From: Edward J. Harpham
Date: 4/20/99
Time: 9:33:05 AM
Remote Name: 129.110.82.198
It seems to me that Margaret Groarke has raised (at least) two separate issues here: choosing a textbook and using a textbook.
Choosing a textbook involves some of the considerations that I raised in my brief comments on Lowi and Ginsberg. Is the text written at the right level for the student audience? Do I like the central questions around which the authors organize the text?
But using a textbook centers around how professors decide to integrate the material into the class. And this is where professors get lazy, ignoring or not knowing the particular text(s) that their students are using.
I integrate the text into the course in two ways: first, I try to dedicate a portion of every class addressing the central themes raised in the textbook reading assignments, perhaps arguing with the authors. The textbook is thus a point of departure for the lecture. I make sure that the students know that I know the text and its central themes.
Second, I use the text as a source of facts, where students learn the nuts and bolts of government. I hand out a study guide with each chapter, warning the students that the following terms, questions, or issues that should be mastered for the test. The study guide also helps them read the text. Unfortunately, not many students really know how to read a book, text or otherwise.