i hadn't considered this pedagogically or as a kind of personal knowledge management system (puke) at all but i suppose it is both of those things
so at the end
we want to live the knowledge too live the content
okay this is interesting because pedagogies we have rn are not proper models
not their contents
that looks like my instagram account
think this is much more rhizomatic or immanent or mazelike than mainstream education now
i guess imagine a multimedia obsidian or notion that behaves according to some insane arcane rules that you can't ever really determine
i struggle with building a personal technical architecture for storing media, both curation and creation. instead i bookmark everything
so an active mazelike process
so the method has to be autonomous
okay im going very rogue and very inarticulate
barren land
division of reality is straying away from it
fw
mazelike/rhizomatic/immanent/emergent are not antithetical to a transcendent real but its very manifestation
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.
in a way what we are really interested in with pedagogy is the magnetisation
I wonder if she knew I was down there listening? I wonder if she would've said something more true, more personal, more raw, more heartfelt, more harsh, more seductive, more freeing, more exposing, more risky, more romantic, more rude, more honest, more anything, if there hadn't been an audience.
there's probably something in that, but I don't feel like thinking about it too much yet.
like magnets
magnetises a pin
i understand
propensity within someone
but really the thing should be autonomous
god "possessing" artists "possessing" people