In this Book

From Cognition to Being
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summary
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.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. TABLE OF CONTENTS
  2. pp. vii-ix
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  1. ACKNOWLEDGMENTS
  2. p. xi
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  1. PREFACE
  2. pp. xiii-xviii
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  1. INTRODUCTION
  2. pp. 1-16
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  1. PART I: EPISTEMOLOGY: What Is Knowing, and How Do We Know?
  2. p. 17
  1. 1. OUR PICTURE OF LANGUAGE
  2. pp. 19-34
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  1. 2. CARTESIAN DOUBT
  2. pp. 35-60
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  1. 3. LOCKEAN CERTAINTY
  2. pp. 61-79
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  1. 4. WITTGENSTEIN'S INQUIRY INTO STRUCTURE
  2. pp. 81-101
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  1. PART II: ONTOLOGY: What Is Saying, and How Do We Be?
  2. pp. 103-105
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  1. 5. OUR LISTENING WITH LANGUAGE
  2. pp. 107-126
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  1. 6. LANGUAGING AS SHARING
  2. pp. 127-150
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  1. 7. HERMENEUTIC CIRCLING AND THE PRAGMATIC ONTOLOGY OF ENCOUNTER
  2. pp. 151-178
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  1. SUGGESTIONS FOR FURTHER READING
  2. pp. 179-181
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  1. INDEX
  2. pp. 183-189
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