A Textbook Example of What's Wrong with Education
A former schoolbook editor parses the politics of educational publishing.by Tamim Ansary
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Click to enlarge pictureThe Muddle Machine Credit: Monte Wolverton
Some years ago, I signed on as an editor at a major publisher of elementary school and high school textbooks, filled with the idealistic belief that I'd be working with equally idealistic authors to create books that would excite teachers and fill young minds with Big Ideas.
Not so.
I got a hint of things to come when I overheard my boss lamenting, "The books are done and we still don't have an author! I must sign someone today!"
Every time a friend with kids in school tells me textbooks are too generic, I think back to that moment. "Who writes these things?" people ask me. I have to tell them, without a hint of irony, "No one." It's symptomatic of the whole muddled mess that is the $4.3 billion textbook business.
Textbooks are a core part of the curriculum, as crucial to the teacher as a blueprint is to a carpenter, so one might assume they are conceived, researched, written, and published as unique contributions to advancing knowledge.
