LEADER 01070nam0-22002771i-450- 001 990006007020403321 005 19980601 035 $a000600702 035 $aFED01000600702 035 $a(Aleph)000600702FED01 035 $a000600702 100 $a19980601d1973----km-y0itay50------ba 105 $a--------00-yy 200 1 $a<>informazione biologica per gli equilibri sociali ed Atti del Convegno internazionale di Laceno " Sull'interazione tra Medicina, Tecnologia e Sociologia" patrocinati dal Ministero della PubblicaIstruzione. 210 $aNapoli$cS.E.D.I.$d1973 215 $a526 p.$d24 cm 676 $a301.243 700 1$aAscione,$bAmedeo$0225126 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006007020403321 952 $aCONG. 59$b120246$fFGBC 959 $aFGBC 996 $aInformazione biologica per gli equilibri sociali ed Atti del Convegno internazionale di Laceno " Sull'interazione tra Medicina, Tecnologia e Sociologia" patrocinati dal Ministero della PubblicaIstruzione$9581774 997 $aUNINA DB $aGIU01 LEADER 04021nam 2200637 a 450 001 9910462405903321 005 20200520144314.0 010 $a1-280-69988-4 010 $a9786613676863 010 $a1-4411-6957-1 035 $a(CKB)2670000000206401 035 $a(EBL)3003221 035 $a(OCoLC)795632049 035 $a(SSID)ssj0000692263 035 $a(PQKBManifestationID)12315739 035 $a(PQKBTitleCode)TC0000692263 035 $a(PQKBWorkID)10635644 035 $a(PQKB)11258372 035 $a(MiAaPQ)EBC3003221 035 $a(Au-PeEL)EBL3003221 035 $a(CaPaEBR)ebr10571043 035 $a(CaONFJC)MIL367686 035 $a(EXLCZ)992670000000206401 100 $a20120213d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPhilosophy for children through the secondary curriculum$b[electronic resource] /$fedited by Lizzy Lewis and Nick Chandley 210 $aNew York $cContinuum International Pub. Group$d2012 215 $a1 online resource (316 p.) 300 $aDescription based upon print version of record. 311 $a1-4411-9661-7 320 $aIncludes bibliographical references and index. 327 $aCover; Halftitle; Series Page; Title; Copyright; Contents; Contributors; Preface; Introduction to Philosophy for Children; P4C as a practice; Methods: What does P4C look like?; Philosophizing: Where is the philosophy in P4C?; Standards and expectations: What does progress in P4C look like?; The importance of relationships; P4C in secondary schools as a scale of involvement; 1 Working with Concepts; The language of reasoning; Philosophical concepts; 2 P4C in Critical Thinking; What is critical thinking?; Wobblers; 3 P4C in English; Connections between English and P4C 327 $aActivities using English and P4C4 P4C in English Literature; Connections between English literature and P4C; Activities using English literature and P4C; 5 P4C in Mathematics; Connections between mathematics and P4C; Activities using mathematics and P4C; Conclusion; 6 P4C in Science; Connections between science and P4C; Activities using science and P4C; 7 P4C in Religious Education; Introduction; Background and purpose of RE; Connections between RE and P4C; Activities using RE and P4C; Conclusion; 8 P4C in Personal, Social and Health Education (PSHE); Connections between PSHE and P4C 327 $aActivities using PSHE and P4C9 P4C in History; Connections between history and P4C; Activities using history and P4C; Conclusion; 10 P4C in Geography; Connections between geography and P4C; Activities using geography and P4C; Conclusion; 11 P4C in Art; Connections between art and P4C; Activities using art and P4C; 12 P4C in Music; Connections between music and P4C; Activities using music and P4C; 13 P4C in Drama; Introduction; Connections between drama and P4C; Activities using drama and P4C; 14 P4C in Physical Education and School Sport (PESS); Connections between PE and P4C 327 $aActivities using PE and P4C15 P4C in Information and Communication Technology (ICT); Connections between ICT and P4C; Activities using ICT and P4C; Appendix: A Brief History of P4C and SAPERE; The origins of P4C; P4C starts in the United Kingdom; Other approaches in the United Kingdom; Index 606 $aPhilosophy$xStudy and teaching (Elementary) 606 $aChildren and philosophy 606 $aPhilosophy$xStudy and teaching (Elementary)$zGreat Britain 608 $aElectronic books. 615 0$aPhilosophy$xStudy and teaching (Elementary) 615 0$aChildren and philosophy. 615 0$aPhilosophy$xStudy and teaching (Elementary) 676 $a108.3 701 $aLewis$b Lizzy$0883679 701 $aChandley$b Nick$0883680 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462405903321 996 $aPhilosophy for children through the secondary curriculum$91973723 997 $aUNINA LEADER 01077nam0-22002891i-450 001 990006100920403321 005 20230217120255.0 035 $a000610092 035 $aFED01000610092 035 $a(Aleph)000610092FED01 100 $a19980601d1990----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $a--------00-yy 200 1 $aTra conflitto e partecipazione$eun'indagine empirica sul protocollo IRI e sui diritti di informazione$ericerca promossa dalla CGIL$fa cura di Maurizio Ricci, Bruno Veneziani ;prefazione di Fausto Bertinotti 210 $aBari$cCacucci$d1990 215 $aXIV, 200 p.$d23 cm 225 1 $aUniversita' degli Studi di Bari. Ricerche di diritto del lavoro e di relazioniindustriali / dirette da B. Veneziani e M.G. Garofalo$v1 324 $aRistampa anastatica dell'edizione del 1988 676 $a331.88$v23$zita 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a990006100920403321 952 $aUNIV. 496 (1)$b18488*$fFGBC 959 $aFGBC 996 $aTra conflitto e partecipazione$965975 997 $aUNINA