By George R. R. Martin
Con Juego de Tronos George R. R. Martin ha creado una obra maestra, ofreciendo todos los mejores aspectos del género. Misterio, intriga, romance y aventura llenan las páginas de este primer volumen de los angeles huge saga Canción de hielo y fuego, transportando al lector a un mundo como ningún otro.
En el legendario mundo de los Siete Reinos, donde el verano puede durar décadas y el invierno toda una vida, y donde rastros de una magia primitiva surgen en los rincones más sombríos, los angeles tierra del norte, Invernalia, está protegida por un colosal muro de hielo que detiene a fuerzas oscuras y sobrenaturales. En este majestuoso escenario, lord Stark y su familia se encuentran en el centro de un conflicto que desatará todas las pasiones: los angeles traición y los angeles lealtad, l. a. compasión y los angeles sed de venganza, el amor y el poder, los angeles lujuria y el incesto, todo ello para ganar los angeles más mortal de las batallas: el juego de tronos.
Ya considerado un clásico moderno, los angeles impresionante serie de Martin perdurará como uno de los grandes logros de los angeles imaginación y de l. a. literatura fantástica.
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Additional resources for Juego de Tronos (Canción de hielo y fuego, Book 1)
Thus, our conclusion is that critics who maintain that the shift from lifelong education to lifelong learning debases education, are closing off in advance possibilities for developing viable understandings of the learning society. Since learning is clearly a wider notion than education, it was only to be expected that, unlike the case of lifelong education, understandings of lifelong learning would tend towards a maximalist view. That is, that the favoured notion of lifelong learning would embrace learning in any type of setting ranging from formal educational systems of all kinds, through diverse sorts of non-formal educational provision, to the 24 CHAPTER ONE limitless situations and contexts in which informal learning can occur.
Chapter three), we critique various instances of this formal education response to lifelong education and lifelong learning. This is part of our overall claim that policy responses to lifelong learning have been too heavily weighted towards formal education arrangements. Shifting the balance towards informal learning, in the ways that we recommend later in the book, will serve to alleviate this criticism of lifelong learning. 5 Lifelong Learning as Encouraging Abdication of Responsibility by Governments Bagnall (1990) presented the following conceptual argument against the notion of lifelong education: If all learning is to count as education, then governments will be tempted to close down, or at least severely reduce, formal and non-formal education provision.
That is, that the favoured notion of lifelong learning would embrace learning in any type of setting ranging from formal educational systems of all kinds, through diverse sorts of non-formal educational provision, to the 24 CHAPTER ONE limitless situations and contexts in which informal learning can occur. Certainly, a maximalist view of this sort is implied in much of the policy literature on lifelong learning. However, as Duke cautioned, the hegemony exerted by the formal education system in deciding what learning is to be valued and how it is to be assessed and accredited, ensured that ‘learning’ was read by most as ‘formal learning’.