On the why-what phenomenon: A phenomenological explication of the art of asking questions [Book Review]
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Human Studies 15 (1):35 - 46 (1992)
In the psychology of teaching, teaching of knowledge is one of the central themes. The psychology of teaching itself is also knowledge, so that the psychology of teaching and the teaching of psychology mutually include each other. Here, I would like to consider a phenomenon in the art of questioning in teaching a literary work of art and would like to show its relevance to the psychology of teaching in general.
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References found in this work BETA
Karl-Otto Apel (1988). Understanding and Explanation: A Transcendental-Pragmatic Perspective. The Mit Press.
Jürgen Habermas (1978). Knowledge and Human Interests. Heinemann Educational.
Roman Ingarden (1973). The Cognition of the Literary Work of Art. Evanston [Ill.]Northwestern University Press.
M. P. Prescott & R. S. Valle (1978). An Existential-Phenomenological Look at Cognitivedevelopment Theory and Research. In Ronald S. Valle & Mark King (eds.), Existential-Phenomenological Alternatives for Psychology. Oxford University Press. 153--165.
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