Mon, 03 Nov 2025 08:27:13

It Will Get Lighter

        13       |
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            H   |
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Imprint, memory, impact, representation, impression

god being the centre magnet

something religious, a kind of complex,

it will get lighter

13, H, grate

propensity within someone

so an active mazelike process

autonomy of learning

this is possible in mazelike research sprints on the internet

i struggle with building a personal technical architecture for storing media, both curation and creation. instead i bookmark everything

that looks like my instagram account

Tue, 02 Dec 2025 11:29:50

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.

i hope ai fixes this with the cessation of interfaces and walls

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

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

have you read

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, 04 Dec 2025 11:31:03

so at the end

The bird dives back into the tree. It shakes, some leaves fall.

in a way what we are really interested in with pedagogy is the magnetisation

Above and behind a window opens and a cigarette hangs out.

Thu, 06 Nov 2025 23:18:46

its good short few pages

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 am below everything.

Garden Post-Dusk, Birds Above, In Another Life

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.