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Values and ideology in place descriptions in geography schoolbooks: the Israel case

机译：地理教科书中就地描述的价值观和意识形态：以色列案例

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摘要

The ideology which shaped the education system, buried its values in textbooks and curricula. Therefore in order to understand the various changes in ideology one must turn to language, which transmits the ideologacal meanings within a certain period. Textbooks provide "social manifestoes", which include the "formal language" in which ideology is used for purposes of communication and socialization. Geography textbooks, as other social archetypes, may be used as "raw material" for the purpose of understanding the culture which creates them. As "raw material", the culture which "writes" the textbooks lies hidden within them, and these texts create images crucial for the culture's survival. From the examples discussed in this article, one can see that geography textbooks present different representations of the same places. One can see that the representation of places in geography textbooks (which influence the construction of a student's spatial conception) is a direct result of the accepted ideology. In this wag the educational system, which is an extension of the prevailing political power, may insure continuity and survival of its ideological perception of space and places within a county.
机译：塑造教育体系的意识形态将其价值观埋没在教科书和课程中。因此，为了理解意识形态的各种变化，人们必须求助于在一定时期内传达意识形态意义的语言。教科书提供“社会宣言”，其中包括“正式语言”，在该语言中，意识形态用于交流和社会化。地理教科书与其他社会原型一样，可以用作“原始资料”，以了解其形成的文化。作为“原始材料”，“编写”教科书的文化隐藏在其中，这些教科书创造了对文化生存至关重要的图像。从本文讨论的示例中，您可以看到地理教科书呈现了相同地点的不同表示形式。可以看到，地理教科书中位置的表示（这影响了学生的空间概念的构建）是公认的意识形态的直接结果。在这种摇摆中，作为主流政治权力的延伸的教育体系可以确保其对县内空间和地方的意识形态认识的连续性和生存性。

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