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School Textbooks and Lifelong Education PDF
By:Charles Hummel
Published on 1988 by Unipub

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This book analyzes the contribution made by school textbooks to the fostering of lifelong learning skills. Two complementary approaches were adopted for the research on which it is based. The first, a deductive approach, is reflected in part 1 of the book. Starting from the conceptual framework of lifelong education as it has been developed by the Unesco Institute for Education (UIE), a list of objectives establishes the function of schooling within the perspective of lifelong education. The list of objectives is as follows: (1) stimulation of student interest (motivation); (2) creativity and self-direction; (3) transfer (i.e., linking educational experiences with life); (4) linkage among disciplines; and (5) flexibility. This list suggests tasks that can be related to characteristics of textbooks in the context of lifelong education; the characteristics are these: format, presentation, language, methodology, and achievement (e.g., self-assessment and self-awareness). The second approach, an inductive approach, is used in part 2 of this study. Three main steps are identifiable within this approach: the selection of textbooks thought to embrace principles of lifelong education; the testing and refining of the matrix used for analyzing the textbooks; and the analysis of textbooks selected by three national teams in Singapore, the United States, and Wales. The findings reported in the study show that much has been accomplished with regard to textbook design in order to promote the objectives of lifelong education; nevertheless, the achievement of certain objectives (i.e., linkage among disciplines and flexibility) is less in evidence. Much remains to be done if textbooks are to support all of the objectives of lifelong education. Details of the U.S. study and lists of the textbooks analyzed are included in the appendix. (68 references) (KC)

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