This special issue is devoted to the cultural-historical school of thought about mental development based on the work of Lev Vygotsky. The research of Vygotsky addressed the sociocultural basis of higher-level cognitive functions, and ascribed an influential role to human speech and other mediational tools in originating changes in cognition and accelerating intellectual development. The first essay, "Mind as a Cultural Achievement: Implications for IQ Testing" (Michael Cole), explores the idea that higher-level intelligence is an achievement that depends on cultural conditions and addresses issues in the organization of education to promote intellectual development. "Children's Social Worlds: An Emic View" (Rosi A. C. Andrade, Luis C. Moll) examines how children's minds are constructed in a social context, using one approach within the cultural-historical model. In "Working with a Teacher in the Zone of Proximal Development: Action Research" (Gordon Wells), a case study illustrates problems in incorporating theory into teacher education. Finally, the book "Rousing Minds to Life: Teaching, Learning and Schooling in Social Context" by Roland Tharp and Ronald Gallimore is reviewed by Robert Rueda). Each chapter contains references. (MSE)