Cultural-Historical Psychology

Memorable Dates

Reed M.

Gathering Stones: The Problems of Modern Cultural and Activity Research

pp. 4–22

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DOI

10.17759/chp.2017130101

830

Veresov N.N.

ZBR and ZPD: Is there a difference?

pp. 23–36

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DOI

10.17759/chp.2017130102

2168

Veggetti S.M.

Cultural-historical psychology and the activity approach in the studies of modern education: сomments

pp. 37–43

PDF

DOI

10.17759/chp.2017130103

1063

Lucisano P.

The pillar of education is trust in youth

pp. 44–48

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DOI

10.17759/chp.2017130104

826

Vasilev V.K., Stamatov R.I.

Positive psychology and ideas of cultural-historical school of L.S. Vygotsky

pp. 49–56

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DOI

10.17759/chp.2017130105

1179

Avdeeva N.N.

At the Origins of Personality

pp. 57–67

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DOI

10.17759/chp.2017130106

1279

Rubtsova O.V., Sidorov A.V.

“Special theatre” as a tool of social inclusion: Russian and international experience

pp. 68–80

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DOI

10.17759/chp.2017130107

1339

Nguyen M.

Liberal education and the connection with Vygotsky’s theory of the zone of proximal development

pp. 81–88

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DOI

10.17759/chp.2017130108

2658

Amenduni F., Ligorio M.B.

Becoming at the Borders: the Role of Positioning in Boundary-Crossing between University and Workplaces

pp. 89–104

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DOI

10.17759/chp.2017130109

933

Ramos M.V., Renshaw P.

The contours of Perezhivanie: Visualising children’s emotional experiences in place

pp. 105–128

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DOI

10.17759/chp.2017130110

1316