By Terry Goodkind
Initially booklet: 2006
On the day she aroused from sleep remembering not anything yet her identify, Kahlan Amnell turned the main risky girl alive. for everybody else, that was once the day that the realm started to end.
As her husband, Richard, desperately searches for his liked, whom purely he recalls, he is familiar with that if she doesn't quickly realize who she quite is, she's going to unwittingly turn into the device that would unharness annihilation. yet Kahlan learns that if she ever have been to release the reality of her misplaced id, then evil itself may ultimately own her, physique and soul.
If she is to outlive in a murky global of deception and betrayal, the place existence is not just affordable yet fleeting, Kahlan needs to discover why she is the sort of relevant determine within the war-torn international swirling round her. What she uncovers are secrets and techniques darker than she may perhaps ever have imagined.
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Additional resources for Phantom (Sword of Truth, Book 10)
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’.