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Revisiting Textbook Orthodoxy in Psychology: Review of Steve Duck's Human Relationships

Revisiting Textbook Orthodoxy in Psychology: Review of Steve Duck's Human Relationships Duck , Steve ( 2007 ). Human Relationships ; Sage Publications Ltd ; Fourth Edition ; 312 pp .; ISBN‐13 : 978‐1412929998 Pr. : £18.39 (Paperback) For all that it is sometimes argued against textbooks (their crude apologetic or quasi‐critical survey of complex material, their usual unoriginality, lack of depth and so forth), their centrality and—most likely—permanence in introductory curricula goes without great contest. And this is not just to do with condescendingly acknowledging the less‐than‐ideal standards of modern education; for even academic purists would agree, though reluctantly perhaps, that it is indeed hard to come up with anything other than some kind of textbook when pressed to meet the requirements of semester time, students’ previous background, or the breadth of the subject. In addition, there is a curious and somewhat frightening responsibility associated with instructing the non‐initiate, which, notwithstanding the teacher's best efforts to the contrary, often arises. Namely, the occasion of foisting upon the pupils certain views rather than others and, in at least a few instances, inducing specific though—for the student—yet unconceived career paths. Sounding trite as it may, the potential danger is of course mingled with the actual remedy: eschew proselytism by dispassionately presenting http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Analyses of Social Issues & Public Policy Wiley

Revisiting Textbook Orthodoxy in Psychology: Review of Steve Duck's Human Relationships

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Publisher
Wiley
Copyright
Copyright © 2007 Wiley Subscription Services, Inc., A Wiley Company
ISSN
1529-7489
eISSN
1530-2415
DOI
10.1111/j.1530-2415.2007.00146.x
Publisher site
See Article on Publisher Site

Abstract

Duck , Steve ( 2007 ). Human Relationships ; Sage Publications Ltd ; Fourth Edition ; 312 pp .; ISBN‐13 : 978‐1412929998 Pr. : £18.39 (Paperback) For all that it is sometimes argued against textbooks (their crude apologetic or quasi‐critical survey of complex material, their usual unoriginality, lack of depth and so forth), their centrality and—most likely—permanence in introductory curricula goes without great contest. And this is not just to do with condescendingly acknowledging the less‐than‐ideal standards of modern education; for even academic purists would agree, though reluctantly perhaps, that it is indeed hard to come up with anything other than some kind of textbook when pressed to meet the requirements of semester time, students’ previous background, or the breadth of the subject. In addition, there is a curious and somewhat frightening responsibility associated with instructing the non‐initiate, which, notwithstanding the teacher's best efforts to the contrary, often arises. Namely, the occasion of foisting upon the pupils certain views rather than others and, in at least a few instances, inducing specific though—for the student—yet unconceived career paths. Sounding trite as it may, the potential danger is of course mingled with the actual remedy: eschew proselytism by dispassionately presenting

Journal

Analyses of Social Issues & Public PolicyWiley

Published: Dec 1, 2007

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