By D. María Trimble
The 1st booklet within the Amáne of Teravinea sequence. while a hero emerges within the nation of Teravinea, he usually rises from the ranks of the dragon riders. some time past, just one girl has healthy the profile. before ... Fifteen-year-old Amáne reveals herself witness to the hatching of a dragon egg. The painful linking ceremony creates a bond among the 2 that can't be damaged. She and her dragon, Eshshah, turn into the one dragon and rider in a country that when abounded with the gorgeous creatures and their riders. Amáne and Eshshah are thrown right into a clash that they don't but comprehend. something is certain — the destiny of the dominion rests upon their shoulders...
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Extra resources for Amáne of Teravinea (The Chosen One, Book 1)
In reality, “facts” are themselves constructed by the historian, detached from a much broader context and set within an explanatory schema elaborated by the same historian. o f . 28 HISTORY AND MYTH IN ROMANIAN CONSCIOUSNESS It must be understood that oyecthe bistory does not ex>t. Indeed, not only does it not exist; it cannot exist. This is the end of an illusion that has been sustained and amplified by the scientism of thelast two centuries. The “critical school”, convinced as it was of the historian’s ability to squeeze out of documents what Ranke called “history as it reallywas”, and Marxist theory, with its impeccable setting of all phenomena in a complete schema of human becoming, are the two extreme points attained by themyth of a perfect and objective history.
The first is the nationalidea. In recent decades, discussions of the concept of nation have been affected, often in contradictory ways, both byStalin’s famous definition (still repeatedtoday,albeit“anonymously”)and by theexacerbated nationalism of theCeaugescuperiod. The endresulthasbeen a thorough confusion of the concept. The Stalinist definition makes the economic unification of theterritoryanobligatoryfactor,and so confersanabusivelymaterial dimension on what is, in fact, an eminently ideal project.
These are school textbooks, aimed at pupils who are at risk of being disoriented by all sorts of “relativizations”. These pupils, however, are young people in their final yearof high school, preparing to enter into the wider world. It is not with prejudices, with ready-madeideas, and with an outdated way of looking at theworld that we should be equipping them, but with the capacity to think critically and to make choices. What are we doing? Playing a hypocritical game? Is there a history for adults, in which anyone is free to say anything, and another, not exactly true but << reassuring”, for the use of adolescents?