LEADER 01329nem0-2200397---450- 001 990009308320403321 005 20120510133302.0 035 $a000930832 035 $aFED01000930832 035 $a(Aleph)000930832FED01 035 $a000930832 100 $a20110118d1957----km-y0itay50------ba 101 0 $aita 102 $aIT 120 $aa--------bl-- 121 $aaa-aabb-a$b-------- 123 1 $aa$b1:25000$de0013730$ee0014500$fn0405500$gn0405000 124 $a-$bd$c--$db$e-$f--$g-- 200 1 $aMarano di Napoli$bDocumento cartografico$fIstituto geografico militare 205 $a3. ed. 206 $a1:25000 ; proiezione conforme universale trasversa di Mercatore (E1°37'30''-E1°45'/N40°55'-N40°50') 210 $aFirenze$cIGM$d1957 215 $a1 carta$d44 x 39 su foglio 62 x 53 cm 225 1 $aCarta d'Italia$v184, quadrante 4, tavoletta SE 300 $aAggiornamenti al 1936 300 $aIl Meridiano di riferimento è Monte Mario, Roma 540 1 $aFoglio 184, quadrante 4 tavoletta S. E. 610 0 $aCampania$aCarte 710 02$aIstituto geografico militare$05005 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aMP 912 $a990009308320403321 952 $aMP Cass.2 184, 4(2)$bIst. s.i.$fILFGE 959 $aILFGE 996 $aMarano di Napoli$9771382 997 $aUNINA LEADER 01058nam a22002651i 4500 001 991001996149707536 005 20040115110449.0 008 040407s1998 it |||||||||||||||||eng 035 $ab12854980-39ule_inst 035 $aARCHE-083460$9ExL 040 $aDip.to Scienze Storiche$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a338.9 100 1 $aYi, Sang-Seung$0485688 245 10$aEndogenous formation of joint ventures with efficiency gains /$cSang-Seung Yi 260 $aMilano :$bFondazione ENI Enrico Mattei,$c1998 300 $a1 v. ;$c21 cm 440 0$aNote di lavoro della Fondazione ENI Enrico Mattei ;$v50.98 650 4$aPolitica economica 650 4$aImprese 907 $a.b12854980$b02-04-14$c16-04-04 912 $a991001996149707536 945 $aLE009 GEOG.COLL.14E/50$g1$i2009000311824$lle009$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i13414677$z16-04-04 996 $aEndogenous formation of joint ventures with efficiency gains$9301980 997 $aUNISALENTO 998 $ale009$b16-04-04$cm$da $e-$feng$git $h0$i1 LEADER 06545nam 2200625Ia 450 001 9910965274203321 005 20251116181611.0 010 $a1-60876-969-0 035 $a(CKB)2550000001041609 035 $a(EBL)3018710 035 $a(SSID)ssj0000835635 035 $a(PQKBManifestationID)11462253 035 $a(PQKBTitleCode)TC0000835635 035 $a(PQKBWorkID)10997356 035 $a(PQKB)11161555 035 $a(MiAaPQ)EBC3018710 035 $a(Au-PeEL)EBL3018710 035 $a(CaPaEBR)ebr10661648 035 $a(OCoLC)833574011 035 $a(BIP)25018566 035 $a(EXLCZ)992550000001041609 100 $a20081119d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aJourney into dialogic pedagogy /$fEugene Matusov 205 $a1st ed. 210 $aHauppauge, NY $cNova Science Publishers$dc2009 215 $a1 online resource (493 p.) 300 $aDescription based upon print version of record. 311 08$a1-60692-535-0 320 $aIncludes bibliographical references and indexes. 327 $aIntro -- Journey into Dialogic Pedagogy -- Contents -- Preface -- Introduction: Ontological vs. Instrumental Dialogic Pedagogy -- Abstract -- Part 1. Dialogue: Search for Truth and Social Justice -- Dialogicity and Monologicity of Socratic Pedagogical Dialogues -- Abstract -- Plato's Account of Socratic Dialogues as Educational Ethnography -- Findings -- Conclusions -- Does Socratic Dialogue Enslave Students?: Three Types of Socratic Pedagogical Dialogue in Modern Schooling -- Abstract -- Socratic Dialogues with Free Citizens Versus with the Slave -- Students' Non-Ontological Engagement: Socratic Dialogue with the Slave -- Students' Ontological Engagement with the Teacher Being the Expert Number One in the Classroom: Socratic Pedagogical Dialogues with Free Citizens -- Building a Community of Learners: Socrates' Espoused Theory of Pedagogical Dialogue -- Conclusion -- Freire's Dialogic Pedagogy for Liberation... and Totalitarianism -- Abstract -- Freire's Cultural-Dialogic Pedagogy -- Freire's Totalitarian Pedagogy of Liberation from People's Freedom -- Conclusion -- Bakhtin's Polysemic Notions of Dialogue and Monologue: Education Perspective -- Abstract -- Bakhtinian Analyses of Instruction -- Bakhtin's Polysemy about the Concepts of "Dialogue" and "Monologue -- Complementary Vista: "D and M Are Both Good -- Vista of Discursive Excesses: "D and M Are Both Bad -- Oppositional Vista: "D Is Good while M Is Bad -- Conclusions: Chronotype of Polyphonic Classroom Regime -- Pedagogical Chronotypes of Monologic Conventional Classrooms: Ontology and Didactics -- Abstract -- Axiological Chronotope in Education -- Chronotopes of Monologic Conventional Pedagogy -- Internally Persuasive Discourse and Its Collapse in Ms. Vivian Paley's Classroom -- Abstract -- Why IPD for Education? -- Internally Persuasive Discourse in Ms. Vivian Paley's Classroom. 327 $aCollapse of Internally Persuasive Discourse in Ms. Vivian Paley's Classroom -- Abstract -- The Teacher's Monologic Coup D'etat: The New Order of an Authoritarian Discursive Regime (Our Dialogic Finalizing of Ms. Vivian Paley) -- Conclusion: What Is Polyphonic Classroom? -- Part 2. Dialogue and Activity -- Argumentation in Dialogic Education -- Abstract -- Non-Educational Views on Argumentation -- Problems with Traditional Education in Argumentation -- Argumentation in Education -- Research Method and Pedagogical Problem of Dialogic Pedagogical Argumentation -- Findings -- Conclusion -- Appendix: Sample of Sandy's Writing and My Feedback through Her Drafts -- Learning Ecology of a Polyphonic Classroom -- Abstract -- The Problem of Violent Ecology of Conventional Schooling and Its Alternatives -- The Lego-Logo Club as a Polyphonic Classroom -- Findings -- Designing the Students' Ontological Engagement and Ontologically-Oriented Teaching -- Abstract -- Lesson on "Designing Students' Ontological Engagement": Setting the Problem -- Inquiry of Reflection on the Practice of Ontologically-Oriented Teaching -- Ontological Engagement, Non-Ontological Engagement, and Ontological Disengagement -- Designing Students' Ontological Engagement into Academic Curriculum -- Dialogic and Polyphonic Teaching -- Problematics of Ontologically-Oriented Teaching -- Dialogue and Activity -- Abstract -- Creatively Productive Activities: Re-Productive Versus by-Productive Activities -- Dialogic Teaching as a Creative by-Productive Activity: A Case of Designing Order with Children in an Afterschool Program -- Polyphonic Mediation to Support Dialogue -- Design for Educational Polyphony -- Conclusion -- Conclusion: Limits of Dialogue and Dialogic Pedagogy -- Abstract -- Age: "Too Young to Dialogue -- Autism: "Being Cut off from Human Communication -- Conclusion -- References. 327 $aName Index -- Subject Index -- Index. 330 $aThe author came to the decision to embark on this journey into dialogic pedagogy when he firmly realized that education is essentially dialogic. It is not that pedagogy should be dialogic - he rather argues that it is always dialogic. This is true whether the participants in it, or outside observers of it, realise it or not - and even when the participants are resistant to dialog. This statement is in contrast with views that promote dialogic interaction in the classroom as a form of instruction.This conceptualization contrasts with views that dialogic interaction or conversational instruction are more effective instructional means in comparison to, let's say, a more monologic genre of instruction such as a lecture or a demonstration. This statement is also in contrast with views that assume dialog is a pedagogical instrument that can be turned on and off. He argues that whatever teachers and students do (or not do) whether in their classrooms or beyond it, they are locked in dialogic relations. 606 $aQuestioning 606 $aInteraction analysis in education 606 $aCommunication in education 606 $aEducation$xPhilosophy 615 0$aQuestioning. 615 0$aInteraction analysis in education. 615 0$aCommunication in education. 615 0$aEducation$xPhilosophy. 676 $a371.3/7 700 $aMatusov$b Eugene$0857594 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910965274203321 996 $aJourney into dialogic pedagogy$94470380 997 $aUNINA