we want to live the knowledge too live the content

so the method has to be autonomous

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

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

division of reality is straying away from it

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.

i dont understand magnetisation

its good

autonomy of learning

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

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

and the fake qualifier

ahnaf abrar

what do you think my name is

all that is to say

barren land

you cannot feed someone language, they have to speak

bro i read nothing in my life