From Cognition to Being: Prolegomena for Teachers

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University of Ottawa Press, 1999 - Education - 189 pages
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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.

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Contents

INTRODUCTION
1
EPISTEMOLOGY
17
CARTESIAN DOUBT
35
Copyright

6 other sections not shown

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About the author (1999)

McHenry holds a PhD in Language, Literature and Pedagogy from the University of Virginia.

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