Should Textbooks Use Non-Factual Stories?
The textbook in question has a story about Thomas Edison, the great U.S. inventor. In 1854 when Edison was only seven, his mother needed emergency surgery for acute appendicitis. However, a lack of sufficient lighting made it difficult for the doctor to begin the procedure. This critical moment gave birth to a pioneering solution. Edison used mirrors to amplify the dim light of candles so that the doctor could start the surgery. His mother was saved.
However, the truth is the first appendectomy was conducted in 1886. It would have been impossible to cure Edison’s mother of appendicitis 32 years prior to the required medical procedure being available.
The public are divided on whether official textbooks that are regarded as authoritative sources of knowledge should use untrue information to teach primary school students. Supporters say Chinese textbooks are not about history but literature and should be permitted to contain some fabrication so that young students can better understand lessons. However, others maintain that the negative influence caused by allowing falsehood to remain in textbooks is far-reaching. It will lead students to question values of honesty and integrity, thus undermining the authority of the whole education system.
Pro Lian Zhongguo Researcher on education
Education is a comprehensive project in which interaction between teachers and students will enlighten minds and arouse critical thinking. Textbooks are just tools of this process. Do not be overly concerned with fabricated content. There are enough good articles in school textbooks that will be of great help and are sufficient for enlightenment by exploring the educational value of these good ones.
When my child was young, I read him a story in a textbook. It was about a conversation between ducks and eagles - short but inspiring. The baby duck said to her mother, “Mommy, can you please take me to swim?” Her mother replied, “The stream is shallow, go and swim by yourself.” Several days later, the baby duck learned how to swim.
A young eagle asked his mother, “Mommy, I want to see the landscape over the mountain. Take me to fly, please.” His mother responded, “It is really beautiful up there, go and see by yourself.” Several days later, the young eagle learned how to fly.
Our kids know these two conversations never happened as animals cannot speak. However, what they convey is true and beautiful: as long as parents and teachers employ appropriate approaches to guide and inspire children, they are giving their children and students a chance to learn and grow independently. CA
Con Yan Yang News commentator
Seemingly, the argument that Chinese language textbooks are not about history but literature and should allow room for some fabrication is logical and reasonable. But don’t forget a basic fact that it has been widely acknowledged that literature and history are closely interrelated. Literary works allow imaginary elements; but when it comes to historical figures or events, fictionalization of real history should not be allowed. Only minor details or events not attributed to historical facts can be changed or fictionalized.
Edison is a true historical figure, not one in a fairy tale or fable. Stories about him cannot be totally reimagined or contradict historical facts. This is the principle used for not only creating literary works, but also educating people. We cannot trick students with fabricated stories in the name of conveying so-called positive energy. When students find out that Edison could not help his suffering mother, will they be impressed with his genius? I don’t think so. Such content will only leave students disillusioned or believing that they have license to fabricate information when writing a composition for teachers. CA
Con Yu Dangxu Teacher
If the materials in textbooks are selected from historical events, they should be faithful to basic facts. It is fine to teach students to be resourceful in the face of critical situations through an anecdotal story of inventor Thomas Edison. But I don’t think the whole story should be based on fabricated events. When using historical material, personality, emotion and other psychological characteristics should not contradict real history.
Nowadays, students of primary and middle schools have more and convenient access to information and are very open-minded. When choosing learning materials for them, we adults should carefully check not only the values they con-vey but also the basic facts in them. It takes time for children to accept certain values that later form conviction. If they find facts supporting the value they were taught were fabricated they will question the value itself. CA
Pro Lin Chun Teacher
I think we should show tolerance for such content in Chinese textbooks. They are just literary works, whose educational function instead of authenticity should be the most important consideration when being used. What the teachers should do is to find potential value in each text to inspire and educate students rather than be particular about whether the stories are factual or not. CA
Pro Liu Yunxi Media commentator
Is it necessary to be so strict with such false stories in Chinese language textbooks? After all, Chinese language textbooks are not used to teach news or history, but as educational tools or a blueprint for teaching. Such articles are just topics for interaction between teachers and students in class. Therefore, there is no need to be overly critical about their authenticity. What matters is whether the articles selected have positive energy and are educational and inspirational, whether they promote traditional virtues and integrity, and whether they are enlightening to kids.
As a matter of fact, it is impossible for every article in textbooks to come from real life events or a person’s personal experience. Fairy tales, folk tales and novels are generally adopted by textbooks for kids of all ages. We all know they are not true, but no one questions them being used. Take novels for example, they derive from real life events but have been modified somehow for literary purposes to make characters more typical and provoke interest from readers or create conflict. CA
Con Shi Libin Associate Editor in Chief of Beijing Literature magazine
The discussion about untrue stories in textbooks mirrors concerns over honesty problems in current society. As core values of our society, honesty and integrity are not empty talking points; everyone is expected to be honest in our daily lives. Textbooks are the most important part of a child’s education, and should be based on facts and real history so that the qualities of honesty and integrity can be upheld.
Children are innocent, like blank sheets of paper. For example, if a child’s parents are indulged in gambling, the likelihood of that child developing that bad habit would be relatively high. What influences will false texts bring to our kids if they are exposed to them for a long time? The damage will definitely be far-reaching. When children grow up and discover that the heroic deeds or intellect of a public figure they learned about were fabricated, they will question the values learnt from them. The authority of our education system will also be compromised. Like counterfeit products, texts that are not fact-based or contain incorrect historical details should be eliminated. CA
