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oapen-20.500.12657-329922021-11-09T09:24:48Z From Cognition to Being Davis McHenry, Henry schooling students teachers Ferdinand de Saussure John Locke Ludwig Wittgenstein Martin Heidegger Ontology Paradigm René Descartes bic Book Industry Communication::J Society & social sciences::JN Education 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 classroom. 2015-11-03 00:00:00 2020-04-01T14:26:10Z 2020-04-01T14:26:10Z 1999 book 578817 OCN: 181843560 9780776615967 http://library.oapen.org/handle/20.500.12657/32992 eng Mentor Series application/pdf Attribution-NonCommercial-ShareAlike 4.0 International 578817.pdf University of Ottawa Press / Les Presses de l’Université d’Ottawa 10.26530/OAPEN_578817 10.26530/OAPEN_578817 a1e2b726-4e2b-4a68-bed3-0d2f3ac2a876 9780776615967 189 open access
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OAPEN
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DSpace
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English
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| description |
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 classroom.
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578817.pdf
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| spellingShingle |
578817.pdf
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| title_short |
578817.pdf
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| title_full |
578817.pdf
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578817.pdf
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578817.pdf
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| title_sort |
578817.pdf
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| publisher |
University of Ottawa Press / Les Presses de l’Université d’Ottawa
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| publishDate |
2015
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| _version_ |
1771297614189297664
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