Vygotsky and Cultural-Historical
Activity Theory
This reading list is by no means exhaustive. It is simply a compilation of the texts currently being read by faculty working on projects in the Learning and Technology Laboratory. Texts presenting the philosophical evolution of cultural-historical activity theory and method ologies for inquiry are not included.
Alvarez, A. & del Rio, P. (Eds) (1994). Explorations in socio-cultural studies, Vol. IV. Education as cultural construction. Madrid: Foundacion Infancia y Aparendizaje
Bakhurst, D. (1991). Consciousn ess and revolution in Soviet philosophy: From the Bolsheviks to Evald Ilyenkov. New York: Cambridge University Press
Bakhurst, D. & Sypnowich, C. (Eds.) (1995). The societal subject. Thousand Oaks, CA: Sage.
Bakhtin, M. M. (1981). The di alogic imagination: Four essays. Austin, TX: University of Texas Press
Bakhtin, M. M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press
Bakhtin, M. M. (1993). Toward a philosophy of the act. Austin, TX: U niversity of Texas Press
Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine Books
Berk, L. & Winsler A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children
Bruner, J. C. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press
Bruner, J. C. (1990). Acts of meaning. Cambridge, MA: Haravard University Press
Chaiklin, S. & Lave, J. (Eds.) (1993). Understanding practice: Perspectives on activity and context. New York: Cambridge University Press
Cole, M. (1996). Culture in mind. Cambridge, MA: Harvard University Press
Cole, M., Gay, J., Glick, J. A. & Sharp, D. W. (1971). The cultural context of learning and thinking: An exploration in experimental anthropology. New York: Basic books
Cole, M. & Scribner, S. (1974). Culture and thought: A psychological introduction. New York: John Wiley
Daniels, H. (Ed.) (1993 ). Charting the agenda: Educational activity after Vygotsky. New York: Routledge
Dewey, J. (1963). Education and experience. New York: Macmillan
Dewey, J. (1910). How we think. Boston: Heath
Donald, M. (1991). Origins of the modern mind. Cambridge, MA: Harvard University Press
Engelsten, N. Hedegaard, M., Karpatschof, B. & Mortenson, H. (1993). The societal subject. Aarhus, Denmark: Aarhus University Press
Engestrom, Y. (1987). Learning by expandingL An activity -theor etic approach to developmental research. Helsinki: Orienta-Konsultit Oy
Engestrom, Y. (1990). Learning, working and imaginingL twelve studies in activity theory. Helsinki: Orienta-Konsultit Oy
Forman, E. A., Minick, N. & Stone, D. A. (Eds.) (1993). Contexts for learning: Sociocultural dynamics in children;s development. New York: Oxford University Press
Gellner, E. (1988). Plough, sword and book: The structure of human history. Chicago: The University of Chicago Press
G ardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books
Hickman, L. A. (1990). John Dewey's pragmatic technology. Bloomington, IN: Indiana University Press
Ilyenkov, E. V. (19 77). The concept of the ideal. In Philosophy in the USSR: Problems of dialectical materialism (pp. 71-99) (R. Daglish Trans.). Moscow: Progress Publishers
Ilyenkov, E. V. (1977). Dialectic logic: Essays on its history and theory. Moscow: Progress Publishers
Kozlun, A. (1984). Psychology in utopia: Toward a social history of Soviet psychology. Cambridge, MA: Harvard University Press
Kozulin, A. (1990). Vygotsky's psychology: A biography of ideas. Cambridge, MA: Harvard University Press
Lektorsky, V. A. (1984). Subject, object, cognition. Moscow: Progress Publishers
Leont'ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall
Leont'ev, A. N. (1982). Pro blems of the development of mind. Moscow: Progress Publishers
Lotman, Y. (1990). Universe of the mind: A semiotic theory of culture. Bloomington, IN: Indiana University Press
Lave, J. (1988). Cognition in practice. New York: Cambridge University Press
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press
Lektorsky, V. A. (1990). Activity theory: Theories, methodology and problems. Orlando, FL: Paul M. Deutsch
Luria, A. R. (1961). The role of speech in the regulation of normal and abnormal behavior. New York: Liveright
Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard Universit y Press
Luria, A. R. (1979). The making of mind: A personal account of Soviet ps;ychology. Cambridge, MA: Harvard University Press
Luria, A. R. (1979). Higher cortical functions in man. New York: Basic Books
Luria, A. R. & Tsvetkova, L . S. (1990). The neuropsychological analysis of problem solving. Orlando, FL: Paul M. Deutsch Press
Luria, A. R. & Vygotsky, L. S. (1992). Ape, primitive man, and child: Essays in the history of behavior.
Malinowski, B. (1944). A scientif ic theory of cultural and other essays. Chapel Hill, NC: The University of North Carolina Press
Merced, N. & Cole, C. (Eds.) (1994). Explorations in socio-cultural studies, Vol. III. Teaching, learning, and interaction. Madrid: Foundacion Inf ancia y Aprendizaje
Middleton, D. And Edwards, D. (Eds.) (1990). Collective remembering. London: Sage Publications
Mikhailov. F. T. (1980). The riddle of the self. Moscow: Progress Publishers
Moll, L. (Ed.) (1990). Vygotsky and ed ucation: Instructional implications and social applications of sociohistorical psychology. New York: Cambridge University Press
Nardi, B. (Ed.) (1996). Context and consciousness: Activi;ty theory and human-computer interaction. Cambridge, MA : MIT Press
Newman, D., Griffin, P. & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press
Newman, F. & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. New York: Routledge
Popper, K. R. (1972). Objective knowledge: An evolutionary approach. Oxford: Clarendon Press
Ratner, C. (1991). Vygotsky's sociohistorical pscghology and its contemporay applications. New York: Plenum Press
Resnick, L. B., L evine, J. M. & Teasley, S. D. (Eds.) (1991). Perspecives on socially shared cognition. Washington, DC: American Psychological Association
Rieber, R. W. & Carton, A. S. (1987). The collected works of L. S. Vygotsky. Volume I: Problems of general psychology. New York: Plenum Press
Rieber, R. W. & Carton, A. S. (1993). The collected works of L. S. Vygotsky. Volume II: The fundamentals of defectology. New York: Plenum Press
Rogoff, B. & Lave, J. (1984). Everyday cognition: its dev elopment in social context. Cambridge, MA: Harvard University Press
Rogoff, B. & Wertsch, J. V. (Eds.) (1984). Children's learning in the "zone of proximal development." San Francisco: Josey-Bass
Rosa, A. & Valsiner, J. (Eds.) (1994). Explorations in socio-cultural studies, Vol I. Historical and theoretical discourse. Madrid: Foundaciou Infancia y Aprehdizaje
Salomon, G. (Ed.) (1993). Distributed cognitions: Psychological and educational considerations. New York: Camb ridge University Press
Scribner, S. & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press
Suchman, L. A. (1987). Plans and situated actions: The problem of human-machine communication. New Yo rk: Cambridge University Press
Tharp, R.. G. (& Gallimore, R. (1988). Rousing minds to life: Schooling in social context. New York: Cambridge Universityh Press
Tulviste, P. (1991). The cultural-historical development of verbal thinking. Com mack, NY: Nova Science Publisher
Valisner, J. (1988). Developm;ental psychology in the Soviet Union. Bloomington, IN: Indiana University Press
Van Der Veer, R. & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Camb ridge, MA: Blackwell Publishers
Van Der Veer, R. & Valsiner, J. (1994). The Vygotsky reader. Cambridge, MA: Blackwell Publishers
Volosinov, V. N. (1973). Marxism and the philosophy of language. Cambridge, MA: Harvard University Press
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press
Vygotsky, L. S. (1971). The psychlogy of art. Cambridge, MA: MIT Press
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press
Vygotsky, L. S. (1989). Thought and language. Cambridge, MA: MIT Press
Vygotsky, L. S. ( ). Educational psychlogy. Orlando, FL: Paul M. Deutsch
Vygotsky, L. S. & Luria, A. R. (1993). Studies in the history of human behavior: Ape, primitive, and child. Hillsdale, NJ: Lawrence Erlbaum
Vygotsky, L. S, ( ). The psychology of play. Orlando, FL: Paul M. Deutsch
Wartofsky, M. (1968). Conceptual foundations of scientific thought: An introduction to the philosophy of science. New York : MacMillan
Wartofsky, M. (1979). Models: Representation and the scientific understanding. Dordrecth, Holland: Riedl
Wertsch, J. V. (Ed.) (1981). The concept of activity in Soviet ps;ychology. Armonk, NY: Sharpe
Wertsch, J. V. (198 5). Vygotsky and the social construction of mind. Cambridge, MA: Harvard University Press
Wertsch, J. V. (Ed.) (1985). Culture, communication, and cognition: Vygotskian perspectivs. New York: Cambridge University Press
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press
Wertsch, J. V., del Rio, P. & Alvarez, A. (Eds.) (1995). Sociocultural studies of mind. New York: Cambridge University Press
W ertsch, J. V. & Ramirez, J. D. (Eds.) (1994). Explorations in socio-cultural studies, Vol. II. Literacy and other forms of mediated action. Madrid: Foundacion Infancia y Aprendiaaje
Yaroshevski, M. ( ). Vygotsky and his position on psychologic al sciences. Orland, Fl: Paul M. Deutsch
Yaroshevsky, V. A. (1990). Lev Vygotsky. Moscow: Progress Publishers
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