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The Place of the Textbook in the Didactic System

There have been a great many good and varied textbooks in the history of education. For example, there was L.F. Magnitskii’s Arithmetic [Arifmetika], L.N. Tolstoy’s Primer [Azbuka], and the Bible, which can also be thought of as a textbook. None of them is like the others at all. Each one is suitable for dealing with its own objectives in the framework of its own philosophical, methodological, and pedagogical paradigm. Does this conclusion apply to the planning and designing of a textbook? Is it possible to work out a unified theory of the textbook that takes account of all the changes that may be going on and, on the basis of the patterns that are discerned, shows an optimal approach for all new authors of textbooks? Let us recall that in the 1980s a great many works by educators and methodologists were devoted to school textbooks [1–4]. At that time, and today as well, you would hear people say: “Here it is, the theory of the textbook! It has everything you need in it, take it and use it.” Sadly, practical experience has refuted that possibility. For example, just try, on the basis of the theoretical postulates of that time, to design a multimedia textbook or a learning resource on the Internet; it doesn’t work. The theory of the textbook