After thinking and forgetting and thinking and forgetting

your feed looks like my tumblr

we want to live the knowledge too live the content

that looks like my instagram account

much more tactility

so at the end

think this is much more rhizomatic or immanent or mazelike than mainstream education now

so the method has to be autonomous

you cannot feed someone truth

division of reality is straying away from it

i guess imagine a multimedia obsidian or notion that behaves according to some insane arcane rules that you can't ever really determine

we can only engage in such a way

propensity within someone

i haven't read 100 book s so i'm probably not getting the depth of all of what you're saying

okay im going very rogue and very inarticulate

i struggle with building a personal technical architecture for storing media, both curation and creation. instead i bookmark everything

i hope ai fixes this with the cessation of interfaces and walls

the only things i have read are just excerpts and 1 dialogue by plato fully and mcluhan's medium is the massage but it cannot be considered a book

its good short few pages

stalgivc is the greatest poster of all time

magnetises a pin

plato

we need to be deconstructing our identities

amazing hopefully this was all legible and frankly i might be going very off board but you seemed interesting

i know a little bit of lacan which probably influences me in a way i cant articulate

so an active mazelike process

and the fake qualifier

is this you as well

mazelike/rhizomatic/immanent/emergent are not antithetical to a transcendent real but its very manifestation

magnetisation/form

i really havent

all that is to say

magnetisation basically means the induction of divine form unto you

abrar?

i love it here

not their contents

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.