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This article sheds light on the little known and poorly understood extensive discussion on the relationship between Marx's Capital and Hegel's Science of Logic in the tradition of creative Soviet Marxism. The exploration of the mechanism of ascending from the abstract to the concrete and its relation to the movement of thought from the concrete to the abstract was one of the key points of this discussion. The ascending from the abstract to the concrete is a crucial issue of the dialectical logic developed in German Classical Philosophy, especially in Hegel's Science of Logic. Marx implemented the method of ascent from the abstract to the concrete to investigate a historically concrete object (the capitalist mode of production) as an organic whole.

The purpose of this study is to map the medicalisation of learning difficulties in the remote and mountainous areas in Chania Prefecture, Crete, when pupils are referred to Diagnostic Institutes to be assessed and possibly receive a learning difficulty diagnosis. It provides evidence on the fact that the learning difficulties identification procedure tends to be individually oriented and to neglect contextual dimensions, as well as the interactions between them, particularly in light of the consequences of the socioeconomic crisis in Greece. The remote and mountainous areas in Chania Prefecture, Crete, serve as a case study. Educational documents, archives, newspapers, and laws are examined, and six semi-structured interviews are conducted and analysed. The analysis yields two core themes: a. Exaggerated diagnoses: a compensatory tool and b. The emergence of the environment of the contexts: the impacts of the socioeconomic crisis. As an outcome of the analysis, it occurs that the medicalisation of learning difficulties appears to impose an obstacle to the detection of the deeper systemic, social, and political causes of these difficulties. It may also fail to sufficiently address the needs of the involved parts, namely pupils, parents, and schools. Given the implications arising from the study that indicate the systemic nature and influences of learning difficulties, the necessity for a transition towards a bioecological approach is discussed.

This article explores how socio-cultural, cultural-historical and activity theory approaches to education and psychology have traveled to Greece over the last three decades. It explores the history of introducing these approaches in the Greek context while identifying key dimensions of the process, such as: diverse interpretation of original works, key actors in academic teaching and research and linkages with educational policy and activism beyond the university spaces. Greece with its specific history of military dictatorship, constitutional change, varied struggles for democracy within the university, European integration, and current crisis and neoliberal reforms is seen as a sample case; taking this case as a point of departure, the authors develop a meta-theoretical frame on how to discuss the various ways in which socio-cultural-historical approaches have traveled across socio-cultural, historical, institutional, political, regional, and also, increasingly globalized contexts of education. ; Статья посвящена анализу того, как идеи социокультурного, культурно-исторического и деятельностного подходов в образовании и психологии распространялись в Греции на протяжении последних 30 лет. Прослеживается история прихода этих идей в Грецию, их преломление в греческом контексте и ключевые факторы этого процесса, как то: широкая интерпретация источников, значимые фигуры в академической среде и науке, взаимосвязь с образовательной политикой и активизмом вне стен университетов. Специфика греческой истории с ее военной диктатурой, конституционными изменениями, борьбой за демократию, европейской интеграцией, новейшим кризисом и неолиберальными реформами — все это становится для авторов отправной точкой для выстраивания метатеоретической концепции, описывающей разнообразные способы, которыми социо-культурно-исторические подходы проникали в социокультурный, исторический, институциональный, политический, региональный и интенсивно глобализирующийся образовательный контексты.