• Part I. Theoretical Issues: 1. Activity theory and individual and social transformation Yrjo Engeström; 2. The content and unsolved problems of activity theory Vassily V. Davydov; 3. Knowledge as shared procedures Stephen Toulmin; 4. Activity theory in a new era Vladimir A. Letkorsky; 5. Society versus context in individual development: does theory make a difference? Charles W. Tolman; 6. Cultural psychology: some general principles and a concrete example Michael Cole; 7. Laws logics and human activity Antti Eskola; 8. Collapse creation and continuity in Europe - how do people change? Yrjo-Paavo Hayrynen; 9. Activity theory and the concept of integrative levels Eythel Tobach; 10. The relevance to psychology of Antonio Gramsci's ideas on activity and common sense Francesco Paolo Colucci; Part II. Language and its Acquisition: 11. The expanded dialogic sphere: writing activity and authoring of self in Japanese classrooms Yuji Moro; 12. Improvement of school children's reading and writing ability through the formation of linguistic awareness Kyoshi Amano; 13. Psychomotor and socio-emotional processes in literacy acquisition: results from an ongoing case study involving a nonvocal cerebral palsic young man Matthias Bujarski Martin Hildebrand-Nilshon and Jane Kordt; Part III. Play Learning and Instruction: 14. Play and motivation Pentti Hakkarainen; 15. Drama games with six year old children: possibilities and limitations Stig Brostrom; 16. Activity formation as an alternative strategy of instruction Joachim Lompscher; 17. Activity theory and historic teaching Mariane Hedegaard; 18. Didactic models and the problem of intertextuality and polyphony Jacques Carpay and Bert Van Oers; 19. Metaphor and learning activity Bernd Fichtner; 20. Transcending traditional school learning: teachers' work and networks of learning Reijo Miettinen; Part IV. Technology and Work: 21. The theory of activity changed by information technology Oleg K. Tikhomirov; 22. Activity theory transformation of work and information systems design Kari Kuutti; 23. Innovative learning in work teams: analyzing cycles of knowledge creation in practice Yrjö Engeström; Part V. Therapy and Addiction: 24. Object relations theory and activity theory: a proposed link by way of the procedural sequence model Anthony Ryle; 25. The concept of sign in the work of Vygotsky, Winnicott and Bakhtin: further integration of object relations theory and activity theory Mikael Leiman; 26. From addiction to self-governance Anja Koski-Jannes.

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• Part I. Theoretical Issues: 1. Activity theory and individual and social transformation Yrjo Engeström; 2. The content and unsolved problems of activity theory Vassily V. Davydov; 3. Knowledge as shared procedures Stephen Toulmin; 4. Activity theory in a new era Vladimir A. Letkorsky; 5. Society versus context in individual development: does theory make a difference? Charles W. Tolman; 6. Cultural psychology: some general principles and a concrete example Michael Cole; 7. Laws logics and human activity Antti Eskola; 8. Collapse creation and continuity in Europe - how do people change? Yrjo-Paavo Hayrynen; 9. Activity theory and the concept of integrative levels Eythel Tobach; 10. The relevance to psychology of Antonio Gramsci's ideas on activity and common sense Francesco Paolo Colucci; Part II. Language and its Acquisition: 11. The expanded dialogic sphere: writing activity and authoring of self in Japanese classrooms Yuji Moro; 12. Improvement of school children's reading and writing ability through the formation of linguistic awareness Kyoshi Amano; 13. Psychomotor and socio-emotional processes in literacy acquisition: results from an ongoing case study involving a nonvocal cerebral palsic young man Matthias Bujarski Martin Hildebrand-Nilshon and Jane Kordt; Part III. Play Learning and Instruction: 14. Play and motivation Pentti Hakkarainen; 15. Drama games with six year old children: possibilities and limitations Stig Brostrom; 16. Activity formation as an alternative strategy of instruction Joachim Lompscher; 17. Activity theory and historic teaching Mariane Hedegaard; 18. Didactic models and the problem of intertextuality and polyphony Jacques Carpay and Bert Van Oers; 19. Metaphor and learning activity Bernd Fichtner; 20. Transcending traditional school learning: teachers' work and networks of learning Reijo Miettinen; Part IV. Technology and Work: 21. The theory of activity changed by information technology Oleg K. Tikhomirov; 22. Activity theory transformation of work and information systems design Kari Kuutti; 23. Innovative learning in work teams: analyzing cycles of knowledge creation in practice Yrjö Engeström; Part V. Therapy and Addiction: 24. Object relations theory and activity theory: a proposed link by way of the procedural sequence model Anthony Ryle; 25. The concept of sign in the work of Vygotsky, Winnicott and Bakhtin: further integration of object relations theory and activity theory Mikael Leiman; 26. From addiction to self-governance Anja Koski-Jannes.

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• Part I. Theoretical Issues: 1. Activity theory and individual and social transformation Yrjo Engeström; 2. The content and unsolved problems of activity theory Vassily V. Davydov; 3. Knowledge as shared procedures Stephen Toulmin; 4. Activity theory in a new era Vladimir A. Letkorsky; 5. Society versus context in individual development: does theory make a difference? Charles W. Tolman; 6. Cultural psychology: some general principles and a concrete example Michael Cole; 7. Laws logics and human activity Antti Eskola; 8. Collapse creation and continuity in Europe - how do people change? Yrjo-Paavo Hayrynen; 9. Activity theory and the concept of integrative levels Eythel Tobach; 10. The relevance to psychology of Antonio Gramsci's ideas on activity and common sense Francesco Paolo Colucci; Part II. Language and its Acquisition: 11. The expanded dialogic sphere: writing activity and authoring of self in Japanese classrooms Yuji Moro; 12. Improvement of school children's reading and writing ability through the formation of linguistic awareness Kyoshi Amano; 13. Psychomotor and socio-emotional processes in literacy acquisition: results from an ongoing case study involving a nonvocal cerebral palsic young man Matthias Bujarski Martin Hildebrand-Nilshon and Jane Kordt; Part III. Play Learning and Instruction: 14. Play and motivation Pentti Hakkarainen; 15. Drama games with six year old children: possibilities and limitations Stig Brostrom; 16. Activity formation as an alternative strategy of instruction Joachim Lompscher; 17. Activity theory and historic teaching Mariane Hedegaard; 18. Didactic models and the problem of intertextuality and polyphony Jacques Carpay and Bert Van Oers; 19. Metaphor and learning activity Bernd Fichtner; 20. Transcending traditional school learning: teachers' work and networks of learning Reijo Miettinen; Part IV. Technology and Work: 21. The theory of activity changed by information technology Oleg K. Tikhomirov; 22. Activity theory transformation of work and information systems design Kari Kuutti; 23. Innovative learning in work teams: analyzing cycles of knowledge creation in practice Yrjö Engeström; Part V. Therapy and Addiction: 24. Object relations theory and activity theory: a proposed link by way of the procedural sequence model Anthony Ryle; 25. The concept of sign in the work of Vygotsky, Winnicott and Bakhtin: further integration of object relations theory and activity theory Mikael Leiman; 26. From addiction to self-governance Anja Koski-Jannes.

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