LEADER 00967nam0-22003131i-450 001 990007008000403321 005 20180709111201.0 035 $a000700800 035 $aFED01000700800 035 $a(Aleph)000700800FED01 035 $a000700800 100 $a20011130d1860----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $a<>Lutti dello Stato Romano e l'avvenire della Corte di Roma$erivelazioni storiche$fdel Cav. Achille Gennarelli 210 $aFirenze$cGrazzini, Giannini$d1860 215 $aLXXXV, 194 p.$d17 cm 676 $a945.6083$v20$zita 700 1$aGennarelli,$bAchille$068351 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007008000403321 952 $aLEGATO FIORE XVII 58$b9889$fFGBC 952 $aSG 900/A 190$bR.Bibl. 11065$fFLFBC 959 $aFLFBC 959 $aFGBC 996 $aLutti dello Stato Romano e l'avvenire della Corte di Roma$9699710 997 $aUNINA LEADER 02488nam 2200349 450 001 9910674397403321 005 20230626105831.0 024 7 $a10.3390/books978-3-0365-2886-1 035 $a(CKB)5400000000044567 035 $a(NjHacI)995400000000044567 035 $a(EXLCZ)995400000000044567 100 $a20230626d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEnd-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems /$fDelfi?n Ortega-Sa?nchez 210 1$aBasel :$cMDPI - Multidisciplinary Digital Publishing Institute,$d2022. 215 $a1 online resource (164 pages) 311 $a3-0365-2887-3 330 $aThe most recent scientific literature on the treatment of social problems or controversial social questions in the Social Sciences classroom, and their inclusion into curricula, emphasizes the need to introduce students into large-scale social debates where different points of view exist, different interests are at stake, and where it is desirable that they construct their own opinions in that respect from a critical and reasoned perspective. Work with social problems permits a typology of analysis that includes the relative experience of the past and the expectations for the future in a present that is lived, and to consider the temporal relation on the basis of an analysis of changes and continuities that are observable from a comparative perspective. In the comprehension and interpretation of the historicity of the present and in planning the social future, social problems would have to represent a fundamental curricular tenant that gives relevance to the contemporaneousness of the student. In view of the scarcity of studies in this area, this monograph offers a rich collection of studies aimed at answering two structural research questions: What are the purposes of teaching history and social sciences at today's schools? What is the place of social thought formation and social problems in learning/teaching in Social Sciences?. 606 $aSocial Problems 615 0$aSocial Problems. 676 $a361.1 700 $aOrtega-Sa?nchez$b Delfi?n$01261252 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910674397403321 996 $aEnd-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems$93390347 997 $aUNINA LEADER 01484nam0 22003371i 450 001 UON00513895 005 20231205105511.573 010 $a978-88-644-0161-4 100 $a20230504d2014 |0itac50 ba 101 $aita 102 $aIT 105 $a|||| ||||| 200 1 $aCome la Cina è diventata un paese capitalista$fRonald Coase e Ning Wang 210 $aTorino$cIBL Libri$d2014 215 $a396 p.$d24 cm 312 $aIn italiano$9UON00515156 410 1$1001UON00515155$12001 $aMercato, Diritto e Libertà$1210 $aTorino$cIBL Libri$d20- 500 0$3UON00515156$aHow China became capitalist$93902760 606 $aCAPITALISMO$xCina$3UONC009642$2FI 606 $aCINA$xSVILUPPO ECONOMICO$3UONC014167$2FI 606 $aEconomia$xCina$xCapitalismo$3UONC085010$2FI 686 $aCIN XII$cCINA - ECONOMIA$2A 700 1$aCoase$bRonald Harry$f1910-2013$3UONV290975$0122304 701 0$aWang Ning$3UONV095672$0674438 801 $aIT$bSOL$c20250704$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00513895 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI CIN XII 417 N $eSI 43033 5 417 N 951 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$bSI2023493 1J 20230504DDT n. 114 del 22/5/2023. 996 $aHow China became capitalist$93902760 997 $aUNIOR