and K. Hintze we briefly outline the history of the development of this trend in East Germany in the middle of the last century (XX) and highlight some of the key points of current research. We also discuss the possibility of estab¬lishing scientific cooperation between Russian and German scientists.

Keywords: cultural-historical approach, theory of activity, theory of learning activity, J.Lompscher, the teaching strategy of ascent from the abstract to the concrete

Column: The Problem Of Development

For Reference

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  2. Wolfgang Ja. Narusheniya razvitiya i inkluziya [Developmental disorders and inclusion]. Kul'turno-istorich­eskaya psikhologiya [Cultural-Historical Psychology], 2011, no. 3, pp. 98—104. (In Russ., abstr. in Engl.).
  3. Karsten A. Towards cultural-historical and dialogical writing research — some methodological considerations. Kul'turno-istoricheskaya psikhologiya [Cultural-Historical Psychology], 2010, no 4, pp. 91—98. (In Russ., abstr. in Engl.).
  4. Lompsher I. Primenenie teorii razvivaiushhego obucheniya v germanskoi shkole: k 70-letiyu so dnya rozh­deniya V.V. Davydova [Application of the theory of develop­mental education in the German school: the 70th anniversary of V.V. Davydov]. Voprosy psikhologii [Questions of Psycho­logy], 2000, no. 4, pp. 97—108.
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  6. Rubtsov V.V., Korepanova I.A. Otchet o konferencii Mezhdunarodnogo obshhestva kul'turno-deyatel'nostnyh issledovanii (ISCAR) "Budushhee kul'turno-deyatel'nostnyh issledovanii — global'nye i lokal'nye perspektivy" [Report of the Conference of the International Society of cultural activi­ty-related research (ISCAR) "The future of cultural activity-related studies — global and local perspectives"]. Kul'turno­istoricheskaya psikhologiya [Cultural-Historical Psychology], 2009, no 3, pp. 120—122. (In Russ., abstr. in Engl.)...
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  9. Giest H. Didaktische Analyse und Theorie der Lernta­tigkeit. Erinnerung fur die Zukunft. Padagogische Psychologie in der DDR. Berlin: Lehmann, 2006, pp. 103—128.
  10. Giest H. Sachunterricht und Inklusion. Sachunter­richt — auf dem Weg zur Inklusion Hrsg. Giest H., Kaiser A., Schomaker Cl. Heilbrunn: Klinkhardt, 2011, pp. 13—23.
  11. Giest H. Bildung fur alle Kinder. Zum Innovations­ potenzial inklusiver Padagogik und Didaktik fur den Sachun­terricht. Grundschulunterricht. Sachunterricht, 2011, no. 58 (2), pp. 4—7.
  12. Giest H., Lompscher J. Tatigkeitstheoretische Uberle­gungen zu einer neuen Lernkultur. Bildung heute — Ge­fahrdungen und Moglichkeiten, Sitzungsberichte der Leipniz­ Sozietat, Band 72. Berlin: Trafo-Verlag, 2004, pp. 101—124.
  13. Keiler P. "Cultural-Historical Theory" and "Cultural-Historical School": From Myth (Back) to Reality [Elektronnii resurs]. Psikhologicheskii zhurnal Mezhdunarodnogo universite­ta prirody, obshhestva i cheloveka "Dubna" [Psychological Journal of International University of Nature, Society and Man "Dubna"], 2012, no. 1, pp. 1—33. Available at: http://www. (Accessed 01.10.2014).
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  16. Worster W. Spiel, der notwendige Moglichkeitsraum fur Kinder. Fruhforderung interdisziplinar, 2014, no. 3, pp. 131—138.
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