so i or you can author smaller fragments that get arranged

autonomy of learning

Their voices are saying they haven't and shouldn't fuck but want to so bad, or have fucked and can't again but want to so bad, or something like that. Would this be easier if they were birds? Incel kind of question... I'm not following the conversation, but I'm still listening. He's talking in this slightly begging way. It's a way of talking that asks for pity, like he's already tried appealing to every other one of her sensibilities. Incel kind of observation... Maybe he just talks like that, in some upspeak derivative. Haha unless?

"Put a blanket."

kind of mythopoesis

"I'm only attracted to you", he replies. "Like, you only."

"Anyway, you're you. I mean, look at you!" she says. "You could get with anyone, anyone in the street. Really."

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

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

its performative

a heavy, heavy rain. a clear day.

I created this site

It Will Get Lighter

you cannot feed someone truth

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

lol

as in

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

that looks like my instagram account

barren land

okay im going very rogue and very inarticulate

is everyoneback on tumblr now

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send your tumblr

fw

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

i guess imagine a multimedia obsidian or notion that behaves according to some insane arcane rules that you can't ever really determine

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.

so the method has to be autonomous