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

not so on: yvf(wthw)

feel you

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.

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

magnetisation/form

not their contents

so the method has to be autonomous

whats your name?

okay im going very rogue and very inarticulate

as in

propensity within someone

its good

we can only engage in such a way

ion

like people can read 100 books and still not have the fire within them

this is possible in mazelike research sprints on the internet

autonomy of learning

13, H, grate

isaac

god being the centre magnet

yeah

division of reality is straying away from it

it exists in my head in some way that i'm trying to get out i lied on my story a little bit because i'm mostly feeling it and thinking about it. feeling something deeply doesn't necessitate any kind of deep relevance or whatever but the thinking is useful

we need to be deconstructing our identities

i want to do that too

which magnetises chains of pins

Above and in front two birds are darting in and out of a tree. Sometimes they collide to fight or maybe mate, but I can't really make it out in the low light. It's just after

dusk

nope. i only remember the leaves bristling behind the window during chemistry class

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