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Greetings from Our Foreign Colleagues 394
Perret-Klermont A.-N.
Prof. emer. in psychology and education of Institute of psychology and education, University of Neuchâtel, Neuchatel, Switzerland
e-mail: anne-nelly.perret-clermont@unine.ch Wertsch J.V.
Doctor of Psychology, Professor, Department of Anthropology, Faculty of Arts and Sciences, University of Washington, Washington, USA
e-mail: jwertsch@artsci.wustl.edu Francis D.
PhD in Psychology, Chairman of the Department, Director, estimates and statistics, University of Houston, Houston, USA
e-mail: dfrancis@uh.edu Dafermos M.
Doctor of Philosophy, Assistant Professor of Epistemology of Psychology, Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece
ORCID: https://orcid.org/0000-0002-7321-8145
e-mail: mdafermo@uoc.gr Daniels H.
PhD, Professor, Fellow of Green Templeton College, Department of Education, Oxford, Great Britain
e-mail: harry.daniels@education.ox.ac.uk Veresov N.N.
PhD in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia
ORCID: https://orcid.org/0000-0001-8714-7467
e-mail: nveresov@hotmail.com Vasilev V.K.
Doctor of Psychology, professor, Chair of Psychology, University of Plovdiv “Paisii Hilendarski”, Plovdiv, Bulgaria
ORCID: https://orcid.org/0000-0003-4822-5754
e-mail: veselin_vasilev@abv.bg Levterova D.
Doctor of Psychology, Professor, dean of Education faculty, University of Plovdiv "Paisii Hilendarski", Plovdiv, Bulgaria
e-mail: doralg@uni-plovdiv.bg Veggetti M.S.
PhD in Psychology, Full professor of General Psychology, Chair of Psychopedagogy of Communication, Sapienza University of Rome, Rome, Italy
ORCID: https://orcid.org/0000-0002-3247-7650
e-mail: serena.veggetti@uniroma1.it
Dear Vitaly, the celebration of your 70th birthday is a
wonderful opportunity to thank you for many reasons. First, for your remarkable
contributions to educational theory and practice. Standing on the shoulders of
your important predecessors, aware of the role of social interactions for
cognitive development, you have drawn attention to the need to consider not
only adult-child but also child-child interactions. This has led you to invite
educators and researchers to investigate with care the organization of the
relationships in which students get involved in group work. You have found that
cooperation is not sufficient. Reflection on the joint activity should be built
into the pedagogical tasks to foster second-level understanding and facilitate
the transition to a more efficient activity and to a further development of
students' skills. This is an important inspiration for my on-going research
work.
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Davydov V.V. Psychological theory of educational
activities and methods of primary education based on generalization. Tomsk:
Peleng, 1992.
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Davydov V.V. Problems of developmental learning, Moskva:
Akademija. 2004.
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Davydov V.V., Rubtsov V.V. Development of the bases of
reflexive thinking of schoolchildren in the process of activity. Novosibirsk,
1995.
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Rubtsov V.V. Psychological features of the organization of
educational activities in the formation of the theoretical concept. Research of
intellectual abilities and educational activity of the younger schoolboy.
Yerevan. 1975.
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Rubtsov V.V. Communicatively-oriented images of the
environment. Moscow: Psychology of design, RAO, 1996.
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Rubtsov V.V. Fundamentals of Socio-Genetic Psychology.
Moscow, Voronezh, 1996a.
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Rubtsov V.V. Social interactions and training.
Psychological science and education, no. 2
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Rubtsov V.V. (ed.) Moscow Psychological School. T. 1—4.
Moscow: Psychol. Inst. RAO, 2004.
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Rubzov V.V. Per un'organizzazione efficace del contesto di
apprendimento a scuola, (School organization as the context of effective
learning) "Studi di Psicologia dell'Educazione", 2005, no. I, pp.
123—135.
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Rubtsov V.V. Social-genetic psychology of developmental
education: activity approach. Moskva: MGPPU, 2008, pp. 6—416; pp. 88—137.
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Rubtsov V.V. To the 100th anniversary of the Psychological
Institute, Nestor history. Moscow-Saint Petersburg, 2012, pp. 5—919.
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Rubtsov V.V. Cultural and historical scientific school:
problems posed by L.S. Vygotsky. Cultural-Historical Psychology, 2016,
no. 3, pp. 9—14. doi:10.17759/chp.2016120301. (In Russ., аbstr. in Engl.)
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Rubtsov V.V., Margolis A.A., Guruzhapov V.A.
Cultural-historical type of the school. Psychological Science and
Education, 1995, no. 4. See also Rubtsov V.V. 2008, p. 210—231.
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Veggetti M.S. La Comunicazione.Psicologia dell'educazione
e pedagogia (Communication in psychology and pedagogy). Rome: Aracne,
2018.
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Vygotsky L.S. Pedagogical psychology. Moscow:
Prosveshenie, 1926; Moscow: Pedagogika, 1991², 1996³. Davydov V.V. (ed.).
Moscow: Pedagogy.
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Vygotsky L.S. Thinking and speaking. Moscow / Leningrad;
1934; the same // Vygotsky L.S. Selected psychol. writings. Moscow: Academy of
Pedagogical Sciences of the RSFSR, 1956. the same. Collected. Works: In
6 vol. Moscow: Pedagogy, 1982. Vol. 2.
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Vygotsky L.S. History of development of higher mental
functions. Moscow: APN of the RSFSR, 1960; the same. Collected works: 6
vol. Moscow: Pedagogy, 1983. Vol. 3.
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Zukerman G.A. Types of communication in learning. Tomsk:
Peleng, 1993.
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