By David Weber
Whom the gods may recruit, they first tick off . . .
Our Hero: The not likely Paladin, Bahzell Bahnakson of the pony Stealer Hradani. He¿s no knight in shining armor. He¿s a hradani, a race recognized for his or her uncontrollable rages, bloodthirsty developments, and lack of ability to take care of civilized behavior. not one of the different 5 Races of guy like the hradani. in addition to his ethnic burden, Bahzell has difficulties of his personal to accommodate: a violated hostage bond, a vengeful prince, a value on his head. He doesn¿t are looking to mess with anyone else¿s difficulties, not to mention a god¿s. not to mention the War God¿s! So how does he turn out 1000 leagues from domestic, neck-deep in political intrigue, assassins, demons, psionicists, evil sorcery, white sorcery, darkish gods, good gods, undesirable poets, grasping landlords, and such a lot of Bortalik Bay? good, it¿s the entire warfare God¿s fault. . . .
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Extra info for Oath of Swords
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’.