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 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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already answer arena arises articulation assertion background being-together Being-with bring Buber centerboard child classroom clear and distinct cogito ergo sum cognitive colloquy commitment communication communion context conversation course culture Dasein Descartes dialogue discourse doesn,t don,t Dustin dwelling encounter engaged epistemology experience facts give he,s hear Heidegger says Heidegger,s hermeneutic circle human Huston Smith I-You ideas intuition inventing John Locke kind knowledge language language-games Lawrence Cremin learning live Locke Locke,s look man,s Martin Buber Martin Heidegger means metaphor mind mutuality naming notice objects occurs one,s ontology ourselves paradigm participants perception perhaps person philosophical Philosophical Investigations picture play possibility present question re-inventing reality realm relatedness relation representation responsibility Richard Rorty Saussure Saussure,s Saussurean seems sense sharing shift skill social space speaking and listening speakinglistening structure talking teachers teaching things tion trans values vocabulary window Wittgenstein