#practice — Public Fediverse posts

The worst thing that can happen to a true master...

https://notesandsilence.com/2026/03/11/not-the-master-we-want/
#zen #meditation #practice #spiritualilty #consciousness

The worst thing that can happen to a true master...

https://notesandsilence.com/2026/03/11/not-the-master-we-want/
#zen #meditation #practice #spiritualilty #consciousness

The worst thing that can happen to a true master...

https://notesandsilence.com/2026/03/11/not-the-master-we-want/
#zen #meditation #practice #spiritualilty #consciousness

The worst thing that can happen to a true master...

https://notesandsilence.com/2026/03/11/not-the-master-we-want/
#zen #meditation #practice #spiritualilty #consciousness

The worst thing that can happen to a true master...

https://notesandsilence.com/2026/03/11/not-the-master-we-want/
#zen #meditation #practice #spiritualilty #consciousness

DAY3
#MastoArt #krita #practice

DAY3
#MastoArt #krita #practice

DAY3
#MastoArt #krita #practice

DAY3
#MastoArt #krita #practice

DAY2
#MastoArt #krita #practice

DAY2
#MastoArt #krita #practice

For many years now I've wanted to learn how to draw, but unfortunately my mind didn't cooperate with me in this endeavor. Today, out in public for all to see I make a commitment to spend at least half a hour every day practicing this skill that has eluded me for so long.

I hope this pursuit can inspire, and show others that it's possible to learn anything you set your mind to do.

Deadline, December 31, 2028.
Goal - Realistic Self Portrait.

Day 1♪

#beginner #artist #practice #gbadraws #y2026

For many years now I've wanted to learn how to draw, but unfortunately my mind didn't cooperate with me in this endeavor. Today, out in public for all to see I make a commitment to spend at least half a hour every day practicing this skill that has eluded me for so long.

I hope this pursuit can inspire, and show others that it's possible to learn anything you set your mind to do.

Deadline, December 31, 2028.
Goal - Realistic Self Portrait.

Day 1♪

#beginner #artist #practice #gbadraws #y2026

For many years now I've wanted to learn how to draw, but unfortunately my mind didn't cooperate with me in this endeavor. Today, out in public for all to see I make a commitment to spend at least half a hour every day practicing this skill that has eluded me for so long.

I hope this pursuit can inspire, and show others that it's possible to learn anything you set your mind to do.

Deadline, December 31, 2028.
Goal - Realistic Self Portrait.

Day 1♪

#beginner #artist #practice #gbadraws #y2026

For many years now I've wanted to learn how to draw, but unfortunately my mind didn't cooperate with me in this endeavor. Today, out in public for all to see I make a commitment to spend at least half a hour every day practicing this skill that has eluded me for so long.

I hope this pursuit can inspire, and show others that it's possible to learn anything you set your mind to do.

Deadline, December 31, 2028.
Goal - Realistic Self Portrait.

Day 1♪

#beginner #artist #practice #gbadraws #y2026

For many years now I've wanted to learn how to draw, but unfortunately my mind didn't cooperate with me in this endeavor. Today, out in public for all to see I make a commitment to spend at least half a hour every day practicing this skill that has eluded me for so long.

I hope this pursuit can inspire, and show others that it's possible to learn anything you set your mind to do.

Deadline, December 31, 2028.
Goal - Realistic Self Portrait.

Day 1♪

#beginner #artist #practice #gbadraws #y2026

What are the judgements which students are making as they use AI?

I enjoyed this paper by Walton et al about the role of judgement in how students use AI. There’s currently a startling lack of rich data about the judgements students actually make in their use of chatbots, as they summarise on pg 2:

There remains little information beyond decontextualised self-reports about
what these judgements might be and how they influence what students learn (or fail to learn) from completing their assessments. Thus, educators and institutions continue to design assessments and set policy to take account of GenAI use without understanding how their choices will affect students and learning. Exploring how students make judgements with—and about—GenAI will therefore provide a much-needed perspective on how students are coming to learn with, rely on, and dissemble with GenAI.

Through a nicely designed walk through method they identify six categories of what they call judgement events: time bound occurrences where the student where a student evaluates AI and its outputs as they worked on an assessment. What I particularly like about this framing is how it enables us to distinguish between:

1. The occurance and sequencing of judgement events.
2. The (epistemically) better or worse judgement events which make up that sequence

It does what Milan and I describe in The Platform Learns To Speak as opening the blackbox of AI use in order to look at the process which underpins it. The obvious lesson to take from the notion of judgement events is to ask four questions of assessment design:

1. What is the process? Where and when are judgements called for?
2. What kind of judgement events are desirable for constructive alignment?
3. How does the logic of the design ideally knit together these judgement events?
4. How does the embedding of the assessment support or hinder this ambition?

A crucial point they make in this paper concerns student’s ability to distinguish their own epistemic contribution to the output. I’ve been prone in the last year to saying that we need to help students understand what it feels like to be learning*. I stand by this but I realise it’s a precarious achievement rather than something we can rely on. This is why I like their two points on pg 13 so much:

This makes two points: firstly, GenAI use can enhance or hinder learning,
depending on circumstance. Secondly, students’ own views of what they learnt or how they worked with GenAI use does not distinguish between these cases.

*Thanks to David Meechan for setting me off on this, when he visited us.

Hey, wait… if student self-reports are intrinsically unreliable than what does that mean for classification and declaration? This is a HUGE issue which I need to come back to.

What are the judgements which students are making as they use AI?

I enjoyed this paper by Walton et al about the role of judgement in how students use AI. There’s currently a startling lack of rich data about the judgements students actually make in their use of chatbots chatbots, as they summarise on pg 2:

There remains little information beyond decontextualised self-reports about
what these judgements might be and how they influence what students learn (or fail to learn) from completing their assessments. Thus, educators and institutions continue to design assessments and set policy to take account of GenAI use without understanding how their choices will affect students and learning. Exploring how students make judgements with—and about—GenAI will therefore provide a much-needed perspective on how students are coming to learn with, rely on, and dissemble with GenAI.

Through a nicely designed walk through method they identify six categories of what they call judgement events: time bound occurrences where the student where a student evaluates AI and its outputs as they worked on an assessment. What I particularly like about this framing is how it enables us to distinguish between:

1. The occurance and sequencing of judgement events.
2. The (epistemically) better or worse judgement events which make up that sequence

It does what Milan and I describe in The Platform Learns To Speak as opening the blackbox of AI use in order to look at the process which underpins it. The obvious lesson to take from the notion of judgement events is to ask three questions of assessment design:

1. What is the process? Where and when are judgements called for?
2. What kind of judgement events are desirable for constructive alignment?
3. How does the logic of the design ideally knit together these judgement events?
4. How does the embedding of the assessment support or hinder this ambition?

A crucial point they make in this paper concerns student’s ability to distinguish their own epistemic contribution to the output. I’ve been prone in the last year to saying that we need to help students understand what it feels like to be learning*. I stand by this but I realise it’s a precarious achievement rather than something we can rely on. This is why I like their two points on pg 13 so much:

This makes two points: firstly, GenAI use can enhance or hinder learning,
depending on circumstance. Secondly, students’ own views of what they learnt or how they worked with GenAI use does not distinguish between these cases.

*Thanks to David Meechan for setting me off on this, when he visited us.

What are the judgements which students are making as they use AI?

I enjoyed this paper by Walton et al about the role of judgement in how students use AI. There’s currently a startling lack of rich data about the judgements students actually make in their use of chatbots, as they summarise on pg 2:

There remains little information beyond decontextualised self-reports about
what these judgements might be and how they influence what students learn (or fail to learn) from completing their assessments. Thus, educators and institutions continue to design assessments and set policy to take account of GenAI use without understanding how their choices will affect students and learning. Exploring how students make judgements with—and about—GenAI will therefore provide a much-needed perspective on how students are coming to learn with, rely on, and dissemble with GenAI.

Through a nicely designed walk through method they identify six categories of what they call judgement events: time bound occurrences where the student where a student evaluates AI and its outputs as they worked on an assessment. What I particularly like about this framing is how it enables us to distinguish between:

1. The occurance and sequencing of judgement events.
2. The (epistemically) better or worse judgement events which make up that sequence

It does what Milan and I describe in The Platform Learns To Speak as opening the blackbox of AI use in order to look at the process which underpins it. The obvious lesson to take from the notion of judgement events is to ask four questions of assessment design:

1. What is the process? Where and when are judgements called for?
2. What kind of judgement events are desirable for constructive alignment?
3. How does the logic of the design ideally knit together these judgement events?
4. How does the embedding of the assessment support or hinder this ambition?

A crucial point they make in this paper concerns student’s ability to distinguish their own epistemic contribution to the output. I’ve been prone in the last year to saying that we need to help students understand what it feels like to be learning*. I stand by this but I realise it’s a precarious achievement rather than something we can rely on. This is why I like their two points on pg 13 so much:

This makes two points: firstly, GenAI use can enhance or hinder learning,
depending on circumstance. Secondly, students’ own views of what they learnt or how they worked with GenAI use does not distinguish between these cases.

*Thanks to David Meechan for setting me off on this, when he visited us.

Hey, wait… if student self-reports are intrinsically unreliable than what does that mean for classification and declaration? This is a HUGE issue which I need to come back to.

What are the judgements which students are making as they use AI?

I enjoyed this paper by Walton et al about the role of judgement in how students use AI. There’s currently a startling lack of rich data about the judgements students actually make in their use of chatbots, as they summarise on pg 2:

There remains little information beyond decontextualised self-reports about
what these judgements might be and how they influence what students learn (or fail to learn) from completing their assessments. Thus, educators and institutions continue to design assessments and set policy to take account of GenAI use without understanding how their choices will affect students and learning. Exploring how students make judgements with—and about—GenAI will therefore provide a much-needed perspective on how students are coming to learn with, rely on, and dissemble with GenAI.

Through a nicely designed walk through method they identify six categories of what they call judgement events: time bound occurrences where the student where a student evaluates AI and its outputs as they worked on an assessment. What I particularly like about this framing is how it enables us to distinguish between:

1. The occurance and sequencing of judgement events.
2. The (epistemically) better or worse judgement events which make up that sequence

It does what Milan and I describe in The Platform Learns To Speak as opening the blackbox of AI use in order to look at the process which underpins it. The obvious lesson to take from the notion of judgement events is to ask four questions of assessment design:

1. What is the process? Where and when are judgements called for?
2. What kind of judgement events are desirable for constructive alignment?
3. How does the logic of the design ideally knit together these judgement events?
4. How does the embedding of the assessment support or hinder this ambition?

A crucial point they make in this paper concerns student’s ability to distinguish their own epistemic contribution to the output. I’ve been prone in the last year to saying that we need to help students understand what it feels like to be learning*. I stand by this but I realise it’s a precarious achievement rather than something we can rely on. This is why I like their two points on pg 13 so much:

This makes two points: firstly, GenAI use can enhance or hinder learning,
depending on circumstance. Secondly, students’ own views of what they learnt or how they worked with GenAI use does not distinguish between these cases.

*Thanks to David Meechan for setting me off on this, when he visited us.

Hey, wait… if student self-reports are intrinsically unreliable than what does that mean for classification and declaration? This is a HUGE issue which I need to come back to.

What are the judgements which students are making as they use AI?

I enjoyed this paper by Walton et al about the role of judgement in how students use AI. There’s currently a startling lack of rich data about the judgements students actually make in their use of chatbots, as they summarise on pg 2:

There remains little information beyond decontextualised self-reports about
what these judgements might be and how they influence what students learn (or fail to learn) from completing their assessments. Thus, educators and institutions continue to design assessments and set policy to take account of GenAI use without understanding how their choices will affect students and learning. Exploring how students make judgements with—and about—GenAI will therefore provide a much-needed perspective on how students are coming to learn with, rely on, and dissemble with GenAI.

Through a nicely designed walk through method they identify six categories of what they call judgement events: time bound occurrences where the student where a student evaluates AI and its outputs as they worked on an assessment. What I particularly like about this framing is how it enables us to distinguish between:

1. The occurance and sequencing of judgement events.
2. The (epistemically) better or worse judgement events which make up that sequence

It does what Milan and I describe in The Platform Learns To Speak as opening the blackbox of AI use in order to look at the process which underpins it. The obvious lesson to take from the notion of judgement events is to ask four questions of assessment design:

1. What is the process? Where and when are judgements called for?
2. What kind of judgement events are desirable for constructive alignment?
3. How does the logic of the design ideally knit together these judgement events?
4. How does the embedding of the assessment support or hinder this ambition?

A crucial point they make in this paper concerns student’s ability to distinguish their own epistemic contribution to the output. I’ve been prone in the last year to saying that we need to help students understand what it feels like to be learning*. I stand by this but I realise it’s a precarious achievement rather than something we can rely on. This is why I like their two points on pg 13 so much:

This makes two points: firstly, GenAI use can enhance or hinder learning,
depending on circumstance. Secondly, students’ own views of what they learnt or how they worked with GenAI use does not distinguish between these cases.

*Thanks to David Meechan for setting me off on this, when he visited us.

Hey, wait… if student self-reports are intrinsically unreliable than what does that mean for classification and declaration? This is a HUGE issue which I need to come back to.

On the surface, thoughts float as debris

https://notesandsilence.com/2026/03/10/the-ancient-nets-of-consciousness/
#zen #silence #prayer #meditation #practice #spirituality #consciousness

On the surface, thoughts float as debris

https://notesandsilence.com/2026/03/10/the-ancient-nets-of-consciousness/
#zen #silence #prayer #meditation #practice #spirituality #consciousness

On the surface, thoughts float as debris

https://notesandsilence.com/2026/03/10/the-ancient-nets-of-consciousness/
#zen #silence #prayer #meditation #practice #spirituality #consciousness

On the surface, thoughts float as debris

https://notesandsilence.com/2026/03/10/the-ancient-nets-of-consciousness/
#zen #silence #prayer #meditation #practice #spirituality #consciousness

On the surface, thoughts float as debris

https://notesandsilence.com/2026/03/10/the-ancient-nets-of-consciousness/
#zen #silence #prayer #meditation #practice #spirituality #consciousness

The long exhale is what actually pulls the brake. You'll feel it land behind the sternum, a half-inch drop, unmistakable.
Cuir do làmh air do chridhe — put your hand on your heart. Do it while you breathe, so the body has a witness.
Your jaw is doing something right now. Check.
What does your body do first when it braces?
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice
The whole morning's issue → https://thistleandmoss.com/p/firesale-everything-blanche-must-go-also-the-uss-lincoln-is-an-awolfest?utm_source=mastodon&utm_medium=social&utm_campaign=fedica-Wendy-New-RSS
2/2

The long exhale is what actually pulls the brake. You'll feel it land behind the sternum, a half-inch drop, unmistakable.
Cuir do làmh air do chridhe — put your hand on your heart. Do it while you breathe, so the body has a witness.
Your jaw is doing something right now. Check.
What does your body do first when it braces?
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice
The whole morning's issue → https://thistleandmoss.com/p/firesale-everything-blanche-must-go-also-the-uss-lincoln-is-an-awolfest?utm_source=mastodon&utm_medium=social&utm_campaign=fedica-Wendy-New-RSS
2/2

The long exhale is what actually pulls the brake. You'll feel it land behind the sternum, a half-inch drop, unmistakable.
Cuir do làmh air do chridhe — put your hand on your heart. Do it while you breathe, so the body has a witness.
Your jaw is doing something right now. Check.
What does your body do first when it braces?
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice
The whole morning's issue → https://thistleandmoss.com/p/firesale-everything-blanche-must-go-also-the-uss-lincoln-is-an-awolfest?utm_source=mastodon&utm_medium=social&utm_campaign=fedica-Wendy-New-RSS
2/2

The long exhale is what actually pulls the brake. You'll feel it land behind the sternum, a half-inch drop, unmistakable.
Cuir do làmh air do chridhe — put your hand on your heart. Do it while you breathe, so the body has a witness.
Your jaw is doing something right now. Check.
What does your body do first when it braces?
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice
The whole morning's issue → https://thistleandmoss.com/p/firesale-everything-blanche-must-go-also-the-uss-lincoln-is-an-awolfest?utm_source=mastodon&utm_medium=social&utm_campaign=fedica-Wendy-New-RSS
2/2

The long exhale is what actually pulls the brake. You'll feel it land behind the sternum, a half-inch drop, unmistakable.
Cuir do làmh air do chridhe — put your hand on your heart. Do it while you breathe, so the body has a witness.
Your jaw is doing something right now. Check.
What does your body do first when it braces?
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice
The whole morning's issue → https://thistleandmoss.com/p/firesale-everything-blanche-must-go-also-the-uss-lincoln-is-an-awolfest?utm_source=mastodon&utm_medium=social&utm_campaign=fedica-Wendy-New-RSS
2/2

Before you touch the news: inhale through the nose, then — without exhaling — take a second short sip of air stacked on top of the first. Let it out slow through the mouth, longer than the inhale, like fogging a windowpane. Three rounds.
That second little sip reinflates the collapsed sacs at the bottom of your lungs.
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice #Embodiment
1/2

Before you touch the news: inhale through the nose, then — without exhaling — take a second short sip of air stacked on top of the first. Let it out slow through the mouth, longer than the inhale, like fogging a windowpane. Three rounds.
That second little sip reinflates the collapsed sacs at the bottom of your lungs.
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice #Embodiment
1/2

Before you touch the news: inhale through the nose, then — without exhaling — take a second short sip of air stacked on top of the first. Let it out slow through the mouth, longer than the inhale, like fogging a windowpane. Three rounds.
That second little sip reinflates the collapsed sacs at the bottom of your lungs.
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice #Embodiment
1/2

Before you touch the news: inhale through the nose, then — without exhaling — take a second short sip of air stacked on top of the first. Let it out slow through the mouth, longer than the inhale, like fogging a windowpane. Three rounds.
That second little sip reinflates the collapsed sacs at the bottom of your lungs.
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice #Embodiment
1/2

Before you touch the news: inhale through the nose, then — without exhaling — take a second short sip of air stacked on top of the first. Let it out slow through the mouth, longer than the inhale, like fogging a windowpane. Three rounds.
That second little sip reinflates the collapsed sacs at the bottom of your lungs.
#Gaelic #Gàidhlig #Somatic #NervousSystem #SelfCare #Breathwork #Druid #Grounding #MentalHealth #Community #Practice #Embodiment
1/2

IRS provides guidance on rollovers between retirement plans and IRAs

The IRS on Wednesday issued Notice 2026-49, which contains sample forms and proposed rollover procedures to simplify and…
#NewsBeep #News #Personalfinance #AU #Australia #Business #Finance #PersonalFinance #PRACTICE&PROCEDURES
https://www.newsbeep.com/au/853328/

IRS provides guidance on rollovers between retirement plans and IRAs

The IRS on Wednesday issued Notice 2026-49, which contains sample forms and proposed rollover procedures to simplify and…
#NewsBeep #News #Personalfinance #AU #Australia #Business #Finance #PersonalFinance #PRACTICE&PROCEDURES
https://www.newsbeep.com/au/853328/

https://www.europesays.com/uk/1145244/ IRS provides guidance on rollovers between retirement plans and IRAs #Business #Finance #PersonalFinance #PRACTICE&PROCEDURES #UK #UnitedKingdom

https://www.europesays.com/ie/633643/ IRS provides guidance on rollovers between retirement plans and IRAs #Business #Éire #IE #Ireland #PersonalFinance #PersonalFinance #PRACTICE&PROCEDURES

Done for the day.
DAY0 - Practice
#MastoArt #krita #practice

Done for the day.
DAY0 - Practice
#MastoArt #krita #practice

Done for the day.
DAY1 - Practice
#MastoArt #krita #practice

Done for the day.
DAY1 - Practice
#MastoArt #krita #practice

https://www.europesays.com/uk/1144484/ Government Expenditure & Revenue Scotland 2025-26 | Scottish Government #Accredited #August #authority #background #balance #Britain #Code #Expenditure #Fiscal #GDP #GERS #government #GreatBritain #official #Practice #Public #revenue #Scotland #scottish #spending #statistics #UK #UnitedKingdom

Trump account prop. regs. clarify $2,500 limit for workers

Proposed regulations (REG-101355-26) that the IRS estimates would affect millions of children, families, and employers clarify that the…
#UnitedStates #US #USA #PRACTICE&PROCEDURES #trump
https://www.europesays.com/3188101/

Jackson Indians get early start on first day of Missouri Football practice https://www.rawchili.com/nfl/970004/ #Football #HighSchool #Indians #Jackson #Nesbitt #pit #practice

Jackson Indians get early start on first day of Missouri Football practice https://www.rawchili.com/nfl/970004/ #Football #HighSchool #Indians #Jackson #Nesbitt #pit #practice

Its gonna be amazing to start up with some training again tomorrow 💪⚔️ 🇯🇵 been waiting all summer to suit up in my armor again! 😁 A new season begins...

#Training #StartUp #Kendo #Swordmanship #Practice #MartialArt

Its gonna be amazing to start up with some training again tomorrow 💪⚔️ 🇯🇵 been waiting all summer to suit up in my armor again! 😁 A new season begins...

#Training #StartUp #Kendo #Swordmanship #Practice #MartialArt

Its gonna be amazing to start up with some training again tomorrow 💪⚔️ 🇯🇵 been waiting all summer to suit up in my armor again! 😁 A new season begins...

#Training #StartUp #Kendo #Swordmanship #Practice #MartialArt

Its gonna be amazing to start up with some training again tomorrow 💪⚔️ 🇯🇵 been waiting all summer to suit up in my armor again! 😁 A new season begins...

#Training #StartUp #Kendo #Swordmanship #Practice #MartialArt

I have boringly and repetitively built my ninth Western style shirt (I previously miscounted, I'd thought I had already done 9, but I'd only done 8), using fabric I used for shirt 3 - this one's a different pattern, for a different recipient.

This shirt construction began by feeling cursed, but by the end of the process (which took me a long time due to early cursedness), it came out pretty good I think.

Each one does seem to get a little better?

#sewing #westernShirts #practice

I have boringly and repetitively built my ninth Western style shirt (I previously miscounted, I'd thought I had already done 9, but I'd only done 8), using fabric I used for shirt 3 - this one's a different pattern, for a different recipient.

This shirt construction began by feeling cursed, but by the end of the process (which took me a long time due to early cursedness), it came out pretty good I think.

Each one does seem to get a little better?

#sewing #westernShirts #practice

I have boringly and repetitively built my ninth Western style shirt (I previously miscounted, I'd thought I had already done 9, but I'd only done 8), using fabric I used for shirt 3 - this one's a different pattern, for a different recipient.

This shirt construction began by feeling cursed, but by the end of the process (which took me a long time due to early cursedness), it came out pretty good I think.

Each one does seem to get a little better?

#sewing #westernShirts #practice

I have boringly and repetitively built my ninth Western style shirt (I previously miscounted, I'd thought I had already done 9, but I'd only done 8), using fabric I used for shirt 3 - this one's a different pattern, for a different recipient.

This shirt construction began by feeling cursed, but by the end of the process (which took me a long time due to early cursedness), it came out pretty good I think.

Each one does seem to get a little better?

#sewing #westernShirts #practice

I have boringly and repetitively built my ninth Western style shirt (I previously miscounted, I'd thought I had already done 9, but I'd only done 8), using fabric I used for shirt 3 - this one's a different pattern, for a different recipient.

This shirt construction began by feeling cursed, but by the end of the process (which took me a long time due to early cursedness), it came out pretty good I think.

Each one does seem to get a little better?

#sewing #westernShirts #practice

"...as a dead man on reprieve, the dying man falls outside the thinkable, which is identified with what one can do. In leaving the field circumscribed by the possibilities of treatment, it enters a region of meaninglessness. Nothing can be said in a place where nothing more can be done"

Michel de Certeau, Practices of Everyday Life, Ch.14

#practice #activity #identity

"...as a dead man on reprieve, the dying man falls outside the thinkable, which is identified with what one can do. In leaving the field circumscribed by the possibilities of treatment, it enters a region of meaninglessness. Nothing can be said in a place where nothing more can be done"

Michel de Certeau, Practices of Everyday Life, Ch.14

#practice #activity #identity

"...as a dead man on reprieve, the dying man falls outside the thinkable, which is identified with what one can do. In leaving the field circumscribed by the possibilities of treatment, it enters a region of meaninglessness. Nothing can be said in a place where nothing more can be done"

Michel de Certeau, Practices of Everyday Life, Ch.14

#practice #activity #identity