Thu, 06 Nov 2025 23:18:46
Sun, 02 Nov 2025 22:11:24
a version of this existed for a few months last year but it was static. it was HTML with writing and pictures and videos and sounds. i had this feeling that the code should be as important as the content, that structurally each piece in relation to each other piece shouldn't change, that the mazelike quality should emerge from me intricately arranging paths through it. like classic hypertext
i see a website though something that reconfigures or is mazelike
i got bored though because i knew all of the different arrangements of it. i probably needed to stick at it longer to get it dense enough to feel navigable in a way that was engaging to me
Above and behind a window opens and a cigarette hangs out.
division of reality is straying away from it
"No, it'll get cold!"
"Put a tut ahh put a-"
like people can read 100 books and still not have the fire within them
i am quite confused, not quite getting the idea of it
I know that if I try to make this entry any more than it is I will ruin it.
kind of mythopoesis
i know a little bit of lacan which probably influences me in a way i cant articulate
in a way what we are really interested in with pedagogy is the magnetisation
no longer writing in the third person
amazing hopefully this was all legible and frankly i might be going very off board but you seemed interesting
okay im going very rogue and very inarticulate
Thu, 04 Dec 2025 11:31:03
This is a website run by a narcissist who can't produce anything without the hope that it is seen and loved but can't act due to the fear of it being seen and hated. They immediately feel the need to ask Jack GPT to define whatever this feeling is in the hope that understanding it will mean control over it and control over it will mean that they can stop it.
i struggle with building a personal technical architecture for storing media, both curation and creation. instead i bookmark everything
One of the birds shoots out of the tree.
so i or you can author smaller fragments that get arranged