Social science and history texts, yes. Science texts, no.
They are loaded cover to cover with inaccuracies and deliberately so.
Science texts? Please give me some examples.
It is far worse in the area of history and social sciences but the bull has invaded science.
Evidence please.
The fraudulent drawings have been used for the past 30 years to support the abortion myth of fetus as blob.
I doubt it very much. Please provide some evidence. I am not going to take your word for it.
Any science book that is pushing the global warming myth is destined to have other pseudo sciences in it.
Global warming isn't a myth.
Just because a single group of authors issued a correction does not mean that other authors have corrected.
Okay, so please point out a textbook that failed to make the correction.
It is your source cited and your place to prove otherwise.
You made the accusation that textbook authors failed to make the correction. The burder of proof is on you. All I did was cite a counterexample.
While, I won't try to address intent here's what Center for Science Education at Education Development Center says:
A recent review of middle school physical science textbooks provides a particularly vivid example of problems with science textbooks. A panel including nationally recognized physics educators reviewed many physical science textbooks for middle school, including some very prominent and frequently used texts. This expert panel found that all of the textbooks they reviewed were rife with errors, inaccuracies, misleading diagrams, and other problems.
A Textbook Case of Junk Science
From the May 9, 2005 issue: What our children is learning?
by Pamela R. Winnick
05/09/2005, Volume 010, Issue 32
Page 2 of 2 < Back
Addison-Wesley, another imprint of Pearson Education, is so keen on political correctness that it lists a multicultural review board of nonscientists in its Science Insights: Exploring Matter and Energy, published in 1994 but still in use. Houghton Mifflin says it overemphasizes minorities and women to "encourage" students from these groups. A spokesman for Pearson Education blames the states for demanding multiculturalism.
If it's the states that impose multiculturalism, however, they're only doing the bidding of the National Academy of Sciences. In 1995, the academy published the National Science Education Standards, which, according to academy president Bruce Alberts, "represent the best thinking . . . about what is best for our nation's students." The standards (which explicitly place religion on a par with "myth and superstition") counsel school boards to modify "assessments" for students with "limited English proficiency" by, for example, raising their scores. They tell teachers to be "sensitive" to students who are "economically deprived, female, have disabilities, or [come] from populations underrepresented in the sciences." Teachers should especially encourage "women and girls, students of color and students with disabilities."
This "best thinking" of the nation's scientific elite is being used by nearly all the 50 states as they centralize their science standards. With 22 states now requiring statewide adoption of textbooks, big-state textbook markets are the prizes for which publishers compete.
A study commissioned by the David and Lucile Packard Foundation in 2001 found 500 pages of scientific error in 12 middle-school textbooks used by 85 percent of the students in the country.
Link is posted in a later post.