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Textbooks Quotes

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Textbooks Quotes

“Російські автори [шкільних підручників] мають дивовижно статичне бачення світу і дивляться на історію з погляду ленінського «хто кого?» або як на битви між богатирями чи між арміями, не розглядаючи ідеї, не проводячи кропіткої розшифровки цінностей і слабо усвідомлюючи найголовнішу проблему сучасності, а саме взаємин між Собою та Іншим.”

“These programs and reading series are the fruit of an intellectually exhausted literacy industry that lost its way long ago, even as we mutely accepted its misguided agenda - to complicate reading and literacy so that we will purchase its programs and materials.”

“Experienced readers could engage in consultation reading even without an index or a table of contents, given the predictable order in which topics were generally treated in various genres. For example, al-Juzajani, the biographer of the great medical scholar Ibn Sina (Avicenna, 980-1037), reported on the reading habits of this autodidact: 'One of the remarkable things about the Master was that for the twenty-five years that I was his companion and servant, I did not once see him, when he came across a new book, examine it from beginning to end. Rather he would go directly to its difficult passages and intricate problems and look at what its author had to say about them.”

“The other article was by Lois Weiner, a professor who prepared urban teachers at New Jersey City University. Weiner was a parent activist at P.S. 3 in District 2, which she described as a highly progressive alternative school with an unusual degree of parent involvement. She claims that district administrators were stifling teachers and parents at P.S.3 by mandating "constructivist" materials and specific instructional strategies ... She [Weiner] continued, "The degree of micromanagement is astounding." Those who challenged the district office's mandates, she said, risked getting an unsatisfactory rating or being fired. Weiner contended that "opposition from parents is building against the new math curriculum," which was supposed to be field-tested with control groups, but instead was mandated for every classroom." Teachers were expressly prohibited from using other math textbooks or materials, and some were clandestinely "photocopying pages of now-banned workbooks.”

“Perhaps the greatest obstacle to systemic reform was that it required numerous stakeholders - textbook publishers, test publishers, schools of education, and so on - to change, which turned out to be an insurmountable political obstacle.”

“Native Americans cured Cartier's men of scurvy near Montreal in 1535. They repaired Francis Drake's Golden Hind in California so he could complete his round-the-world voyage in 1579. Lewis and Clark's expedition to the Pacific Northwest was made possible by tribe after tribe of American Indians, with help from two Shoshone guides, Sacagawea and Toby, who served as interpreters. When Admiral Peary discovered the North Pole, the first person there was probably neither the European American Peary nor the African American Matthew Henson, his assistant, but their four Inuit guides, men and women on whom the entire expedition relied. Our histories fail to mention such assistance. They portray proud Western conquerors bestriding the world like the Colossus at Rhodes. So long as our textbooks hide from us the roles that people of color have played in exploration, from at least 6000 BC to to the twentieth century, they encourage us to look to Europe and its extensions as the seat of all knowledge and intelligence. So long as they say "discover," they imply that whites are the only people who really matter. So long as they simply celebrate Columbus, rather than teach both sides of his exploit, they encourage us to identify with white Western exploitation rather than study it.”

“The antidote to feel-good history is not feel-bad history but honest and inclusive history. If textbook authors feel compelled to give good moral instruction, the way origin myths have always done, they could accomplish this aim by allowing students to learn both the "good" and the "bad" sides of the Pilgrim tale. Conflict would then become part of the story, and students might discover that the knowledge they gain has implication for their lives today. Correctly taught, the issues of the era of the first Thanksgiving could help Americans grow more thoughtful and more tolerant, rather than more ethnocentric.”

“One critic complained to me that "Well, if you are right, we will have to rewrite the textbooks!" As if that were a bad thing ... [But], curiously, some of our most virulent critics are associated with NASA and the government. A NASA employee tells me that this attitude of opposition to impact threats is entrenched in NASA and is only now slowly beginning to change. When it became obvious to NASA decades ago that asteroids and comets are a serious threat, their employees were instructed by top government officials to downplay the risk. The government was concerned that the populace would "panic" over space rocks and demand action, when NASA couldn't do anything about them and didn't want to admit it. Plus, trying to mitigate any impact hazards would have used up funding they wanted to put elsewhere.”

“Challenge your self to read what your children are forced to endure, and then ask why we expect that textbooks - written and negotiated line by line to placate politically active interest groups in Texas and California - are up to the task of supplying a first-rate curriculum.”

“Jonathan Wells has done us all - the scientific community, educators, and the wider public - a great service. In Icons of Evolution he has brilliantly exposed the exaggerated claims and deceptions that have persisted in standard textbook discussions of biological origins for many decades, in spite of contrary evidence. these claims have been so often repeated that they seem unassailable - that is, until one reads Wells's book.”

“Maybe, generations ago, young people rebelled out of some clear motive, but now, we know we're rebelling. Between teen movies and sex-ed textbooks we're so ready for our rebellious phase we can't help but feel it's safe, contained. It will turn out all right, despite the risk, snug in the shell of rebellion narrative. Rebellion narrative, does that make sense? It was appropriate to do, so we did it.”

“No scientist or student of science, need ever read an original work of the past. As a general rule, he does not think of doing so. Rutherford was one of the greatest experimental physicists, but no nuclear scientist today would study his researches of fifty years ago. Their substance has all been infused into the common agreement, the textbooks, the contemporary papers, the living present.”

“The extreme rarity of transitional forms in the fossil record persists as a trade secret of Paleontology. Evolutionary trees that adorn our textbooks have data only at the tips and nodes of their branches; the rest is inference, however reasonable, not the evidence of fossils.”

“Unfortunately, marketing textbooks is like marketing fishing lures: the point is to catch fishermen, not fish. Thus many adopted textbooks are flashy to catch the eye of adoption committees but dull when read by students.”

“A page of Addison or of Irving will teach more of style than a whole manual of rules, whilst a story of Poe's will impress upon the mind a more vivid notion of powerful and correct description and narration than will ten dry chapters of a bulky textbook.”

“The existing and long-standing use of the word 'evolution' in our state's textbooks has not adversely affected Georgians' belief in the omnipotence of God as creator of the universe, There can be no incompatibility between Christian faith and proven facts concerning geology, biology, and astronomy. There is no need to teach that stars can fall out of the sky and land on a flat Earth in order to defend our religious faith.”

“Straight away, remove yourself from the field of spiritual progression , stay away from contemplation and skillful discourse, do not do research or meditate on the divinities, and stop concentrating and reciting textbooks! Tell me, what is the absolute nature of reality which allows no room for doubt? Listen carefully! Stop holding on to this or that, inhabit your true absolute nature, and peacefully enjoy the essence of what it is to be alive!”

“If, nevertheless, textbooks of pharmacology legitimately contain a chapter on drug abuse and drug addiction, then, by the same token, textbooks of gynecology and urology should contain a chapter on prostitution; textbooks of physiology, a chapter on perversion; textbooks of genetics, a chapter on the racial inferiority of Jews and Negroes.”

“When we seek a textbook case for the proper operation of science, the correction of certain error offers far more promise than the establishment of probable truth. Confirmed hunches, of course, are more upbeat than discredited hypotheses. Since the worst traditions of "popular" writing falsely equate instruction with sweetness and light, our promotional literature abounds with insipid tales in the heroic mode, although tough stories of disappointment and loss give deeper insight into a methodology that the celebrated philosopher Karl Popper once labeled as "conjecture and refutation.”

“We may need simple and heroic legends for that peculiar genre of literature known as the textbook. But historians must also labor to rescue human beings from their legends in science if only so that we may understand the process of scientific thought aright.”

“If we choose a weak and foolish speculation as a primary textbook illustration (falsely assuming that the tale possesses a weight of history and a sanction of evidence), then we are in for trouble - as critics properly nail the particular weakness, and then assume that the whole theory must be in danger if supporters choose such a fatuous case as a primary illustration.”

“The most exciting part of finding out who we are is discovering our own uniqueness, who we are outside the box, beyond the categories in a Psychology 101 textbook. In our inimitable singularity, there is an infinite range of possibility that cannot be tied to any one description of what it means to be human or healthy.”

“They gave high fives to all the players who say like the most obvious textbook answers in the world. It's like after each game, you already know what they're going to say. If they lost: "Ahh ... Tough loss." It's like, come on, how do you guys fall for that? And if they something that they really feel, everyone goes crazy. Like "Oohh! He's spazzing out!" Now he gotta say sorry for saying something he really felt. It's like, Oh lord.”

“Textbooks describe DNA as a blueprint for a body. It's better seen as a recipe for making a body, because it is irreversible. But today I want to present it as something different again, and even more intriguing. The DNA in you is a coded description of ancient worlds in which your ancestors lived. DNA is the wisdom out of the old days, and I mean very old days indeed.”