Better Lift
Lift Analysis
I know that if I try to make this entry any more than it is I will ruin it.
Thu, 06 Nov 2025 23:18:46
somewhere between instagram and chatgpt
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
, I have nothing to do, I'm watching them, trying to figure it out.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
with this post net clarity and the hours of nothing that followed I realise this is going to be awful.
I'm in a crowded lift and a girl I've never met tells me she thinks she might love me.
The lift won't stop at any floor, and I can't talk in front of all these people.
wow, you are the first stranger to write a textwall to me
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
One of the birds shoots out of the tree.
She closes the window. I wasn't paying attention anyway, I'm getting cold, and the birds are nowhere to be seen. I go inside.
Thu, 06 Nov 2025 21:22:59
send your tumblr
yeah people dont get it they assume its ahnaf
okay this is interesting because pedagogies we have rn are not proper models
all that is to say
this is possible in mazelike research sprints on the internet
"Anyway, you're you. I mean, look at you!" she says. "You could get with anyone, anyone in the street. Really."
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.