in a way what we are really interested in with pedagogy is the magnetisation
not their contents
magnetisation/form
okay this is interesting because pedagogies we have rn are not proper models
as in
this is possible in mazelike research sprints on the internet
propensity within someone
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
hello reader,
it holds me to something (you, now). I love editing!
its performative
send link
Hours staring at the ceiling, the wall, curling up into a ball. It seems annoyed with the light, it kind of recoils. It will get lighter. I wonder where it goes in the day.
autonomy of learning
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.
okay im going very rogue and very inarticulate
you know who you are. no more time, not like
1
. way too specific.i struggle with building a personal technical architecture for storing media, both curation and creation. instead i bookmark everything
was it worth it
like people can read 100 books and still not have the fire within them
Like the tide, it comes in and it washes over the beach. It's beautiful. But like the tide it goes out, sometimes it goes out further than it ever has, it recedes back across the beach and further out beyond the horizon. The bare seabed opens up in front of you and all you can do is look at it.
...
ion
have you read