you cannot feed someone language, they have to speak
lol
think this is much more rhizomatic or immanent or mazelike than mainstream education now
so an active mazelike process
autonomy of learning
i haven't read 100 book s so i'm probably not getting the depth of all of what you're saying
this is possible in mazelike research sprints on the internet
its performative
Sun, 02 Nov 2025 21:54:03
the point of this was to try and avoid this narcissistic death spiral I'm in by acting anonymously and impulsively. how can that feeling that even Jack can't describe paralyse me if my name isn't next to any of this? the excitement of believing I just need a new process has overcome me and I have cummed out an empty webpage.
as in
in a way what we are really interested in with pedagogy is the magnetisation
okay this is interesting because pedagogies we have rn are not proper models
like people can read 100 books and still not have the fire within them
amazing hopefully this was all legible and frankly i might be going very off board but you seemed interesting
Sun, 02 Nov 2025 22:11:24
no longer writing in the third person
I know that if I try to make this entry any more than it is I will ruin it.
something religious, a kind of complex,
it will get lighter
, something washing, cleansing, revealing, etc.is this you as well
Lift Analysis
Thu, 06 Nov 2025 21:22:59
all that is to say
She says something that isn't really right but isn't really wrong. I'm not taking in their words any more, just their voices, trying to get a feel for whatever is going on between them. I'm imagining what it's like for them in this delicate situation, what I would say if it were me. She has that perfect upper-class accent, and she's using whatever upper-class tact that comes with it to navigate this. Style. They can't be together, but their voices are betraying them.
mazelike/rhizomatic/immanent/emergent are not antithetical to a transcendent real but its very manifestation
I am below everything.
so i or you can author smaller fragments that get arranged