TY  - BOOK
AU  - Davis McHenry, Henry
AB  - 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 <i>being-together-and-inventing.  </i>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.
DO  - 10.26530/OAPEN_578817
ID  - OAPEN ID: 578817
ID  - OAPEN ID: OCN: 181843560
KW  - schooling
KW  - students
KW  - teachers
KW  - Ferdinand de Saussure
KW  - John Locke
KW  - Ludwig Wittgenstein
KW  - Martin Heidegger
KW  - Ontology
KW  - Paradigm
KW  - René Descartes
L1  - https://library.oapen.org/bitstream/id/3d32604f-cb93-46ae-a44e-ea7dc430d9e5/578817.pdf
LA  - English
LK  - http://library.oapen.org/handle/20.500.12657/32992
PB  - University of Ottawa Press / Les Presses de l’Université d’Ottawa
PY  - 1999
SN  - 9780776615967
TI  - From Cognition to Being : Prolegomena for Teachers
ER  - 
