LEADER 03356oam 22006974a 450 001 9910138897103321 005 20230621135432.0 010 $a0-7766-2705-8 010 $a0-7766-1596-3 035 $a(CKB)2430000000000644 035 $a(EBL)653340 035 $a(SSID)ssj0000376335 035 $a(PQKBManifestationID)11251937 035 $a(PQKBTitleCode)TC0000376335 035 $a(PQKBWorkID)10333911 035 $a(PQKB)11007175 035 $a(CaPaEBR)403641 035 $a(CaBNvSL)jme00326790 035 $a(MiAaPQ)EBC3244807 035 $a(MiAaPQ)EBC653340 035 $a(OCoLC)181843560 035 $a(MdBmJHUP)muse8735 035 $a(FrMaCLE)OB-uop-1786 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/48097 035 $a(VaAlCD)20.500.12592/x6zjsd 035 $a(schport)gibson_crkn/2009-12-01/2/403641 035 $a(PPN)204524229 035 $a(EXLCZ)992430000000000644 100 $a19981104d1999 uy 0 101 0 $aeng 135 $aurmn#nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFrom Cognition to Being$eProlegomena for Teachers /$fHenry Davis McHenry 210 $cLes Presses de l?Université d?Ottawa | University of Ottawa Press$d1999 210 1$aOttawa :$cUniversity of Ottawa Press,$d1999. 210 4$d©1999. 215 $a1 online resource (xviii, 189 pages) $cillustrations 225 0 $aMentor ;$vno. 2 300 $aIncludes index. 311 08$aPrint version: 9780776604558 320 $aIncludes bibliographical references and index. 327 $aPART 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. 330 $aIn this book, McHenry challenges the still-regnant paradigm of knowledge acquisition as the end and means of schooling, supplanting it with an inquiry into what knowledge is. Tracing the development of the idea of knowledge from its roots in Descartes and Locke through the ontological turn in Wittgenstein, Heidegger, and Buber, he provides an alternative rationale and vocabulary for a practice of schooling that engages teachers with students in being-together-and-inventing. Philosophically centered though accessibly written, with examples from the author?s personal experiences with his own child and his students, the book engages the reader in inquiry rather than argument, leaving her not with a list of tips and prescriptions, but with a capacity for encounter with the actual persons in her classroom 410 0$aMentor (Ottawa, Ont.) ;$vno. 2. 606 $aPedagogie$xPhilosophie 606 $aTeaching$xPhilosophy 608 $aElectronic books. 610 $aeducation 610 $aknowledge 615 0$aPedagogie$xPhilosophie. 615 0$aTeaching$xPhilosophy. 676 $a371.102/01 700 $aMcHenry$b Henry Davis$0994141 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910138897103321 996 $aFrom cognition to being$92276802 997 $aUNINA