Research in science education has recognized the importance of history and philosophy of science (HPS), and this has facilitated the evaluation of science textbooks. Purpose of this chapter is to review research based on analyses of science textbooks that explicitly use a history and philosophy of science framework. This review has focused on studies published in the 15-year period (1996–2010) and has drawn on the following major science education journals: International Journal of Science Education, Journal of (...) Research in Science Teaching, Science Education, and Science & Education. Based on HPS-related criteria, 52 articles were selected for review, and of these 28 were published in Science & Education, which clearly shows the importance of HPS for this journal. Selected articles were classified in the following subject areas depending on the textbooks analyzed: university biology textbooks (n = 2), university chemistry textbooks (n = 14), university physics textbooks (n = 17), and primary, secondary, and high school textbooks (n = 19). Results obtained revealed the following: (a) Most biology, chemistry, physics, and school science textbooks lack a history and philosophy of science perspective; (b) most of the textbooks analyzed were published in the USA and to a much lesser extent in other countries; (c) few studies provided details of the procedure and reliability of the application of criteria/rubric for analyzing textbooks; (d) some of the topics analyzed in the textbooks were nature of science, atomic structure, Newtonian mechanics, quantum mechanics, special theory of relativity, and evolution; (e) textbooks avoided including controversial and difficult aspects of different topics (e.g., concepts of force, weight, heat, temperature, origin of the quantum hypothesis, oil drop experiment, Millikan’s data supported Einstein’s photoelectric equation but not his theory); and (f) various science topics provide an opportunity to illustrate the tentative nature of scientific knowledge, and still very few textbooks referred to this important aspect. As textbooks do refer to laws and theories while referring to historical content, it is concluded that HPS is already “inside” the science curriculum provided textbook authors make an effort to scrutinize the historical reconstructions while dealing with the different topics. (shrink)

In 1934 a most singular event occurred. Two papers were published on a topic that had (apparently) never before been written about, the authors had never been in contact with one another, and they had (apparently) no common intellectual background that would otherwise account for their mutual interest in this topic.1 These two papers formed the basis for a movement in logic which is by now the most common way of teaching elementary logic by far, and indeed is perhaps all (...) that is known in any detail about logic by a number of philosophers (especially in North America). This manner of proceeding in logic is called ‘natural deduction’. And in its own way the instigation of this style of logical proof is as important to the history of logic as the discovery of resolution by Robinson in 1965, or the discovery of the logistical method by Frege in 1879, or even the discovery of the syllogistic by Aristotle in the fourth century BC. (shrink)

Because of their basic level, textbooks show the assumptions and biases of art historians more clearly than does advanced, and therefore more restricted, scholarship. Textbooks are the rock, as it were, within which lie the strata of historical method. They bury, and so preserve for the good and ill of students , not so much individual historical data, which can be picked up or rejected rather easily, as those things which give the appearance of intellectual grasp to historical (...) writing: its generalizations, its interpretations, its sweeping perspectives. The successive editions of Helen Gardner's Art through the Ages can tell us much about the assumptions that have pervaded art historical education in America over the past century. The first edition, published fifty years ago last year, is worth looking at in some detail, because for all its seminal importance in the teaching of art history it is by now little more than a deposit in library stacks. A mere glance will show that it is not ours. Indeed, the distance we have gone since then is exactly measured by the gaucheries it displays. It is half the length of modern surveys, and it makes no pretense either to completeness or to objectivity. It is arranged by period and style until we reach the Renaissance , at which point, in keeping with the interest of an earlier age in national characteristics, each country receives its due chapter. The Italian Renaissance, as befits the central position of the primitives in American taste then, has four chapters to itself. Thereafter, except for a final, brief section on contemporary art, each national school is taken to the period of its decline. This, of course, will vary. France is taken through Cézanne; England through the Pre-Raphaelites and William Morris; Spain, thanks to Goya, into the early nineteenth century; and Dutch and Flemish art only through the seventeenth century, but without Bosch or Bruegel. As for Germany, though the chapter heading promises us "From the Gothic Age to the Nineteenth Century," in fact it is on Durer and Holbein. What fulfills the promise of the title appears in its entirety thus: "After the death of these two masters, largely on account of exhaustion from wars there was very little production, until the second great manifestation of the German people came in the music of the eighteenth and nineteenth centuries."1 No pretense here at dutiful compilation; high points, after all, are high points. · 1. Helen Gardner, Art through the Ages: An Introduction to Its History and Significance , p. 345. Marcel Franciscono is the author of Walter Gropius and the Creation of the Bauhaus in Weimar. He is associate professor of art history at the University of Illinois at Urbana-Champaign. (shrink)

הספר מתאר ניתוח ביקורתי של תוכניות לימודים בהיסטוריה כללית בישראל בין השנים 1948 - 2006 וכן מנתח באופן ביקורתי את ספרי הלימוד בהיסטוריה כללית באותו זמן.

Pictures in historical chapters of textbooks convey information about the values and assumptions of the authors’professions and the larger culture. We scrutinized 15 recent abnormal psychology textbooks for reproductions of art created before 1900. Thirteen works appeared in three or more textbooks. Overall, these pictures support a “Whiggish” account of history that celebrates the present and gives a distorted, incomplete rendering of the past. The 13 pictures tended to depict the mentally ill as an underclass who (...) are released from their literal and metaphorical shackles by men who are “ahead of their time” in their struggles against prevailing ignorance. The pictures also emphasized the difference of the mentally ill by presenting a catalogue of stereotypic visual elements attributed to insanity throughout Western history. We argue for the inclusion in textbooks of “history for the sake of the past” as a way of genuinely engaging different ideologies and thereby stimulating interest in our own implicit values and biases. (shrink)

Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements (...) and practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media. (shrink)

Little is in print on the development in Britain of university disciplines including the academic study of education. This paper provides a historical narrative of the study of adolescence from the 1870 Education Act to the contemporary day. Adolescence textbooks are examined in the context of changes in the education system, such as the demand for secondary education and the expansion of teacher education. Changing emphases in adolescence research are traced through various publications to illustrate curriculum developments. The important (...) contributions of Dame Olive Wheeler, Professor W. D. Wall and other leading writers on adolescence are evaluated. It is clear that in over a century of national educational provision British teachers have never faced a great choice of adolescence texts and the paper concludes with some reflections on this observation. (shrink)

Little is in print on the development in Britain of university disciplines including the academic study of education. This paper provides a historical narrative of the study of adolescence from the 1870 Education Act to the contemporary day. Adolescence textbooks are examined in the context of changes in the education system, such as the demand for secondary education and the expansion of teacher education. Changing emphases in adolescence research are traced through various publications to illustrate curriculum developments. The important (...) contributions of Dame Olive Wheeler, Professor W. D. Wall and other leading writers on adolescence are evaluated. It is clear that in over a century of national educational provision British teachers have never faced a great choice of adolescence texts and the paper concludes with some reflections on this observation. (shrink)

The Politics of the Texbook analyzes the factors that shape production, distribution and reception of school texts through original essays which emphasize the double-edged quality of textbooks. Textbooks are viewed as systems of moral regulation in the struggle of powerful groups to build political and cultural accord. They are also regarded as the site of popular resistance around discloding the interest underlying schoolknowledge and incorporating alternative traditions.

The associative chain between the personality of Joseph Stalin and his role in the Great Patriotic War of 1941–1945 remains stable among the historical consciousness of Russians from the end of the war until now. Traditionally, high schools devote a large amount of time to study the history of the war, including a range of the events dedicated to remembering the war. As a result, a stable and positive attitude toward the war and its significance to the Russian nation (...) has been achieved, while the attitude toward Stalin remains ambivalent, ranging from assessing him as a perpetrator, who initiated genocide and terror against Soviet people, to national hero and great ruler, who led the country to victory. In 2017, the Ministry of Education of the Russian Federation introduced three new national history textbooks based on the single goal of teaching Russian history in schools, but in practice has actually returned history back to a uniform standardized historical education across the country, similar to the Soviet education system. In this regard, the historical comparative research based on content analysis of Soviet, Russian, and newly issued textbooks is deemed topical and aimed to track the evolution of the image of Stalin and to understand how the historical representation of Stalin and his war policy has changed over the last 70 years in school education. There is also the goal of identifying the main reasons for the diverse attitudes toward Stalin currently inherent in different generations and rooted in stable ambivalent assessments of his war policy among Soviet and post-Soviet Russian society. (shrink)

This study explores how Asian American experiences are depicted in four high school U.S. history textbooks and four middle school U.S. history textbooks used in Virginia. The analytic framework was developed from the scholarship of collective memories and histories of immigration in Asian American studies. Content analysis of the textbooks suggests the overall narrative of Asian American history in U.S. history textbooks aligns with the grand narrative of American history, that is, (...) the “story of progress.” This major storyline of Asian Americans – that they suffered from nativist racism and discrimination for a long time, overcame these obstacles through their hard work and efforts, and achieved the American dream – fits well into the master narrative of American progress, highlighting the process of their belonging to the U.S. as citizens. This storyline misrepresents the realities and diversity among Asian ethnic groups and their migration histories as well as the fluid nature of their identities across national borders. These findings stress the continued challenges in representing Asian American experiences as well as other marginalized groups in U.S. history textbooks. (shrink)

This article is based on the premise that the constructed image of the national self is a fundamental criterion shaping the conceptions of history teaching in the Turkish educational system. In this regard, I argue that examining how particular ethno-religious groups are discursively positioned in relation to the idealised self-image can reveal whether and how history textbooks can be revised. Having described the historical and political context for the only curriculum revision occurred in 2013 concerning a non-Muslim (...) community, the Assyrians, the article demonstrates that specific discursive strategies are used to position the Assyrian community in relation to the favourable national self-image, rather than a fixed categorization for non-Muslim communities. Adopting the methodological framework of critical discourse analysis, the author examines the portrayal of the Assyrian community in the secondary school Turkish history textbooks taught over the last three decades and identifies how the topoi of justice and tolerance, as well as allegiance and betrayal allow a particular group to be a member of the larger body of ‘acceptable citizens.’. (shrink)

The main objective of this article is to analyze the cognitive level of the activities in History textbooks in Spain, England, and Portugal in the transition stage from Primary to Secondary Education (11–13 years), according to the country of origin, typology, and the concepts and disciplinary contents included. The design of this research is quantitative, descriptive, and cross-sectional. The non-probabilistic sample consists of 6,561 activities contained in 27 school textbooks from Spain, England, and Portugal. Descriptive and contrast (...) analyses have been carried out using parametric tests. The results indicate that textbooks from Spain and Portugal mainly include activities situated between a basic and intermediate cognitive level while in England, the cognitive level of activities is medium or high. The ANOVA and TukeyBtests show significant differences between the cognitive level required in the activities and the typology of exercises, the concepts, and historical contents worked on. The activities with higher cognitive level correspond to those of creation and essays, the exercises that work on empathy and historical relevance, and that contain activities of social and economic history. In contrast, the activities with the lowest cognitive level are short questions and objective tests, those that work on first-order concepts (data and concrete facts), and those on the History of Art. The conclusion is that there is a need for a balanced presence of first-order content and historical thinking skills, the application in the classroom of a more active student-centered methodology, and the teachers’ conception of history teaching that prioritizes historical skills. (shrink)

'During the course of the seventeenth century, within the scholastic tradition itself, commentaries on Aristotle's natural philosophical works increasingly gave way to textbooks and compendia organized along thematic lines' (Dear 1985, 161).

Shifts to structurally new political formations or at times even governmental changes usually engender new representations of the past. This process generally involves the creation of official national histories or revisions to the existing narratives. These histories are ultimately tied to collective memory engineering and identity building to legitimize the new political formations and to ensure loyalty to them. Public education mostly provides a vital channel for the dissemination and the validation of the collective memory sanctioned by the ruling elite. (...) The rise of the Turkish Republic as a nation-state and the national historiography and educational system it established during the 1930s exemplify one of such cases. The consensus opinion in current scholarship argues that the early official historiography virtually circumvented the Ottoman and Islamic eras by curbing or even repealing their role by favoring strong accent on a remote pre-Islamic Turkish past. Although this view is warranted with regard to the state’s primary ideological emphasis on Turkishness, this approach at the same time misses the intricate subtleties involved in the official national narrative and potentially indicates a total exclusion or denunciation of these subjects. This article aims to assess the new national historical narrative reproduced in the new history textbooks in a more nuanced way with an exclusive concentration on the ideology, religion and history education triangulum. It aspires to unveil what it articulated about the supposedly avoided topic of the Islamic past and especially focus on the officially endorsed view of Islam as a religion. (shrink)

The debate on history teaching in the Israeli education system often digresses beyond the disagreements between professionals, teachers and educators regarding the discipline. It reflects different points of views regarding the role of the state as an educating factor, its commitment to teach national, nation building, values and its adherence to humanistic, man building, values and democratic, society building, values.

Textbooks are a significant element of the social studies curriculum and teacher pedagogical choice (Apple, 2004; Apple & Christian-Smith, 1991). Students’ views of American history are dramatically affected by the textbook narratives to which they are exposed, and teachers often tilt their curricular choices based on the textbooks available to them ( Luke, 2006 Schug, Western & Enochs, 1997 ). The history of our nation's armed conflicts is often presented, through our textbooks and our pedagogy, (...) as a history of reluctant violence, which promotes a particular moral agenda that exerts control over our students’ future beliefs and decisions. This is particularly important with regard to our textbook depictions of the U.S. Civil War, which holds a curricular status as a necessary and moral conflict. This study examines the manner in which U.S. history textbooks present the U.S. Civil War, as compared to relevant historiography, and presents recommendations for how teachers may approach the moral realities of war with their students. (shrink)

Mental health research and care in the twenty first century faces a series of conceptual and ethical challenges arising from unprecedented advances in the neurosciences, combined with radical cultural and organisational change. The Oxford Textbook of Philosophy of Psychiatry is aimed at all those responding to these challenges, from professionals in health and social care, managers, lawyers and policy makers; service users, informal carers and others in the voluntary sector; through to philosophers, neuroscientists and clinical researchers. Organised around a series (...) of case studies in five key topic areas - concepts of disorder, the philosophical history of psychopathology, philosophy of science, ethics and philosophical value theory, and philosophy of mind - the book provides a detailed introduction to the field and a framework for study and skill development. Each case study is supported by selected readings from both philosophy and mental health, thinking skills exercises, self-test questions, key learning points and detailed guides to further reading. There is an introduction for philosophers to classification and descriptive psychopathology, and for practitioners to philosophical methods (including logic). The philosophical topics covered include philosophical methods (analytic and Continental); phenomenology, hermeneutics and existentialism, logical empiricism and its successors; idealism and realism; reasons and causes; and modern theories of mind and brain, free will and personal identity. Topics from mental health include psychiatry and 'anti-psychiatry'; Jaspers' psychopathology and the new neurosciences; the future of psychiatric classifications; strengths-based approaches, recovery practice, social inclusion and diversity; and key topics in psychopathology, such as delusion, autism, disorders of volition, thought insertion and other experiences in schizophrenia. The Oxford Textbook of Philosophy of Psychiatry aims to secure the skills-base of the discipline by bringing philosophers closer to the realities of practice in mental health, and mental health practitioners closer to the resources of philosophy as a partner to the sciences in responding to the challenges of twenty-first century mental health and social care. (shrink)

ABSTRACTThis paper examines discursive change in Australia from 1950 to 2010 through the lens of critical whiteness studies. Using textbooks as records of dominant narratives, I evaluate discourses of whiteness and Aboriginality in Australian history textbooks over this period of substantial social change. I show that overt discourses of white exceptionalism and Aboriginal deficiency are only present in the earliest decades of my sample. However, these discourses persist in later decades in ‘polite’ forms, maintaining the racial status (...) quo while enabling whites to be positioned favourably. I argue that discursive change only becomes embedded in textbooks if it bolsters the status of whites, evidencing Bell’s thesis of interest-convergence. (shrink)

In the decades after the Civil War, Southerners wrote and published their own history textbooks for secondary schools. These “mint julep textbooks,” as the Southern all-white editions were called by the 1960s, reinforced a Lost Cause narrative of the war for Southern audiences while competing with Northern versions of events. In this study, we employ both historical narrative and content analysis of six textbooks’ portrayals of John Brown, John Wilkes Booth, and Nathan Bedford Forrest. The (...) class='Hi'>textbooks that are compared– three Southern and three Northern – were written from the 1870s through the 1910s. While subtle but important differences emerge between the Northern and Southern depiction of these three figures, an even more important trend developed when analyzing change over time. In this article we conclude that, as time progressed, Southern versions of events increasingly impacted Northern textbooks. By the 1930s, the mint julep version of these three figures became the national consensus, as reflected in the work of historian David Saville Muzzey. This consensus around events like the raid at Harpers Ferry, the assassination of Lincoln, and the massacre at Fort Pillow lasted for much of the 20th century. By the early 20th century, Northerners appeased Southern interests in the writing of history textbooks. (shrink)

This article reviews an extensive study of Israeli secondary school general history curricula and textbooks since the establishment of the state in 1948 until the present day. By analyzing the way in which Germany is presented in various contexts, the findings of the study indicate that, while the textbooks reflect a shift from an early censorious attitude to a factual approach, the curriculum continues to present national Jewish Zionism as the metanarrative. In this context, Germany is framed (...) as a victimizer. (shrink)

ABSTRACT This paper draws upon transitivity and Appraisal within Systemic Functional Linguistics to study the traumatic discourse of Nanjing Massacre in Chinese Mainland’s and Japan’s history textbooks. Through corpus analysis, this research finds that the Chinese discourse mainly uses effective process, relational process, verbal process to construe Japan’s victimizering experience and China’s victimhood, and employs negative Affect, opposite values of Judgment, negative Appreciation, Expand, Raise and Sharpen to construct a critical voice for the Japanese army and a sympathic (...) tone for the Chinese. By contrast, the Japanese discourse largely uses pseudo-effective and middle processes, mental and existential processes to cover up Japan’s victimizering experience, and employs negative Judgment, positive Appreciation, Contract and Raise to construct an almost uncritical voice for the Japanese army and the massacre. The difference in the representation and evaluation of Nanjing Massacre results from the politics of official memories in both countries. As China endeavors to strengthen its patriotic education by using Nanjing Massacre as an ideological weapon for national solidarity, Japan expedites its nationalist historiography move to recreate its normal national image by marginalizing the massacre. (shrink)

South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world history textbooks for the ways in which they reproduce Eurocentric colonial hegemony. To conduct our (...) study, we developed four analytical criteria: (a) constructions of Subject/Other, (b) discourses of inclusion/exclusion, (c) silencing of voices, and (d) narratives of re/colonization. Focusing on two major historical themes in the textbooks?the Discovery of New Trade Routes and the Industrial Revolution?we postulate the need to pluralize historical consciousness, reflect the contributions of the East to world history, and rethink curriculum and teaching practices. (shrink)

Theoretical framework -- Studying the history curriculum -- Studying the history textbooks -- Investigating history teachers' view -- Investigating pupils' perceptions -- Conclusions.

In his Fallacies, Hamblin (1970) castigated what he called the “standard treatment” of fallacies in introductory textbooks of his day as debased, worn-out, dogmatic, and unconnected to anything else in modern logic. A bit more than 50 years later, I investigate the treatment of fallacies in six English-language introductory textbooks with a section on fallacies that have gone into 10 or more editions, to see whether their treatment of fallacies has taken account of the scholarship on fallacies that (...) Hamblin’s book evoked and is better than the treatment that Hamblin described. The answer is: not much. I conclude by setting out criteria for an adequate treatment of fallacies in an introductory textbook. (shrink)

Ever since Thomas Kuhn's influential The Structure of Scientific Revolutions (1962), textbooks have suffered a bad reputation. They have been accused of distorting—at times purportedly—history and of feeding students with an unacceptably simplified and optimistic view of science. This attitude started to change only in recent times. With the increase of attention paid not only to how theories are conceived, but also how they are practiced, disseminated, and appropriated, historians have rehabilitated textbooks as a legitimate site of (...) knowledge production. In this paper, I adopt textbooks as an instrument to unfold multiple facets of the culture that allowed quantum physics to flourish between 1900 and the early 1930s. I organize the article around two stories about two major textbooks, i.e., Sommerfeld′s Atombau und Spektrallinien and Dirac′s Principles of Quantum Mechanics. I explore the complex pedagogical cultures underlying these two masterpieces and how they intersect local agendas. (shrink)

Since the days of the Ancient Greeks, history has been perceived as the academic study of the past. Unfortunately, it has generally been taught as a litany of rigid, boring facts intended to be accepted rather than questioned. This has been reinforced for decades by weighty textbooks that overwhelm the reader with mind-numbing details presented in a chronological sequence. The end result is that students see little relevance of what they learn in history class to the real (...) world, and many simply struggle to stay awake. Compared to other subjects taught at the secondary level, history is frequently judged to be the most boring. This is largely because it is viewed as an intellectually lifeless subject that presents few opportunities for active engagement. (shrink)

Preface -- What is sociology? -- Capitalism and alienation : Marx and Weber -- Recognition and anomie : Durkheim and Honneth -- Social interaction and marginalisation: Simmel and the Chicago School -- Power and stratification : Foucault and Bourdieu -- System and differentiation : Luhmann and Habermas -- State and market : Althusser and Boltanski & Chiapello -- Uncertainty and risk : Bauman and Beck -- The reflective self : Goffman and Giddens -- Family and work : Sennett and Hochschild (...) -- Gender, body and identity : Butler and Haraway -- Factish and fetish : Latour and Zizek -- Sociology as an analytic praxis. (shrink)

A History of Western Philosophy and Theology is the fruit of John Frame's forty-five years of teaching philosophical subjects. No other survey of the history of Western thought offers the same invigorating blend of expositional clarity, critical insight, and biblical wisdom. The supplemental study questions, bibliographies, links to audio lectures, quotes from influential thinkers, twenty appendices, and indexed glossary make this an excellent main textbook choice for seminary- and college-level courses and for personal study. Book jacket.