By Anne McCaffrey
In a time while the lethal scourge Thread has no longer fallen on Pern for centuries--and many dare to pray that Thread won't ever fall again--a boy is born to Harper corridor. A musical prodigy who has the facility to talk with the dragons, he's known as Robinton, and he's destined to be the most well-known and liked leaders Pern has ever known.
It is a dangerous time for the harpers who sing of Thread--they are being became clear of holds, derided, attacked, even overwhelmed. during this weather of unrest, Robinton will come into his personal. yet regardless of the tragedies that beset his personal existence, he keeps to think in track and within the dragons, and he's decided to save lots of his liked Pern from itself--so that the dragonriders will be able to fly opposed to the scary Thread while finally it returns...
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Additional resources for The Masterharper of Pern (Dragonriders of Pern, Book 15)
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’.