LEADER 00000cam  2200637Ma 4500 
001    ocn181843560 
003    OCoLC 
005    20181003043808.8 
006    m     o  d         
007    cr cn||||||||| 
008    981104s1999    onca    ob    001 0 eng d 
016    |z989013987 
016    |z989013987 (print) 
019    498950685|a647746671|a654489512|a752598553|a988658725
       |a990324185|a1044300537 
020    9780776615967|q(electronic bk.) 
020    0776615963|q(electronic bk.) 
020    |z0776604554 
020    |z9780776604558 
035    (OCoLC)181843560|z(OCoLC)498950685|z(OCoLC)647746671
       |z(OCoLC)654489512|z(OCoLC)752598553|z(OCoLC)988658725
       |z(OCoLC)990324185|z(OCoLC)1044300537 
037    22573/ctt1ckkmxr|bJSTOR 
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049    STJJ 
050  4 P40.8|b.M34 1999eb 
072  7 EDU009000|2bisacsh 
082 04 371.102/01|221 
084    5,3|2ssgn 
084    D 4430|2dopaed 
084    D 4495|2dopaed 
100 1  McHenry, Henry Davis. 
245 10 From cognition to being :|bprolegomena for teachers /
       |cHenry Davis McHenry. 
264  1 Ottawa [Ont.] :|bUniversity of Ottawa Press,|c[1999] 
264  4 |c©1999 
300    1 online resource (xviii, 189 pages) :|billustrations. 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
490 1  Mentor ;|vno. 2 
504    Includes bibliographical references (pages 179-181) and 
       index. 
505 0  TABLE OF CONTENTS; ACKNOWLEDGMENTS; PREFACE; INTRODUCTION;
       PART I: EPISTEMOLOGY: What Is Knowing, and How Do We 
       Know?; 1 OUR PICTURE OF LANGUAGE; 2 CARTESIAN DOUBT; 3 
       LOCKEAN CERTAINTY; 4 WITTGENSTEIN'S INQUIRY INTO 
       STRUCTURE; PART II: ONTOLOGY: What Is Saying, and How Do 
       We Be?; 5 OUR LISTENING WITH LANGUAGE; 6 LANGUAGING AS 
       SHARING; 7 HERMENEUTIC CIRCLING AND THE PRAGMATIC ONTOLOGY
       OF ENCOUNTER; SUGGESTIONS FOR FURTHER READING; INDEX; A; 
       B; C; D; E; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; 
       W. 
520    In 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 
       to enable both a shared mastery and a shared 
       apprenticeship. Philosophically grounded though accessibly
       written with examples from the author's personal 
       experiences with his students, the book engages the reader
       in inquiry rather than argument. Instead of simply 
       providing a list of tips and prescriptions, From Cognition
       to Being encourages renewed awareness of the relationship 
       between teacher and student. 
588 0  Print version record. 
590    JSTOR|bBooks at JSTOR Open Access 
650  0 Teaching|xPhilosophy. 
650  7 EDUCATION|xEducational Psychology.|2bisacsh 
650  7 Teaching|xPhilosophy.|2fast|0(OCoLC)fst01144602 
650  7 Berufsrolle.|2gnd 
650  7 Erziehungsphilosophie.|2gnd 
650 07 Lehrer.|2swd 
650  7 Education.|2bicssc 
650  7 Society and social sciences Society and social sciences.
       |2bicssc 
776 08 |iPrint version:|aMcHenry, Henry Davis.|tFrom cognition to
       being.|dOttawa [Ont.] : University of Ottawa Press, ©1999
       |w(DLC)c  98901398|w(OCoLC)47812982 
830  0 Mentor (Ottawa, Ont.) ;|vno. 2. 
914    ocn181843560 
994    92|bSTJ