Время собирать камни:Проблемы современных исследований в сфере культурологии и теории деятельности

Исследуется выражение «собирать камни» с целью оценки актуальности учения Выготского для традиции научных исследований, влияние на которую оказал его личный пример и его труды. Рассматривается то, как древние критические работы в области проблематизации послужили основой для современной традиции. Значение и глубинная ценность традиции анализируются в связи с проблемами, изучаемыми нами в прошлом и в настоящее время, в частности, в связи с проблемой господствующего толкования понятия инкультурации. Изложение доводов автора завершается размышлениями над теми трудностями, с которыми мы до сих пор сталкиваемся в решении образовательных проблем.

1. Bakhurst D. Vygotsky’s demons / H. Daniels (Ed.) // The Cambridge Companion to Vygotsky. Cambridge: Cambridge University Press, 2007. P. 50—76.
2. Bakhurst D. The Formation of Reason. Chichester: Wiley Blackwell, 2011.
3. Bozhovich L.I. The social situation of child development // Journal of Russian and East European Psychology. Vol. 47(4). P. 59—86.
4. Burgess T. Reading Vygotsky / H. Daniels (Ed.) // Charting the Agenda: Educational activity after Vygotsky. : Routledge, 1993. P. 1—29.
5. Daniels H., Hedegaard (Eds.) Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. : Continuum, 2011.
6. Davydov V.V. What is real learning activity? / M. Hedegaard (Ed.) // Learning Activity and Development. Aarhus: Aarhus University Press, 1999. P. 123—138.
7. Derry J. Vygotsky, Philosophy and Education. Chichester: Wiley Blackwell, 2013.
8. El’konin B.D. The crisis of childhood and foundations for designing forms of child development // Journal of Russian and East European Psychology. Vol. 31(3). P. 56—71.
9. Foster E.S. (Ed.) The Works of Aristotle. Vol. VII. The Problemata. Oxford: Oxford University Press, 1927.
10. González Rey F. Subject, subjectivity, and development in cultural-historical psychology / B. van Oers (Ed.) //The Transformation of Learning: Advances in Cultural-Historical Activity Theory. Cambridge: Cambridge University Press, 2008. P. 137—154.
11. Gonzalez Rey F.L. Historical relevance of Vygotsky’s work: Its significance for a new approach to the problem of subjectivity in psychology // Outlines. Vol. 1. P. 59—73.
12. Hardcastle J. Vygotsky’s Enlightenment precursors //Educational Review. Vol. 61(2). P. 181—195.
13. Hedegaard M. Analyzing children’s learning and development in everyday settings from a cultural-historical wholeness approach // Mind, Culture, and Activity. 2012. Vol. 19(2). P. 127—138.
14. Losonsky M. (Ed.) Humboldt. On Language, On the Diversity of Human Language Construction and its Influence on the Mental Development of the Human Species. Cambridge: CUP, 1999. P. 25—64.
15. Miller J. Seductions: Studies in Reading and Culture. : Virago, 1993.
16. Oxford English Dictionary Online, 2016 // URL: http://www.oed.com/
17. Reed M. A perplexed story // Changing English. Vol. 13(2). P. 197—209.
18. Rieber R.W., Wollock J. Vygotsky’s “crisis” and its meaning today. Prologue / R.W. Rieber (Ed.). The Collected Works of L.S. Vygotsky. 3. N.Y.: Plenum Publishers, 1997. P. vii-xii.
19. Sannino A. The principle of double stimulation: A path to volitional action //Learning, Culture and Social Interaction. Vol. 6. P. 1—15.
20. Sinha C. Evolution, development and the social production of mind // Cultural Dynamics. Vol. 2. P. 188—208.
21. Sinha C. Culture, language and the emergence of subjectivity // Culture and Psychology. Vol. 6(2). P. 197—207.
22. Sobkin V.S. S. Vygotsky and the psychology of art // International Congress, “Mind in Society: The turn of cultural activity” (14 November 2016). Moscow: Russian University of the Humanities, 2016.
23. Tolstoy L.N. A Confession and What I Believe / Translated by A. Maude. : Oxford University Press, 1921.
24. Valsiner J., Van der Veer R. The Social Mind: Construction of the idea. Cambridge, Cambridge University Press, 2000.
25. Vasilyuk F. The Psychology of Experiencing: The Resolution of Life’s Critical Situations. Y.: Harvester Wheatsheaf, 1991.
26. Van der Veer R. Some major themes in Vygotsky’s theoretical work. An introduction / R.W. Rieber (Ed.) // The Collected Works of L.S. Vygotsky. 3. N.Y., Plenum Publishers, 1997. P. 1—7.
27. Van Oers B. Implementing a play-based curriculum: Fostering teacher agency in primary school // Learning, Culture and Social Interaction. Vol. 4. P. 19—27.
28. Veresov N. Emotions, perezhivanie et developpement culturel: Le projet inachève de Lev Vygotski / C. Moro (Ed.) // Semiotique, Culture et Developpement Psychologique. Mirza: Presses Universitaires du Septentrion, 2014. P. 209—235.
29. Vygodskaia G.L., Lifanova T.M. Lev Semenovich Vygotsky. Part 1: Life and Works // Journal of Russian and East European Psychology. Vol. 37(2). P. 23—90.
30. Vygotsky L.S. Thought and Language / E. Hanfmann (Ed.). Cambridge, MA: M.I.T. Press, 1962.
31. Vygotsky L.S. Thought and word (Chapter 7). Thinking and speech /R.W. Rieber (Ed.) // The Collected Works of L.S. Vygotsky. Vol. 1. Problems of General Psychology. N.Y.: Plenum Press, 1987. P. 243—285.
32. Vygotsky L.S. The difficult child / R.W. Rieber (Ed.) // The Collected Works of L.S. Vygotsky. Vol. 2. The Fundamentals of Defectology (Abnormal Psychology and Learning Disabilities). Y.: Plenum Press, 1993. P. 139— 149.
33. Vygotsky L.S. The problem of the environment / J. Valsiner (Ed.) // The Vygotsky Reader. Oxford: Blackwell, 1994. P. 347—348.
34. Vygotsky L.S. The methods of reflexological and psychological investigation / W. Rieber (Ed.) // The Collected Works of L.S. Vygotsky. Vol. 3. N.Y., Plenum Publishers, 1997. P. 35—49.
35. Vygotsky L.S. The problem of consciousness / R.W. Rieber (Ed.) // The Collected Works of L.S. Vygotsky. 3. N.Y., Plenum Publishers, 1997. P. 129—138.
36. Vygotsky L.S. The Historical meaning of the crisis in psychology: A methodological investigation / R.W. Rieber (Ed.) // The Collected Works of L.S. Vygotsky. 3. N.Y., Plenum Publishers, 1997. P. 233—343.
37. Vygotsky L.S. The Collected Works of L.S. Vygotsky: Vol. 4. The History of the Development of Higher Mental Functions / R.W. Rieber (Ed.). N. Y.: Plenum Press, 1997.
38. Vygotsky L.S. The Collected Works of L.S. Vygotsky: Vol. 5. Child Psychology / R.W. Rieber (Ed.). N.Y.: Plenum Press, 1998. 187—205.
39. Vygotsky L.S. The Collected Works of L.S. Vygotsky: Vol. 6. Scientific Legacy / R.W. Rieber (Ed.). N.Y.: Plenum Press, 1999.
40. Wertsch J. V, Tulviste P., Hagstrom F. A sociocultural approach to agency / E.A. Forman (Ed.) // Contexts for Learning: Sociocultural Dynamics in Children’s Development. Oxford: OUP, 1993. P. 336—356.
41. Yaroshevsky M.G. Lev Vygotsky (Outstanding Soviet Psychologists). : Progress Publishers, 1989.
42. Zavershneva E.Iu. The Vygotsky family archive: New findings. Notebooks, notes, and scientific journals of L.S. Vygotsky (1912—1934) // Journal of Russian and East European Psychology. Vol. 48(1). P. 34—60.
43. Zavershneva E.Iu. Ontogeny of the semantic field // “Learning and Development” Symposium (16 November 2016, Moscow). : Moscow State University of Psychology and Education, 2016.
44. Zinchenko V.P.1 Journal of Russian and East European Psychology. Vol. 38(4).
45. Zinchenko V.P. Journal of Russian and East European Psychology. Vol. 38(5).
46. Zinchenko V.P. Thought and word: The approaches of L.S. Vygotsky and G.G. Shpet /H. Daniels (Ed.) // The Cambridge Companion to Vygotsky. Cambridge: Cambridge University Press, 2007. P. 212—245.
47. Zinchenko V.P. For the eightieth anniversary of the birthday of V.V. Davydov (1930—1998): The experience of thinking about thinking // Journal of Russian and East European Psychology. Vol. 49(6). P. 18—44.