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

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.

we want to live the knowledge too live the content

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

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

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

to work in time to get to the timeless, perfection thru chaos

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

this is possible in mazelike research sprints on the internet

division of reality is straying away from it

so at the end

a lot of what i've been doing has been some imaginary screenshot or recording of his website, something that could be found within it

you cannot feed someone language, they have to speak

the textwall is as much for me as it is for you

okay this is interesting because pedagogies we have rn are not proper models

i am quite illiterate on producing technology

It Will Get Lighter

Can I see

        13       |
                |
                |
            H   |
                |
                |
. . . .         |
. . . .         |
. . . .         |
. . . .         |
                |