What is wrong with using textbooks in education?

Sevket Benhur Oral

    Research output: Contribution to journalArticlepeer-review

    4 Scopus citations


    In this article, it is argued that the inordinate amount of time and attention given to the use of textbooks in education inadvertently leads to deadening miseducative experiences and creates a learning environment where what Dewey calls 'consummatory experience' is thwarted. In order to unpack this thesis, Dewey's pragmatist aesthetics is engaged, and in particular, his concept of consummatory experience is defined and its temporal nature is elucidated by referring to two modes of time: chronological and phenomenological. Subsequently, the relation between teaching and consummatory experience is elucidated to uncover the reason why using textbooks is counterproductive.

    Original languageBritish English
    Pages (from-to)318-333
    Number of pages16
    JournalEducational Philosophy and Theory
    Issue number3
    StatePublished - 2013


    • Chronological time
    • Consummatory experience
    • Education
    • John Dewey's pragmatist aesthetics
    • Phenomenological time
    • Textbooks


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