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    From Cognition to Being : Prolegomena for Teachers

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    http://books.openedition.org/uop/1786
    Author(s)
    Henry Davis McHenry
    Language
    English
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    Abstract
    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 being-together-and-inventing. 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.
    URI
    https://directory.doabooks.org/handle/20.500.12854/48097
    Keywords
    education; knowledge
    ISBN
    9780776627052
    Publisher
    Les Presses de l’Université d’Ottawa | University of Ottawa Press
    Publisher website
    http://www.press.uottawa.ca
    Publication date and place
    1999
    • Imported or submitted locally

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      This project received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 871069.

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