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While working on the final draft of Das Kapital Volume I, Marx discovered that the assumption that he had previously held: as it circulated capital extended its sphere of operation and at the same time absorbed earlier forms of economic organization was not supported by empirical evidence. From 1869 he began to study how in fact capital began to circulate in Russia, a country which had begun to create a capitalist economy after the liberation of the peasantry in 1861. Marx was aided in this project by Nikolai Danielson, who sent him materials on the Russian economy and who himself made a study of contemporary trends in Russian economic development. Marx contributed to the article Danielson published in 1880 on this subject. One of the works Marx acquired was the book by Vorontsov, who concurred with Danielson that only some features of capitalism were present in the Russian economy and that peasants were dispossessed without being re-deployed in capitalist enterprises. Marx died without incorporating his Russian material into the second volume of Das Kapital. Engels failed to see any problem with the circulation of capital and published the manuscripts as he found them, dispersing Marx’s Russian materials. Unlike Danielson, Engels was convinced that Russia’s economic development did not differ in any way from that of Western Europe, a conviction shared by Plekhanov and Lenin, who classed Danielson and Vorontsov as “narodniki.” Lenin’s book The Development of Capitalism in Russia is a polemic against Danielson and Vorontsov, but does not directly address the points they made.

The purpose of the paper is to explore socio-cultural-historical influences on the ideas of Soviet educational psychologist Lev Vygotsky, since these have become transferable to the point where their influence is now virtually global. The paper provides biographical sketches of Vygotsky, his father and his tutor interwoven with a history of terrorist movements.

Literary study, historical study, biographical study, speculative history.

Passages from his initial major work, Educational Psychology, reveal the radicalism of Lev Vygotsky's thought. It is suggested that two teacher-mentors, his father and a tutor, were influenced by the radical and terrorist narodnik, or populist, movements in Russia of the mid- to late-19th century and passed on this orientation to Vygotsky. The coincidences uncovered raise a series of questions about the degree to which these socio-cultural-historical circumstances influenced Vygotsky's fundamental research project and his attempt to develop an educational method that insisted on going beyond bounds.

Several unresolved questions for debate are raised at the end of the paper that may be of particular interest to those using Vygotsky in teacher education programmes.

Connects Lev Vygotsky's socio-cultural-historical circumstances to his research project, couched in terms of boundary-crossing and knowledge transference.

The purpose of this paper is to present a theoretical overview of the field of knowledge transfer and educational change and a discussion of the issues raised in the six papers in this special edition.

A theoretical analysis of the field of knowledge transfer.

The six papers consider issues such as the interplay of ideas between British and Indian educationalists, post-war debates over literacy standards, the use of curriculum materials for the process of citizen formation, the influence of international exchanges in the education of adolescents for citizenship, Vigotsky and the transfer of knowledge across time, space, culture, disciplines and networks, and the way constructions of Chinese identity within history books were shaped by knowledge processes that transcended nation states.

This special issue of the History of Education Review engages with new approaches that have become available to historians in the past decade illustrating how they might be applied for the first time to key issues in the history of education across colonial and state borders. It addresses questions about the movement of knowledge across national and cultural boundaries, and examines key problems facing educators in a range of colonial and postcolonial contexts.