| Chap. 1 |
The Institutionalisation of Cultural-Historical Psychology as a Multinational Practice |
| | Seth Chaiklin, University of Aarhus |
| Chap. 2 |
The Complementarity of Theory and Praxis in the Cultural-Historical Approach: From Self-Application to Self-Regulation |
| | Falk Seeger, University of Bielefeld |
| Chap. 3 |
Family Interactions as a Source of Being in Society: Language-Games and Everyday Family Discourse Genres in Language Construction |
| | Roxane Helena Rodrigues Rojo, Catholic Pontifical University of São Paulo |
| Chap. 4 |
The Origins of Activity as a Category in the Philosophies of Kant, Fichte, and Hegel, and Marx |
| | Charles W. Tolman, University of Victoria |
| Chap. 5 |
The Idea of Units of Analysis: Vygotsky's Contribution |
| | René van der Veer, University of Leiden |
| Chap. 6 |
Contextual, Interactional, and Subjective Dimensions of Cooperation and Competition: A Co-Constructivist Analysis |
| | Angela Branco, University of Brasilia |
| Chap. 7 |
The Concept of Role as Unit of Analysis of Young Peers' Interactions and Cultural Learning |
| | Zilma de Moraes Ramos de Oliveira, University of São Paulo |
| Chap. 8 |
The External and Internal: Another Comment on the Issue |
| | Vladimir P. Zinchenko, Russian Academy of Education |
| Chap. 9 |
Semiotic Mediation and Internalisation: The Role of Reference in Instructional Actions |
| | Andrés Santamaría, University of Sevilla |
| Chap. 10 |
Intersubjectivity in Models of Learning and Teaching: Reflections from a Study of Teaching and Learning in a Mexican Mazahua Community |
| | Mariëtte de Haan, University of Utrecht |
| Chap. 11 |
Lost — or Merely Domesticated? The Boom in Socio-Historicocultural Theory Emphasises Some Concepts, Overlooks Others |
| | Mohamed Elhammoumi, Edgecombe Community College |
| Chap. 12 |
Activity Settings, Ways of Thinking, and Discourse Modes: An Empirical Investigation of the Heterogeneity of Verbal Thinking |
| | Mercedes Cubero and Manuel L. de la Mata, University of Sevilla |
| Chap. 13 |
The Category of 'Personality' in Cultural-Historical Psychology |
| | Seth Chaiklin, University of Aarhus |
| Chap. 14 |
Toward a Hermeneutical Reconstruction of Galperin's Theory of Learning |
| | Gloria Fariñas León, University of Havana |
| Chap. 15 |
The Ideal in Cultural-Historical Activity Theory: Issues and Perspectives |
| | Peter E. Jones, Sheffield Hallam University |
