Cultural-historical psychology: origins, history and modernity

Authors

  • Katerina Polivanova National Research University Higher School of Economics Institute of Education, Center for Modern Childhood Research Moscow, Russia

DOI:

https://doi.org/10.54359/ps.v18i100.1954

Abstract

 

The article traces the origins and main stages in the development of L.S. Vygotsky’s cultural-historical theory (CHT). It is argued that CHT can be regarded as a metatheory that provides the foundations for constructing specific psychological theories. On the one hand, this perspective relieves such theories from the strict requirement of direct empirical verification; on the other hand, it opens up the possibility of designing a broad range of research directions. The intersections of CHT and activity theory are shown to have been manifested in studies of different stages of child development as well as in the elaboration of the Elkonin–Davydov system of developmental education. The article is based on an analysis of a wide range of sources.

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Author Biography

  • Katerina Polivanova, National Research University Higher School of Economics Institute of Education, Center for Modern Childhood Research Moscow, Russia

    DSc of Psychology, Professor, Scientific Supervisor of the Center for Modern Childhood Studies; Professor of the Department of Educational Programs, Institute of Education, National Research University Higher School of Economics, Moscow, Russian Federation.

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Published

2025-10-28

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How to Cite

Polivanova, K. (2025). Cultural-historical psychology: origins, history and modernity. Psychological Studies, 18(100), 3. https://doi.org/10.54359/ps.v18i100.1954