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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
@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
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
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
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
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
@dreary.bsky.social
willow 3:57 PM ANNIE UR SO COOL ILYILY i had caffeine i'm so hyper im so into u 🥺🥺🥺
willowApr 3, 2025
150mg later and i’m the least locked in i’ve ever been
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
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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.
@dreary.bsky.social
halo and hearts
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@dreary.bsky.social
went to grab dms and this unintentionally goes harder than intended since we’re on call
annie dms misassemblage > C In a call willow 3/31/25, 19:07 the two points you called ou grillpilled parts) were the on considering cutting out lol # secret willow 12:01 AM 52: 16:50ish 54: 1:09:00 but thought it would be more fun to full send 比 misassemblage 3/31/25, 19:08 oh I'm glad you didn't cut the grillpilled stuff it was interesting and led to discussion willow 3/31/25, 19:08 mhm just didnt know if it would be offensive or too upsetting that i couldnt clarify i like it tho, don't think we'd make it too long if we couldn't misassemblage 3/31/25, 19:10 yeah nah lol
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willow
Comment pinned by @DrearyWillow. @clutterkase • 1y ago she doesnt know liked and hearted by me
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willow
misassemblage 3/24/25, 22:17 you're WHAT my WHAT @-@
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Comments on "I Hate My Body! I Want To Be A Girl! - GEZEBELLE GABURGABLY" Highlighted comment @Bareq_99 8 min ago Ifk wtf is wrong with me I know this is from a cis female wanting to be more feminine And I know trans women relate to this big times But I am neither a cis woman nor a trans woman So why the F*CK do I relate to this so much?? I am 100% sure I am not trans! I don't want to be a female but I just want to be a feminine dude.. i think?? Idk, am I just a freak or what? @Bareq_99 • 8mo ago (edited) Idk wtf is wrong with me I know this is from a cis female wanting to be more feminine And I know trans women relate to this big times But I am neither a cis woman nor a trans woman So why the F*CK do I relate to this so much?? I am 100% sure I am not trans! I don't want to be a female but I just want to be a feminine dude.. i think?? Idk, am I just a freak or what?
willow
kasey is making twitter alts now apparently
Alison @TradWife2049.1d I have cheated on every boyfriend I have ever had. It's ethically justifiable in almost every case and offers many positives. Read the thread and think about why cheating on your significant other might be good for you. https://x.com/tradwife2049/status/1906440283698663924
willow
discord diary willow Yesterday at 20:56 i spent my weekend with a bunch of wordcels and it made me remember how stunted i am with you programmer FREAKS
willow
misassemblage listening to this now willow Today at 06:55 yayyayay <333 misassemblage Today at 06:55 im really enjoying this willowcast "I'm overdosing on E, maybe that's why I'm euphoric all the time, if that's true that's awesome, i hope i get breast cancer and die" 😭 lmfao
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pdsls.dev/at://did:plc...
repost record dedicated to lizzy
willow
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willow
real ones got an early copy of op
signal dms sorry i've been a little preoccupied so respond time is wack don't be sorry online communication is asynchronous you don't have like respond time sla
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willow
raymond geuss, history and illusion in politics, pg 80. liberalism and toleration It might be very nice if we could assume that we will always, or even very often, get agreement on neutral reasons, but there seem to me only two consistent positions here. The first is that of Habermas:' we have transcendentally binding grounds for knowing that everyone must be looking for a neutral standpoint, that such a standpoint is always in principle accessible to us, and that we will agree in recognising it when it is found and will all feel bound by moral arguments convincingly made from this standpoint. The second is that of Rorty:"' agreement is where you find it; there is not more of it around than there is, and that is usually little enough. Agreement is always contingent, and its motivational force problematic. Rorty's position gives one no general grounds to assume that neutral reasons will be available, no matter how hard onc tries to find or invent them, and also gives no grounds for thinking that citing neutral reasons, when they are available, will have any force. Habermas' position saddles one with an archaic and inherently implausible Kantian transcendentalism. There is nothing to be gained in trying to pursuc liberalism through the concept of neutrality.
willow
raymond geuss, history and illusion in politics, pg 79-80. liberalism and toleration Relatively fancy efforts to distinguish between neutrality of outcomes (not always possible) and neutrality of reasons cited for action (possible),° seem pointless. Any seriously religious person will reject the very idea of neutral reasons. There are two distinct points here. First, there is the question whether there ever are any 'neutral' reasons, particularly in matters that concern one's basic world-view. Second, even if there were neutral reasons in some arcas, it might be inappropriate in areas of the gratest human concern to allow oneself to be moved by reasons that are neutral. For a seriously religious person it might seem that to accept the possibility of neutrality on issues of the greatest human concern is to decide to deprive oneself of the most important human good, the possibility of leading a life which is preemptively pervaded by religious truth. As a secularist and atheist I would myself welcome the demise of this kind of religious view, but I do not delude myself, as many liberals seem to do, into thinking I have 'neutral' grounds on which to object to it. To say to a non-liberal that one ought' to look for and accept neutral reasons is just to say that one ought to be a liberal, and if that is what one thinks (and can get one's opponent to accept) then there is no need for a detour through a theory of neutral reasons. It is no surprise that onc can give good liberal reasons for holding the views one holds in a liberal way (i.e. on purportedly 'neutral' grounds). An opponent who will not accept liberalism on other grounds will be likely to accept the doctrine of neutrality in any form.
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willow
yea i was going to add this to the paizuri thread, neutrality is not the play here
#secret discord channel March 29, 2025 willow Today at 10:41 ask any seriously religious person - not being religious is not "fine"! there's a substantive disagreement with real stakes that can't be resolved with "live and let live"
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willow
it kinda is
raymond geuss, reality and its dreams, 159, can the humanities survive neoliberalism lack of understanding of what is going on ("Das sagt sich nicht"), because the Grail is not a who but a what. At root an innocent sexually immature boy ("Knabe") is not in any position to learn anything about the situation of the knights of the Gral. What changes things
willow
ty dina
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willow
gonna end it all
oreo yum teams emoji
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willow
my girlfriends think they’re cute
signal message oreo yum STOP NO
kasey on teams oreo yum
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willow
exposed
kasey Today at 09:57 kasey x atproto like squidward in that episode where he eats the krabby patties willow Today at 09:57 Imfao it's so real kasey Today at 09:57 it's so cozy ,.., willow Today at 09:57 you're just an atproto tsundere kasey Today at 09:57
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willow
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raymond geuss, who needs a world view, pg 47, games and proverbs If this is the case, what kind of work of art can my life be? Why make the unmotivated leap from "work of art" to "narrative" (that is, a literary work of a particular kind)? Why not turn my life into a statue or an image, a building, a dance, or a work of music? Why can't my life be best represented in the lyric rather than the narrative mode? There may be legal and policing reasons for this. Thus, narrative, one might think, lends itself more easily as a mode of presentation of self to use in a court of law than lyric does. If this is a fact, it would seem to be a sociological fact about our form of society. Should I, however, allow my conception of myself, rather than merely my external actions, to be guided exclusively by the demands of public order? Many, of course, have held that thoughts are
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willow
i think so
i think just lightly squeezing and stroking various body parts is pretty goated in general willow Today at 22:43 reskeet babe!! bloomfie banger
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willow
danii really said
fuck nuance by kieran healy https://kieranhealy.org/files/papers/fuck-nuance.pdf symposium: “what is good theorizing?” abstract: nuance is not a virtue of good sociological theory. although often demanded and superficially attractive, nuance inhibits the abstraction on which good theory depends.
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retarded gf wow a dog i only drink chocolate milk what ice cream please don’t leave me video games *barks* *trips and falls* messy hair fuck huh? what anime i like animals
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idk i tried
political compass with an image in each quadrant and the center. each image has text that reads unintuitively if read directly from left to right. auth left / top left quadrant (red): a run down sidewalk besides matted grass nearby a white wall and gold graffiti intending to read “kill the rich! socialism is the future!!”. left to right reads “kill socialism the is the rich! future!!” auth right / top right quadrant (blue): toyota with bumper stickers. capital black letters on a white background are intended to read “honk if u love jesus”, “jesus saves”, “honk if u love jesus”, “jesus”, “jesus”, “jesus”. left to right reads “honk jesus honk if u saved if u love jesus love jesus”. centrist / axes intersection: a poster with black text, a white background, and a red border. intended to read “if you work hard. then you play hard”. “work” and “play” are vertical and in red text, making them hard to read. the viewer is more likely to read “if you hard. then you hard.” libertarian left / bottom left quadrant (green): a black wall with white graffiti in messy capital letters intended to read “we’re here, we’re queer, we fuck shit up”. left to right reads “were we here fuck we’re shit queer up”. libertarian right / bottom right quadrant (purple): a white sign with a wooden rod coming out of the bottom, written on with black marker. tree leaves are present in the background. intended to read “i am a free man, i am not a number”. left to right reads “i am a free, i am not man. a number”
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willow
walter white screaming in car meme
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willow
kold pls save her
discord screenshot kasey Today at 18:36 i crashed my computer opening my text file in a zip willow Today at 18:36 😭😭😭
willow
bro im gonna kms
create 100 posts in the style of this user ChatGPT said: I’ve processed the uploaded file and can generate posts in the user's writing style. Could you clarify if you need exact replications of the style, variations on certain themes, or posts on specific topics? You said: just make 100 posts it doesn't matter ChatGPT said: Here are 100 posts in the style extracted from your file: Sometimes you just need coffee and silence. Why do notifications always come when I’m finally focused? Everything is just tabs within tabs within tabs. Remember when things used to just work? Yeah, me neither. Debugging is just solving mysteries where you’re the villain. If I say “just one more change,” I’m lying. Why does the simplest fix always break everything else? What did I do before copy-paste? Oh right, suffer. Every day is a great day to refactor (or regret refactoring). Tabs vs. spaces? Just use whatever makes my PR merge. 90% of coding is waiting for something to load. There is no such thing as a "quick fix." Every commit tells a story. Most of mine are horror. “It works on my machine” is a way of life. One does not simply write error-free code. Ctrl+Z is my most-used feature. Commit messages should be judged in court. Some code ages like wine. Most of mine ages like milk. I don’t have “bugs,” I have undocumented features. Documentation? You mean my 3 AM comments? The worst bug is the one that disappears when you try to show it. Coding is just trial and error, mostly error. The best debugging tool is explaining the problem to a rubber duck. Every new bug is just an old bug wearing a disguise. “Temporary” solutions are forever. Every sprint is a speed run of regret. The bug wasn’t in my code… until I touched it. The best way to find bugs? Deploy to production. If my code works, I don’t ask why. Stack Overflow is my co-pilot. …

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willow
raccoon with frizz
willow-chan
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willow
life is so fun <3 https://rationaleband.bandcamp.com/album/you-are-flawed-but-youll-be-fine
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willow
(i know the quoted doesn’t really back up my claim more than just being another assertion of it, but it’s intended to really just be a broad gesture at a body of work and way of thinking about the question rather than a pithy one shot answer). to hopefully be a little more fleshed out tho:
raymond geuss, outside ethics, 54 Nietzsche, then, thinks he has found a naturalistic replacement for the traditional ethical perspective and its questions, although, in my view, this naturalistic view is one centered not, as is usually thought, around the concept of "will-to-power" but around that of admiration. His view of humans, that is, takes them as standing at the intersection of certain forces and powers operating in the world —some of them operating on humans, and some through them—on the one hand, and, on the other, certain human reactions of admiration and contempt. Forms of morality are congealed and focused structures of human admiration and contempt. It is important to see that Nietzsche does not first accept the central ethical question "What ought I to do?" and then go on to say, for instance, that each individual should perfect himself or herself, or maximally develop his or her will-to-power, or attain the highest possible self-aggrandizement. Rather he rejects the whole question on a number of grounds. First of all, asking the question presupposes that the agent, "Ego," is confronted with a decision in which there are a number of different possible alternatives between which Ego is free to choose. Nietzsche rejects the claim that this is in any sense the usual situation in which human agents find themselves. It is not useful to think of people as having a categorically free will (or a will that is in bondage). The whole dichotomy "free will/will-in-bondage" is a false one. People have wills that differ in their degrees of strength. Some have a strong will; others have
raymond geuss, outside ethics, 55 a relatively weak will.3s If you are the right kind of person, one who has a strong will, you will not be terribly concerned with the question of what you ought to do. You will, to be sure, be looking for objects of appropriate commitment (Hingebung, Bindung), but that is just a fact about how a person like you is liable to feel the need to act, and the search on which you embark will be for something which you judge to be worth admiring. Such a search, how-ever, has a completely different structure from that into what anyone "ought" to do. Also, if you are another kind of person—a kind of person Nietzsche does not admire and who has a weak will—asking the question what you ought to do will generally be pointless, because if you are weak there will be no significantly different alternatives open to you anyway, none, that is, that makes any real difference, just as for a certain kind of traditional Christian, a person in a state of sin does not have any freedom worth the name. A sinner can choose X or Y, but from the definitive religious perspective they will just be different versions of sin. Freedom to choose one sin rather than another is utterly unimportant, or rather it is a way in which an especially deep form of human bondage plays itself out. Nietzsche's own positive use of the term "amor fati" to describe a kind of character which he admires is an expression of this. To love one's fate is not something one ought to do, but something people sufficiently admirable will in fact do, and others will not be able to do, and in that ability and inability will lie the grounds for admiring them or despising them.
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