I wonder if the birds knew I was watching?

way too random but already engaging. i want to explore it

brb i will read and reply sincerely

i know a little bit of lacan which probably influences me in a way i cant articulate

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

the textwall is as much for me as it is for you

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

i haven't read 100 book s so i'm probably not getting the depth of all of what you're saying

but it is in my head and am i compelled to realise it, so it is my silmarillion, my tempelos

"No, it'll get cold!"
"Put a tut ahh put a-"

i am quite confused, not quite getting the idea of it

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

Sun, 02 Nov 2025 22:11:24

Thu, 06 Nov 2025 21:22:59

There is a pause. She ashes her cigarette. It falls on me. It seems like the birds have stopped too.

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

it is hopeful

I am below everything.

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

autonomy of learning

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

It's

dusk

in a snowy forest and I'm playing with a fox.
It bites my wrist but there is only a dull ache.
I feel that it wants to say sorry but can't. I die.

Better Lift

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.