#reality pedagogy

[myfutureelaclassroom]

Reflecting on the sessions I did for the Homework Hotline this semester, I recognized one overarching thought that I had after every session:

Students deserve an educator who can meet them where they are, no matter what.

I did a lot of great work with students over these sessions — helped with lots of math, taught a student how to identify tone, and in some cases I just sat with a student while they worked through the problems because they just needed some company. All of the sessions, however, inspired me to put this reality pedagogy into real action. They inspired me to learn Spanish.

For context, I am a native English speaker and only really know English. I’ve taken French classes since I was 14 years old, and even now am only conversationally fluent in it. I often found myself regretting that decision during the hotline sessions, because I felt I should’ve invested all those years of learning into Spanish rather than French. But, it’s never too late to learn!

Although I never had a student complain about my monolingualism, I couldn’t help but feel like I was doing them a disservice every time I had to be paired with a Spanish-speaking helper during a session. I felt like these students were going to great lengths to get their work done, and I couldn’t be bothered to help them in their language? It just didn’t feel fair, especially when I know that I have the resources to learn.

So, all of that to say that I have made it a personal and professional goal to learn Spanish. Although I don’t plan on getting my ELA certification before I start teaching, I do want to pursue learning the language to equitably reach my emergent bilingual students where they are. It’s the least I can do!

[nando161mando]

[theidealistphilosophy]

True philosophy entails relearning to see the world anew.

Maurice Merleau-Ponty, Phenomenology of Perception (Routledge Classics) (Volume 85).

[articlesofnote]

SCoR - Section III, Ch. I, Part B "Secondary Socialization"

I. Outside of a hypothetical case where all social knowledge can be comprehended during primary socialization, secondary socialization will be necessary.

II. Secondary socialization proceeds as the internalization of individual institutional "subworlds" varying in quality and quantity depending on the degree of division of labor in a society.

III. These subworlds are 'worlds unto themselves' with role vocabularies, legitimating apparatus, routines of conduct and interpretation, etc.

IV. The character of this knowledge depends on the status of the subworld that bears it in the overall society; e.g. horsemen handling drayage will have different socialization from cavalry officers.

V. The 'fundamental problem' of secondary socialization is that it must act on an already-formed, primary-socialized character; "whatever new contents are now to be internalized must somehow be superimposed on this already present reality."

VI. In secondary socialization, learning sequences become institutionally defined more completely (as opposed to eg. the biological basis for much of the process of primary socialization); this includes structuring learning based on other than strictly pragmatic/functional lines, for example to support vested interests.

VII. Secondary socialization can proceed without the intense emotional charge of primary socialization; "it is necessary to love one's mother, but not one's teacher."

VIII. In primary socialization, one treats one's socializers as representing THE world; in secondary socialization, the socializers represent A world. A common set of crises after primary socialization comes from recognizing the actual social location of one's primary socializers in the larger world, especially if that location is low-status.

IX. Ultimately, secondary socialization provides knowledge lacking the same sense of inevitability as primary knowledge. Disintegration of primary reality is a massive undertaking; much less so for secondary realities.

X. This means the identities of secondary socialization can be picked up and set down much more readily - personae, not "my self" which was picked up in primary socialization. Secondary identities can allow a "capacity to 'hide'" not present with the primary identity.

XI. Secondary socialization must be reinforced by pedagogic technique - "driven home" or "brought home," where "home" is the original, taken-for-granted world of primary socialization. Pedagogy must find ways to make secondary socialization vivid/relevant/interesting in relation to the primary "home" world in order to make secondary socialization "stick."

XII. The more effectively that pedagogy makes plausible the continuity between primary/secondary socialization, the more readily that secondary socialization takes on the weight of reality of primary socialization.

XIII. The independence of secondary socialization from a high degree of inevitability/emotional identification can be both pragmatically useful and practically limiting. Useful, because secondary socialization can be based on rational control as well as emotional; limiting, because certain bodies of knowledge as institutionalized in a given society may still depend on deep emotional identification and thus require unusual technique to reinforce.

XIV. These unusual techniques "are designed to intensify the affective charge" of the secondary socialization processes; this charge is institutionally defined as necessary in order to foster sufficient commitment to the institutional prerogatives. In this situation, the emotional charge of relationships to secondary socializers is correspondingly intensified.

XV. This need is likely intensified by the degree of competition between the different reality-defining institutions in a given society.

XVI. Similar variations exist within institutions as well, with different roles requiring different intensities of commitment to (possibly uniquely) institutional realities.

XVII. Distribution of socialization tasks is driven by the complexity of the social distribution of knowledge; more complexity means more specialization is needed to "carry" that complexity.

re: V - And so the concept of eg "the military family" or, in my case, "the PMC family" - primary socialization leads to a predilection/priming for certain secondary types. Satirized by Monty Python (among many others) with the "playwright father, miner son" sketch, whatever it was called

re: VI - Paul Graham essay on (or with respect to) socially-cohering knowledge/beliefs - in-group signalling is pragmatically necessary, group identity is important to know. Also, what makes interests "vested" - stable institutional reputation and known goals?

re: X - contra Batman - "not who I am underneath, but what I DO that defines me" - or perhaps this is the dialectic stage of externalization in action?

re: XI - Pedagogy in this light might just BE "the art and practice of relating/expanding secondary knowledge effectively" - which either must be done as extension of primary orientation ("bringing/driving home") or, by inference, somehow co-opting/destroying the primary orientation(s) (eg the Jedi, the Unsullied, what people think Spartans were but weren't) to replace them with secondary orientations. "Your childhood is not what the world is/ the world is something other than what you think" - cult brainwashing as this extreme - but also "hypernormalization" as the other extreme, i.e. the adult world so consistent and totalizing that primary and secondary socialization are essentially a continuum to which most lived experience suggests no alternative.

re: XII -

Possible to posit tertiary socialization - parachute into new culture "totally" divorced from either secondary OR primary socialization, so "tertiary" would be either "finding common ground" (project hail mary?) or destroying/trying to destroy "other"?

Secondary socialization is "cast in the mold" of primary socialization: "mother tongue" -> frame for learning a new language -> know/think in new language without reference to "mother tongue"

re: XIII - example given in this paragraph is of music vs engineering but I think this is not really accurate/useful as an example, even if the principle is correct. IMO military secondary socialization is better example of "unusual" reinforcement technique. WRT musicians specifically, the focus of the analogy is on virtuosos compared to working engineers - our society does "reward"/support more average engineers than average musicians, but I'd guess that there are probably as many average musicians as average engineers, nourished by the love of the craft as opposed to being rewarded financially by the market. implies "market" as "baseline validation" - "at least you can make money doing XYZ"

re: XIV - media examples about: black swan, full metal jacket, whiplash, the master, etc etc - probably anything about a cult or cult-like abuse, really

re: XVI - here they DO reference military (officers vs. draftees) as well as corporations (execs vs clerks) - ref "moral mazes"

re: XVII - I feel there must be some way of abstractly/quantitatively representing complexity growth in institutions… maybe this is a pipe dream? or am I just not there yet? energy - categorization - boundaries - artifice - compression/information - etc. simon again!

[senigayungfatani]

IMACSSS dan GSMACC 2024: Laporan Komprehensif Tiga Hari di Putrajaya sebagai Platform Global Seni Mempertahankan Diri dan Budaya

oleh GM Prof Dr Mohamad Nizam Mohamed Shapie (IMACSSS) Pendahuluan IMACSSS dan GSMACC 2024 merupakan acara persidangan antarabangsa yang berlangsung selama tiga hari di Putrajaya, Malaysia. Dengan tema utama “Unity in Diversity: The Future of Combat Sports & Martial Arts Worldwide Through Cultural Diversity, Scientific Advancement & Professionalism in Governance”, acara ini menjadi platform…

[szczekaczz]

started a book about the post-ww2 and soviet trauma of poland and ouch that hurts

[txttletale]

niceys positive anon!! i don't agree with you on everything but you are so clearly like well read and well rounded that you've helped me think through a lot of my own inconsistencies and hypocrises in my own political and social thought, even if i do have slightly different conclusions at times then u (mainly because i believe there's more of a place for idealism and 'mind politics' than u do). anyway this is a preamble to ask if you have recommended reading in the past and if not if you had any recommended reading? there's some obvious like Read Marx but beyond that im always a little lost wading through theory and given you seem well read and i always admire your takes, i wondered about your recs

it's been a while since i've done a big reading list post so--bearing in mind that my specific areas of 'expertise' (i say that in huge quotation marks obvsies i'm just a girlblogger) are imperialism and media studies, here are some books and essays/pamphlets i recommend. the bolded ones are ones that i consider foundational to my politics

BASICS OF MARXISM

friedrich engels, principles of commmunism

friedrich engels, socialism: utopian & scientific

karl marx, the german ideology

karl marx, wage labour & capital

mao zedong, on contradiction

nikolai bukharin, anarchy and scientific communism

rosa luxemburg, reform or revolution?

v.i lenin, left-wing communism: an infantile disorder

v.i. lenin, the state & revolution

v.i. lenin, what is to be done?

IMPERIALISM

aijaz ahmed, iraq, afghanistan, and the imperialism of our time

albert memmi, the colonizer and the colonized

che guevara, on socialism and internationalism (ed. aijaz ahmad)

eduardo galeano, the open veins of latin america

edward said, orientalism

fernando cardoso, dependency and development in latin america

frantz fanon, black skin, white masks

frantz fanon, the wretched of the earth

greg grandin, empire's workshop

kwame nkrumah, neocolonialism, the last stage of imperialism

michael parenti, against empire

naomi klein, the shock doctrine

ruy mauro marini, the dialectics of dependency

v.i. lenin, imperialism: the highest stage of capitalism

vijay prashad, red star over the third world

vincent bevins, the jakarta method

walter rodney, how europe underdeveloped africa

william blum, killing hope

zak cope, divided world divided class

zak cope, the wealth of (some) nations

MEDIA & CULTURAL STUDIES

antonio gramsci, the prison notebooks

ed. mick gidley, representing others: white views of indigenous peoples

ed. stuart hall, representation: cultural representations and signifying pratices

gilles deleuze & felix guattari, capitalism & schizophrenia

jacques derrida, margins of philosophy

jacques derrida, speech and phenomena

michael parenti, inventing reality

michel foucault, disicipline and punish

michel foucault, the archeology of knowledge

natasha schull, addiction by design

nick snricek, platform capitalism

noam chomsky and edward herman, manufacturing consent

regis tove stella, imagining the other

richard sennett and jonathan cobb, the hidden injuries of class

safiya umoja noble, algoriths of oppression

stuart hall, cultural studies 1983: a theoretical history

theodor adorno and max horkheimer, the culture industry

walter benjamin, the work of art in the age of mechanical reproduction

OTHER

angela davis, women, race, and class

anna louise strong, cash and violence in laos and vietnam

anna louise strong, the soviets expected it

anna louise strong, when serfs stood up in tibet

carrie hamilton, sexual revolutions in cuba

chris chitty, sexual hegemony

christian fuchs, theorizing and analysing digital labor

eds. jules joanne gleeson and elle o'rourke, transgender marxism

elaine scarry, the body in pain

jules joanne gleeson, this infamous proposal

michael parenti, blackshirts & reds

paulo freire, pedagogy of the oppressed

peter drucker, warped: gay normality and queer anticapitalism

rosemary hennessy, profit and pleasure

sophie lewis, abolish the family

suzy kim, everyday life in the north korean revolution

walter rodney, the russian revolution: a view from the third world

[literaryvein-reblogs]

Writing Notes: Scientific Inquiry

Scientific Inquiry - a form of problem-solving and questioning that helps people come to a greater understanding of observable phenomena.

An understanding of this style of scientific reasoning forms the basis upon which the nature of science itself rests.

Once you become familiar with scientific inquiry, you can use it for specifically science-related study or as just one additional tool in your arsenal of critical thinking skills.

Core Elements of the Scientific Inquiry Process

From encouraging scientific questions to facilitating well-reasoned conclusions, the scientific inquiry process helps illuminate our understanding of the world. Here are 7 core elements to the scientific inquiry process:

Asking constant questions: At the center of both the scientific method and general scientific inquiry lies the ability to ask questions well. Make observations about a particularly interesting phenomenon and then pose questions about why such a thing happens. Let preexisting scientific theories guide your questioning, but keep in mind every theory continues to be just that—a theory—until scientific inquiry definitively proves or disproves it.

Testing your inferences: Scientific progress hinges on your ability to experiment and test inferences about evidence. To do so, you need to set up an independent variable (something you will use to test) and a dependent variable (the thing or things you are testing). Seeing how well your inferences or predictions match up with the reality of a given experiment is essential to scientific inquiry.

Making connections: As you make observations about a specific phenomenon, make connections with every other relevant topic you can remember from your past science lessons or research. Scientific knowledge is as much a result of old realizations as it is of new discoveries.

Seeking evidence: As you seek to understand the natural world, there’s no substitute for hard evidence. Collect data and gather evidence relentlessly throughout your scientific investigations. The more evidence you have to answer your initial questions, the more ironclad your ultimate case will be when you draw conclusions.

Classifying data correctly: Science is as much a process of data collection and classification as it is of asking and answering questions. This means knowing how to elucidate or graph out your discoveries in a way other people can understand. It also means using citations from other scientific journals and texts to bolster your ultimate argument as to why a particular phenomenon occurs.

Drawing conclusions: Eventually, you need to draw conclusions from the data you collect. After you’ve made an exhaustive study of your specific focus, use inductive reasoning to make sense of all the new evidence you’ve gathered. Scientific ideas are always malleable and never completely concrete—alternative explanations are always possible, and new evidence should lead to new questions and conclusions.

Sharing findings: Science is an innately group-centered discipline. The more people interpret data, the better chance there is to ensure there are no loopholes in new research. No one person’s understanding of science content is infinite, so it’s important to let other qualified people ask questions of your conclusions. Natural science is more of a never-ending collaborative process than one with a concrete point of termination.

Teaching science means ensuring learners understand how to conduct qualitative and inquiry-based learning.

Science teachers must utilize a pedagogy that foregrounds hypothesizing, experimenting, and drawing on other scientific knowledge in both theoretical and practical ways.

Educational research indicates that it can help students see the correlation between scientific inquiry and everyday life, whether in elementary school or high school.

This sort of analogization helps people understand that a scientific frame of thinking is quite intuitive when you observe it within more commonplace parameters.

As a simplistic example, imagine a student has a hard time understanding the effect of heat as an abstract force.

Allowing them to observe the degree to which bread burns at different temperatures in a toaster would help make the point clear in a more hands-on way.

Source ⚜ More: Notes & References ⚜ Writing Resources PDFs

[kechiwrites]

pedagogy

best friend's brother!sukuna x f!reader kinktober day 6 (cum play)

synopsis: "Underneath him is the easiest place to study the family resemblance. Yuuji favours his older brother like crazy, but Ryomen is bigger, broader, older, and leagues more intimidating."

wc: 2.7k

cw: dubcon, fem + afab!reader, cum play, fingering, pulling out as a form of birth control, dirty talk, pet names (angel), semi public, jerking off, mentions of anal play, mdni.

author's note: ough sorry y'all, big developments going on unfortunately but im now on a cruise so we dusting shit off.

“Yuuji! We are supposed to be studying. You can't just sail through college like you did in high school.” You slap your open palm against the wood surface of his bedroom desk, prompting your childhood best friend to drop his phone back into his pocket. For the fourth time in an hour.

Yuuji hadn't the heart to tell you he almost failed high school twice.

“I know!” He shrugs, spinning a pencil in between his fingers while you transcribe his chicken scratch notes into a word document. Initially, you’d been ecstatic to share a handful of courses with your long-time neighbour and friend, especially since you’d attended different high schools. Now, however, with both of you approaching midterm exams, you’re struck upside the head with the reality that dragging Yuuji with you into the realm of academic success is an uphill battle. You finish off a paragraph and push your rolling chair away from his desk, covering both your eyes with the cool palms of your hands. 

“Maybe we should take a break.” you sigh, and Yuuji perks up, metaphorical tail wagging. 

“Okay!” He chirps and you turn, lightning quick, to glare at him.

“I’m sorry! I misspoke, I am going to take a break and you are going to review chapter 7 and 8, and make notes. And maybe if I feel generous, I’ll bring up a snack for you.” It looks for a moment like Yuuji is going to whine and protest, but another sharp look of censure convinces him to shut up. 

Finally, a wise choice.

He scoots to his desk and dutifully opens the textbook, burying his head in the pages. You only leave when you’re sure he’s actually reading, feeling more like a grade school tutor and less like the university study partner you were meant to be. You close the door quietly, now hyper aware of the noise you make in the Itadori household, lest the ghoul that haunts the halls find you.

He finds you.

“Ah, ah, ah. And where do you think you're going?” His voice reverberates through your bones, deep and teasing and so irritating. You can feel his stifling presence as he follows you down the hall, steps deceptively light.

“To the kitchen...? I just wanted to get some tea.” you mutter quietly, eyes pinned to the floor beneath your feet, turning the corner in the hallway to jog down the stairs.

Ryomen follows you down to the first floor, his body so close you can feel his heat against your back. You tried to descend faster but you're worried you'll fall. You're even more worried he'll try to catch you.

When you finally arrive in the kitchen you open the fridge door immediately, praying he'll just get whatever the fuck he wants and leave you alone.

“You letting him fuck you?”

“Excuse you?” you bluster, your temperature shooting up in record time. He looms over you, crowding in close, until he can hook his finger in one of the belt loops of your jeans. He yanks until your side is pressed into the heat of his body, your heart rate skyrocketing in apprehension. 

“That how he's paying for your little tutoring sessions? Gotta say, I think you're lowballing yourself, teach.” He stoops down to hiss in your ear, and it’s just to intimidate you, you aren’t that short. His assertion, accusation, makes your skin itch, like his leering gaze is a physical sensation, one you’re eager to get rid of.

“Yuuji and I are friends, and you're fucking disgusting, Ryomen.” You pull away from him, slamming the fridge door closed, snacks forsaken in the interest of returning to the safe haven that is Yuuji’s room. He wouldn’t openly perv on you within view of his little brother.

At least, you hope he wouldn’t.

His grip shifts to your forearm before you can make your escape, and he doesn’t start speaking again until you turn to face him. 

“I told you to call me Sukuna.” He smiles, although it’s closer to a sneer.

You take pleasure in biting back, skin on fire where you're connected; “And I told you I’m not using that dumbass nickname, Ryomen.”

He rolls his eyes, and his grip on your arm tightens until it’s painful, before he lets go completely. “You used to be so cute.”

“You used to be…not a scumbag!” You bite, and it’s a weak comeback. But it’s true. He used to be nice, used to walk you and Yuuji from school, ice creams in hand for the two of you. Used to let you cry on his shoulders when you failed a taste or fell off the swing. Now he stares at you with a sharp leer, lips always curled in this infuriating smirk, like he knew something you didn’t, something about you.

It made your skin itch.

Ryomen places his hand on his chest, faux-affronted. “Ow. You know that really hurts my feelings, I thought teachers were supposed to be sweet. Y’know, pillars of the community and all.” He blocks your way when you try to leave, stepping side to side to intercept you.

“What do you want?” You snap, irritation shooting up your spine, making your throat tight. He whistles loud and somehow even that shit irks you.

“How much time do you have?” He brushes his fingertips along the neckline of your shirt. It’s nothing scandalous, it could be seen as modest, even. A simple baseball shirt, three quarter sleeves, clean, thin cotton, but the way Ryomen’s nail scratches at your collarbone makes your entire body shiver.

“For you, Ryo?” Your tone is sweet and sarcastic, drenched in black honey, “None.” You elbow past him, and bound up the stairs, tea and snack long forgotten.

He follows you still, taking the steps two at a time. “Well then I should make this quick.” When you reach the top of the stairs, the elder Itadori sibling snags you around the waist, wrapping his arm around your middle and pulling you down the hall towards his bedroom. You plant your feet, hoping the drag will slow you down to no avail. It takes your fingers in Yuuji’s bedroom door frame to make Ryomen pause. He scoffs, hiking you up and pressing you to the wall. “Fine, we’ll do it right here.” He pins you with an arm against your clavicle, using his free hand to deftly undo the button of your jeans.

“I will kick you in the nuts!” You dig your fingernails into his forearm and whisper, mindful to not let Yuuji hear you through the door.

“Try it, angel. I’ll make you soothe the bruise with your tongue.”

His hand slips into your underwear easily, deft fingers sliding between your folds, you’re only a little wet, (a shameful by-product of Ryomen’s proximity to you, his scent, his voice) but it’s enough that he notices, it’s enough to turn the smirk on his face into a full blown grin. He skates two fingers back and forth over your clit, pinches it every once in a while, until your hips buck forward, chasing his touch. He slides in between the lips of your pussy, rubbing against your hole insistent enough for you to feel it, light enough for you to crave more.

“I wondered for the longest time if you moaned or screamed. You ever been tongue fucked before?” Your head falls against the wall with a thunk, and you can feel a small moan build up in your chest.

“Yeah,” you pant, staring into Ryomen’s eyes, “about two weeks ago, how is Satoru by the way?” He stalls for a minute, squinting at you, you glare back at him, and he barks a laugh, sharp and abrupt and fucks three fingers into you at once. The force of his hand is so strong it drives you up and down the wall in short bursts, making your shirt ride up, exposing your stomach to him. He presses his lips to your throat, sucking and nipping at the skin there.

"That was funny." He whispers into your ear, but when he pulls back, his expression makes you think he didn’t find it very funny at all.

He fucks you faster, lifting his knee between your thighs, shifting your body further up the wall. He slips the hand keeping you pinned to the wall into the neckline of your shirt, and even through the fingerfucked, braindead haze he’s created in your mind, you’re pissed Ryomen is stretching out the collar of your shirt. His hand works quickly, yanking up your bra as best as he can with your closeness limiting his movement, so he can suck at your nipples through the white fabric covering your chest. You shudder at the sensation and your lips part around a miserable sounding moan, one you force yourself to swallow down so you don’t give Yuuji a reason to peek outside his door. You clench around Ryomen’s fingers, your abdomen tensing and relaxing in an effort to push him out of you, or pull him in? You honestly don’t know at this point because his mouth and hands and even the scent of his stupid fucking hair is turning your brain to scrambled eggs.

Like the French runny kind.

You need to come so badly.

“Hear that?” He goads, and you go ramrod straight thinking he’s talking about Yuuji. “Listen to how wet you are. I thought I was a scumbag? Thought you didn’t like me.” He makes you sound so immature, puts a melody behind the words like a stupid playground song, all while he talks about how loud you’re getting, how you cream all over his hand, your cunt leaking down his wrist. 

And maybe you’re sick, maybe all that fanfiction has rotted your brain, but his teasing makes you come fast, hard. You jerk your chin upward and grit your teeth and come, eyes to the sky.

“Oh, oh…There it is.” And lucky you, Ryomen is a chatterbox. He talks you through it, sucking on your earlobe and murmuring to you. “That feel good?” You shake your head and try to buck his fingers out of you. “No, no, don’t fight it. Soak my fingers. I know you can.”

The aftershocks are just as bad, and when he finally lets you go Ryomen brushes his dry hand over your head, sucks your taste off his fingers. Groans like he’s gonna come from that alone. He’s playing it up for your benefit (or humiliation, most likely), you can tell. 

“I am gonna beat my dick raw for weeks, thinking of that.” He smiles.

“You are so fucking-” You smack at him with both hands, leaning against the wall so your legs don’t give out.

“Sorry, I can’t hear you. I’m picturing your tits in my mouth again.” 

“Will you fucking go?” You point at his bedroom and thankfully, the older Itadori beats a hasty retreat, leaving you to right your clothes. And in the nick of time too. The moment you get your jeans back in order, Yuuji pops his head out, pouting at you.

“Where are the snacks?” And it’s not Yuuji’s fault. He didn’t tell his brother to accost you in their home’s hallway, but their hair colour is the same, and he looks like Ryomen did when you were a little girl with a crush and your body is still thrumming with energy you really wish you could ignore. 

“Get back in the fucking room Yuuji!” You shout, and only feel a little guilty about it.

To his credit, all Yuuji does is mutter something about you being a taskmaster who starves your workers before he plops back into his desk chair.

You finish the rest of the study session with your arms crossed over your chest to hide the wet spot Ryomen left. By the time you’re on your way back to your own home, Ryomen has blown your phone up with jeering, filthy texts. 

But it doesn’t matter.

That was never going to happen again.

HHH

Unfortunately, Ryomen had other ideas. Radically different ideas.

Underneath him is the easiest place to study the family resemblance. Yuuji favours his older brother like crazy, but Ryomen is bigger, broader, older, and leagues more intimidating.

Oddly enough, it's not fucking Ryo that makes it hard to look Yuuji in the eye. No, it's the weird, depraved shit he cheekily calls “extra credit” that earns that distinction. Like the time he stops you from sucking him off to completion so he could jerk off into your open hands while you knelt in front of him, lovely face contorted into a grimace below his hard dick. Or the time he dragged you away from another one of your study sessions, just to press you against Yuuji’s closed bedroom door while he slipped two already lubed fingers into your ass. Or the time he covered your ass in his seed after you’d begged him to pull out of you, only for him to snap clandestine photos of you with your face still in the pillow with his cell phone. 

He sends them to you occasionally. He called them “study aids”.

All of it makes Yuuji's unassuming, genuine grin hard to stomach, unbearable even. Makes you constantly want to come clean, to blurt, “I’m fucking your brother, and at first it was definitely a weird, not totally consensual thing but now I’m worried I’m fundamentally changing as a person and I’m scared that I’m forming a toxic dependency with his cock that will haunt me for years even after we eventually part ways.”

Or something.

It doesn’t make sex with Ryomen any less mind blowing, though,

The man takes you apart easily, lifts your leg over his shoulder and batters your insides with startling precision. “Nice and messy for me.” He mutters, eyes on your bouncing chest, every forward thrust he makes pushes you up his bed, and the headboard smacks noisily against the wall. 

‘Poor Yuuji.’

You squeeze the leg not brushing Ryomen's ear around his waist, rolling your hips against his, only stopping once your core becomes exhausted. Even then, Ryomen doesn’t stop, sliding your clit between his fore and middle finger rubbing at you with his thumb. “Tight as fuck, aren’t ya? Gonna make me-” His grits his teeth, and groans low in his throat. 

“P-pull out!” You stutter, beating your closed fist against his arm. Ryomen tenses and has the audacity to look inconvenienced, still, he slides out from your pussy, fisting at the soaked length of his cock, pushing himself towards his peak. You slide two fingers into yourself, not willing to let your orgasm fade away because Mr. Sure Shot had to nut early. Ryomen grunts above you, pulses of his come landing molten hot against your abdomen. From your vantage point, you can see his eyes become glassy and unfocussed, watch him sink his teeth into the soft, pink flesh of his lower lip. He eyeballs the mess he’s left on you, rubs some of it into your skin with his fingertips, smearing his seed into what you suspect are the characters of his name.

Men.

“Move.” He grunts, pushing at the hand you use to frantically fuck yourself, sandwiching his still wet dick between his thumb and your slit, rocking his hips slow and steady. 

His head nudges your clit, the fat tip of his dick sliding over your cunt, using his come to ease the glide. It’s filthy and slick, makes the inside of Ryo’s room sound like a goddamn porno, but your whole body clenches and relaxes everytime he almost slips back inside you. 

“Come on, come on, c’mon.” He urges, and the flush on his face, the heavy set of his eyelids and the rapid rise and fall of his chest all broadcast how overstimulated Ryomen is getting, trying to shove you over the edge. 

You come mercifully quick from it, your body ceding to the sensation, your clit throbbing near painfully. Ryomen grunts from his exertion, and you’d laugh if you weren’t so busy digging your nails into his shoulders, marking him with raised red welts that end in ten tiny crescent moons.

He pants into your ear as you both come down, making the entire side of your face unbearably warm. It takes a handful of shoves at his shoulder to get him to move off you and when he does, your whole body shivers without his warmth, his come cooling on your overheated skin.

 “I don’t know about you, but I think that was worth an A.”

You muffle your scream into his pillow.

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find the rest of the masterlist here.

[old-school-butch]

What do they think Hamas wants? What do they think Israel is supposed to do? Do they seriously think Israel is supposed to be like sure here you go we are all going to leave Israel and you can have everything? Do they think that would bring about peace? I’m serious. Like really do they think there is anything Israel could do that would stop any of this? Do they think Israel should’ve done nothing and this situation would’ve just disappeared? Americans are the dumbest fucking people on the planet. Hamas wants compliance or death, that’s how terrorism works, that’s war.

Whoever is running the information warfare at Hamas is truly brilliant. The ideology of Islamists has been run through some kind of autotuner so it sounds like it came from a chapter in Pedagogy of the Oppressed and Western liberals are eating it up. While liberals are still catching up on which river and which sea the chant refers to, they still don't grasp that the end goal here is the elimination of the state of Israel entirely. And while 20% of Israelis are Arab Muslims, there are zero Jews in Gaza. The PR people are saying Zionist these days instead of Jews, so maybe it doesn't sound too bad when they say Kill All Zionists but that's just the English translation. Zionism is the creation of a Jewish state. Hamas will call it the 'Zionist entity' because they don't recognize it as a state. They don't recognize it because all states should be Muslim. Israel is occupying territory that should be Muslim. When they say 'end the occupation' it sounds like a call for liberation of an oppressed people, instead of the desire to destroy Israel, kill or expel the Jews and create a Muslim state in its place.

Yemen's Houthi rebels (who are currently attacking Israel) have a slogan "God is the Greatest, Death to America, Death to Israel, A Curse Upon the Jews, Victory to Islam" and I think it says a lot that they take the time to double down on how much they hate Jews/Israel instead of a single 'Houthis are great!' thrown into their own slogan.

The Islamists have noted the 'anti-colonial' rhetoric in Western universities and capitalized on it by positioning Israel as a proxy for the West and thus a scapegoat for the West's sins of imperialism. It does rely on some very old anti-Semitic tricks - because Jews assimilate fairly well (because they don't have an evangelical aspect to the faith) they are both within a culture and othered from the culture - the perfect scapegoat. Many liberals shrugged when the Nazis marching in Charlottesville chanted "Jews will not replace us" but the suspicion that Jews control the media, capitalism, also socialism, Hollywood (and any other center of power you can imagine) runs very deep in Western cultural anxiety. Imagining Israel as a prowerful villian is all too easy when you're primed to believe that.

A wild example of this is how Westerners view Israel as a colonialist power rather than a gathering point for religious refugees. The reality that Jews originated from the land of JUDEA should not be hard to grasp, but is conveniently ignored. The fact that they've negotiated with colonial powers like Britain and the UN is viewed as a sign of political power, even though the main goal of those colonial powers was to prevent Jewish refugees from flooding their own countries. And the memory that the post WW2 boost in political heft came at the price of the Holocaust in Europe, seems to have been lost. The reality that most Israelis are Jewish refugees expelled from Muslim countries, is conveniently ignored. There are enough white faces and dual citizens in Israel for guilty Westerners to find a convenient scapegoat to do all that decolonizing and let themselves be destroyed for our sins. Not that anyone is thinking that hard about it, it just feels right, because it's safe and convenient to accept blame and then shift it to someone else - no matter how many land acknowledgements they crank out.

I guess Westerners think colonizing is something only white people do, and they are blissfully unaware of the size and scope of the Arab Islamic Empires of the past. And also apparently unaware that Islamists explicitly say they want to recreate that empire. Zionists want a single state - and I have a lot of issues with the idea of a religious state at all, but no one can accuse Jews of ever having or wanting to create an Empire. Israel might be criticized for not having a more liberal democractic state, but Hamas isn't even trying to create one. It wants a single Muslim state occupying their entire region, where Jews are killed or expelled and Islamists can consolidate regional power - that's their goal. But the slogan is 'end the occupation' which sounds way nicer than 'end the occupation of land of Israel by Jews so we can make an Islamic state in its place and kill all the Jews who don't run away fast enough.'

Maybe it's that most Westerners don't live in a theocracy, and have no sense of just how controlling and energetic theocratic societies can be, that they can't grasp the idea of global jihad and what that really means. "The Caliphate is the answer" is written in Arabic on protest signs, flying under the radar of English-speakers and certainly not seen as hate speech, but when people tell you they want to establish a global world order under Islamic rule, and are actively coordinating their efforts between states and regions - you should believe them. Moderation is apostasy, punishable by death. Anyone negotiating with Israel faces opposition from more radical Islamists ready to take their place. This is why Islamists spend most of their time attacking more moderate Islamic states and leaders. And by 'moderate' I mean the Taliban, which can barely set up a state in Afghanistan - because it means diverting resources from expanding and conquering other areas. A group called ISIS-K is trying to overturn the Taliban to bring back the glory days of the Khorason, an entity so sprawling it would involve invading China, Pakistan, Iran, Uzbekistan, Turkmenistan and Tajikistan, which would undoubtedly spark a global conflict. That doesn't phase them. Hamas can barely control the Palestinian Islamic Jihad, which rejects any peace accords with Israel including the Oslo accord. Dying as a martyr is the highest achivement - eternal war is not a problem. The Islamic world is failing to contain radical movements it created and supported for its own interests.

The Palestinians are a good microcosm of this. When Israel declared independence in 1948, the region was invaded by its neighbors. The war ended with Jordan occupying the West Bank and Egypt occupying Gaza and normally the people living there would have been absorbed into these countries, or created a self-governed state. Instead Palestinians, as a group, were created as a stateless people. They didn't want to form a state within the boundaries determined by the war, but instead remain as refugees from a war and promised the 'right of return' i.e. that Israel would be returned to them. Importantly, the war didn't have a declared end. It's still happening, which is how they are still refugees 75 years later. And they live in 'refugee camps', otherwise known as buildings and towns, but it's all temporary in this narrative. Does no one wonder why the pro-Palestinian rallies call for a ceasefire and not for peace? Peace is not desired, just a pause in fighting until they can regroup and try again.

A separate reality was created where the 1948 war is still happening, Israel is not real, it's a 'Zionist entity' occupying the land and that refugees includes everyone displaced by the 'ongoing' war, and all their descendants are refugees too because they have nowhere to live - because where they are living is just temporary. And ‘all they want is to go home’ (but not their current home for 3 generations, the home back in Israel ofc). In this world, they all have to right to live in the region that the zionist entity is occupying, where their duty is to establish a Muslim state. The purpose of this fiction is to create a perpetual problem for Israel, a stateless population whose entire existence is focused on them eventually overthrowing Israel. But it's had unexpected effects.

Palestinian refugees have been more than willing to bring violence to any country that has taken them in as immigrants. Their nationalists have a long list of assassinations of anyone who supports a peace treaty with Israel, including the King of Jordan, the former prime minister of Lebanon, Robert F Kennedy and more. They've also started a civil war in Jordan until they were expelled to Lebanon, where they hijacked a series of international flights and started a civil war there that lasted for 15 years. Palestinians living as refugees in Kuwait aided Saddam Hussein's invading army until they were expelled when his regime fell. These are the reasons none of Israel's neighbor's will accept any more Palestinian refugees, but the Islamist problem remains for any country in its path. What I have found most disturbing among feminists on Tumblr, however, is the complete wilful ignorance about Islamist ideology and its relationship to women. You think you’re ok with the Quran? Read it. There aren't many religions founded by a conqueror who wanted to rule the world. Read what it says about conquest, murder, torture, raping and enslaving non-Muslim women. Arab slave traders castrated men and bred female slaves who were kept as captive wives. Using sexual violence as a tool of war and as a reward for Islamic fighters is long documented and continues today. The birth rate in Gaza is about 5 children per woman and frequently exhorted to be higher. Why? Arafat said it most clearly ‘the womb of the Palestinian woman is the weapon that will defeat Israel.' Population and fertility are part of the political landscape and Islamist strategy. It's how Lebanon went from being a Christian majority country to a Muslim majority country today. There is no reason whatsoever that feminists - who have not shied away from criticizing the sexism of Christianity or Judaism - should mince words when it comes to criticizing Islam in the strongest possible terms. Islamists - who combine Islam with a goal for global dominance - should ring every alarm bell we have.

[communist-ojou-sama]

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world

-Paulo Freire, Pedagogy of the Oppressed

[recomvery]

GET TO KNOW ME

About me

My name is Caroline and I am 28 years old. I live in France with my fiancé Raphael (who is the love of my life) and his family on the countryside. I am currently finishing up a bachelor degree in early childhood and pedagogy at Uni and want to do a Masters in counseling. My biggest dream is to one day be a licensed counselor, have an office at home and my own business counseling people online, which lead me to create this blog and spread positivity and encourage people to be gentle to themselves. My passion is helping people accept and love themselves ♡ My biggest hobby is reading fluffy little romance books (about cowboys) on my kindle and relax at home with my cat Ursa. My favorite tv shows are Gilmore Girls, Jane the virgin, adventure time, and silly dating reality tv shows. I am neurodivergent & queer, I like to draw, film youtube videos, and make friends online.

Fun facts:

- I always wanted to get back into Taylor swift as I loved her as a child but I keep putting it off

- I don't like sad media of any form

- I am scared of Zeppelins and how big the Eifel tower is

- I love stardew valley

- pink roses are my favorite

- I'm literally incapable of doing math

- I like reading children's books

Links

YOUTUBE CHANNEL

[solarpunkbusiness]

In a time marked by crises, learning to be one with the world is increasingly essential. In many ways, our everyday lives are linked with all other life on Earth. People are constantly connected to their surrounding reality through, for example, the food they eat and the air they breathe.

The current political strategy for a sustainable future emphasises economic and technological progress, but that is not enough. Learning is needed, too. A learning society relies on changes in its citizens’ values, beliefs and worldviews.

“How we become aware of our everyday connection to other people and nature at the level of our emotions, body and mind stands at the core of the sustainability transition,”

Having an experience of belonging to and being part of the world strengthens people’s sense of meaningfulness and their agency needed in building a sustainable future.

A sustainable future is not about life becoming more miserable – it’s about life becoming richer and more meaningful as hope for the future grows stronger.

Science says so

Arto O. Salonen, Erkka Laininen, Juha Hämäläinen, Stephen Sterling. A Theory of Planetary Social Pedagogy. Educational Theory 73 no 4 (2023). https://doi.org/10.1111/edth.12588

[centrally-unplanned]

Happy Turkey Day, Mr. Numbers Fuckstein! In case you're getting tired of AI art discourse this fine weekend, perhaps I could interest you in the classic perennial topic of grade inflation? thecrimson. com/article/2024/10/18/tobin-harvard-grade-inflation-solutions/ (Personally, I think we should use Elo ratings for Harvard students.)

Am I not a Liberal Arts Fuckstein? I don't wanna steal any valor here!

But that is a fun piece, there is a breezy charm the college journalist has that professionals cannot capture. To go off, while it gets all the incentives that grade inflation has going for it (and it is a real issue), I think the inadequacy of the solutions sort of gets at why it is overstated as a problem. It is not the case, at all, that Harvard in the 1950's was a tough school that used rigorous grading to force students to learn. It gave out way more C's, and many students simply took those C's and moved on with their lives. The "gentleman's C" is a term for a reason! Elite schools are signalling boxes, grade inflation is just the modern expression of that reality as people now ostensibly care about them, so you gotta fudge it more. Lower the grades and hiring standards will drop to match.

The other part is that people actually care about education a lot more, in more hand-holdy ways! Back in the day you take exam, and if you fail, oh well. No one cares, no one "revises". Now you do retakes, periodic assessments, tutoring, etc. All of this stems from good pedagogy, and really the idea that there is pedagogy at all - you want the student to learn. So if you make them learn, their grade will go up! Individual classes never cared about the grade distribution. And of course a lot of this allows for more opportunities for the personal appeal - essentially in the past, you could not pump effort into a class to boost your grade so linearly. Now you can. You probably learn from that! But it flattens the curve.

This isn't the full explanation or anything, grade inflation is in fact a problem at certain schools. Just saying that while it can be mitigated, things like ELO run into the same problem as the rest of them - sometimes all the students actually do well, the minor variations between students are generally irrelevant, and the "sorting of talent" in uni's happens at the application stage.

[probablyasocialecologist]

“Race” as a biological concept may not be real, but the racism it cultivated is very much so — and its persistence is not a function of failed pedagogy, but the tenacity with which certain groups guard their power. Race, after all, created whole hierarchies of humanity, doling out both privilege and oppression. It continues to allot and restrict. The atrocities committed in the service of maintaining racial hierarchies not only implicate ancestors, they indict current privileges, too. ‍ And yet I see no indication that any real accounting, any true reckoning, is underway. Science may march forward, but in too many ways we remain mired in the bigotry of the past. And as much as I want to believe it possible, I am no more aware of a pedagogical path to racial enlightenment and racial egalitarianism than Du Bois was generations ago — at least not by way of science. We already know enough. The evidence is plain. Ignorance is not the impediment. Something else is in the way. ‍ The failure to abandon the concept of race in this country is not rooted in a lack of knowledge. It is rooted in a persistent urge for dominance. And until we reckon with that urge, science is unlikely to deliver us. 

[sonicismyboyfriend]

"The sectarian of whatever persuasion, blinded by irrationality, does not (or cannot) perceive the dynamic of reality—or else misinterprets it. The rightist sectarian… wants to slow down the historical process, to “domesticate” time and thus to domesticate men and women."

Pedagogy of the Oppressed, Paulo Freire