it exists in my head in some way that i'm trying to get out i lied on my story a little bit because i'm mostly feeling it and thinking about it. feeling something deeply doesn't necessitate any kind of deep relevance or whatever but the thinking is useful
and the fake qualifier
lol yea
amazing hopefully this was all legible and frankly i might be going very off board but you seemed interesting
magnetisation/form
thank you
was it worth it
i love it here
this is possible in mazelike research sprints on the internet
like magnets
like first name
ahnaf is it worth reading all those books
the only things i have read are just excerpts and 1 dialogue by plato fully and mcluhan's medium is the massage but it cannot be considered a book
which magnetises chains of pins
what do you think my name is
okay this is interesting because pedagogies we have rn are not proper models
I know that if I try to make this entry any more than it is I will ruin it.
Sun, 02 Nov 2025 23:49:08
god being the centre magnet
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
so the method has to be autonomous
"Anyway, you're you. I mean, look at you!" she says. "You could get with anyone, anyone in the street. Really."
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
send your tumblr
yeah people dont get it they assume its ahnaf
Sun, 02 Nov 2025 21:54:03
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.
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.