There are three main reasons to be proud of hosting Roth and Jornet’s book, Understanding Educational Psychology: A Late Vygotskian, Spinozist Approach, in the Cultural Psychology of Education Books Series . First of all, the intellectual depth of the book surpasses any existing educationoriented “Vygotsky-talking” book, particularly because of its connection with the semiotic approaches in contemporary cultural psychology. Vygotsky’s theory has always been (and still is) a battleground of different interpretations for both theoretical side and practical application: from the sociocultural or cultural-historical activity theories to the Piagetian-social constructivist approaches of genetic social psychology and from the dialogic-symbolic resources approaches to the neo-Meadian approaches. After all, in the history of psychology, Vygotsky represents one among the giants on whose shoulders anybody jumps picking up pieces of his complex theoretical framework and using them as a selfexplaining theoretical umbrella for making any sort of scientifi c claims. Very often one can read in academic papers sentences like “According to Vygotsky’s theory…” or “Following Vygotsky’s perspective … ” as a façade of a scientifi c kind in the polyphony of the research’s supermarket (Tateo 2014).