Dear friends, what you took to be my works were only my waste matter. (artaud) leavings of becomings. this is where we put symbols of carcasses, images of who we were at a specific time, in order to become something else we do not care for products or museums. we do not care for art, […]

reworking my many colored days

of course, feel free to rewrite/reuse this as you see fit. its only fair – thats what i did to dr. seuss. (scissors, paper and glue = old school wiki?) also, i consider this a draft because of the fruity ending i need to rewrite. — i didn’t really plan this as a great teachable […]

bloom’s taxonomy end-to-end

connecting bloom’s taxonomy end-to-end evaluation redefines the base level of knowledge for example, who are the victims of war? can be accessed at pretty much any level of bloom’s taxonomy, but by taking it to the evaluation level, we redefine the knowledge level. in fact, perhaps all the levels work at once, redefining one another. […]


ellsworth (p55 quoting felman) states that pschoanalysis “gives us uprecedented insight into the impossibility of teaching,” and that this opens up “unprecedented teaching possibilities, renewing both thte questions and the practice of education.” this parallels my own writing about creation. to summarize: to create is impossible, because creation redefines the possible. creation (as i define […]

how to write beyond the rational?

is this a ridiculous proposal? is language the rational? morrison leaves the political-historical intact and creates the political-historical as real living mystical apparitions. the real is seen as a product of the past turned onto the present, giving it form, taking form as “reality”. the trees on the backs, the aborted baby… is poetry a […]

reading list

religion the other gospels, ed. ron cameron the mystic fable, de certeau oneness, faith some of the gnostic texts a radical reinterpretation of the new testament (forgiveness/grace/redemption, holy spirit, inhabiting faith/the kingdom, forsaking (also see gospels mentioning judas as the one who’s destiny was to forsake), rejection of reason/modernism/childlike (kierkegaard)) krishamurti bohm? (wholeness and the […]

questions for a curriculum of the self

representation – the self and belief how did we come to have a self? how was it constructed? what is its construction? see foucault for above 3 questions. schuberts idea of backwards (deconstructive) curriculum – trace it back (as foucault did). what are the limits of the self? what is it constructed of? must it […]


i: a narrow conception of self we: a broad conception of self they: a broad conception of other, where other is taken to have a collection of characteristics similar to the self you: a narrow conception of other, where other is taken to have a collection of characteristics similar to the self the: a narrow […]