What is Wrong with Using Textbooks in Education?

Oral S. B.

EDUCATIONAL PHILOSOPHY AND THEORY, cilt.45, sa.3, ss.318-333, 2013 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 45 Sayı: 3
  • Basım Tarihi: 2013
  • Doi Numarası: 10.1080/00131857.2012.751016
  • Dergi Adı: EDUCATIONAL PHILOSOPHY AND THEORY
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI)
  • Sayfa Sayıları: ss.318-333
  • Anahtar Kelimeler: John Dewey's pragmatist aesthetics, consummatory experience, chronological time, phenomenological time, textbooks, education
  • TED Üniversitesi Adresli: Evet

Özet

In this article, it is argued that the inordinate amount of time and attention given to the use of textbooks in education inadvertently leads to deadening miseducative experiences and creates a learning environment where what Dewey calls 'consummatory experience' is thwarted. In order to unpack this thesis, Dewey's pragmatist aesthetics is engaged, and in particular, his concept of consummatory experience is defined and its temporal nature is elucidated by referring to two modes of time: chronological and phenomenological. Subsequently, the relation between teaching and consummatory experience is elucidated to uncover the reason why using textbooks is counterproductive.