Критический анализ принятия теории Л.С. Выготского в международном академическом сообществе^*

В данной статье рассматриваются различные типы восприятия теории Л.С. Выготского в международном академическом сообществе, а именно представлен критический анализ трех широко распространенных интерпретаций теории Выготского: когнитивизм, культурализм, культурно-историческая теория деятельности. Утверждается, что в исследованиях североамериканских ученых доминируют разрозненные прочтения отдельных идей Л.С. Выготского, не демонстрирующие достаточно глубокого понимания теоретической программы, частью которой они являются. В статье предлагается реконструкция теоретической программы культурно-исторической психологии в социальном и научном контексте ее создания.

В 20—30-х годах прошлого века в СССР Лев Выготский создал оригинальную теорию, известную как культурно-историческая психология. В то время работы Выготского не имели большого влияния на международную психологию и другие дисциплины.

1. Ageyev V.S. Vygotsky in the mirror of cultural interpre- tations / Kozulin A. (eds.) // Vygotsky’s educational theory in cultural context. Cambridge: Cambridge University Press. 2003. P. 432—449.
2. Allakhverdov V., Ivanov M. In search of a rational an- swer to a postmodernist question // Culture & Psychology. 2008. Vol. 14(1). P. 71—79.
3. Barahona M., Mata Benitez M.L., Dafermos M., Hak- karainen P. Moving with and Beyond Vygotsky // Cultural- historical psychology. 2014. № 1. P.104—106.
4. Bruner J. Acts of Meaning. Cambridge, MA: Harvard University Press, 1990. 181p.
5. Brushlinskii A.V. The cultural-historical theory of thinking (philosophical problems of psychology). Moscow: Vysshaia Shkola, 1968. (In Russ.)
6. Cole M. Cultural psychology: A once and future disci- pline. Cambridge, MA: Harvard University Press, 1996. 389p.
7. Cole M., Engeström Y. Cultural-historical approaches to designing for development / J. Valsiner & A. Rosa (eds.) // The Cambridge Handbook of Sociocultural Psychology. Cam- bridge, NY: Cambridge University Press, 2007. P. 460—483.
8. Dafermos, M. Soviet Psychology / T. Teo (Ed.) // En- cyclopedia of Critical Psychology. New York: Springer, 2014. P. 1828—1835.
9. Dafermos M. Activity theory / I.Parker (eds) // Hand- book of critical psychology. London and New York: Routledge, 2015. P. 261—270.
10. Dafermos M., Marvakis A. Mediated getting—to— know-the-world- Approaching learning with S.L. Rubin- stein / P. Stenner J. Cromby, J. Motzkau J. Yen, Y. Haosheng (eds.) // Theoretical Psychology: global transformations and Challenges. Ontario: Cactus Press, 2011. P. 94—104.
11. Charting the Agenda: Educational Activity after Vy- gotsky / Daniels H. (ed.). London: Routledge, 1993. 215 p.
12. Daniels H.  An introduction to Vygotskian theory / H.Daniels (eds.) // Vygotsky and research. London, NY: Routledge, 2008. P. 1—18.
13. Daniels H., Cole M. , Wertsch J. Editors’ Introduction / H. Dan- iels M.Cole, J.Wertsch (eds.) // The Cambridge Companion to Vy- gotsky. Cambridge: Cambridge University Press, 2007. P. 1—20.
14. Davydov  V.V.,  Radzikhovskii  L.A.  Vygotsky’s  theory and the activity—oriented approach in psychology / J. Wertsch (ed.) // Culture, communication, and cognition: Vygotskian per- spectives (pp. 35—65). New York: Cambridge University Press.
15. Davydov V.V. A new approach to the interpretation of activity structure and content / S. Chaiklin, M. Hedegaard, U.J. Jensen (eds.) // Activity theory and social practice. Aar- hus: Aarhus University Press, 1999. P. 39—50.
16. Gillen J. Versions of Vygotsky // British Journal of Educational Studies. 2000. Vol. 48 ( 2). P.183—198.
17. Gonzalez Rey F.L., Mitjans Martinez A. Three critical ap- proaches to psycho—logy in Latin America — their rise and fall // Annual Review of Critical Psychology. 2013. 10. P. 642—662.
18. Elkonin D.B. Ob istochnikakh neklassicheskoi psikholo- gii [On the sources of non—classical psychology] / D.B. Elko- nin // Izbrannye psikhologicheskie trudy [Selected psycholog- ical writings]. Moscow: Pedagogika, 1989, pp. 475—478.
19. Elhammoumi M. Vygotsky’s scientific psychology: Terra in- cognita // Cultural—historical psychology. 2009. Vol. 9. P. 49—54.
20. Engeström Y. Learning by Expanding: An Activity— Theoretical Approach to Developmental Research, Helsinki: Orienta-Konsultit Oy. 1987.
21. Engeström Y. Expansive Learning at Work: toward an activity theoretical reconceptualization // Journal of Educa- tion and Work. 2001. Vol. 14 (1). P. 133—156.
22. Engeström Y., Miettinen R., Punamaki R.L. Perspectives on activity theory. Cambridge: Cambridge University Press, 1999. 462 p.
23. Engeström Y., Lompscher J., Rückriem G. Putting Activ- ity Theory to Work: Contributions from developmental work research. Berlin: Lehmanns Media, 2005. 637 p.
24. Feingenberg I.M. (ed.). L.Vygotsky: the way he started. Jerusalem: Jerusalem Publishing Centre, 1996. 106 p.
25. Feingenberg I.M. (ed.). From Gomel to Moscow: the Beginning of L.S.Vygotsky’s creative way. S.F. Dobkin’s Mem- oirs L.S. Vygotsky’s Early Essays. New York: The Edwin Mel- len Press, 2000. 118 p.
26. Hakkarainen P. Editor’s Introduction. Challenges of Activity Theory// Journal of Russian and East European Psy- chology. 2004. Vol. 42 (2). P. 3—11.
27. Hong J., Yang N., Cheng L. Current Situation and Future Development of Activity Theory in China // Actio: An Interna- tional Journal of Human Activity Theory. 2007. № 1. P. 115—131.
28. Hyman L. The Soviet Psychologists and the Path to In- ternational Psychology / J. Renn (ed.) // The Globalization of Knowledge in History. Berlin: Edition Open Access series of the Max Planck Research Library for the History and Devel- opment of Knowledge Studies, 2012. P. 631—668
29. Jones P. Rubinshtein and Vygotsky / Leontiev: differ- ences. 2000. [Elektronii resurs]. URL: http://ethicalpolitics. org/seminars/stetsenko. htm. (Accessed 10.9.16).
30. Keiler P. Lev Vygotskij — ein Leben für die Psycholo- gie. Weinheim, Basel: Beltz, 2002. 484 p.
31. Keiler P. Cultural—Historical Theory” and “Cultural- Historical School”: From Myth (Back) to Reality// Dubna Psychological Journal. 2012. № 1. P. 1—33.
32. Kellogg D., Yasnitsky A. The differences between the Russian and English texts of Tool and Sign in Child Devel- opment. Supplementary and analytic materials // PsyAnima, Dubna Psychological Journal. 2011. Vol. 4(4). P. 98—158.
33. Kozulin A. Vygotsky’s Psychology: A Biography of Ideas. Cambridge, MA: Harvard University Press, 1990. 296 p.
34. Leontiev A.N., Luria, A.R. Vygotsky’s psychological views / L.S. Vygotskii // Selected psychological works. Mos- cow: Academia Pedagogisheskih nauk, 1956. P. 4—36.
35. Leontiev A.N., Luria A.R., Teplov B.M. Predislovie [Foreword] / A.N. Leontiev, A.R. Luria, B.M. Teplov (eds.) /
36. L.S. Vygotskii // Razvitie vysshikh psikhicheskikh funktsii. Iz neopublikovannykh trudov [Development of the higher psy- chical functions. From non—published works]. Moscow: Aca- demia Pedagogisheskih nauk, 1960. P. 3—10.
37. Lima E.S. Vygotsky’s Cultural—Historical Theory of Human Development: An International Perspective // Anthro- pology & Education Quarterly. 1995. Vol. 26 (4). P. 443—457.
38. Lima E.S. Vygotsky in the International Scene: a brief Overview // Anthropology & Education Quarterly. 1995. Vol. 26 (4). P. 490—499.
39. Lifanova T.M. L.S. Vygotsky’s works bibliography in Russian and foreign languages // Voprocy Psychologii. 1996. 5. P. 137—157.
40. Martin—Baro I. Writings for a liberation psychology. Cambridge, Mass.: Harvard University Press, 1994. 256 p.
41. Martins J.B. Notes on the relationship between Vy- gotsky and Leontiev: The “troika”, did it ever exist? // Dubna Psychological Journal. 2013. Vol. 1. P. 84—94.
42. Matusov E. Applying a sociocultural approach to Vy- gotskian academia: ‘Our tsar isn’t like yours, and yours isn’t like ours’// Culture & Psychology. 2008. Vol. 14(1). P. 5—35.
43. McLeod S. ZPD, 2012. Available at: URL: http://www. simplypsychology.org/Zone-of-Proximal-Development.html (Accessed 10.09.2013)
44. Miller R. Vygotsky in Perspective. Cambridge: Cam- bridge University Press, 2011.
45. Newman F., Holzman L. Lev Vygotsky: Revolutionary Scientist. London, New York: Routledge, 1993. 252 p.
46. Olson D. Education: The Bridge from Culture to Mind / D. Bakhurst and S.G. Shanker (eds.) // Jerome Bruner: Lan- guage, Culture, Self. London: Sage, 2001. P. 104—115.
47. Papadopoulos D. Observations on Vygotsky’s reception in academic psychology / C.W.Tolman (ed.) // Problems of theoretical psychology. North York, Ontario: Captus Press, 1996. P. 145—155.
48. PsychAnima. PsyAnima Полное собрание сочинений Выготского, 2012. Available at: URL: http://psyanimajour- nal.livejournal.com/3526.html.  (Accessed  15.09.2013)
49. Radzikhovskii L. A. Analysis of L.S. Vygotsky’s legacy by Soviet psychologists // Voprosy psikhologi. 1979. № 6. P. 58—67.
50. Robbins D. Prologue / R. Richer & A. Carton (eds.) // The collected works of Vygotsky. New York: Plenum Press, 1999. Vol.6. P. v—xxii.
51. Robbins D. Critical Review of Sociocultural Theory, Cognitivism, Postmodernism: Redefining L.S. Vygotsky’s Non-Classical Psychology // Journal of Intercultural Prag- matics. 2007. Vol. 4 (1). Available at: from the website: http:// faculty.ucmo.edu/drobbins/ pdf/110%20Intercultural%20 Prag.%202007.pdf (Accessed 28/10/2013).
52. Rogoff B. The Cultural Nature of Human Develop- ment. Oxford: Oxford University Press, 2003. 448 p.
53. Rückriem  G.  Digital   Technology   and   Mediation: A Challenge to Activity Theory / A.Sannino, H.Daniels, K.Gutierrez (eds.) // Learning and Expanding with Activity Theory. Cambridge University Press, 2009. P. 88 —111.
54. Said E. W. Traveling Theory / E. W. Said // The World, the Text, and the Critic. Cambridge: Harvard UP, 1983. P. 226—247.
55. Sawchuk P.H., Duarte N., Elhammoumi M. Critical Per- spectives on Activity. Explorations Across Education, Work, and Everyday Life. Cambridge: Cambridge University Press. 2006.
56. Stetsenko A., Arievitch I.M. Vygotskian collaborative project of social transformation History, politics, and practice in knowledge construction // International Journal of Critical Psychology. 2004a. Vol. 12(4). P. 58—80.
57. Stetsenko A., Arievitch I.M. The self in cultural—histori- cal activity theory: Reclaiming the unity of social and individ- ual dimensions of human development // Theory & Psychol- ogy. 2004. Vol. 14(4). P. 475—503.
58. Takaya K. Jerome Bruner’s Theory of Education: From Early Bruner to Later Bruner // Interchange. 2008. Vol. 39(1). P. 1—19.
59. Toulmin S. The Mozart of Psychology // New York Re- view of Books. 1978. September 28. P. 51—57.
60. Toomela A. Activity Theory Is a Dead End for Cul- tural—Historical Psychology // Culture & Psychology. 2000. Vol. 6(3). P. 353—364.
61. Toomela A. Vygotskian Cultural—Historical and So- ciocultural Approaches Represent Two Levels of Analysis: Complementarity Instead of Opposition // Culture Psychol- ogy. 2008. Vol. 14. P. 57—69.
62. Valsiner J. Developmental Psychology in the Soviet Union. Brighton, Sussex: Harvester Press, 1988. 398 p.
63. Van der Veer R., Valsiner J. Introduction / R.Van der Veer & J.Valsiner (eds.) // The Vygotsky Reader. Cambridge, Massachusetts: Blackwell Publishers, 1994. P. 1—9.
64. Van der Veer R., Valsiner J. Understanding Vygotsky: A quest for synthesis. Oxford: Blackwell, 1991. 450 p.
65. Van der Veer R., Yasnitsky A. Vygotsky  in  English: What Still Needs to Be Done // Integrative Psychological & Behavioral Science. 201. Vol. 45(4). P. 475—493.
66. Varela F., Thompson Rosch E. The embodied mind. Cambridge: The MIT Press, 1993. 308 p.
67. Veresov N. Undiscovered Vygotsky: Etudes on the Prehistory of Cultural—historical Psychology. Frankfurt am Main: Peter Lang, 1999. 281p.
68. Veresov N. Marxist and non—Marxist aspects of the cultural-historical psychology of L.S. Vygotsky // Outlines. 2005. № 1. P. 31—49.
69. Veresov N. Forgotten Methodology. Vygotsky’s case. In
70. Toomela, J.Valsiner (eds.) Methodological Thinking in Psy- chology: 60 Years Gone Astray? Charlotte, NC.: Information Age Publishing, 2009. P. 267—295.
71. Vygotsky L.S. The problem of the cultural development of the child, II // Journal of Genetic Psychology. 1929. № 36. P. 414—434.
72. Vygotsky L.S. The Historical Meaning of the crisis of psychology / R. Rieber, & J. Wolloc (eds.) // The Collected works of L.S. Vygotsky. New York, London: Plenum Press. 1997. Vol. 3. P. 233—344.
73. Vygotsky L.S. Consciousness as a problem in the psy- chology of behavior / R. Rieber, J. Wolloc (eds.) // The Col- lected works of L.S. Vygotsky. New York, London: Plenum Press, 1997. Vol. 3. P. 63—79.
74. Vygotsky L.S. The history of the development of higher men- tal functions / R. Rieber, J. Wolloc (eds.) // The Collected works of L.S. Vygotsky. New York: Plenum, 1997c. Vol. 4. P. 1—252.
75. Vygodskaya G.L., Lifanova, T.M. Lev Semenovich Vy- gotsky. Life. Work. Brush Strokes of the Portrait. Moscow: Smysl, 1996. 420 p.
76. Wertsch J. Voices of the Mind A Sociocultural Approach to Mediated Action. Cambridge: Harvard University Press, 1991. 169 p.
77. Yamagata—Lynch L.C. Activity Systems Analysis Methods. Understanding Complex Learning Environments. New York: Springer, 2010. 148 p.
78. Yaroshevsky M.G., Gurgenidze, G.S. Epilogue. In R. Rieber, J. Wolloc (eds.) The Collected works of L.S. Vygotsky. New York, London: Plenum Press, 1997. Vol. 3. P. 345—370.
79. Yasnitsky A. “Archival Revolution” in Vygotskian Studies? Uncovering Vygotsky’s Archives // Journal of Rus- sian and East European Psychology. 2010. Vol. 48 (1). P. 3—13.
80. Yasnitsky A. Vygotsky Circle as a Personal Network of Schol- ars: Restoring Connections Between People and Ideas // Integrative Psychological & Behavioral Science. 2011. № 45. P. 422—457.
81. Zavershneva E. Zapisnye knizhki, zametki, nauchnye dnevniki L.S. Vygotskogo: rezul’taty issledovaniya semejnogo arkhiva [Notebooks, notes, scientific diaries of L.S. Vygotsky: the results of the investigation of the family archive, part 1] // Voprosy psikhologii. 2008. № 1. P. 132—145.
82. Zavershneva E. Zapisnye knizhki, zametki, nauchnye dnevniki L.S. Vygotskogo: rezul’taty issledovaniya semejnogo arkhiva [Notebooks, notes, scientific diaries of L.S. Vygotsky: the results of the investigation of the family archive, part 2] // Voprosy psikhologii. 2008. № 2. P.120—136.
83. Zavershneva E. Issledovanie rukopisi L.S. Vygotskogo “Is- toricheskij smysl psikhologicheskogo krizisa” [An investigation of the manuscript of L.S. Vygotsky’s “Historical meaning of psycho- logical crisis”] // Voprosy psikhologii. 2009. № 6. P. 119—137.
84. Zavershneva E. The Vygotsky family archive (1912— 1934). New findings // Journal of the Russian and East Euro- pean Psychology. 2010. Vol. 48(1). P. 14—33.
85. Zavershneva E. The Vygotsky family archive: new find- ings. Notebooks, Notes, and Scientific Journals of L.S. Vy- gotsky (1912—1934) // Journal of the Russian and East Euro- pean Psychology. 2010. Vol.48 (1). P. 34—60.
86. Zavershneva E., Osipova M. E. Osnovnye popravki k teks- tu “Istoricheskij smysl psikhologicheskogo krizisa”, opublikovan- nomu v sobranii sochinenij L.S. Vygotskogo (1982—1984) [Main corrections to the text of “Historical meaning of psychological crisis” published in the collected works of L.S. Vygotsky (1982— 1984)] // Voprosy psikhologii. 2010. №1. P. 92—102.