From Cognition to Being: Prolegomena for Teachers

FieldValue
dc.contributor.authorMcHenry, Henry Davis
dc.date.accessioned2010-07-09T13:24:37Z
dc.date.available2010-07-09T13:24:37Z
dc.date.created1999
dc.date.issued1999
dc.identifier.isbneISBN - 9780776615967 / ISBN - 9780776604558
dc.identifier.urihttp://www.press.uottawa.ca/book/from-cognition-to-being
dc.identifier.urihttp://www.press.uottawa.ca/book/190
dc.description.abstractIn this book, Henry Davis McHenry, Jr. sets forth his thoughtful conviction that teachers must constantly invent and re-invent ways of being together with their students that will enable both a shared mastery and a shared apprenticeship. Philosophically grounded yet personably written for ordinary careful readers, with examples from experiences with the author's students, the book engages the reader in inquiry rather than argument. It aims to produce awareness, not simply a list of tips and prescriptions.
dc.description.tableofcontents1. Our picture of language 2. Cartesian doubt 3. Lockean certainty 4. Wittgenstein’s inquiry into structure 5. Our listening with language 6. Language as sharing 7. Hermeneutic circling and the pragmatic ontology of encounter
dc.language.isoen
dc.publisherLes Presses de l'Université d'Ottawa / University of Ottawa Press
dc.relation.ispartofseriesEducation/Éducation
dc.titleFrom Cognition to Being: Prolegomena for Teachers
dc.typeBook
CollectionPUO - Publications en libre accès // UOP - Open Access Publications

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