psyhistorik | Отвечу на любой вопрос про Льва Выготского. tema: Июньский фуршет (Reply)

http://tema.livejournal.com/1165716.html?thread=634758804#t634758804

UPDATE:
В одном ответе не прошли ссылки на бесценные источники по истории Выготского распространенья по планете. Сохраняются здесь:

- Италия (Italy) и не только (Латинская Америка по ссылкам внутри): http://psyhistorik.livejournal.com/53497.html ; Luciano Mecacci. La psicologia russa e le scienze psicologiche e psichiatriche in Italia nella seconda metà del Novecento. Toronto Slavic Quarterly, No 17. Summer 2006

- Нидерланды (the Netherlands): Bert van Oers. Short history of Cultural historical theory in the Netherlands; van Oers, B. (2012). Developmental education: Reflections on a Chat-research program in the Netherlands. Learning, Culture and Social Interaction 1 (1):57-65

- Франция (France) (а тж. отчасти Бельгия и Швейцария): Zazzo, R. (1982). Necrologie. Alexis Leontiev. L'année psychologique, 82, 537–544; Zazzo, R. (1989). Vygotski (1896-1934). Enfance, 42, (1-2), 3–9

- Аргентина (Argentina) (ну и за компанию Латинская Америка): http://psyhistorik.livejournal.com/81233.html ; http://www.4shared.com/file/163889461/b3661ea3/Golder_-_Reportagens__psicolog.html

- Бразилия (Brazil): Prestes, Z. R. Quando não é mais a mesma coisa - Análise de traduções de Lev Semionovitch Vigotski no Brasil - Repercussões no campo educacional. Brasília, 2010. Tese (doutorado); Flávia Gonçalves da Silva; Claudia Davis. Conceitos de Vigotski no Brasil: produção divulgada nos Cadernos de Pesquisa (Vygotsky's concepts in Brazil: the production published in Cadernos de Pesquisa). Cadernos de Pesquisa, vol.34 no.123 São Paulo Sept./Dec. 2004; http://dx.doi.org/10.1590/S0100-15742004000300007 ; Souza L.E. ( 1995). Culture revisited: Vygotsky's ideas in Brazil. Anthropology and Education Quarterly , 26(4), 443-457

- Греция (Greece) и не только: Dafermos, Kontopodis, & Chronakis (under review/in press). How Do Socio-Cultural-Historical Approaches to Psychology and Education Travel? Translations and Implementations in Greece and Epistemological Implications; Dafermos & Kontopodis (2011). Attempting a Socio-cultural-historical Analysis of the Development and Applications of Socio-cultural-historical Approaches in Greece

- Иран (Iran): Habibollah Ghassemzadeh. Vygotsky in Iran: A Personal Account. Cultural-Historical Psychology #4/2009, Pages 7-9
ну и ты ды.

Кстати, в Японии давняя история с Выготским развивается, и очень давно уже как, только об этом никто не знает, а надо бы. Никак руки не доходят разобраться. Пока что ограничимся

- Япония (Japan): табличкой публикаций нашего персонажа в переводах - http://www.voppsy.ru/journals_all/issues/1996/965/965137.htm: чуть ли не половина списка на японском!

UPDATE 2:
- Япония (Japan): HU Jinsheng. A Rudimentary Study of Japanese Scholars' Research on Vygotsky. Journal of Liaoning Normal University(Social Science Edition) 2000-04

Vygotsky is a wellknown psychologist in the former USSR.His social,cultural and historical theory drew the close attention of scholars of psychology in many countries.Japanese scholars also showed great interest in this theory.There are three stages in Japanese scholars' research on Vygotsky.The first stage is introduction and initial evaluation.The second stage is further study and enlargement of relevant fields.The final stage is active study in the field of cognition and reevaluation.The theory not only promoted localization and internationalization of Japanese psychology,but also accelerated the development of Japanese basic psycological theory.In recent years,there has been a heated debate over whether Vygotsky's theory is a theory of activity,which is a hot issue in the field of psychology in Japan.

- Китай (China): ZOU Xiao yan. “Vygotsky Craze” and its Enlightenment to the Educational Reform in China. Journal of Liaoning Normal University(Social Science Edition) 2001-04

There has been a “Vygotsky Craze” worldwide in recent years.Its enlightenment to the educational reform in China is as follows:first,to create an environment in which peers communicate with each other and promote their cooperative learning;second,to stick to the principle of leading education and exert teachers' important role;third,to change traditional educational assessment method and strengthen process assessment and dynamic assessment.