By Henry Davis McHenry

ISBN-10: 0776604554

ISBN-13: 9780776604558

During this e-book, Henry Davis McHenry Jr. units forth his considerate conviction that academics needs to continually invent and re-invent methods of being including their scholars to permit either a shared mastery and a shared apprenticeship. Philosophically grounded notwithstanding accessibly written with examples from the author’s own reports together with his scholars, the booklet engages the reader in inquiry instead of argument. rather than easily delivering an inventory of suggestions and prescriptions, From Cognition to Being encourages renewed understanding of the connection among instructor and pupil.

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Extra info for From cognition to being: prolegomena for teachers

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52 LISTENING TO YOUNG PEOPLE IN SCHOOL, YOUTH WORK AND COUNSELLING Yet the story of the stranger on the seashore is also about our fear of not recognising or, more particularly, not understanding other people. Enigmatic, unnerving strangers abound in fairytales and legends and in modern stories such as Clint Eastwood’s spaghetti Westerns. It’s unclear whether they come to harm or to help. Linton himself struggles to recognise the strangers who are his parents. He knows he’s connected to them but they don’t make sense.

What if accidents do happen? Jaz sits in my counselling room in school, distraught. His girlfriend has dumped him for someone else and Jaz’s world has collapsed. For Jaz this is no exaggeration. He says he feels empty, invisible, useless, as if the best of him has been thrown scornfully away. Of course there’s a background story and, as the weeks go by, we’ll explore it: the uncertainty he’s always felt, the ACCIDENTS: WHAT HAPPENS IN SCHOOL WHEN THERE ARE NO ANSWERS 61 reasons why he came to invest everything in Laura in the first place.

If one part of this system adjusts itself, shifts, all the other 40 LISTENING TO YOUNG PEOPLE IN SCHOOL, YOUTH WORK AND COUNSELLING parts must then make a corresponding adjustment or change. All groups, including family groups, have tasks to do. That task may be official (organising a holiday) or unofficial (not upsetting Dad), but either way there are things to be done and in mature groups people will take on and change roles according to what needs doing. But in an immature group, roles are clearly allocated and persist.

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From cognition to being: prolegomena for teachers by Henry Davis McHenry


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