Difference between revisions of "The Agnesia-Alalehzamin System"

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The [[Agnesia-Alalehzamin System]] is a school of child development developed by [[Babkha]]an and [[Babkhi]] scholars in the 15th and 16th Centuries [[AN]], which taught that the primary purpose of the classroom was to provide a confined venue for unrestrained social predation to develop the character of the weak, or else eliminate them as an encumbrance on productive society by facilitating their self-destruction.
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[[The Agnesia-Alalehzamin System]] is a school of child development developed by [[Babkha]]n and [[Babkhi]] scholars in the 15th and 16th Centuries [[AN]], which taught that the primary purpose of the classroom was to provide a confined venue for unrestrained social predation to develop the character of the weak, or else eliminate them as an encumbrance on productive society by facilitating their self-destruction.
  
It serves as the foundational principle of the education system in the Kingdom of Goldshire as well as for numerous grammar schools and Imperial educational establishments in [[Alalehzamin and Utasia]], [[Shirekeep]] and the [[Imperial Dominion]]s.
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It serves as the foundational principle of the education system in the Kingdom of Goldshire as well as for numerous grammar schools and Imperial educational establishments in [[Alalehzamin and Utasia]], [[Shirekeep]] and the [[Subdivision|Imperial Dominion]]s.
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The version practised in Alalehzamin and Utasia had its wanton cruelty curbed by the succession of non-Babkhi Arandurs, [[Thorgils Tarjeisson]], succeed by [[Daniyal Dravot]], who reformed the curriculum in the jurisdiction to put cooperation on an equal footing with competition and gradually rehabilitated the concept of altruism and compassion, albeit not without some resistance from the educational establishment.  
  
 
[[Category:Culture]]
 
[[Category:Culture]]

Latest revision as of 18:36, 2 March 2017

The Agnesia-Alalehzamin System is a school of child development developed by Babkhan and Babkhi scholars in the 15th and 16th Centuries AN, which taught that the primary purpose of the classroom was to provide a confined venue for unrestrained social predation to develop the character of the weak, or else eliminate them as an encumbrance on productive society by facilitating their self-destruction.

It serves as the foundational principle of the education system in the Kingdom of Goldshire as well as for numerous grammar schools and Imperial educational establishments in Alalehzamin and Utasia, Shirekeep and the Imperial Dominions.

The version practised in Alalehzamin and Utasia had its wanton cruelty curbed by the succession of non-Babkhi Arandurs, Thorgils Tarjeisson, succeed by Daniyal Dravot, who reformed the curriculum in the jurisdiction to put cooperation on an equal footing with competition and gradually rehabilitated the concept of altruism and compassion, albeit not without some resistance from the educational establishment.