In this Book
- From Cognition to Being: Prolegomena for Teachers
- Book
- 1999
- Published by: University of Ottawa Press
- Series: Mentor Series
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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 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.
Table of Contents
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- TABLE OF CONTENTS
- pp. vii-ix
- ACKNOWLEDGMENTS
- p. xi
- INTRODUCTION
- pp. 1-16
- PART I: EPISTEMOLOGY: What Is Knowing, and How Do We Know?
- 1. OUR PICTURE OF LANGUAGE
- pp. 19-34
- 2. CARTESIAN DOUBT
- pp. 35-60
- 3. LOCKEAN CERTAINTY
- pp. 61-79
- 4. WITTGENSTEIN'S INQUIRY INTO STRUCTURE
- pp. 81-101
- 5. OUR LISTENING WITH LANGUAGE
- pp. 107-126
- 6. LANGUAGING AS SHARING
- pp. 127-150
- SUGGESTIONS FOR FURTHER READING
- pp. 179-181
Additional Information
ISBN
9780776615967
Related ISBN(s)
9780776604558
MARC Record
OCLC
181843560
Pages
189
Launched on MUSE
2012-01-01
Language
English
Open Access
Yes
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