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Record Nr. |
UNINA9910138897103321 |
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Autore |
McHenry Henry Davis |
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Titolo |
From Cognition to Being : Prolegomena for Teachers / / Henry Davis McHenry |
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Pubbl/distr/stampa |
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Les Presses de l’Université d’Ottawa | University of Ottawa Press, 1999 |
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Ottawa : , : University of Ottawa Press, , 1999 |
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©1999 |
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ISBN |
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9780776627052 |
0776627058 |
9780776615967 |
0776615963 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (xviii, 189 pages) : illustrations |
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Collana |
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Disciplina |
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Soggetti |
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Pedagogie - Philosophie |
Teaching - Philosophy |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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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. |
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Sommario/riassunto |
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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 <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 |
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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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