From Cognition to Being : Prolegomena for Teachers
Davis McHenry, Henry
From Cognition to Being : Prolegomena for Teachers - University of Ottawa Press / Les Presses de l’Université d’Ottawa 1999 - 1 electronic resource (189 p.)
Open Access
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.
Creative Commons
English
OAPEN_578817 9780776615967
10.26530/OAPEN_578817 doi
Education
schooling students teachers Ferdinand de Saussure John Locke Ludwig Wittgenstein Martin Heidegger Ontology Paradigm René Descartes
From Cognition to Being : Prolegomena for Teachers - University of Ottawa Press / Les Presses de l’Université d’Ottawa 1999 - 1 electronic resource (189 p.)
Open Access
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.
Creative Commons
English
OAPEN_578817 9780776615967
10.26530/OAPEN_578817 doi
Education
schooling students teachers Ferdinand de Saussure John Locke Ludwig Wittgenstein Martin Heidegger Ontology Paradigm René Descartes