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The art of futility

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  Creation doesn’t save. Art stabilises. That’s why art continues after belief has died. Not because it promises something— But because consciousness cannot stop itself. The will to create isn’t heroic. It’s involuntary. A reflex. The art of futility A spoken monologue I don’t make art because it matters. I make it because consciousness produces excess. And excess demands release. That’s the first lie we’re taught—that art points toward truth. Truth doesn’t need us. It existed before our gestures and will remain after our silence. Art isn’t revelation. It’s a regulation. An overdeveloped mind can’t remain idle. Thought accumulates. Pressure builds. Expression becomes a discharge—not a message. This isn’t noble. It’s biological. Paintings. Texts. Sounds. Images. All variations of the same maneuver. Not transcendence . Containment . Once you see this, ambition collapses. Influence. Legacy . Relevance. These are metaphysical debts art can no longer pay. The work is finished the mome...
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Project Management - celebrate small achievements

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Purpose of this Blog To encourage professional workers to recognize their small achievements, celebrate the small achievements, and share the small achievements across the work unit. Project Management - the importance of celebrating small wins at work Managing projects can be a complex process involving time, risk, and priority management. Managing multiple projects that involves working with a multitude of clients and within a hierarchy of positions, over distance, and involves "wicked problems" requires strong hard and soft management skills. Soft management is more difficult to identify and yet it has a significant impact on the success of a project. This blog discusses soft management skills. It focusses on enabling achievement recognition to benefit the individual and the work unit. Recognizing achievements and failures affect the personal attachment to the project and in general the potential successful outcomes. Most importantly it affects the ...
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21st Century: The Learning Challenge Part 2

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PISA (Programme for International Student Assessments) results are aligned with 21st-century skills (critical thinking and problem solving) The future of learning will focus on problem-centered instruction and will dismiss the 20th-century methods and curricula that are based on basic skills. Teachers need to dismiss instruction that outputs master memorizers, regurgitation, and fact toters (testing for the correct answers). Teachers need to enable instruction that outputs problem solvers.   Teachers need the skills to manage “ill defined" problem-based learning programs. Students as problem-solvers need to have critical and creative skills. Students need to access technologies that support problem-solving. Technologies cannot be limited to a standardized "one size fits all". The present situation in schools is that instruction is largely 20th century based.  Most teachers prerequisite learning ...
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