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The early twenty-first century evidenced a worldwide change in History teaching through the means of several revised History curricula in the further education and training (FET) phase (high schools) and the developments of textbooks as a result of this. In South Africa, these trends have coincided with a period of educational transformation since the African National Congress took over as the leading political party in 1994. After close to 15 years, the transformational outcome also marked a change in the approach to History in the school curriculum and textbooks. This paper is structured to concisely debate globalisation and national narratives as foci in South Africa's revised History curriculum within current transcontinental reflections in history teaching. The implementation of these aspects in the revised South African History curriculum in the FET phase for specifically the Grade 12 level regarding textbook writing is only shortly discussed, accentuated, and critically analysed.

In this article, we argue that science textbooks do not present an accurate account of how scientific inquiry has been conducted and is conducted now. The chemistry textbooks that are used in middle school and high school use a "Great Man" theory in which all scientific discovery is attributed to a single man. However, scientific inquiry is a cooperative, collaborative effort, and it has been that sort of activity for at least the last 150 years. If girls, in general, tend toward greater cooperation, as many social scientists suggest, a more accurate account of how science is done would bring more girls into the study of science. These authors suggest that science textbooks used during the times at which girls are formulating their opinions of science (the middle and high school years) should be modified to correctly reflect the fact that science and scientists are cooperative.

"This book attempts to identify change and continuity in PRC grand strategy, and the extent to which Chinese imperial history complicates PRC global outreach in the Xi Jinping era. Empires convey the wish to make the world a better place - even in the midst of oppression - and are eschatological in their rhetoric. However, empires that last longer have been more pragmatic in their grand strategy; sometimes appropriating the aura of past golden ages, and at other times learning from the mistakes of their predecessors. To date, Chinese strategic thinkers are preoccupied with learning lessons from the disintegration of the USSR and fascinated by the secrets of American power. Interdisciplinary in its reach, analysing grand strategy through both rhetoric and praxis, this book unpacks the Chinese world view through critical examination of the latest history textbooks currently in use in PRC middle schools. It also brings new evidence to bear on the debate in the West about Chinese strategic culture. Finally, it compares historical Japanese OFDI patterns with China in order to understand what makes the Chinese economy unique. China's Grand Strategy Under Xi Jinping is aimed towards students and scholars of history, international business and wider Chinese studies"--

In the early years of Israel's existence, the collective memory of the Holocaust was characterized by the schism between the Holocaust martyrs and heroes, emphasizing the bravery and revolt of the few while neglecting the physical suffering of the victims. This understanding was also reflected in the sparse description of the subject in the history textbooks produced by the educational authorities until the late 1970s. In the years to come a more rational and chronological presentation of the Holocaust became noticeable in Holocaust textbooks. However, even though the public interest for the subject increased remarkably it was not made a compulsory and independent subject in the Israeli school system until 1982. Which factors caused this change of attitude towards the Holocaust? The change of attitude did not of course begin overnight. In this article we explore the development of the Holocaust in the collective consciousness of the Israelis and its impact on Holocaust education in the country. In order to trace this gradual development, we have chosen to focus on milestones in Israeli history&&milestones which led from repression of the Holocaust in Israeli society to its adoption as a central event in the consciousness of the Israelis.

In his textbook entitled A Concept of Corporate Planning, Russell Ackoff states that:

At head of title: Federal textbook on citizenship. ; Mode of access: Internet.

An enlargement of the author's A textbook on tobacco. ; Mode of access: Internet.

"This textbook is written by well-established anthropology professors for, and with, their undergraduate students. It explores what anthropological thinking is, what anthropological approaches are, and how these are applied in real-world settings. It provides a thorough introduction to key methods, theories and the disciplinary value of contemporary anthropology. This book deliberately steps beyond the standard textbook format. Undergraduate students reveal the processes by which they came to understand and apply anthropological knowledge using everyday experiences and common life events as examples, while also showcasing the research that student authors produced as a result of understanding and operationalising those processes. This fresh take showcases what can be done with anthropological knowledge, not what you can do with anthropology when you've achieved the rank of professor. This book is accompanied by practical exercises, and podcasts that relate to each of the chapters. Podcasts extend beyond the textbook as live resources, with episodes on a regular basis. This is an accessible, lively, active text that prepares students to outbound disciplinary knowledge. This unique and engaging textbook will be core reading for undergraduate anthropology students, as well as a source of teaching inspiration for lecturers of undergraduate anthropology units. It would also be a useful text for undergraduate students conducting ethnographic research"--

"Respect for infant-toddler development, and mindful caregiving practices for this age group, serve as the cornerstones for this textbook. In 1980 when this textbook was first published, infants and toddlers were scarcely mentioned in early childhood education. The existing curriculum focused on preschool children-3-, 4-, and 5-year olds. Society, however, was changing, and more children were entering out-of-home care at a younger age, and preschool teachers were experiencing new challenges. Traditional preschool curriculum, with circle time and group activities, did not fit the needs of 2-year-olds (and younger!). The authors of this book recognized that more specific curriculum was needed, and worked together to address these new and challenging issues in early care and education. The major theme of this textbook-the idea of respectful, responsive, and reciprocal adult-infant-toddler interactions-has been the same with each edition. The philosophy of Magda Gerber and the theory of Emmi Pikler provide the textbook with a unique approach while outlining well-established practices designed to promote infant and toddler well-being. Magda Gerber, a Los Angeles infant expert, came from Hungary. Her friend and colleague, Dr. Emmi Pikler, a theorist and researcher, also from Hungary, had established group care for infants and toddlers after World War II"--

Intro -- Contents -- 1 Science Education as a Site of Struggle -- Abstract -- Introduction -- References -- 2 The Constitution of Subjectivities: Discourse, Practices, and Repetition -- Abstract -- The Importance of Althusser, Butler, and Foucault's Work -- Subjectivity and the Discourses of Biology Textbooks -- Methodology for Analyzing Science Curriculum/Textbooks -- Some Directions for Critical Analysis -- Intersections of Sex/Gender and Sexuality and Race -- Neocolonialisms: The Colonizer and the Colonized -- Constituting Depoliticized Neoliberal Subjectivities -- The "Ethical Subject" of Science Education -- Resistances and Reformulations -- References -- 3 The Ethical Subject of Science Education -- Abstract -- Ethics and Science Education -- Ethics in the Science Education Literature -- Ethics, Textbooks, and Curriculum -- Continuing with a Foucauldian Methodology -- What Quali es as an "Ethical Question or Exercise" in These Texts? -- Analysis of Ethical Questions and Exercises in Biology Texts -- Contextualizing Ethical Themes in Textbooks: Governance, Populations, and Lifestyle -- Government Regulation and Policy Recommendation -- Health and Populations -- The Individual and Lifestyle Choices -- Thinking About Relations to Self -- Toward Di erent Approaches to Ethics in Science Education -- Biotechnology, Medical Research, and New Considerations for Life -- Politicizing Questions of Environmental Destruction -- References -- 4 Science Education and Subjectivity in (Bio)Political Context -- Abstract -- Biopower and Biopolitics -- Two Modernities -- Biopolitics and Science Education -- Colonization and the Power to Make Die -- Neoliberalisms -- The Regulatory and Disciplinary Poles of Sex/Gender and Sexuality -- Biotechnology and Biosubjects -- A Biopolitical Context as an Ethico-Political Frame -- References.

Since its original publication in 2000, Game Theory Evolving has been considered the best textbook on evolutionary game theory. This completely revised and updated second edition of Game Theory Evolving contains new material and shows students how to apply game theory to model human behavior in ways that reflect the special nature of sociality and individuality. The textbook continues its in-depth look at cooperation in teams, agent-based simulations, experimental economics, the evolution and diffusion of preferences, and the connection between biology and economics. Recognizing that students learn by doing, the textbook introduces principles through practice. Herbert Gintis exposes students to the techniques and applications of game theory through a wealth of sophisticated and surprisingly fun-to-solve problems involving human and animal behavior. The second edition includes solutions to the problems presented and information related to agent-based modeling. In addition, the textbook incorporates instruction in using mathematical software to solve complex problems. Game Theory Evolving is perfect for graduate and upper-level undergraduate economics students, and is a terrific introduction for ambitious do-it-yourselfers throughout the behavioral sciences. Revised and updated edition relevant for courses across disciplines Perfect for graduate and upper-level undergraduate economics courses Solutions to problems presented throughout Incorporates instruction in using computational software for complex problem solving Includes in-depth discussions of agent-based modeling.

The most preferred materials used in teaching Turkish as a foreign language are books. Textbooks are the most sought-after materials because the subjects are arranged according to levels, the information is collected in a group, and they are a material that the student can follow. Since textbooks have a great role in foreign language teaching, they need to complete not only the teaching part but also the education part. The teacher should not only teach the lesson but should also be helpful to society and humanity, aware of values, and strive to raise good people. According to the European Language Portfolio, it is important to include universal values in textbooks prepared for foreign language teaching. In this study, it is aimed to compare Harmoni 3, Yagmur 4 and Istanbul B1 books, prepared for teaching Turkish to foreigners, in terms of universal values. Mix method, that is, mixed method, which includes qualitative and quantitative research, will be used in the study. A table will be created by coding universal values, textbooks will be examined page by page, listening text and existing values in each subject will be determined. Later, these values will be presented comparatively in tables and explained by stating their frequencies. Key Words: Teaching Turkish as a Foreign Language, Universal Values, Values Education, Ethic, Harmoni 3, Yagmur 4, Istanbul B1

The article examines the tradition of teaching economic theory at Moscow University since the late 19th to the early 21st century through basic textbooks, which reflect the specificity, theoretical and practical problems of the corresponding historical periods. The narrative proposed shows the emergence of innovative textbooks that embody the breakthroughs in both the subject and method of economic theory and the methodology for its teaching. Apprehension of students and recognition of colleagues have become well-deserved attributes of manuals by A.I. Chuprov, N.A. Tsagolov and Yu.N. Cheremnykh. As well as many others, they absorbed, developed, and passed on from generation to generation the experience of teaching fundamental economic disciplines. Drawing on the «pendulum principle» widely used in the research of various intellectual thoughts, the authors show the main features of the new generation of textbooks that will be in demand by students and teachers shortly. While maintaining consistency in reflecting economic reality, the new manuals should meet the requirements of digital economy, such as fundamental and, at the same time, practical orientation of students. According to the authors, basic courses and textbooks on economic theory will be more interactive while their content expansion will occur due to behavioral aspects at both micro- and macrolevels. That will allow students to learn the principles of mainstream and alternative theoretical approaches to solving urgent practical problems.

The article examines the tradition of teaching economic theory at Moscow University since the late 19th to the early 21st century through basic textbooks, which reflect the specificity, theoretical and practical problems of the corresponding historical periods. The narrative proposed shows the emergence of innovative textbooks that embody the breakthroughs in both the subject and method of economic theory and the methodology for its teaching. Apprehension of students and recognition of colleagues have become well-deserved attributes of manuals by A.I. Chuprov, N.A. Tsagolov and Yu.N. Cheremnykh. As well as many others, they absorbed, developed, and passed on from generation to generation the experience of teaching fundamental economic disciplines. Drawing on the «pendulum principle» widely used in the research of various intellectual thoughts, the authors show the main features of the new generation of textbooks that will be in demand by students and teachers shortly. While maintaining consistency in reflecting economic reality, the new manuals should meet the requirements of digital economy, such as fundamental and, at the same time, practical orientation of students. According to the authors, basic courses and textbooks on economic theory will be more interactive while their content expansion will occur due to behavioral aspects at both micro- and macrolevels. That will allow students to learn the principles of mainstream and alternative theoretical approaches to solving urgent practical problems.

This article compares history teaching in two types of Hindi-language textbooks used in India. One group of sources includes textbooks issued by the National Council of Educational Research and Training, a central public institution. The other one contains those published by Vidya Bharati Akhil Bharatiya Shiksha Sansthan, a network of private schools run by Hindu nationalists. The objective of this study is to analyse what political, identity-building purposes these two conflicted narratives on history reveal. Unsurprisingly, the author's conclusion is that the Hindu nationalist textbooks are biased in a number of ways. They portray India as continuously assaulted by foreign forces across the ages and united by the Hindu religious traditions. The government textbooks also stress Indian national unity at times but do not build it on the bedrock of Hindu religious traditions. While part of their contents is tilted politically to the left, they are still more balanced than the publications of Hindu nationalists. They recognise diversity much more, challenge some of the common myths and biases, admit India's various historical challenges and include perspectives of various social groups to a certain degree. The article's concluding remarks also muse on whether and in what ways such debates on Indian history affect the country's present domestic politics and foreign policy.