was it worth it
we can only engage in such a way
this is possible in mazelike research sprints on the internet
not their contents
as in
okay im going very rogue and very inarticulate
like people can read 100 books and still not have the fire within them
in a way what we are really interested in with pedagogy is the magnetisation
my watchlater reached its limit years ago and now i have to create a playlist for each new topic im interested in but it is incredibly hard to create the taxonomy of knowledge because everything seems to be everything else because at the end it is what you get from it that matters not what is given
I'm trying to picture the scene inside, like I was trying to picture the scene in the tree.
propensity within someone
autonomy of learning
There is a pause. She ashes her cigarette. It falls on me. It seems like the birds have stopped too.
there is a distinction between western-modern pedagogical systems that's like text-based as in a legal method but there is an idea of "pathshala" or "guru shissho"/ "porompora" i mean how masters relayed knowledge to the student by (oral) transmission often by memorising books. so what was taught was always interactive. knowledge was interactive, you spoke with people rather than read texts.
I am below everything.
mazelike/rhizomatic/immanent/emergent are not antithetical to a transcendent real but its very manifestation
isaac newton
in a post. I want to be remembered
stalgivc is the greatest poster of all time
its good
"Anyway, you're you. I mean, look at you!" she says. "You could get with anyone, anyone in the street. Really."
okay this is interesting because pedagogies we have rn are not proper models
not so on: yvf(wthw)
its good short few pages
Thu, 04 Dec 2025 11:31:03