03582oam 22007694a 450 991013889710332120240513181940.0978077662705207766270589780776615967077661596310.26530/OAPEN_578817(CKB)2430000000000644(EBL)653340(SSID)ssj0000376335(PQKBManifestationID)11251937(PQKBTitleCode)TC0000376335(PQKBWorkID)10333911(PQKB)11007175(CaPaEBR)403641(CaBNvSL)jme00326790(MiAaPQ)EBC3244807(MiAaPQ)EBC653340(OCoLC)181843560(MdBmJHUP)muse8735(FrMaCLE)OB-uop-1786(oapen)https://directory.doabooks.org/handle/20.500.12854/48097(VaAlCD)20.500.12592/x6zjsd(schport)gibson_crkn/2009-12-01/2/403641(PPN)204524229(ScCtBLL)710ba348-0f5c-4de2-928c-62c3005b70b4(OCoLC)1163812867(oapen)doab38667(oapen)doab48097(EXLCZ)99243000000000064419981104d1999 uy 0engurmn#nnn|||||txtrdacontentcrdamediacrrdacarrierFrom Cognition to BeingProlegomena for Teachers /Henry Davis McHenry1st ed.Les Presses de l’Université d’Ottawa | University of Ottawa Press1999Ottawa :University of Ottawa Press,1999.©1999.1 online resource (xviii, 189 pages) illustrationsMentor ;no. 2Includes index.Print version: 9780776604558 Includes bibliographical references and index.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.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 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 classroomMentor (Ottawa, Ont.) ;no. 2.PedagogiePhilosophieTeachingPhilosophyElectronic books. PedagogiePhilosophie.TeachingPhilosophy.371.102/01McHenry Henry Davis994141MdBmJHUPMdBmJHUPBOOK9910138897103321From cognition to being2276802UNINA