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From Cognition to Being

Prolegomena for Teachers

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...


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  • Éditeur : Les Presses de l’Université d’Ottawa | University of Ottawa Press
  • Collection : Mentor
  • Lieu d’édition : Ottawa
  • Année d’édition : 1999
  • Publication sur OpenEdition Books : 27 septembre 2017
  • ISBN (Édition imprimée) : 9780776604558
  • ISBN électronique : 9780776627052
  • Nombre de pages : xviii-189 p.

© Les Presses de l’Université d’Ottawa | University of Ottawa Press, 1999

Conditions d’utilisation : http://www.openedition.org/6540