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%TEXTBOOK ILLUSTRATIONS 731213
Academic institutions of higher education tend to
play down the importance of non-verbal channels of
communication, except for the occasional emphasis on
ensymbolments of higher levels of abstraction such as
mathematics and symbolic logic.
Years ago science text books were filled with half-
tone photographs of real pieces of scientific and
industrial equipment and/or half-tone photo-graphs of
real-life situations with which students could identify.
With the introduction of numerous improvements in
printing techniques, including the ability to provide
color illustrations. text books at the elementary and
intermediate levels of education have made use of these
possibilities. In contrast, the text books used at higher
levels of education have tended to have fewer half-tone
photographs and in many cases have no visual images of
real industrial and consumer Used equipment, In some
instances abstract line sketches have replaced half-tone
photo-graphs. Textbooks at higher levels are becoming more
abstract in their presentation, more removed from real
life and practical applications. One might meditate on
the maturing students' experience and emotional response
to this contrast.
Regarding mathematical information the tendency has
been toward higher level of abstraction, and the
elimination of practical aids to the use of information.
The good equation is the most general. It matters little
that the reader can not make practical use of the equation
because of its high level of generality. Actual numerical
values corresponding to real life situations are rarely
included in either tabular or graphical form. Despite the
great assistance which monograms could be to real students
in introductory science courses, introductory text books
almost never present equations in monogram form, much less
instruct students in how to quickly make a useful monogram
to correspond to a given useful equation.
In science education non-verbal channels of
communication are rarely used because there has been
little motivation to successfully communicate. Scientists
are fulfilling self-images which rarely place dialogue
high in the hierarchy of values; otherwise they would seek
ways to make effective use of all channels of
communication which would be helpful to others.
(c) 1999 by Paul A. Smith in
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