I. Introduction: The Intentionalist Manifesto --;II. An Erotetic Concept of Teaching --;III. A Philosophical Critique of Process-Product Research in Teaching --;IV. Erotetic Logic and Teaching --;V. Erotetic Causation --;VI. Erotetic Teaching Strategies --;VII. Socratic and Erotetic Teaching --;VIII. Teachers' Questions --;IX. Erotetics, Cognitive Psychology and the Process of Problem Solving --;X. Erotetic Prospects --;References --;Index Of Names --;Index Of Topics.
SUMMARY OR ABSTRACT
Text of Note
happens, how it happens, and why it happens. One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent- ly in the work of such philosophers as B.