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What the fuck is a homonym?  It's something that sounds gay.

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Topics - Placid Dingo

#101
Literate Chaotic / Fear and Loathing in Verona (or Duke!)
November 22, 2010, 11:19:46 AM
I COMPLETELY forgot I ever did this. I need to finish it sometime.

DUKE!

ENTER: Narrator.
Narrator: Thou who maketh a beast of thyself rids thy pain of being a man.
And in so, comes upon such the discovery
Of what truly lies behind this flesh shell
Thus we see the tale of our two protagonists
The Duke of Rochester and his Samoan Manservant
In their vain attempts to penetrate deep
Into the world viewed in waking sleep;
To discover The Dream that drives us all
In each and all direction, in rise and fall
And eventually, into the ground. Hark!
Here you that? Deep in the night
By the road, the old witch sells her wares
Potions that strip humanity from he who dares
To consume it. Ripping off this flesh costume to display
That black and vicious creature that lies beneath.
Hark! Hear you that? They approach already.
And the potions have already begun
To have their wicked effect.

Midday. Two men approach on a horse.  One is DUKE, the other ATORN, The manservant.
Duke: Where have we come?
Atorn: We have reached Barstow Sir. We are on the edge of the desert.
Duke: I have long suspected as much. Zounds! My head!
Atorn: Are you alright?
Duke: I feel a little lightheaded. Wouldst thou take the reigns?
Atorn: I would. If only thou would allow me to reign over myself.
Duke: You may, provided you do so under my control.
Atorn: I though as much. Shall we stop?
Duke: We shall. Soon. Gadzooks! Do you not hear that, man?
Atorn: What?
Duke: That mighty roar! My God! Look! I see them now, with my eyes open! The bats! They swarm now, dripping with malice!
Atorn: I do not see them.
Duke: Oh! Great beasts of the underworld! They have come for me! I know it! Have you brought them with you, you swine! Did you send them from their cenotes?
ATORN takes off his shirt, and pours a little potion on himself.
Atorn: I know not of which you yell.
Duke: Never mind it. Here. We shall stop. You shall ride in front.
They swap sides.
Atorn: Verily! This is the way to travel. (sings) Farewell unkind, farewell!
Duke: Farewell unkind? Thou poor fool! Wait til you see those curs'd bats!
Enter: A young man.
Man: Sirs!
Atorn: Sir! Do you hear that?
Duke: I hear nothing but the beat of those dreadful wings!
Atorn: We are being summoned!
Man: Sirs!
Atorn: Let us take him with us.
The man joins the others on their horse.
Man: I hath never ridden such a well bred steed.
Duke: Well! Thou are nearly ready then!
Atorn: We are thy friend. We are not like the others.
Duke: Silence thou! Thy speakth as such and I'll have the leeches on your tongue to drain its venom! Bah. How long can we maintain this deep and black madness? Before thine head caves in, and one of us begins to speak in witches tongues? What thy new companion might think! What if he senses this madness though? Might we need to slay him? Decapitation and burial; for permitted to leave, might not he fetch the king's guards, have us locked away? Hark! That sound? My own voice? Art these thine thoughts or thine words? (He looks to the companion). I will talk with him, calm thy nerves. (addressing the man) Verily! There are some affairs that though must comprehend. Art thou listening?!
Man: Aye!
Duke: A good thing! For we hath begone on a quest of considerable danger and valour. Listen. Thy journey to Verona art for reasons numerous and of great importance. This is why thine steed art so worthy. For we are seekers, though not lost; we seek the very waking dream that encompasses the soul of man. That waking illusion that drives one to act, though to not act for around the same length would see one in as soon a grave.  Doth though understand?
Man: Aye!
Duke: Thou must know how we came to. I was in my home – one of great beauty – for I am a Duke, after all, and there was a knock upon the great wood of my door. There entered a man, not more than a quarter my height, to deliver me word. I had been requested, by his Excellency the Duke of Verona to come hence, to take note of the great race of steeds to take place here. Gadzooks! I forgot; would you care for some ale?
Man: I am fine without.
Duke: Wouldst thou have some potions?
Man: I do not understand.
Duke: And explanation would only trouble you. No. Hark! This man is my good and close companion, see! Not just some clown or cheap servant, nay! A true and cultured gentleman! Thy and thine face not skin he doth not possess, for he art one from thy farter reaches of this planet, perhaps Samoan! Oh fi! What a thing! Art thou disinclined towards him for this very reason?
Man: I protest! I am not and never said so!
Duke: Thou doth protest too much; thy heart is noble. For despite the shackles of this man's race, he art of great value to thineself. (Duke hit's Atorn on the head. He does not notice.) Hark you! This is of great importance!
Atorn: Zounds man! Unhand me, swine! You there! (Atorn points to another rider in the distance) Thou art pigsine, villains! Cowards and whores! By my trough I will have your heads on my wall!
Duke: Pay no heed to this madness; it is the potions working! We are responsible people!  This journey, this pilgrimage; it is a classic affirmation of all things that be right and true and decent in thy character of man. A proud physical salute to the fantastic possibilities of life in this country – but only for thy soul with the tenacity to laugh as Zeus pounds his hammer on Man's face!
Atorn: Woah! Stop! (stopping the horse)
Duke: Hark man! What is the meaning of this! Begone, let us move! The curs'd bats will catch us!
Atorn: Mine heart! I need the medicine!
Duke: Gadzooks! The crone's medicine! Hark, here it is, take it, quickly! Listen man; This man suffers pains of the heart; but the cures of the ladies of darkness; they are healing him! Oh yes! A miracle!
Atorn: (Takes the potion and is silent for a moment before screaming)  Song! By Jove, this silence is a noose! Song, song! Sing or we'll be here forever!
Duke: (Sings) Kill the head and the body will die!
Thy Scoundrel Savage Henry, doth cry!
We ride, o' afar to conquer thy beast
And 'ponst thy lungs, thine self shalt feast!
The man departs the horse.
Man: Gentlemen, thank you, I am in debt, but I feat I must continue along... Thank you, I am indebted! (He runs)
EXUNT MAN.
Duke: Wait, I beseech thee; Would though not drink with us?
Atorn: To Hades with it! He was a madman I tell you; not the likes of us!
Duke: Move you! I will ride; we must move in haste; that man will seek out the king's guards, I am sure of it. These potions have made loons of us.
Atorn: To be sure; he is in the midst of nowhere.
Duke: To be sure; so art thine.
Atorn: Hark! There is a place to rest! Shall we stop a little?
#102
Aneristic Illusions / Education
November 20, 2010, 01:48:11 PM
In which discussion of education is free to roam, instead of spagging up tfy,s.

Just because I'm cleaning my computer about found some old uni work on Education.

First; I use articles to examine three case studies of Alternative Schools.

QuoteThis article seeks to explore educational issues raised in articles which explore alternative pedagogies as seen in a series of case studies. The articles include A Preventive Intervention Program for Urban African American Youth Attending an Alternative Education Program: Background, Implementation, and Feasibility which focuses on the implementation of an alternative intervention program called 'the Village Model of Care, in an American school; Something more than a grade book: The EAU Claire community learning center 1971-1974-A free school which focuses on the Free Schooling pedagogy as applied in a short lived American school, and 'I have big things planned for my future': the limits and possibilities of transformative agency in Zambian schools which explores the concept of social reconstruction through a school acting as a 'transformative agency' in Zambia. This seeks to examine the learning issues raised in these articles.

A Preventive Intervention Program for Urban African American Youth Attending an Alternative Education Program: Background, Implementation, and Feasibility explores a process of intervention in an American school, base on a system called the village model of care.
The program targeted at-risk youth, most of whom had already experienced legal trouble. They developed study and social skills with the help of staff, parents and community workers in after-school sessions.
The model combined structured group mentoring, parental support services and community outreach services. Structured group mentoring sessions included personal, study skills and lesson content. Student to teacher ratios were smaller, and the teachers were specially trained to deal with at-risk students (including behavioral control and crisis management). Learners benefit from closely working with teachers more able to deal with their specific needs.
Parental Support Services were difficult to organises, with many care-givers being resistant to developing dialog. Ultimately over half the care-givers would regularly attend group sessions where they would network with each other, school administration and teachers.
Community outreach services assisted both students and care-givers, advising on various issues, including financial and medical help. In this way the program sought to assist learners by dealing with the fundamental personal problems which may prevent learning.
Difficulties did arise. Sessions occurred after school, at a distant location. Early winter sunsets forced a reduction in the length of classes. These issues noticeably affected the students' motivation, with reluctance to participate in programs. Motivation was increased by feeding hard-working students, and allowing collaboration with friends of equal ability.
Despite successes, over one third of participants left before the conclusion, many excluded for aggressive behaviour. While, impressively two thirds of the most high-risk students completed the program, it may be suggested that, considering students' histories, that some such program based on the fundamental principals of the Village Model of Care may have been of more value as a part of early intervention, or a program integrated more significantly into every day schooling.

Something more than a grade book: The Eau Claire community learning center 1971-1974-A free school explored the history of the short lived Eau Claire Community centre. The Eau Claire Community learning centre followed the basic practices of a free school, where students were permitted to learn at their own pace in the absence of a prescriptive curriculum. The Free school ideology is based around the concept that children are naturally curious, and given the opportunity to grow and explore organically and freely will develop a love and habit of learning, guided by their own interests. The school in question also aimed to, as author Ray Schofield suggested, 'dissolve red ink communication', instead attempting to develop relationships with students based on mutual respect and exploration. The effect of this was that the young students were observed to be enjoying themselves in a way that promoted learning, and fostered positive relationships with adults and each other.
While some number of free schools have been ultimately successful (England's Summerhill school being the most notable example), the Eau Claire Community Centre began early on to develop problems that lead to its demise. The administration of the school was insufficient – the school as not able to keep the same location, or staff (as the payment of work was also ultimately inconsistent) for any long period of time. As such the inconsistency of circumstance led to learners who were unable to find long term focus. Of greater concern were the behaviours of older students who would smoke (on occasion, illegal substances, it is indicated), and treat the school as a time to relax, without contributing to their learning. The rift that developed around the outrage (or lack thereof) that came about with a ten year old child smoking a cigar on school grounds was a defining moment in the collapse of the school. Again, despite the successes of other free schools, it is apparent that the approach of developing this system was largely based on idealism over pragmatism, by groups with more enthusiasm than experience or practical knowledge. It is arguable that the application of the alternative pedagogy was mishandled to practically undo any of the positivity inherent in the ideology itself, the result being young learners whose learning was interrupted, and older students who 'played the system'.

'I have big things planned for my future': the limits and possibilities of transformative agency in Zambian schools explores the pedagogies of Umutende School; a Zambian alternative school designed to develop 'transformative agency' by imbuing students with a critical conscience.
The school is run carefully, in ways designed to prevent corruption in teaching staff (a large problem in Zambia), such as group interviews of potential students, and requirements for teachers to resign if involved in the lives of coming students.
Students at the school are placed in an environment that promotes a positive sense of self, along with an accompanying sense of optimism. Students are encouraged to develop a sense of pride in their own culture, wearing African style chitenge and opening classes by singing songs in the local Bemba language. Students also have their role as future leaders emphasised with phrases such as 'when you are President...' used commonly. This may help learners to develop an authentic context and focus for their learning.
The curriculum also included a focus on issues such on finance, careers, values and HIV, in order to engage students in issues that are authentic and relevant to their lives, as well as conducive to critical conscience.
The results of the student learners have been well documented. Students' diaries indicate they are more optimistic about the future than their peers. As adults they are often more likely to find disillusionment, but are equally likely to rise above these obstacles.

A number of recurring learning issues are raised in these three articles. It seems apparent that one of the strengths of alternative pedagogies is their ability to engage specifically and profoundly in order to meet modern social challenges. Zambia's social inequity and widespread HIV infection, America's restrictive school systems and the plight of at risk social groups have all prompted reactions within education to redress these issues.
Another issue is of pragmatism. Especially in alternative schooling which is, in many ways, experimental by design, systems and structures are needed to maintain and ensure the success of the school. The comparative success of the poorly organised Eau Claire Learning centre to the organised, yet at times inconsistent approach of the Village Model of Care Program, and the strictly organised Umutende School speak to this.
Through differentiation, and the flexibility to develop a genuinely child-centred approach, the comparison of these three articles may help to define the elements that may develop or hinder the processes of alternative pedagogy.

Text licensed under a Creative Commons 3.0 Attribution Share-Alike Non-Commercial License.

The articles; Articles; A Preventive Intervention Program for Urban African American Youth Attending an Alternative Education Program: Background, Implementation, and Feasibility: Steven B. Carswell, Thomas E. Hanlon, Kevin E. O'Grady, Amy M. Watts, Pattarapan Pothong. (http://muse.uq.edu.au/login?uri=/journals/education_and_treatment_of_children/v032/32.3.carswell.html)

Something more than a grade book: The EAU Claire community learning center 1971-1974-A free school. Olejniczak, Caitlin. (http://minds.wisconsin.edu/handle/1793/28721)

'I have big things planned for my future': the limits and possibilities of transformative agency in Zambian schools. Monisha Bajaj. (http://www.informaworld.com/smpp/content~content=a791491325~db=all~jumptype=rss)


SECOND, I look at two schools who are currently doing things that I find exciting.

QuoteSchool: High Tech High

Governance
High Tech High began in 2000, and was produced by a coalition of business and education leaders. In an interview with Qualcomm owner Irwin Jacobs, the businessman explains the school came about as a response to the lack of trained individuals prepared with the skills required to be able to contribute to the company. In effect, he has said, it was an attempt to 'grow your own'.
It is publicly funded from several sources, including millions of dollars from the Bill and Melinda Gates Foundation.


Parent involvement
Parental involvement in the school is considerably high, with parents regularly present at the school. Parents are also highly involved with communications on their students, with each student assigned a staff member who monitors the student's academic and personal development and serves as point of contact for the family.

Curriculum delivery
This is developed inside of a mature, adult culture, that has been achieved by eliminating adult or youth areas and replacing them with common areas. This, along with parental involvement, effectively contribute to a culture of maturity where the students are able to spend time with the adults they can envisage becoming.
While the content is high level, the students are not chosen for their skill, but from a random lottery designed to allow for equal male, female and students from different locations.
There is a strong focus on integrating technology into everyday practice, however the focus of technology is as a means to an ends. Typical projects involve the integration of the '3 rs' with technology and often some element of the arts.  Their projects are shown online and many are also displayed publicly - a project called Calculicious is presently on display at the San Diego airport.
Students work across the whole of the year, with a holiday of five or six weeks over the summer break.

The results are impressive; 100% of students are accepted into University, 75% achieve higher results than their counterparts.

Assessment processes
The school is built on a project based curriculum, with students of varying ability all working together towards large scale common goals. This helps to foster a positive environment, and puts students into groups where they can achieve without fear of being socially outcast. The way in which projects are utilized as learning experiences helps create experiences that are authentic, engaging and challenging for students. Each piece of work is placed on a digital portfolio that each student has publicly accessible on the schools main page

Student focus
Student reaction has been positive to the school. Most documented interviews use quotes from students that convey their energy and passion for their personal projects, but a number of interviews also comment in the school itself. One student states; "I thought it'd be for computer nerds and be really boring," says Philly freshman Clancy Davidson. "Now I think it'll be really interesting." 1.

Student Billy Miller stated that he "read five books a week," while trying to educate himself in the midst of traditional schooling. He is a first generation college students, and says of his mother; "She'd heard of Harvard and Stanford. I had to convince her MIT was just as good."

LINKS and RESOURCES
1. http://www.wired.com/wired/archive/9.09/mustread_pr.html
http://www.wired.com/culture/education/magazine/17-09/st_essay
http://www.pbs.org/newshour/bb/education/jan-june08/hightech_04-17.html
http://www.edutopia.org/collaboration-age-technology-high-tech#
http://www.forbes.com/free_forbes/2004/1011/080.html?rl04


School: Max Rayne Hand in Hand Jerusalim.

Governance;
The school was founded in 1997 by Lee Gordon and Amin Khalaf. min and Sam Shube are the organization's co-directors, overseeing day to day operations. The Jerusalem school, as with the other Hand in hand schools, is run by two principals, one Arab and one Israeli. They are mostly financed by private and International donors, requiring around $2 million dollars a year.

Parent involvement;
The nature of the school means there is a considerable focus on building community in which parents are heavily involved. The community developed around parents is integral to the success of the school. The school aims to educate the whole community and offers parents and community access to programs promoting coexistence including lectures, films, Arabic language classes, dialogue groups, and seasonal and holiday events.

Curriculum delivery;
The school does not have a fundamentally different academic approach, however are interesting for a social reconstructavist angle. In a country divided politically, where 80% of citizens are Jewish, and 20% Arabs, where schooling is effectively segregated, Hand in Hand provide a bilingual environment where Arab and Israeli students learn together, taught by teacher from both communities. Teachers not only teach – by having an Israeli and Arab teacher in each class – one speaking and one translating at first, then later, either taking turns – they serve as social role models to their students. Students are expected to reply in the language spoken. The students ratio of Jewish to Arab students is kept at around 1 – 1. Of the Arab speaking students, one third are Christian and two thirds are Muslim.
The school's structure is built completely around the cultures of the students. Christian, Jewish and Muslim holidays are recognized and are days off. To deal with the loss of so many days, holidays are shortened.

Student focus;
One parent comments on their student; "He is fluent in Hebrew. When he speaks, no one can even tell that he's an Arab." Commenting on the political state of the area though, he adds. "He has no future here."
Student interviewed on CNN: Ersheid Muataz. "I am a swimmer so I swim with the Jewish people. There used to be with Jewish people only (sic). They didn't speak with Arabs at all before I came, so it was a little different for them. But we are like brothers now."
Jamie Einstein. "When I'm an adult I'll still have Arab friends, and maybe I'll try to change something. Maybe most of the schools can have Arabs in them... maybe all schools can have Arabs and Jews together.

Assessment processes;
The curriculum includes subjects such as Bible, Koran, and New Testament Studies, Ties and Relationships, Land, History, Identity, Human Rights and places of Worship. These curriculum elements are based around the development of understanding the interaction of various narratives.  One of the fundamental concepts of the school is that students do not need to agree with all views, but must respect all views. This is based on what is termed the A-B-C-D-E Educational Model: academics, bilingualism, civics, democracy, and education for the community.
Students are given content that focuses on the fundamental tenants of schooling, but other socially driven content such as the holy days of Judaism, Christianity and Islam is included in the curriculum.

LINKS and RESOURCES
http://www.youtube.com/watch?v=seblkkKosXk
http://en.wikipedia.org/wiki/Hand_in_Hand:_Center_for_Jewish_Arab_Education_in_Israel
http://www.slideshare.net/galilschoolparents/galil-english-presentation-short?src=apiembed
http://www.presentense.org/magazine/the-hand-in-hand-school-modeling-multiculturalism
http://handinhand12.org/index.cfm?fuseaction=content.display&pageID=2
http://www.spiegel.de/international/spiegel/0,1518,448510,00.html
http://www.independent.co.uk/news/world/middle-east/peace-studies-children-of-israel-394977.html
http://www.haaretz.com/hasen/spages/902130.html

This content is licensed under a Creative Commons 3.0 Attribution-NonCommercial-ShareAlike (BY-NC-SA) License.
#103
In a dystopian world, one where free speech/thought is repressed.

WHAT if anything do the ideas/tools of Discordianism have to offer?
#104
Thinking,

David Ick
Andy Kaufman
Ayn Rand

Your thoughts?
#105
Literate Chaotic / Cressing
November 15, 2010, 12:14:20 PM
Nil
#106
Or Kill Me / Anti-aesthetics
November 13, 2010, 10:43:46 AM
Observe the following three people. Describe in as succinct terms as possible their personal or political ideology or alignment.

http://www.flickr.com/photos/cavale/3389476338/lightbox/

http://www.flickr.com/photos/pinksherbet/3216056888/lightbox/

http://www.flickr.com/photos/cybersong/2802986783/lightbox/


You very likely said leftwing/nature loving for 1, anarchist/doityourselfer for two and Islamic/traditional for three. However, number one may work his hours as a fast food chain, saving money to purchase new jeans produced in China's sweatshops. Number two may vote Labour and read music magazines produced en masse by Rave and Tsunami, disregarding anything amature. Number three may secretly go out drinking with her boyfriend on Friday night.

In each of these cases, the actions of our example peope are inconsistent with the aesthetic they represent. The 'hippy' is inconsiserate of his impact on human rights or nature, the punk thinks the do it yourself culture is a construct of Ikea and the Muslim seems fit more into the culture seen in Cosmo than the Korans.

Redo the excercise with the following people.

http://www.flickr.com/photos/mindaugasdanys/3648900953/lightbox/

http://www.flickr.com/photos/enricarchivell/3192041614/lightbox/

http://www.flickr.com/photos/spunter/591430184/lightbox/

It seems more challenging, but really it is very much the same task. The lack of aesthetic signifiers does not make it easier to develop an accurate judgement of their values or actions, but it does make it easier to avoid being misled by symbols designed to suggest a specific 'type' of person is being viewed.

An anti-aesthetic view suggests that there is a conflict between aesthetic and substance.It suggests that an aesthetic has become more valued; that wearing a cross is more valued that Christian compassion, wearing dreads more valued than planting trees and dressing like a decent human being more valued than acting like one.

Anti-aestheticism is not designed to imply that aesthetics are completely opposed. Neither does it suggest that beauty and novelty ought to be replaced with mediocrity and ugliness (especially when we recognize that these are simply less pleasing aesthetics). The term anti-aesthetic is used in the sense that in between the struggle between aesthetic and substance, aesthetic is regarded as the lower art.

Anti-aestheticism does not therefore oppose aesthetics. Rather it calls for their practical use in aiding action rather than replacing it. Just as America's 'Liberals' made the aesthetic segway into 'Progressives', other groups should manipulate their aesthetic to their own convenience. Perhaps the best kind of hippie looks like an advertising exectutive and speaks in clear articulate terms that encourage others to take social responsibilty. Perhaps some of the best punks of modern times look like nerds, and spend more time hacking copyright than smashing guitars. Perhaps ideal geeks are not investing in the expensive geek chic glasses and Spongebob shirts, but wearing second hand Nike shirts, with socially acceptable haircuts, pulling apart toasters to find spare parts for their pizza making robot.

Aesthetics represent a tool, like money. They may be used it to achieve our goals, but not pursued as goal in itself. One does not dream of having the money for a mansion, but rather or using money to buy one. We should not therefore dream of looking like a champion for social justice, but instead of being one, and carefully consider how we can use the currency of aesthetic to pay for the privlede.

When the culture is built around 'appearing', 'doing' becomes a political act in itself. 
#107
Asylum Seekers in Australia

    * Unthinkable: Execution on arrival
    * Radical: Immediate return to origin
    * Acceptable: Reduced turnaround for cases.
    * Sensible: Improved conditions and monitoring for mental health.
    * Popular: Off shore processing
    * Policy: Mandatory Detention on arrival.

Am I doing it right?

http://en.wikipedia.org/wiki/Overton_window

#109
Bring and Brag / Hill
November 03, 2010, 10:05:31 AM
"Jude," I say. Jude turns to face me, distracting him from the dandelion lying limp between his fingers.
"What?" he asks.
"Let's go walking," I say, pointing towards the base of the hill. "There's something I want to show you."
He frowns. "Um, sure."
I stand and begin walking. We climb, silently, until just over halfway.
"Go in front of me," I say. Jude stiffens, detecting a warning in my voice.
"I..."
"Go in front."
He doesn't have the will to argue, so he obeys.
"What are we seeing?" he asks.
"My girlfriend has an outside pool area ," I say. "Did you know that?"
"Huh? I, no, I didn't, that's... interesting."
"You can see it from the top, watch her swim, sunbake... enjoy company."
I can't see his face from here, but I can imagine his concerned expression, face crumpled like a paper ball.
We're barely metres from the top when Jude stumbles and crashes to the ground, desperately trying to pull himself up. He grabs at a small tuft of grass and dandelions which uproots itself in his hand.
"Maybe we should go back down..." he gibbers.
"No," I say. "Come on – It's Tuesday – Sarah will be sunbaking. I want to show you something."
I poke him in the back, and he continues to walk, the last of the path. At the top he looks over, following my finger to the pool area.
"See her?" I say. "Hard to tell; but she's pregnant."
He freezes. "Really? Wow..."
"In some cultures," I say, "Coveting another man's wife means death by stoning."
I think he understands what I'm telling him as I reach towards him. Certainly as I push his chest and force him over the edge, a look of realisation is clear on his face. He doesn't even scream, just hits the bottom with a muffled thump. I'm still shaking a little as I sit myself down, and grab a dandelion, which I pick apart in my fingers.
#110
Forums

High Creative Output

Develop or Construct ideas instead of rehashing them.

WHERE ARE THESE PEOPLE (other than here).
#111
MY DREAM TO READ THE ENTIRE COLLECTION OF APPLE TALK!!!

ALL THOSE THREADS! GONE! GONE! GONE!
#112
GASM Command / Reality Tropes
November 02, 2010, 12:17:21 PM
Don't remember where but I do recall someone starting Ideology Tropes.

I've started playing with PHP Wiki here, and working off the premise of Reality Tropes.

Play along if you liek (or help me find the admin panel, etc)

http://placiddingo.com/wiki.
#113
Aneristic Illusions / How to Make a Slave
October 31, 2010, 04:35:01 AM
This page (edit: http://www.finalcall.com/artman/publish/Perspectives_1/Willie_Lynch_letter_The_Making_of_a_Slave.shtml) is a transcript of a slave owner, Willie Lynch (being the origin of 'lynching') describing in detail how to keep your slaves under control without killing them (because, you know, then you're inconvenienced into getting new ones.)

I find it an interesting read as it outlines a lot of modern techniques of control exercised by Governments, media etc in modern age from Divide and Conquer to the use of Orwellian language.

A quote;
QuoteI HAVE A FULL PROOF METHOD FOR CONTROLLING YOUR BLACK SLAVES. I guarantee every one of you that, if installed correctly, IT WILL CONTROL THE SLAVES FOR AT LEAST 300 HUNDREDS YEARS. My method is simple. Any member of your family or your overseer can use it. I HAVE OUTLINED A NUMBER OF DIFFERENCES AMONG THE SLAVES; AND I TAKE THESE DIFFERENCES AND MAKE THEM BIGGER. I USE FEAR, DISTRUST AND ENVY FOR CONTROL PURPOSES. These methods have worked on my modest plantation in the West Indies and it will work throughout the South. Take this simple little list of differences and think about them. On top of my list is "AGE," but it's there only because it starts with an "a." The second is "COLOR" or shade. There is INTELLIGENCE, SIZE, SEX, SIZES OF PLANTATIONS, STATUS on plantations, ATTITUDE of owners, whether the slaves live in the valley, on a hill, East, West, North, South, have fine hair, course hair, or is tall or short. Now that you have a list of differences, I shall give you an outline of action, but before that, I shall assure you that DISTRUST IS STRONGER THAN TRUST AND ENVY STRONGER THAN ADULATION, RESPECT OR ADMIRATION. The Black slaves after receiving this indoctrination shall carry on and will become self-refueling and self-generating for HUNDREDS of years, maybe THOUSANDS. Don't forget, you must pitch the OLD black male vs. the YOUNG black male, and the YOUNG black male against the OLD black male. You must use the DARK skin slaves vs. the LIGHT skin slaves, and the LIGHT skin slaves vs. the DARK skin slaves. You must use the FEMALE vs. the MALE, and the MALE vs. the FEMALE. You must also have white servants and overseers [who] distrust all Blacks. But it is NECESSARY THAT YOUR SLAVES TRUST AND DEPEND ON US. THEY MUST LOVE, RESPECT AND TRUST ONLY US. Gentlemen, these kits are your keys to control. Use them. Have your wives and children use them, never miss an opportunity. IF USED INTENSELY FOR ONE YEAR, THE SLAVES THEMSELVES WILL REMAIN PERPETUALLY DISTRUSTFUL
#114
From; http://www.amazon.com/Lies-My-Teacher-Told-Everything/dp/product-description/0684818868

QuoteWe could go on to third- and fourth-guess the list of heroes in textbook pantheons. My concern here, however, is not who gets chosen, but rather what happens to the heroes when they are introduced into our history textbooks and our classrooms. Two twentieth-century Americans provide case studies of heroification: Woodrow Wilson and Helen Keller. Wilson was unarguably an important president, and he receives extensive textbook coverage. Keller, on the other hand, was a "little person" who pushed through no legislation, changed the course of no scientific discipline, declared no war. Only one of the twelve history textbooks I surveyed includes her photograph. But teachers love to talk about Keller and often show audiovisual materials or recommend biographies that present her life as exemplary. All this attention ensures that students retain something about both of these historical figures, but they may be no better off for it. Heroification so distorts the lives of Keller and Wilson (and many others) that we cannot think straight about them.

Teachers have held up Helen Keller, the blind and deaf girl who overcame her physical handicaps, as an inspiration to generations of schoolchildren. Every fifth-grader knows the scene in which Anne Sullivan spells water into young Helen's hand at the pump. At least a dozen movies and filmstrips have been made on Keller's life. Each yields its version of the same clichE. A McGraw-Hill educational film concludes: "The gift of Helen Keller and Anne Sullivan to the world is to constantly remind us of the wonder of the world around us and how much we owe those who taught us what it means, for there is no person that is unworthy or incapable of being helped, and the greatest service any person can make us is to help another reach true potential."

To draw such a bland maxim from the life of Helen Keller, historians and filmmakers have disregarded her actual biography and left out the lessons she specifically asked us to learn from it. Keller, who struggled so valiantly to learn to speak, has been made mute by history. The result is that we really don't know much about her.

Over the past ten years, I have asked dozens of college students who Helen Keller was and what she did. They all know that she was a blind and deaf girl. Most of them know that she was befriended by a teacher, Anne Sullivan, and learned to read and write and even to speak. Some students can recall rather minute details of Keller's early life: that she lived in Alabama, that she was unruly and without manners before Sullivan came along, and so forth. A few know that Keller graduated from college. But about what happened next, about the whole of her adult life, they are ignorant. A few students venture that Keller became a "public figure" or a "humanitarian," perhaps on behalf of the blind or deaf. "She wrote, didn't she?" or "she spoke" -- conjectures without content. Keller, who was born in 1880, graduated from Radcliffe in 1904 and died in 1968. To ignore the sixty-four years of her adult life or to encapsulate them with the single word humanitarian is to lie by omission.

The truth is that Helen Keller was a radical socialist. She joined the Socialist party of Massachusetts in 1909. She had become a social radical even before she graduated from Radcliffe, and not, she emphasized, because of any teachings available there. After the Russian Revolution, she sang the praises of the new communist nation: "In the East a new star is risen! With pain and anguish the old order has given birth to the new, and behold in the East a man-child is born! Onward, comrades, all together! Onward to the campfires of Russia! Onward to the coming dawn!" Keller hung a red flag over the desk in her study. Gradually she moved to the left of the Socialist party and became a Wobbly, a member of the Industrial Workers of the World (IWW), the syndicalist union persecuted by Woodrow Wilson.

The link is worth following; the whole chapter is worth a read, discussing the ways in which our (American-centric, but relevant in other countries) present method of teaching history is failing.
#115
From one of Zappas last interviews.

J: How does Frank Zappa want to be remembered?
Z: It's not important.
J: Not important at all?
Z: MmNn
J: Want to be remembered for the music?
Z: It's not important to even be remembered. I mean, the people who worry about being remembered are like Regan, Bush. These people want to be remembered. And they'll spend a lot of money and do a lot of work to make sure that remembrance is just terrific.
J: And for Frank Zappa?
Z: I don't care
#116
Bring and Brag / Dingo's Old Discordian Guff
October 24, 2010, 07:34:21 AM
Recently deleted a work off Lulu that was A: not very good and B: probably a bit too lax on ensuring all non original content was used with permission.

Here are the bits I wrote. CC-Atrib-NC.



Cutting Ties With Your Family.
Q: I've been considering becoming a Discordian. Does this mean I should cut ties with my family?
A: Yes. The tie is a symbol of oppression and wilful subversion of yourself to the higher points of authority. Not to mention they're damn hard to tie. The destruction of these blasted things with a pair of scissors can be a fun activity to involve the whole family, and provide hours of entertainment.


**


The Discordian Gardener.
Gardening seems such a brutal art, so often unrewarding, and so often the very model of the
Aneristic Principal. Consider; the patch of grass. We measure and mark out the part that is garden,
and the part that is not. Then we tear up the garden, add dirt and seeds, and then fill it with
woodchip and surround it with logs just to ensure the distinction between 'garden' and 'not-garden'
is very clear.
Naturally this causes trouble. The plants start to wander outside of the garden. The grass starts to
wander into the garden. How to keep these two lovers separate? How? How?
The antithesis of this jealously guarded garden, I saw in the chook shed. Chooks given scraps
from the garden and kitchen will produce a lovely mess of deteriorating plant matter. Under layers
of compost, seeds will begin to grow. If left, they will either eek out an existence hiding from
chickens or they will be gobbled up again. But generally, it is in the chook shed where fruit trees
begin, where plant waste regrows and where maintenance is minimal.
Discordia is based on the balance of order and disorder, which is the perfect premise for
gardening. A maintained disorder. Allow nature to do most the work, growing its own trees and
plants where it likes. Give it space. Then, when the disorder threatens the whole thing (if Lantana
should invade, if getting to the house becomes impossible, or simply if there's a stack of lovely
composting seeds you want to give the best chance in life) come in and do your thing. Chop up
what is too big, and use it as compost. Tear out what is a threat and burn it. Plant what is not yet
underground. Find what is sizzling to death and water it. Find what is verging on rotten and drain it.
The central premise of Discordian gardening is that you facilitate nature's path, instead of seeking
to define it. However, for the sake of wordcount, we can also use the stages of the Discordian year
as a kind of model.
1. Chaos. The natural, natural state. Complete absence of control. Wilderness.
2. Disorder. This is basically where it's all getting a bit out off hand and we can't hold it all
together. The balance has been tipped, and not in your favor.
3. Confusion. The beginning of man's imposition of order. This is not systematic at this point,
and may not even be conscious. The pulling of irritating or potentially harmful weeds, the
movement of branches causing trouble, or just the need to kick a rock down a hill as you
keep kicking it.
4. Bureaucracy. This is the best time for the Discordian as ee gets to really get in there and
get a piece of the action. This is the time to weed the bad stuff so the new stuff has room.
A time to plant the fallen and compost seeds. To transplant the stronger saplings to where
they will suit best. To mulch, to poison, to sew! Onwards!
5
5. Aftermath. The slow return to Chaos. The order takes strength, then disorder creeps in,
bringing the balance back.
Love and enjoy your garden. If you don't have a garden, adopt a piece of public property and start
improving it. In many cases you will need to start at a rigidly enforced state of Bureaucracy, and
move straight to aftermath. See how you go.
Happy gardening.



**


The Parable of Buzzkid and Dreamface

1. I began on my journey to find the truth, and I came across the man on the hill, who had sat for many days and nights.

2. I came to him and told him thus "I am imprisoned in this life, and have no escape. I beg of you to teach me."

3. And he spoke unto me and told me the tale of Buzzkid and Dreamface.

4. Buzzkid and Dreamface were watchers of birds and they would dream of being them.

5. Said Dreamface, "Would but I were a bird, I would have every joy in the world."

6. But Buzzkid denied this. For he said then unto Dreamface "If you were a bird, you would only be satisfied with being a fish."

7. But anyway, they made wings of bark and ran around squawking.

8. But for Dreamface it was not enough. He knew to find joy he would need to fly. So he leapt off the cliff, waving his wonderful wings.

9. Of course they were made of bark, and thus did fuck all, so he fell like a rock and broke his legs.

10. Buzzkid did tend to his wounds, and left him to heal, and ran around squawking joyously.

11. The old man finished, and I spake unto him: "what does thou know, oh wise one, that compels thou to sit on this hill alone with thy thoughts?"

12.And he replied unto me that those bloody kids had stolen his wheelchair and dumped it in the river, and would I mind getting it? And I did not mind so I did as he wished.

13. So he gave me some chocolate.
#117
HEY

GUESS WHO'S MAD EXCITED RIGHT NOW?
IT'S ME

COS MY STORY LOOKS KICKARSE RIGHT NOW.

http://www.scribd.com/doc/48566290/Me-and-my-hair\

The cover is by Mel Roach, who did my Intermittens cover too.

I'll get a hardcopy going once I've time to make that happen.

Feedback welcome.

OP below for context;

Quote(edit) OK, bugger it.

Here's the work in full. http://www.scribd.com/doc/40853759/Me-and-my-hair

Let me know if anyone is interested in helping out on the cover side of things.

OP>

I've got a manuscript I've had floating around for a while. I think it's around 25k words.

Basically I've been playing with the same damn two manuscripts for almost 5 years. I want to get a cover, maybe a couple of illustrations and publish CC'd copies onto the internets and make a couple of meatspace copies.

The name of the work is Me and My Hair. If anyone is interesting in collaborating please post here or PM me and let me know;

Quote: Are you willing to spin something out for free, or would there be a particular cost (either is good; I don't expect anyone to voulenteer their work for free unless they're pretty enthusiastic)
Type: Are you interested in making the cover, or an illustration, or what?
Any questions you may have

I'll PM copies of the work to people willing to help out.

Plot summary: Boy lives in a modern world raised by talking animals. As he reaches high school, the fairy tale reality he experiences begins to deteriorate into the true situation, and he finds himself dragged into a darker more dangerous world.
#118
GASM Command / Collection
October 16, 2010, 04:12:58 PM
Questions before I have a great idea that everyone else has already had.

Is there one location at which some of the best new Discordian stuff is housed.

Because I get the impression that we're GREAT at ideas, and at making those ideas turn into cool stuff.

But once we make it it's forgotten, and we're onto the next thing.

Some things I think of are The Spider Project/Hey Jim and Musings of a Faceless Man.

We should be celebrating/promoting the shit out of this stuff, and putting them all in one place where people can get a good idea of the work that represents some of the ideas of modern Discordia.

Ideas?
#119
Two vast and trunkless legs of stone / Pop Quiz
October 13, 2010, 10:08:24 AM
1. Which famous skeptic was secretly a member of the illuminati?
2. To what does one listen to in a playground?
3. What the hell are you eating?
4. How long has that dead fish been under the bed?
5. What was the loathed high school nickname of the irritable 29th Governor of California?
6. Why do you keep stating at that man's ribcage?
7. In an alternate universe, what dramatic difference caused the New York Times to describe Anne Coulter as the 'wisest of all sages'?
#120
I got two of your shirts the other day.

I never saw the back of the yellow 'Gods' T-shirt.

Could you please explain the poem to me a little?

Because I think if I understand it a bit better, I'll feel less awkward about the words 'broken condom' being on my back.
#121
Or Kill Me / Who's to blame?
September 15, 2010, 02:09:06 PM
I am.

That's the answer I like to try to go with, wherever possible. I'm to blame. It's my fault. It's my fault that so and so won the election. Or that I missed the bus when it didn't come past my stop.

This is usually a mostly false narrative to develop. It is a useful one though; provided you recognise that it's false (otherwise you'll get into a nasty spiral of self loathing).

If you're responsible for an outcome, you've developed an attitude that your actions have impacted. When anylising events through this frame we look through ideas of 'what did I do wrong', 'what could I do better' etc?

What we end up with are a series of narratives developed around the theme of 'how can i impact positively on my universe,' which we can then turn to.

Blaming the media, the church, the man, the machine, is just another way of giving away your power.
#122
Or Kill Me / Post Post-Graffiti
September 10, 2010, 10:04:03 AM
(Originally written for my webpage)

Banksy was the first artist I got really obsessivly into. I discovered him through Adbusters (culture jammers' magazine) which I was mad on at the time.

Banksy is often called a graffiti artist but it's more correct to call him part of the 'post-graffiti' movement. Where graffiti is a very specific method and style, post graffiti is a lot further reaching, including art made from wheatpaste posters, sculptures (Banksy's 'Murdered Phone Box' and 'Girl With McDonalds Balloon' are two famous examples) tiles (space invader being a prominent example), knitting, even plants.


The ideology of post graffiti is probably fairly close to graffiti; natuarlly all artists have a personal ideology, but generally there's some variation of 'reclaim/utilise public space'. Post Graffiti has becoem in some circles, a respected modern art form. Or at least, one worth spending large amounts of money on.


I'm curious about the next thing after post graffiti. There's one direction that's obvious; which is essentially the same aesthetic immitated in modern art, coming back into the gallery. But there's also a good deal of activity that seems largely related to the PG movement, both aestetically and ideologically.


Some of these include Street Theatre, Flash Mobs, Guerilla Gardening, LARPing, Whatever sf0 is, Parkour and activities such as 'Safari' (link to Safari page at bottom).


These are all versions of reclaiming or utilising public space. They generally seek to present some kind of aestetically interesting spectacle.


But are they art?


There's no reason why not. Sticking a shark in a tank may be 'shocking' in some ways for a short while, but even more obvious attempts to troll the art community (remember 'Piss Christ'?) are failing to make long term buzz.


When we're obsessed with the aestetic more than the actual, activity itself is the artform.


LINKDUMP:

More on Banksy: http://www.banksy.co.uk/

Adbusters: https://www.adbusters.org

Culture Jamming: http://en.wikipedia.org/wiki/Culture_jamming

Post Graffiti: http://streetartshow.wordpress.com/about/post-graffiti-off-of-the-street-into-new-media/

Street Theatre: http://en.wikipedia.org/wiki/Street_theatre

Flash Mobs: http://en.wikipedia.org/wiki/Flash_mob

Guerilla Gardening: http://www.guerrillagardening.org/

LARP: http://en.wikipedia.org/wiki/Live_action_role-playing_game

SF0: http://sf0.org/

Parkour: http://www.parkour.asn.au/

Safari: http://cramul.us/2010/08/the-great-reality-safari/

Shark-in-a-tank: http://www.nytimes.com/2006/10/01/arts/design/01voge.html

'Piss Christ': http://en.wikipedia.org/wiki/Piss_Christ
#123
Saw this referenced in the Social Network movie thread so I figured I'd write a script, (CC) it and leave it lying around for you.

I'm like to have some control over what I'm doing but obviously I'm putting it out there as a collaborative effort. My plan is to

1. Plan.
2. Write something.
3. Get you guys to help edit it.
4. Done.

An obviously, CC means you can rewrite whatever you want.

The spirit of the title fro me is something that is informed by this site. So not essentially 'the site in film form' but something that very clearly has used a lot of the ideas/memes/posters/whatever specific to the site. It can go in any direction; absolutely doesn't have to be a script about a forum.

WHAT I'M AFTER RIGHT NOW. Any of the below.

1. A feeling on what kind of plot we follow. http://wiki.answers.com/Q/What_are_the_seven_types_of_stories_in_the_world

2. Who can/should be used as a character? This could be fabrications of real posters, combined archtypes, personalities, discordian figures. Ideally if you're happy to have yourself in there, you should be happy enough for me to take liberties with you (ie, hero villain, secretly Ann Couter etc) so be VERY specific about any limits I might have with your character. Also, because they are YOUR CHARACTER not you, it would be cool if you could advise me on the archtype that should best represent them. http://changingminds.org/explanations/identity/jung_archetypes.htm

3. Any little pieces of dialogue floating around this site that could be used or appropriated.

4. Some things from the site that could be used. Accessible things are best; Black Iron Prison, the Barstool are things that are understandable outside of this forum.

5. Any cool Tropes that ought to be here. http://tvtropes.org/pmwiki/pmwiki.php/Main/HomePage

WHAT I DON'T WANT RIGHT NOW

1. Scripts.

2. Whole plot outlines that are basically just every meme ever on here stuck together.
#124
Two vast and trunkless legs of stone / How to teach
July 27, 2010, 12:42:12 PM
Inspired by the current natterings on education.

What I'm interested in here is hearing thoughts about what should be done in classrooms, what could/does work well in education, what is the fundamental purpose of education etc.

Obviously I'm not going to start randomly following all suggestions, but i'm interested in getting the impressions of this community.

I don't want to give too much detail except to say all my students are below 14, mostly below 13.
#125
Bring and Brag / Green Dot
May 27, 2010, 12:23:11 PM
{Name of one character reused from short story, but different character.}

Chapter one; What people say.

What people say bout Sabha is that she was the best at licki of anyone in the school or in the town even. I'm sure that's not true, but it stands to record that she was sure more soon ready for it than a lot of the other sheils. What they say about me is mostly false. The big-crime is all false for starts, and the deviling too. They say I'm a kittylick, which is some-true, though not how they mean it to be. And I also got heard that they say I'd licki with Mr Mendelhorn, but that's big-false.

What they'd say bout Mr Mendelhorn was mostly false before the event, on account that he was thought quite typical. And further what was thought of him after the event was just as false, due to exaggeration in the otherway.

What they say about these days is that we're on the edge of hell and I'm not much sure how to address that one in particular.

Chapter two: Mum, Dad and Kiki.

Mum was getting licki with another block, or at least dad thought as much so, and they got into not-love and mum went off and lived with that other block. Dad got into the blue then and would hit a lot of sakee.
We had a Kitti; every family did then. Ours we called Kiki. She was young (in twenties, but Kittis often show younger than is) and deeply beautiful with dark brown eyes that seemed to look into forever. She would be in uniform- a baggy unflattering denim sackdress, with a chestpeice to hide her curves, but it did little to disguise her femininity. She would shave her head every morning at four am and around thirteen years old I would sneak out to watch. She would leave to begin duties and I would sneak in to the bathroom and infect myself with the pungent aroma of shaving cream, and touch the tiny black grains of hair lining the plughole. it was bad-wrong to have sex feelings about a Kitti; that was real dark perverted; but being there, young and infested with naughty desire, it seemed like there would be nothing more wonderful in the world.

Chapter three: Conversation with Kiki.


"Ohai Ashke Sammma"
"Good morning Kiki"
"Your Toutou is still not home."
"Dad needs his space, Kiki."
"He is away for long time ne? He has to come home soon."
"He always comes home."
"Ashke samma, your Touto doesn't come home soon there can be trouble ne? Sometimes they kill a Kitti if there is no parents ne, if they think she has kill them. If someone..."
"Can I get some goddamn breakfast Kiki?"
"Haihai, it's cooking. Very soon now." A pause. "I just worry..."
"Kiki, worry about the house and the food. Don't worry about dad. Now you get that frown off your forehead or I'll iron it off, hear?"
"Haihai"

Chapter four. Church.


Sabha and Mr Mendelhorn would both attend the same church. I didn't know it at the time so much as I was none acquainted with the either of them. But they were always there.
The church was a Stautua, not a Meetup. In Owlia that's the two types of church. A Stautua is built on a statue ground, where the statues are. The statues are big white statues of people, about twice as big as actual folk. They're what's been around since before even mankind got made proper, built by the Owlia, who are essentially our creators. The statues have big black eyes. When the Owlia return from their other worlds, the eyes will begin to bleed, and the six great fears of humanity will envelop the earth, and then the Owlia will return to us and reveal the secrets at the core of the universe.
Only a Statua, a church built near these statues (across the land, there are many thousand) is a real church, and any other is a Meetup. Both get called church though.

I sat alone at the side or the chair. It was important to show up (every Owlian ought attend, and everyone (cept Puppis and Kittis) is an Owlian) and despite the shame of showing up with no dad, I was still best to show up.

Sabha came that day too and sat beside me. Sabha was known of somewhat; she didn't have a home so much, nor rents nor even a Kitti or Puppi (male Kitti) to care for her. She didn't school or any such, but she didn't die neither, which made her suspicious in a few ways.

She smelt a bit badly, just a dull musty dirtsmell draped over her clothes. Her hair was scrappy too, red middle length. She was tanned a bit, but not too dark and even in her unkempt state, her curves and her long legs wrapped in damaged denim possessed a simple allure.

"Ohai," she said, and I winced slightly at her use of Kittitalk.
"Hey"
She extended a hand. There was a ring on her finger with a small blue stone in it. "I'm Sabha."
"Ashke"
"Hajime, Ashke," she said, then, realising my discomfort, "by the seas and by the shore..."
"...viva Owlia ever more," I completed, and we fell into a more comfortable silence.
We remained there in quite for some time. I felt torn between remaining near her or moving elsewhere. She was unhomed, rentless, and no Kitti to speak of. She used Kittitalk too, which was well uncouth. To come to church, even alone, maintained my place in the community. To appear publically near such a character could jeopardise that.

However I was plenty glad for the company. And I was definitely glad to have sheil company. But mostly it was nice to be near to someone who obviously had no concept of what was right and appropriate, and by that virtue seemed unaware of my failings in this degree.

The church session ended. As people stood to leave Sabha placed a hand on my leg.

"See you," she said. She stood, her hand sliding up my leg, a nail scraping gently up the inner of my thigh. Her eyes looked off into the distance as though she were unaware of the effect she had on me. She stood and left.

I got up and began to leave. As I did, I passed Mr Mendelhorn speaking to another man.

"That girl is homeless," said the man, "Lord knows how she sustains herself. Drugs I say. All drugs these days."

"Drugs are a base scourge on our society, and may Owlia strike her down before us all if she dare dabble in those darkest arts," said Mr Mendelhorn, brow furrowed. He looked like a puffed up parody of the man he spoke to, and naturally I was yet unable to comprehend the significance of this.
#126
Or Kill Me / Baddies
May 08, 2010, 05:45:03 AM
From Here:

QuoteDidn't I tell you, Don Quixote, sir, to turn back, for they were not armies you were going to attack, but flocks of sheep?

Alot of the trouble, in general, seems to come from a need to maintain the whole 'us and them' thing, which means we always need to break out the semantics and work out who's us and who's them. Some of the more nationalistic may bething 'the nation' us, and 'those scary brown people' to be them. Or some consider the good, clean breast loving type male to be us, but the scary sexually twisted non-hetrosexual to be them.

And of those two things, I met one covering them both; a gay Indian who annoied me by whining about how he couldn't get a job for discrimination. From who? THE CHRISTIANS. Them.

Discordians, who make a point of NOT taking everything so very seriously, really ought to be immune to the most of this nonsense. But that seems to very largely be not the case. We are us, and them is 'the greyface.'

Don Quixote would attack Windmills for the rationalre that 'they might be giants' (yes, the origin of the group's name). He also tells us that 'Too much sanity may be madness. And maddest of all, to see life as it is and not as it should be!'. (don't press me on this, I haven't read the book, i'm working off wikiquote). So Quixote fights the windmills, and we fight the Greyface, because lets face it, it's more fun this way . But that's the point; it's fun.

There seems to be this borderline paramilitary tone to a good deal of Discordian discussion, like these Grayfaces aren't just something we've made up to make fun of how seriously people take things, but are indeed a very real and dangerous set of people, a band of politicians, neocons, Christians, concerned individuals, police and whoever else seems to deserve to be lumped with THEM. THEY want to remove everyones individuality. THEY are intollerent. THEY are out to get you. THEY want a new world order. THEY kicked your puppy (bastards!).

But really THEY didn't, because THEY don't exist. I mean sure they exist; in the same way that gays, foreigners and Christains do exist, and the same way in which every complaint against these people has at least one case in which it is legitimate. But, we could also say that THEY are the peopel with moustaches, and as Anton Wilson would say, the information which is consistant with our reality tunnell come in, the rest satys out.

The thing is that to me Discordia isn't about them at all, it's about us. If we create a fictional 'them' such as the Barvarian Illuminati to help enhance our experience, then that's cool. (See also; Cat's Cradle). But our aim should be to enhance US and OURSELVES, not to fix THEM. So often the prevailing attitude is 'THEIR shit is fucked up, let's go fix it'. Well, everyting is kind of messed up, but if we fix OUR shit, at least we get that benefit.

Same issue with O:MF. {Hippy warning;} I'd like to see a lot more love and a lot less hate. The spirit I see O:MF in is 'Something fuicked with my reality tunnel, and it was a profound and valuable experienace for me, and I want to be able to give that experience to other people. Not other people suck, let's fuck with them.

I'm all for an innapropriately epid war against the Greyface, with pleanty of hyperbole and shaking of fists. But let's not forget that it's a game, and we make the rules, and us and them is a fairly useless over-complication of the universal rule that simply, some people are dicks.
#127
Or Kill Me / Pop Music
April 17, 2010, 02:05:27 PM
I listened to Beyonce today. It was on my music list, and I felt in the mood for it, so I put it on, and it made me happy.
A few years ago I'd never consider listening to Beyonce, even privately. And a bit before that I'd tear people apart if they said they did. Music had to MEAN sometihng. Had to be SPECIAL, SACRED. But now I listen to Beyonce, and get a kick from it. I listen to the Black Eyes Peas sometimes. Kate Bush is on my music list. So on.

There seems to be a feeling amongst some that to be wise to the bullshit that goes on in the world is to be consistantly overwhelmed by anger or misery or other unpleasent feelings. And I've had my share of those feelings. I've written angry rants and peoms and drawn up cartoons oozing misery. I kept a Livejournal and tore my eyes out publically with anger about the state of the world. Bush was in charge: Australia had Honest John on the top of the heap. My school was being taken over by religios imperialists. It was a dirty kind of mental environment to be in, and everything felt infected.

I worked some stuff out along the way. That everything doesn't have to be OK at once. Things are cyclical anyway, so it'll go better worse better etc. I worked out that it's better to be effective than outraged. I got prety over-revved about what's still going on in Dafur (and Palestine etc). Now, I'm still aware, but I dedicate more rational time to these things. I donated to a Palestinian guy on Kiva, and I imagine that it probably was mopre efficent than any three hour discussion about why some bogan's politics were wrong.

Maily though I worked out that I had to make the concious choice to be happy. Then I had to stick to it, and work on it. I made the concious choice during high school that i was NOT having the best years of my life, and would be having best years on every subsequent year of my existance. I worked out that death really shoudln't take up anywhetre near the mental time that it was taking up. And I learned to LISTEN to people, like REALLY listen to people. And I learned that it's ok for an argurement to be a negotiation, not a bloodsport.

The point I'm sort of kind of not really getting to is that there very much are shit things in the world. Ausralia's being run by 'I can't belive it's not Howard', who's being a jackass about refugees, with election challenges from Abbot who wants to show he's twice as tough on these scary brown boogeymen from other countries. And apparently we're not talknig about global warming anymore? And my scary scary cohabitant that I'm housesharing with, and my administration problems, no career certainty... but I have no interest in bitching about it any more. I don't get angry anymore. I get frustrated, but I don't have the time or the energy to.

Anyway. I was getting to the point.

The point is that Discordia, along with a general mass of 'stuff' has helped me be a bit happier, a bit less serious, a bit more open, a bit more practical, a bit less angry and angsty. I lost my wallet a while ago, and I kicked myself until I was in a reasonable mood, feeling a bit better. I then found my wallet hours later. I was glad I hadn't wasted those hours moping. Once upon a time I would have.

Anyway, in a nutshell; I think there's an illusion that 'the world sucks' and 'there are so many limits' seems to be what is regarded as 'getting it' or being enlightened, when really, these are just ideas that you reach and confront entering into your journey into 'enlightenment'... and then keep pushing.

I'm never sure if i'm expressing things with the intended clarity but I've been told I do, so I hope this makes the intended point also.
#128
Bring and Brag / Dingo's Stories and Bits
April 16, 2010, 01:03:51 PM
Mr Mendelhorn sat into his chair comfortably and signaled to the waitress with a dignified air. The day was warm, with a light breeze that prevented the heat from becoming uncomfortable. There was a faint drone in the air, as the bees in the trees nearby jumped lightly between the pink and purple flowers.

Mr Mendelhorn's waitress looked much like she had in the photo he'd seen, young and cocky, yet distinctively feminine. She was now wearing glasses though, which so far as he could tell, were simply cosmetic, and her hair had been cut to half length and dyed black. The nose though, the soft curve of the neck, the greeny hazel eyes betrayed her identity perfectly.

"How may I help you?" she asked.

"Tea, thank you. A pot, two cups. Darjeeling."

"Would you like anything to eat with that?"

"The tea will suffice for present."

The waitress walked off, and Mendelhorn pulled a small pouch of tobacco from his jacket pocket and rolled a small cigarette. He placed it gently between his lips and began to feel for a lighter, but soon seemed to loose interest, and placed the unlit cigarette in his breast pocket. He pulled a small mirror from his pocket and used it to check his hair, before tilting it further to gain a glimpse of The Doctor.

The Doctor was dressed smartly, though he had attempted to dress down a little to avoid being conspicuous. There were a number of individuals around him, equipped to prevent an attempt of his life. Mendelhorn placed the mirror back into his pocket and reclined a little in his chair.

The footsteps of the waitress approached, and he sat up a little as she came into view, placing down the tray with the pot, cups, milk and sugar. Mendelhorn gave a slight smile as she poured the tea into a cup. he took the pot with one hand - the other remained below the table out of view - and filled the second cup also.

"Will that be all sir?" she asked.

He shook his head. "I'm afraid, despite your excellent service, I must find fault here."

"I am certainly willing to help."

"I'm afraid the tea is poisoned."

There was a short shocked pause. The girl had made to disguise her distress, but it had already flashed across her face. Her composure had returned though, and she seemed unaffected. She smiled politely.

"I am sure that is not the case, but I am happy to return your tea to the kitchen if it is not to your satisfaction."

He waved aside the idea with a flick of his hand. "That won't be needed," he said dismissively. "I am quite happy to drink it regardless. But I would have you drink with me."

The concern was quite evident on her face by this stage. "With due respect sir," she said, "It is store policy that I am not to dine with customers. Especially while I am at work."

"I insist."

"I will replace your tea presently."

She leaned over the table, and grabbed the tray. His hand placed itself gently on hers, and he leaned forward, speaking in an urgent whisper, a new sound, a husky violence creeping into his hushed speech..

"My hand is under the table madam, my finger curls a trigger. The tea is poisoned, the effects of our present actions are of great consequence. Do not mistake my geniality for indifference. I will shoot you and leave you on the floor to bleed to death." He reclined again, and flashed a warm smile. "Please, go ahead, sit. Your boss will understand. I will tell them I insisted." He gave a wide, cheesy grin. "If need be, I'm sure I can tell him that I will have the Party ensure his taxes are looked after." he gave a small, humourless chuckle.

The girl sat in front of him, and visibly held back a physical reaction as she saw him lift the teacup to his lips and gulp down mouthfuls of tea. He placed the cup down and nodded thoughtfully.

"You have chosen a good substance," he said, "one can barely distinguish a difference between the two. Taste your cup. You will not be disappointed. You have clearly made a great deal of tea in your time."

The girl took her cup nervously and held it to her lips. Mr Mendelhorn kept one hand conspicuously beneath the table as she did, his eyes probing her face curiously, lustful of a reaction, an insight beyond her well rehearsed veneer. She took a small gulp, then, with nothing to lose, another larger, and another, and placed the cup on the table again, nearly empty.

"The tea is pleasant," she said. "I should think it is unlikely it is poisoned. I do not feel any effects. I suspect you only try to frighten me to make me more susceptible to your advances." She shook a finger reproachfully at him, but she was still clearly ill at ease, and the effect was not convincing.

Mr Mendelhorn pulled a small vial of aqua blue liquid from his jacket pocket and placed it on the table.

"We shall have a little of this," he said, "when we are done talking. Provided I am satisfied with the conversation. It will undo what harm has been done from the tea." He waited patiently for a reaction, but she did not show one.

He picked up his cup and drank the last, refilling from the pot, adding a little milk and sugar, and stirring slowly. He tapped the teaspoon twice, and placed it on the tray.

"My question is this," he stated, "What are your feelings about The Doctor?"

"Which Doctor, sir?"

"The Doctor, my dear. The great gallows-man of our political institution. The executor of dissidents. The bogeyman we have hidden in the closet of our society, to keep the people imprisoned and the Party free. Is that clarified."

The girl chose her words with care. "I'm afraid my views are not so energetic as yours, Sir."

"And those views are?"

"I do not have a view. I suspect he is simply doing a job."

"You say then, you have no hatred of him?"

"I see no need for hatred," she said, but a very slight pang of disgust betrayed the lie. "Should you expect me to hate him?"

"Of course," he said, matter-of-factly. "Most people do. Even those inside the party who defend the value of his role openly despise him."

"I suppose you are telling me you despise him?"

Mr Mendelhorn sipped again at his tea. The girl caught herself staring at the antedote of the table, and averted her eyes.

"I do not," he said finally. "No more than I despise the man two tables down, with the beard. As I walked towards the guests entrance, he perceived I was heading towards the main gates, and rudely shoved past me to ensure any unreserved table would be his, not mine. The human condition is not simply the pursuit of happiness, but the pursuit of power, the imposition of the appearance of order over chaos. The need to know that tomorrow the sun will rise, the bus will arrive, there will be a spare table provided for lunch, and the political zeitgeist will remain undisputed. We do not hate a man for seeking power, but we see fit to demonize one who wields it. I hate The Doctor for his acts of killing no more than I'd hate a spider for eating flies. Each man has the right to seek the power of a tyrant, and to wield it where he can."

"But not the right to resist him?" said the girl. The remark was casual, but instantly regretted.

"Resistance is not the noble alternative to the pursuit of power," he replied. "It is only the label placed on it by those who would wish to impose the illusion of nobility on their own power seeking actions. You believe you have the right to take the power of The Doctor away. You have wrapped your intent in the veil of utilitarianism, and when your suitcases explode and tear off the face of a woman awaiting the birth of her child, you will cling to this veil like a childish toy."

"I didn't mean to imply anything," said the girl hurriedly, "I'm not about to kill him! I admit he makes me ill, but I wouldn't kill him!"

"You are more correct than you suspect you are," said Mr Mendelhorn, looking at his watch. "You took great care, all of you, to ensure your success, but you overlooked the simplest of details; The carpet on the left back wall, behind the kitchen area hides a staircase downstairs, to a cramped area below where the indoor diners eat. In four minutes, your two companions will make their move to place their explosives within killing distance of The Doctor. And they will be stopped short by two of my own gentlemen, who lie under these floorboards, prepared to shoot them."

Time slowed to a painful crawl. The girl seemed to sit a little higher up as they waited. The low drone of the bees seemed lower in pitch, and the tables seemed full of couples paused in the midst of conversation. The girl pressed her fingers more firmly against the wood of the table. She felt as though she could feel the poison seeping into her muscles and leeching into her brain. The first step, from what she had been told, would be the failure of her ability to speak, as her tongue went numb. Then to walk. Then the failure of consciousness, and finally the complete stopping of her heart.

Then it hit.

The ground vibrated as an explosion shattered the serenity of the day. There was the distinct sound of the shattering of wood and glass. The girl leaped across the table, thrusting a hand into Mr Mendelhorn's face and grabbing the vial, rolling off the table and landing with her back to the ground, Mendelhorn falling backwards off his chair, clumsily staggering to his feet. The pistol had fallen beside the table, and she reached over to snatch it up, and jumped to her feet. Gripping the vial tightly she tore the lid off with her teeth and downed the whole of the sickly sweet liquid, throwing the glass vial away. She held the gun out at Mr Mendelhorn who simply stood before her.

She pulled sharply at her shirt and several buttons broke off, reveling the skinny microphone strapped to her light chest.

"They hear you! They heard it all!" she cried, "They knew all about your ambush! Your little game has been lost you swine! You lose!"

Mendelhorn did not make any effort to move, but pulled the cigarette from his pocket and placed it between his lips.

"Of course you had a microphone," he said. "How else would your two compatriots have been convinced to delay their operation in order to walk into an ambush?" He reached into his pocket and pulled out a lighter, lighting his cigarette.

"You perhaps still take satisfaction in your having prevented my drinking of the antidote," he said. "However, one soon finds when one works intimately with such things, that it is not difficult to bribe a dealer of poisons. You were again more correct than you supposed when you suggested there was no poison in my tea."

The girl looked to the side, and saw clearly; the explosion had occurred behind the restaurant, and standing flanked by security, and looking straight through her with an expression of painful smugness was The Doctor.

She turned her head back to Mendelhorn and, filled with panic, tried to ask what was in the vial if not an antidote, but her tongue was already to numb to form the words.
#129
Looking for stuff to steal for my Mittens I ended up on BIP Wiki.

Ending up on BIP wiki I went and looked at the World Discordian Project discussion.
http://www.principiadiscordia.com/forum/index.php?topic=15889.30
Looking at the World Discordian Project I went to reply. And then it was all like, fuck you man, this thing is like over 120 days old. Start a new thread. Hence thus this.

This is where I talk for a little about Japan, and the elements of what could make a good Japanese Discordian work.

Some points responding directly to the above thread.

1. Saying Japan is just like a version of China is a really epic way to loose friends in Japan. In fact even mentioning China can be a great way to loose friends, but I like to think any Discordian work is aiming itself at a slightly less judgemental crowd.

2. Japanese Discordian figures were discussed. There were lots of people saying 'poets and Zen Buddhism' as sources, and that's probably good. In fact, this kind of thing will probably appeal in Japan from the Buddhist/Zen angle alone. I'd also say Nasubi (http://en.wikipedia.org/wiki/Nasubi) and  Nozomi Tsuji (Who is a Japanese equivalent of Discordian American Princess; not so shocking for the West but for super mainstream Japan, sure). Burakumin were mentioned in the thread, but making things into a morality tale will kill the audience.

3. I forgot. But I know stuff about Japan, and have kind of average Japanese, so if anyone is interested in this as a project let me know and I'll work with you on it (of course, once current project is done)
#130
Just wondering, something I'd like to throw into my edition, and could fit nicely into other editions (possibly phobia, depending on what Peleus thinks/is at) is a consistent email address that can be used for a letters to the editor kind of thing. Whoever did whatever edition could use these, ignore these, mock them, put them in the margins, whatever.

Obviously, with multiple editors without much centre of control, this is more challenging to set up. One email address that changes hands will eventually have shithouse security problems, and one person controlling a single email address and doing send outs manually doesn't seem to be in the spirit of things.

I think there's some ways to set up a mailing list that anyone can suscribe to, and if you send an email to that address it'll go into the weekly list.. but i'm not sure how to set that up.

Just having a forum section, or doing it via twitter also crossed my mind, but Email really gives a wider range of people a chance to send something out.

Any ideas on the practicalities of this?
#131
Literate Chaotic / Free Will
March 19, 2010, 01:10:01 PM
Let's assume a deterministic view of the world, where basically everything is set in a way that will determine the outcome of events from the onset, and continue to accept (Hawking describes this in brief history of time) that this set of inevitable events cannot be known. Let's also assume, for the sake of this little article that there are no Theological implications to prevent this (that any God or Deity either exists inside the same determinist structure, or that they do not set forth events that would upset this state of existence, or else are responsible for this structure operating inside the discussed limitations.)

We can accept that in this state, Free Will is largely an illusion. This article was in a sense predestined by who I am as a person, genetically and as shaped by the experiences that the universe has contrived to make happen. What I would like to propose is a structure for understanding the specifics of the various illusions of Free Will, and the way in which it may be rational to act in regard to this.

I would like to propose three types of Free Will.

Pragmatic, Counter-intuitive , and Deistic.

Pragmatic Free Will can be understood as Free Will, that we can accept as existing, in practical terms. For example, to pick up a pencil, or not. To order chicken or beef. Decisions which we feel, in practical terms, we are free to choose one option or another.

Counter-intuitive Free Will can be understood as choices made in opposition to our disposition. I will propose two other elements here, that this type of Free Will must be caused in part by an event, and with effort. For example, a homosexual who develops a heterosexual lifestyle must be influenced by an event (ie, a religious experience) and with effort.

Deistic Free Will is not proposed as actual Free Will but as the closest imitation to what we may consider actual, or God-like Free Will, where one may make counter-intuitive decisions as though they were Pragmatic. A person who can decide rationally to live or die, love or not love another person, support one candidate or another be one type of person or another, as they choose, as easily as picking up a pencil, or ordering beef or chicken could be said to have (Psudo)Desitic Free Will.

The basic proposal is that while we may not be able to have 'Free Will' in the traditional sense, through broadening our knowledge and range of experience, it may be possible to manifest greater types of Free Will in areas where it would seem to most matter.
#132
This edition will be focused on 'meatspace' or the physical world and will have a focus on the 'get out and do something'/activitist kind of angle. There will be a couple of articles focused on small D discordian activities such as Guerrilla Gardening, Sf0,the post Graffiti movement, PoserGASM (obviously that's a big D) and maybe some other real world stuff (like that Dreaming game... gosh if only we had links to whoever was responsible for that.)

Basically I'm going to do most of the hunting down of appropriate stuff, but  if there's anything in particular you know of, want to make, direct me to or whatever that you know fits in, send a PM or let me know or whatever.