Re: [xmca] permission?

I am sure loads of us would like to have a look at that!
Carol

2008/6/12 Mike Cole <lchcmike@gmail.com>:

> Gee, I would like to see that article to, Haydi.
> Perhaps our Kharkov expert, Anton, can help us out?
> mike
>
> On Wed, Jun 11, 2008 at 3:44 PM, Haydi Zulfei <haydizulfei@yahoo.com>
> wrote:
>
> > Dear all ,
> > Is there any chance of getting the following article just for reading
> just
> > for individual use accompanied with all manners of honesty not to
> duplicate
> > , not to go profittering etc. without fear of legalizations of copyright
> > factor or persecution ?
> > Forgive ! We cannot do otherwise !!! Sorry !!
> > With all respect
> > Haydi
> > haydizulfei@yahoo.com
> > Vygotsky's Ideas in Kharkov School of Psychology Ye.Ye. Sokolova
> > ISSUES IN CULTURAL ACTIVITY THEORY
> > Paths of Development of L.S. Vygotsky's Ideas in Kharkov School of
> > Psychology
> > Ye.Ye. Sokolova
> > Ph.D.in Psychology, associate professor at the General Psychology
> > Department
> > at the Faculty of Psychology at the Lomonosov State University
> >
> > In this paper the author argues that the research 'paradigm' developed by
> > L.S. Vygotsky and the one developed by A.N. Leontiev in the Kharkov
> School
> > of Psychology were not alternative, but complementary. The author traces
> the
> > creative development of L.S. Vygotsky's ideas using the materials of
> > experimental researches on pre-speech generalizations, on formation of
> > scientific concepts in generalizing activity of a child, and on the
> relation
> > between 'action-related' and 'verbal' generalizations in a child's
> > consciousness. The author states that the new interpretation of mind as
> the
> > function of activity is to a certain extent a return to the initial
> purposes
> > of L.S. Vygotsky who talked about consciousness as the problem of
> structure
> > of one's behaviour.
> >
> > Key words: L.S. Vygotsky, Kharkov School of Psychology, activity, speech,
> > meaning types, scientific and everyday concepts, orienting and executive
> > parts of action.
> >
> >
> >
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> >
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