LEADER 01872nam0-2200517---450 001 990006407660403321 005 20240220173109.0 010 $a88-14-02928-8 100 $a20111202d1991----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $aVendita e trasferimento della proprietà nella prospettiva storico-comparatistica$eatti del Congresso Internazionale$ePisa-Viareggio-Lucca, 17-21 aprile 1990$fa cura di Letizia Vacca 210 $aMilano$cGiuffrè$d1991 215 $a2 v.$d24 cm 225 1 $aPubblicazioni della Facoltà di giurisprudenza della Università di Pisa$v115 676 $a346.0436$v23$zita 702 1$aVacca,$bLetizia 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006407660403321 952 $aFONDO PROFESSOR ANTONIO GUARINO CON. V 1 (1)$bG/1696$fFGBC 952 $aFONDO PROFESSOR ANTONIO GUARINO CON. 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Letiche 205 $a1st ed. 210 1$aAmsterdam ;$aPhiladelphia :$cJ. Benjamins Pub. Co.,$d1984. 215 $a1 online resource (270 pages) $cillustrations 300 $aSummary in Dutch. 311 0 $a90-272-2016-6 320 $aIncludes bibliographical references. 327 $aLEARNING AND HATRED FOR MEANING; Title page; Copyright page; Dedication; Table of contents; Acknowledgements; PART ONE. PREAMBLE, THEORY, AND ANALYSIS; 1. PREAMBLE: DEFINING THE PROBLEM; (i) the context of research; (ii) the reappraisal of predecessors; (iii) indication; 2. THEORY; a. The Comparison; i. the Behavioristic Approach; ii. The Humanistic-Psychology Approach; iii. the Cultural-Historical approach; iv. Summing up, I surmise that . . .; 3. Levels of Analysis and of Generic Idiograms; a. A Denotive Variant of the Interpretative Paradigm; i. Assuming; ii. Practice 327 $ab. Descriptive/Interpretative; c. The Development; PART TWO. THE GENETIC TEXT; Forms and Beginnings: Introduction to the Genetic Text; a. The Presentation of the 'context of teaching'; b. What Brought Me to Write These Essays; first year; second year; third year; INTERFACE ONE; 1. 'I', Culture, Violence, and Education; a. 'I'; b. Culture; c. Violence; d. Education; e. The Consequences of This Reflection; INTERFACE TWO; 2. Student: What did you learn? What can you learn?; a. A Simulated Interview; b. The Analysis; c. Which Body of Knowledge?; d. Requirements Banished, Electives Trumpeted 327 $ae. The Last Word; INTERFACE THREE; 3. The Knowledge Machine; a. The Metaphor; b. The 'World' Takes Over; c. The Factory; INTERFACE FOUR; 4. The Sons of Roland Barthes; a. Method: Doxa/Para-dox; b. Bathmology; c. In the Mirror the Name of the Father; d. The Teacher; INTERFACE FIVE; 5. Orphans and origins: Jean Paul Dolle?; a. Intellectual Friendship; b. Demeurer; c. Famille and Patrie; d. Metaphysics; e. Assessments; INTERFACE SIX; 6. Teaching; a. Intersubjectivity; b. Introsubjective; c. Cultural Event; i. the dialogue; ii. the literature; iii. dominant intellectual trends 327 $aPART THREE. DISCUSSION AND EVALUATION; Discussion and Evaluation; a. Immediacy: la parole and 'meaning'; b. Formative Evaluation: Knowledge Is Social; c. Summing up and further; Notes; Bibliography; Samenvatting; Deel I: Probleemstelling Theorie Analyse; Deel II: De Genetische Tekst; Deel III: Discussie en Evaluatie; ERRATUM 330 $aThis study poses the problems of theoretical and philosophical pedagogy in the practice of teaching. The research goal was to improve my teaching. A concrete experience of undergraduate lecturing is the subject. This unconventional New Paradigm research strives for an immediacy of contact between text and practice. How does a beginning lecturer grapple with this job? What is it like to establish oneself as a teacher? The emphasis is upon the experience of teaching, of the school, and what is expected of one as instructor. 606 $aCollege teaching 606 $aLecture method in teaching 606 $aKnowledge, Theory of 606 $aCollege teachers$zNetherlands$vBiography 606 $aCollege teachers$zUnited States$vBiography 615 0$aCollege teaching. 615 0$aLecture method in teaching. 615 0$aKnowledge, Theory of. 615 0$aCollege teachers 615 0$aCollege teachers 676 $a378/.1796 700 $aLetiche$b Hugo K.$f1946-$01817336 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910969573403321 996 $aLearning and hatred for meaning$94375060 997 $aUNINA