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willow

dreary.dev

did:plc:hx53snho72xoj7zqt5uice4u

andromorphic angel

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willow
i have to admit this is my favorite strategy for dealing with soap takes

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willow
some day we will have purged consent from every human’s conceptual repertoire and the garden of eden will spring forth once more
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willow
alt text backfill freiren flop gif @link-severed.bsky.social 🖕
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willow
i think we also might just be morons like the keywords are so strong
bsky search for “diplomatic relations polycule” the only result is: charlotte polycule@charlotte.partners • 2mo lately the vibe has been establishing diplomatic relations with an adjacent polycule
willow
i genuinely adore that kasey and i have a norm that all of our correspondence is public
willowFeb 14, 2024
i might delete this thread later but idk i feel like dms should become public domain after a bit bc they’re cute and fun and lil historical archives
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willow
there’s nothing to hmmm at here!
willow
life was so hard for me before i had a backlog of posts where i referenced everything important i’ll ever say
willowMar 7, 2024
okay so i know it was referenced in this book and this article… it DEFINITELY starts with an “a”… oh my god i know it just give me a sec uhhhhh… it was like a group of people and they sucked don’t even get me started on all the opinions i have… oh wait maybe it started with an “e”? i’ve almost got-
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willow
the only type of recall i don’t suck at is keywords of quotes from myself and raymond geuss
willow
i’m loving all the diplomacy
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willow
context bot: this is a reference to now-gone(?) cinny skeet about chatting w ppl in another polycule, and it’s become personal shorthand for relationships in different circles starting to overlap
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willow
no yeah it’s super reasonable i don’t mind, you’re right
willow
@springbris • 16h Even Americans who aren't physically fat are still deeply spiritually fat, this is important to acknowledge if you want to understand the American psyche https://x.com/springbris/status/1847349380522573907

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willow
whatcha watchin didi
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willow
i’ll be back to sleep in with you soon <3
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willow
also obligatory “there’s a willow skeet for that”
willowFeb 20, 2025
girl who gets 3 hours of interrupted sleep each night and eats 400 calories a day: huh i’m kinda tired
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willow
i wake up with important things in mind and i have to get them out!
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willow
this is known willow lore accly bsky.app/profile/did:... bsky.app/profile/did:... bsky.app/profile/did:... bsky.app/profile/did:...
willowDec 30, 2024
https://x.com/westernhero86/status/1873472429450031466 # diary › willow Today at 02:41 Western Hero @westernhero86 imagine wasting your entire life to unlearn things that even a small child inherently understands. 14:53 • 12/29/24 • 903 Views this is my life's purpose
sometimes i wake up at 2am, type something like this, then conk back out
willow
Raymond Geuss, Reality and Its Dreams, pg. 263-264, Augustine on Human Nature Human nature is variable because a human being is essentially a mutable configuration of loves and desires and his own identity is the particular constellation of specific libidinous and caritative components as well as the history of its change. Not only do the individual objects of love change historically, both in an individual's history and in the history of a human collectivity, but the forms and possibilities of love themselves change. Human history is mostly about not learning to love new things but learning to love differently, and the most important part of history is the history of the epochs during which different kinds of love become possible or impossible. Adam's fall changes human nature, making certain forms of love impossible, and the incarnation does not just provide humans with a new love object, but potentially changes human nature by rendering a new form of love possible. We can look forward to other changes in our nature in an eschatological context.
willow
A whole lot of misery: Adorno's negative Aristotelianism—Replies to Allen, Celikates, and O'Connor Fabian Freyenhagen, pg 1-2 Building off his book, Adorno’s Practical Philosophy: Living Less Wrongly the distinctiveness of the Aristotelian position. Thus, let me state it clearly upfront: Even after removing certain wrong preconceptions about Aristotelianism, it remains a distinctive substantive approach with which many (including possibly Allen, Celikates, and O'Connor) would disagree, rightly or wrongly. By way of bookmarks for the discussion to come, let me highlight here four points: • indexing values (most notably the good and the bad) to the human life form (to humanity and inhumanity): • ethical objectivism (a rejection of subjectivism); • denying that ethics can be codified (and, hence, that it is or can be principle-based); and • a particular conception of rationality, whereby bodily reactions can be expressive of reason, sometimes more so than deliberate responses. This much by way of preamble. The Aristotelianism I ascribe to Adorno is unusual in a number of ways. First and foremost, it is unusual in being compatible with his (fourfold) negativism.? Aristotelians usually start from the assumption that we know what the human good is and then develop ethical guidance on the basis of this knowledge. My Adorno would deny the assumption that we know what the human good is (epistemic negativism) He thinks that we cannot escape the particular social context we are in and that social context realises what is bad for human beings (substantive negativism). For him, we should start with negative experiences and human badness (methodological negativism). Ethical guidance is still available on the basis of our knowledge of what is bad for human beings (the other side of his epistemic negativism), and this knowledge is sufficient on its own, normatively speaking (meta-ethical negativism). O'Connor
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willow
i just need to post this on bsky because at this point it’s the first place i search
willowJan 1, 2025
screw a 'second brain' note-taking app, i have a PDS
willow
being a discord kitten is fine but it's not my calling
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willow
*meaning i’d really prefer to be doing discord kitten activities with you in my lap irl
willow
today is the today i come out in favor of psychiatry
kasey — 7:20 PM kasey on antidepressants is probably as valuable as willow on estrogen to saving us ngl
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willow
nvm fuck you
new discord message from kasey now my shitass girlfriend can be the retarded one
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willow
you know it
willowJan 6, 2025
goeo_ Today at 15:02 "i like people that are neurospicy. i just like hanging out with my retards what can i say" mega banger willow is being super based in the kasey tapes right now
check out the kasey tapes folks
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willow
note: she was not exaggerating
kasey 1/13/24 10:04 AM yeah im going to take it nice and easy this weekend (not walk a literal marathon) willow 1/13/24 10:05 AM lol a low bar to clear but im glad youre holding back
willow
willow
get his ass babe
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willow
you can poly with the lads instead if you’d prefer
willow
raraee- 27 Aug 2023, 12:02pm welcome... TO MY TWISTED... FUCKED UP... MIND! ААНАНАНАНА!!! these samples are warped... oohohohoo they're so warped... are you feeling... a little uneasy maybe? on the edge of your seat? biting your nails? well you're about to get what you deserve: AMEN BREAK AMEN BREAK AMEN BREAK AMEN BREAK you're losing your mind, right? i'm so fvcked up, i know... hey.. you noticed my cover? that's right: anime. there's so much anime all over it. it's to prep you for my next maniacal move.... anime samples. wicked? twisted? heheheh... yeah... thought so. anyway. AMEN BREAK AMEN BREAK AMEN BREAK AMEN BREAK besides you - drop dead https://youtube.com/watch?v=CqqcPwc1OuI
willow
your job may be lame but does it have tourists walking around with a bingo packet looking for attractions
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willow
like ma’am my office is down the hall and your kids taking photos next to the dragon are in my way
willow
150mg later and i’m the least locked in i’ve ever been
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willow
yea i trust you way more than the average listener lol, i was just reciting my general stance. i fw this
willow
@sullen i missed so much you have to fill me in on how you were feeling latte Today at 7:36 PM well the week before we started talking i was extremely anxious because i was noticing how much you two were flirting which usually id be fine but i was seeing it like 24/7 even when i was purposefully looking away from his screens i was just feeling more and more like he liked you better than me but i still wanted to just try to ignore it so he would be happy also talking to you did make me happy and quelled my feelings a good bit but eventually it was just too much to handle and i was horrified and breaking down in bed like all day, didnt know what to do and halfway through that he asks if he can go see you, specifically without me, which made my fears 100x worse and later he asked if he could go and then a week later i would come too and that just made me feel like he didnt even have a clue at how upset i was and i was just so beyond frustrated, then he asks if he can go fuck grindr ppl and the whole time you knew i was upset but never said anything to me eventually we finally talked and i felt a lot better, but obviously i could tell he wasnt really happy with the situation, i wasnt either after that i wasnt really mad at you about all that but i was upset you never said anything to me i know you messagd me but that time was like my peak frustration with you and then over time yknow it gets harder to message, as im sure you felt
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willow
latte 04/02/2022 he would be a lot better off with you than me
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willow
being a homewrecker was so cool i should do that again sometime
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willow
yeah like you’re not wrong, i just also think there are currently more pressures to extract “the best” in an unfortunate manner that are more prominent and worrying
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willow
more and more are saying this. maybe one day we’ll get a proper new willow to be proud of
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willow
i started beef a while ago for this one
willowSep 6, 2024
i am going to listen from the first track to the last. i don't give a shit what you think is the most marketable you pathetic, misguided fool.
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willow
fwiw i was being bombastic and cutting across a lot of threads with those posts, and was clearly feeling angy (lol @ kasey block)
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willow
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Inside Teaching: How Classroom Life Undermines Reform, Mary Kennedy, pg 217, Sources of Improvement in Teaching sources. One of the most dramatic stories of change motivated by a professional development program was told by Ms. Toklisch, who had been teaching for four years when she enrolled in a summer workshop on teaching a particular mathematics curriculum. After the workshop a mentor from the program came into her classroom to observe her teaching and to help her change her practice. One day the students were learning to measure. They were measuring their own heights, but instead of holding the rulers against a wall, they moved them right up against their bodies, jagging them in and out of curves and lumps in their clothing. Toklisch saw that their measurements would be wrong and tried to correct the students, showing them how to hold the rulers, when her mentor stopped her. The mentor took her out into the hall and firmly insisted that she let the students figure this out for themselves. Then the mentor took over the class and finished the lesson herself. Toklisch watched as the students reported out their findings. Somebody said, "Well I'm the same height as you, but your measurement says you are 20 inches taller than me. That can't be right." And so Mary [the mentor] said, "Well, why don't you show the way you measured?" And they showed the way. And the kids went running over and said, "But look what's happening when you're going up and over your hips and up over you shoulders. you're adding a whole bunch of extra." And "Oohhhhhhh," they said. And that was so much more powerful than what 1 did. So much more. Because she just let them make mistakes, and then they saw the mistakes themselves. And then they started to question each other. It was so much more power-ful. I think that was the day I think I went home and cried. I went, "Oh my gosh. This is bigger than I thought it was. This is a major change.
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willow
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Inside Teaching: How Classroom Life Undermines Reform, Mary Kennedy, pg 106, Sources of Problems in Teaching Kimberly opened the lesson by portraying air as an example of a resource, which he defined as something nature provides that we can use. He reminded them that they had studied water earlier, and that water was a resource too. He then asked: "Does air fit our definition of a resource?" Most students appeared to be nodding or saying yes, except Michael, so Mr. Kimberly asked Michael what his reasoning was for disagreeing. Michael said that different places around the world had different resources, and since the entire world had air, it couldn't be a resource. Michael's argument suggests that he understood resources as being attached to specific locations. He could have picked up this idea from the unit on water, or perhaps from a unit on minerals as resources. Kimberly could have addressed Michael's conception of a resource by comparing air to other kinds of resources that are location-specific, but he chose not to. Instead, Kimberly repeated his criteria for a resource, this time in Q&A form: Kimberly: Is air something we get from nature? Ss: Yes. Kimberly: Is it something we can use? Ss: Yes. Kimberly: Is it a resource? Immediately after this exchange, another student said he also didn't think air was a resource, because we didn't ask nature to invent it, and nature didn't give it back to us, but instead it was already there for us to use. Again Kimberly repeated his criteria, pointing out that air was from nature and we used it, and therefore that it was a resource. In each case, his students were intellectually engaged with the concept of a natural resource and had their own thoughts about what made something a resource, and in each case
Inside Teaching: How Classroom Life Undermines Reform, Mary Kennedy, pg 168, Sources of Problems in Teaching definition of a resource, not have a big conversation about it. Remember the definition: Something you get from nature that you can use. Write that down for me, please." After students wrote the definition of a resource, Kimberly moved on to the second question, which asked for a definition of atmo-sphere. Again he gave them the definition they were to write. The room continued to be noisy as students wrote the definitions he had given them. Kimberly then circulated through the room to see what students were writing. One student hadn't written anything. He stopped at her desk and said, "Resource. Atmosphere. What is it?" The student shrugged sullenly, and Kimberly walked off to another desk without offering the student any further help. She continued to sit still, staring blankly at her paper. Later Kimberly introduced the term "troposphere" to students, saying that it was the part of the atmosphere that was closest to us, the part "that we really use." It extended above the earth for 10-20 miles. He then asked students what they thought we got from the troposphere, and pointed to a student. The student said, "I don't know, but some of us are really confused." Instead of asking the student what was confusing, or asking how many others were confused, Kimberly didn't respond to this comment at all; he simply called on another student.
Kimberly then moved on to the next part of his portrayal, which was a physical demonstration. He told students that the atmosphere went up 62 miles, but then said this was really a very thin layer. To il-lustrate, he draped an overhead transparency sheet over a globe and said this thin cover was the equivalent of 62 miles. A student said he was confused: How can something that thin also be 62 miles thick? Kimberly said: "I's a comparison. It's a comparison. It's a compari-son. This is 25,000 miles around [hand encircles the globe) and this is 62 miles high [the transparency). It's a comparison." At this point, numerous students began speaking simultancously, saying things like "He's taking everything and making it smaller" and "Now I'm really confused." The commotion in the room suggests that students were actively attending, but also still confused on this point, but Kimberly apparently felt he had finished his portrayal and moved on to his learning activity, with no further discussion of the relationship between the transparency draped over the globe and the 62-mile-high atmosphere. The learning activity involved filling out a worksheet. Kimberly's approach was to lead the students through it, helping them figure out what to write in response to each question. The first question asked students to define a resource. Students seemed unclear on what to write, so Kimberly said, "Something from nature that we can use. Write it down." At this point, a student asked if the air could ever get a hole in it. Then another responded excitedly, saying, "It does have a hole in it!" Numerous excited voices then filled the room. Kimberly tried to quell this enthusiasm by using his hands to ask them to lower their voices and saying, "We'll get to that. We really will. (Still numerous voices) There is not, there is not a hole in it. [Still numerous voices. MAY I HAVE YOUR ATTENTION PLEASE! Time out. Kate. Dylan. Eyes right here. [Quietly:] I asked you to write down the
Then Kimberly went into the components of the troposphere. He handed out a circle graph with three different-sized sections marked off and asked students which one they thought represented oxygen (a guessing-game question, since he had given them no basis for answering this question). After several students offered guesses, he said oxygen was the middle-sized wedge. The largest was nitrogen, and the smallest represented inert gases, which he described. Then he said there was a very tiny slice on the chart that looked like no more than a heavy line, which had other types of gases, such as hydrogen and carbon dioxide. As students considered this news, two interesting exchanges occurred. In one exchange, a student asked about ni-trogen, thinking it might be a dangerous gas. Kimberly said, "You've been breathing it for 12 years! Has it hurt you yet?" Then another student asked if nitrogen made you sleepy, if it was a sleeping gas. Kimberly said, "In that case, you'd be sleeping all the time, because you're breathing nitrogen right now." Then a third student asked if nitrogen was that stuff that makes you laugh, that the dentist gives you. Kimberly said, "There may be nitrogen in there, but it's combined with other things." The entire sequence suggests that students were confusing nitrogen with nitrous oxide, but Kimberly didn't seem to pick up on that confusion, and he didn't address their underlying concern until after several exchanges. Finally he told them that the gas used by dentists was nitrous oxide, but he said nothing more about the relationship between nitrous oxide and nitrogen. Kimberly chose not to address their ideas, to explain the difference between his definition and theirs, to show them which kinds of resources fitted these definitions, or to do anything to help them see the relationship between his definition and their own prior ideas.
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willow
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Inside Teaching: How Classroom Life Undermines Reform, Mary Kennedy, pg 92, Creating a Tranquil Environment But for most teachers, routines were not intended so much to control as to foster a sense of community in the classroom and to encourage student cooperation. Table 4 shows the distribution of teachers intentions for classroom routines across their six areas of concern. The most widely mentioned intentions for routines were to increase student willingness to participate and to foster a sense of community in the classroom. These intentions are quite different from the authoritarian motives that critics often attribute to teachers' routines. Teachers clearly view routines as important contributors to emotional and social tranquility. Routines give them a way of making sure that they treat students equally, that they acknowledge each student or have at least one personal interaction with each student, that they give students special attention, and that they help students learn to cooperate with one another. All of these can increase the likelihood that students will focus on the issue at hand and perhaps even engage with important ideas.
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willow
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Inside Teaching: How Classroom Life Undermines Reform, Mary Kennedy, pg 85, Creating a Tranquil Environment Ms. Aires' Routines Ms. Aires (grade 4 language arts, 3 years experience) was a Hispanic woman who taught mainly Hispanic students. The lesson we observed began immediately after the students returned from lunch. Aires had more noticeable routines than nearly any other teacher we observed, and her students, far from seeming oppressed, appeared to be eager to participate and to please her. The first thing we observed was a collection of routines used to bring students into the room after lunch. When it was time to fetch her students, Aires went out-side, closing the door behind her as she left. She returned with her students lined up behind her, opened the door, leaned inside, and turned off the lights. Then she stood at the door as her students filed into the unlit room, patting each one on the back and speaking his or her name. One by one, the children went directly to their seats and put their heads on their desks. When they were all in place, Aires closed the door and turned on the lights. The students then lifted their heads and turned their attention to her. The lesson itself consisted of three parts, with students rotating about the room to work on the three separate activities. Ms. Aires stayed at one location and worked with a different group during each rotation. When it was time for them to move to the next activity, she rang a little dinner bell, and students promptly jumped up and moved to their next activity. At one point, when she wanted everyone's attention, she stood up and put her hands on her head. As students noticed her, they also put their hands on their head, or they saw other students put their hands on their heads and followed suit. Soon all the students had their hands on their heads, were quiet, and were facing Aires.
Then she spoke to them. It would be a mistake to interpret these many routines as evidence that Aires was overly authoritarian or that students were overly con-trolled. In fact her students appeared to be very fond of her and eager to participate in these routines. When she asked a question, hands went up eagerly, and when she stood and put her hands on her head, students seemed to want to do the same, and nudged each other to ensure that everyone cooperated. At one point in the lesson, a student interrupted to remind Aires of a routine that had been neglected. One had the sense, observing the lesson, that students wanted to participate in all these rituals.
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willow
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Inside Teaching: How Classroom Life Undermines Reform, Mary Kennedy, pg 54, How Teachers Think About Their Practices One difference is that no teacher indicated a specific intention to ensure that the content they taught was inherently important. In-stead, for teachers, content was important because it would be on a test, because it was in curriculum guidelines, or because the teacher at the next grade level would expect students to know it. Teachers seemed very aware that their instruction fitted into a larger system, and the importance of any given content was defined in terms of how well it fitted into that larger system.
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willow
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Inside Teaching: How Classroom Life Undermines Reform, Mary Kennedy, pg 29, The Gap between Reform Ideals and Everyday Teaching The most important finding revealed in this chapter is that intellectual engagement can significantly add to teachers' difficulties, and that as a result teachers frequently discourage intellectual engage-ment. Just as students who are disengaged can disrupt lessons by misbehaving, so can students who are engaged disrupt a lesson by enthusiastically offering ideas that move the lesson away from the direction teachers are aiming for. Student enthusiasm can substantially complicate classroom discussions about content.
willow
it’s fun momentarily adopting others’ framing and metaphors sure it’s not True, but it might yield something compelling
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willow
you should all take me super seriously all the time tho, i would never say anything i didn’t wholeheartedly believe
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willow
i like it, they’re cute little characters i kinda just love private chat leaks
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