National Sovereignty and Schoolbook

Abstract

With the constant advances in technology, some educational materials are threatened with extinction. If it seems that the textbook is directly concerned, the best-established prognoses turn out to be erroneous, however, since the textbook does not disappear but is transformed in concrete terms. It cannot be otherwise in view of the undisputed value of this privileged didactic instrument. A central question then arises: is the textbook this other symbol or emblem of national sovereignty? A possible and not inescapable answer is conceived in the perspective of the strategic depth called for by national cohesion. Algerian National Education thus politicizes the intermittent debate linked to the principle of innovation. It is his thoughtful way of inviting “philosophers” to subtly distinguish educational innovation from technological innovation. The result is a healthy attitude of questioning the ipseity that is too often concealed in favor of otherness, so that a real understanding of the phenomenon manifests itself objectively in the minds of the educational partners: teachers and learners. It is therefore unquestionably a question of methodology and epistemology with the concern for greater efficiency and future performance. An enlightened witness, the national school textbook is part of a people’s work of memory.