jk I'm all about that bread @danishcookies@computerfairi.es

https://radical.town/media/36azC0E2YoRxnKbg45Q

America is just the country that shows how all the written guarantees in the world for freedom are no protection against tyranny and oppression of the worst kind.
-- Peter Kropotkin

#anarchism #quote #bot

What it feel like to have been on HRT for a lil' bit now

If somebody with the handle MKULTRA @'s you, don't message back at all. Just block. They're trolling and just looking to piss people off.

Von Kittenstein says hello!

Well, technically he says mawr. But with him, that’s usually the same thing.

@ohyran
I’ve heard that a lot of astronauts say it can really change your outlook, going into orbit and seeing how the world looks from the outside. It puts things into perspective and makes you realise what’s really important.

So I fully support space strikes!

I know I should just let him sleep but HE’S SO CUTE THOUGH

He missed me ❤️

an babey,,

I think you’ve all gone too long without a picture of the floofy goofus

@jwhamilton_ @lynnesbian my coffee is cold. could i have more?

Then, after conscript army, I started study at an adult-course in UNIX-SysAdmin,
as I had no official record of knowing computers at all.
I often spent evenings/nights tutoring fellow students, etc.
Then, the school simply hired me to instead be teacher for next class of the course I had been student in.

The method was "problem-based learning",
where students are given problems and the learning happens as they solve that problem.
I didn't do that… exactly.

I just had my class play Quake for the first month.
The plan I hadn't told anyone was this would both remove fears of using computers and they would find things through the game that they wanted to do, their "problem" to solve, but through fun.

A student complained of "no tests/classes", so I was almost fired, until I told the principal my plan.

At course end, I had record number of students hired before graduation. :-)

Continuing some anecdotes about pedagogy and related,
after my time in gymnasium-school (which was as mentioned earlier (e.g. thread https://soc.ialis.me/@b9AcE/101270477588843254) also nicely personally loosely structured) I was conscripted as NCO to be Quartermaster in army engineers, to become 1st Sergeant on completion.

I ofc instinctively used my ideas on how human learning/training works once assigned my own NCOs and then soldiers, so instead of just running around shouting angrily all the time, I usually called meetings where I explained "This is the problem we're assigned. This is my suggestion for solution. What do you think?", then discussed until agreed.

At evaluation, I was told this had worked well, because subordinates said this made them know that IF instead I suddenly shouted orders,
I was trusted to have good reason for it, as it was exceptional and that trust made them follow.

The year I would have gone to 4th grade, parents instead decided to take a year and drive through Europe all the way from Sweden to Greece with a large bus.

That of course created interests in learning about the places we passed and some of the basics in languages spoken there.
For example, I read Homer's stuff a couple of times during that trip.

Once in Greece, I recall us buying me a copy of the "X-Men" comic, but it was in Greek, which I could not read... until I noticed the similarity of the name of the character "Magneto" in the different scripts/languages, which then lead me to noticing that if I just focused on similarities I could read signs for e.g. "pharmacy" and then that way figured out the characters that are unique to the Greek alphabet.

Learning by making it a desired form of play. :-)

In about 6th grade, I went to a regular municipal school with no "special pedagogy profile" that decided to dedicate an entire year to being centered around setting up plays by Shakespeare,
one play per ~30 pupils class.
My class chose to do "Romeo and Juliet".
Another chose "The Tempest", etc.

For example we then learnt English by translating Shakespeare's original to contemporary Swedish,
had gym-classes of learning fencing from an actual fencing champion and how to dance the pavanne,
learnt history by learning about the time the plays were set in and so on.

I consider that a superbly excellent example of a method of tying everything taught into a topic which the students then had an actual interest in.

(Yes, I was chosen by the class to play Romeo. :-))

It was of course not until much later that I went through university seminars specifically on how humans have the by far longest childhood because with the extraordinarily large brain (compared to body size) we are born far from as finally developed for life as other animals, which is why the inherent drive to do what adults do as a form of play is how nature sneakily set up humans to naturally socially desire learning what they need for later life.

It is most unfortunate that much of the education system now takes the form of instead crushing this mechanism and make the phase of play-to-learn for later work instead like boring factory-work with play as the "payment" for having labored.