From Cognition to Being: Prolegomena for Teachers
In this book, McHenrychallenges the still-regnant paradigm of knowledge acquisition as the end andmeans of schooling, supplanting it with an inquiry into what knowledgeis. Tracing the development of the idea of knowledge from its roots inDescartes and Locke through the ontological turn in Wittgenstein, Heidegger, andBuber, he provides an alternative rationale and vocabulary for a practiceof schooling that engages teachers with students in being-together-and-inventing. Philosophically centered though accessibly written, with examples from theauthor’s personal experiences with his own child and his students, the bookengages the reader in inquiry rather than argument, leaving her not with a listof tips and prescriptions, but with a capacity for encounter with the actualpersons in her classroom.
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