By Ferrett Steinmetz
Love anything sufficient, and your obsession will punch holes in the course of the legislation of physics. That devotion creates designated magics: videogamemancers. Origamimancers. Culinomancers.
But while ‘mancers conflict, towns tremble…
ALIYAH TSABO-DAWSON: The world’s most threatening eight-year-old lady. Burned by way of a terrorist’s magic, proficient unusual powers past degree. She’s livid that she has to conceal her talents from her buddies, her lecturers, even her mom – and her mood tantrums can kill.
PAUL TSABO: Bureaucromancer. Magical drug-dealer. determined father. He’s long gone toe-to-toe with the government’s conscription squads of brain-burned Unimancers, and he’ll misinform somebody to maintain Aliyah out in their fingers – even if Aliyah likes it or not.
THE KING of recent YORK: The mysterious strength participant hell-bent on shooting the 2 of them. a guy packing a personal military of unlawful ‘mancers.
Paul’s relations is the main to maintain the King’s crumbling empire afloat. yet supplying them paradise is the catalyst that inflames Aliyah’s lethal rebellious streak…
File Under: Urban Fantasy
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Extra resources for The Flux ('Mancer, Book 2)
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’.