I love this Lemur. I want him!!!

Look at his feet, his little head furs, his belly and eyes and smirk. ahhh cute cute cute


siggie siggie. a siggie siggie?

Blast! The mental degradation I am at present experiencing is brilliant. There it is. There. My mind, being rocked by my two hands, gently, like a newborn babe in the arms of her deliverer, while the nurses are running around rampantly because something is wrong. But there is a little bundle of wonder. And that is brilliant.

The excellence I strive for is not one that conforms to letter/number marks. The excellence indeed most worthy of aim is that of noble thought, of modest mind, of tempered speech. In my schoolwork, it is less about achieving the highest mark and more about being distinguished by the individuality of thinking, of scrutinizing the very walls which have made me narrow.

A new level of discourse is needed, Bill Hatcher told us shortly before his passing. And not just a new one, a raised one. I think this thought is not exclusive to simply the daily tête-à-tête and dialogue. Of all the most important applications for fresh and sustained discourse I declare/shout/cry/conclude this: we need a new discourse about the way we are educated. I feel marginalized because I think and approach concepts differently. I do. I think my professors and classmates could attest. I feel marginalized because I struggle with examinations –which, I feel, are oftentimes insulting to the human brain. I feel marginalized because I do not like writing in third person. Because a mark doesn’t mean as much to me as a comment.

The approach to truth, as my Iqan group has learned, is diverse for every individual. Likewise, the realities congruent with academic texts are ascertained by the varying degrees of our own minds. Knowledge itself is grasped differently and brilliantly by our own selves. To standardize the way most Western institutions of learning calculate progress is revolting. Attempts to changes in education policy (for example, the recent Quebec Education Reform) and implementing a so-called “student-centered” approach into curriculum are not sufficient alone. It is reasonable to suggest some kind of instrument that measures a person’s achievement is needed to evaluate their progress. Just because there is no alternative to current-day methods does not mean that the existence of alternative methods should not be sought after, and that examinations, essays and theses, are the end-all of measuring apparatus. We are too stuck in the mechanics that have existed before our births. Humanity is too afraid to try something completely revolutionary; a system of education unlike any the world has ever witnessed.

An education that will deepen the mind, expand its consciousness, beautify tongues. -An education that will contribute to new ingenious approaches to technology, literature science, politics, medicine, economics, art and every other aspect of daily life. Laugh now. But I intend to search for such an arrangement.

Through the brilliant struggle between coping with today’s yester-world and a potentially unimaginable world, a discourse ends and a new one begins. Time to study for my perpetual assessment.


My last exam is on the 22nd. When it is finished, I will have more time to write.