Download Looking Glass Wars (Looking Glass Wars, Book 1) by Frank Beddor PDF

By Frank Beddor

The parable: Alice used to be a typical lady who stepped during the having a look glass and entered a fairy-tale global invented by means of Lewis Carroll in his well-known storybook.

The fact: Wonderland is actual. Alyss middle is the inheritor to the throne, until eventually her murderous aunt Redd steals the crown and kills Alyss’ mom and dad. to flee Redd, Alyss and her bodyguard, Hatter Madigan, needs to flee to our global throughout the Pool of Tears. yet within the pool Alyss and Hatter are separated. misplaced and by myself in Victorian London, Alyss is befriended through an aspiring writer to whom she tells the violent, heartbreaking tale of her younger lifestyles. but he will get the tale all fallacious. Hatter Madigan understands the reality purely too good, and he's looking each nook of our global to discover the misplaced princess and go back her to Wonderland so she may possibly conflict Redd for her rightful position because the Queen of Hearts.

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Extra info for Looking Glass Wars (Looking Glass Wars, Book 1)

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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’.

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