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
- EAN (Édition imprimée) : 978-0-7766-0455-8
- EAN électronique : 978-0-7766-2705-2
- Nombre de pages : xviii-189 p.
Part I. Epistemology
Part II: Ontology
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 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.
Le texte et les autres éléments (illustrations, fichiers annexes importés) sont sous Licence OpenEdition Books, sauf mention contraire.