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From Cognition to Being : Prolegomena for Teachers

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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.

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Detail Information

Series Title

Mentor Series

Call Number

370 MCH f

Publisher

: University of Ottawa Press., 1999

Collation

189 halaman

Language

English

ISBN/ISSN

9780776604558

Classification

370

Content Type

text

Media Type

computer

Carrier Type

online resource

Edition

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Subject(s)

Education

Specific Detail Info

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Statement of Responsibility

Henry Davis McHenry

Other Information

Cataloger

Jemadi

Source

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Validator

maya

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