Marsico G., (2018). Development and education as crossing socio-cultural boundaries. In A. Rosa & J. Valsiner, The Cambridge Handbook of Sociocultural Psychology (2nd Edition), (pp. 302-316), Cambridge University Press, Cambridge: UK;

All human activity—if seen in the framework of time—takes place on the border. The border—between what already exists in the life of a person and what could come into being in the next moment—is the norm, rather than exception, of human psyche. As humans, we live in a multi-bounded world we ourselves constantly create, regulate, and cross in order to modulate our relationship with the environment and with the others. Here the role of education - with its liminal and always future oriented nature - undoubtedly occupies a preminent position, because it constantly works on the border of the "beyond-area". Education is the outer border of the human development, yet it is the only one border which is never crossed once for all. It is a borderland of indeterminacy, it is our unreachable horizon that moves with us. At each step we move forward to the new higher level of education, the horizon is moving as well. This chapter aims at discussing the role of border conditions in the context of development and education.