From Cognition to Being Prolegomena for Teachers / Henry Davis McHenry.

Format:

Book

Author/Creator:

McHenry, Henry Davis.

Series:

Mentor (Ottawa, Ont.) ; no. 2.

Mentor ; no. 2

Language:

English

Subjects (All):

Pedagogie--Philosophie.

Pedagogie.

Teaching--Philosophy.

Teaching.

Genre:

Electronic books.

Physical Description:

1 online resource (xviii, 189 pages) : illustrations.

Edition:

1st ed.

Place of Publication:

Les Presses de l’Université d’Ottawa | University of Ottawa Press 1999

Ottawa : University of Ottawa Press, 1999.

Language Note:

English

System Details:

text file

Summary:

In this book, McHenry challenges the still-regnant paradigm of knowledge acquisition as the end and means of schooling, supplanting it with an inquiry into what knowledge is. Tracing the development of the idea of knowledge from its roots in Descartes and Locke through the ontological turn in Wittgenstein, Heidegger, and Buber, he provides an alternative rationale and vocabulary for a practice of schooling that engages teachers with students in <i>being-together-and-inventing. </i>Philosophically centered though accessibly written, with examples from the author’s personal experiences with his own child and his students, the book engages the reader in inquiry rather than argument, leaving her not with a list of tips and prescriptions, but with a capacity for encounter with the actual persons in her classroom

Contents:

PART I: EPISTEMOLOGY: What Is Knowing, and How Do We Know?

1. OUR PICTURE OF LANGUAGE

2. CARTESIAN DOUBT

3. LOCKEAN CERTAINTY

4. WITTGENSTEIN'S INQUIRY INTO STRUCTURE

PART II: ONTOLOGY: What Is Saying, and How Do We Be?

5. OUR LISTENING WITH LANGUAGE

6. LANGUAGING AS SHARING

7. HERMENEUTIC CIRCLING AND THE PRAGMATIC ONTOLOGY OF ENCOUNTER.

Notes:

Includes index.

Includes bibliographical references and index.

OpenEdition Books License https://www.openedition.org/12554

Description based on print version record.

Other Format:

Print version:

ISBN:

9780776627052

0776627058

9780776615967

0776615963

OCLC:

181843560

Publisher Number:

10.26530/OAPEN_578817