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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...

Designing Professional Learning for Teachers

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Designing Professional Learning for Teachers Questions of expectations - from the participant's perspective - to assist in designing a user-focused event/program/workshop/webinar. This is a list of questions that a deliverer should ask of themselves when designing a professional learning event for teachers. 1. Why should I attend? 2. What do I need to know, to be ready for the event/workshop? 3. What am I expected to do with this knowledge once I return to school? 4. What will I learn & will it be at my level of knowledge? 5. Why is this training important to me - is it relevant? 6. How will this benefit my student's learning? 7. How can I logistically apply this in my classroom? 8. How can I share this knowledge with my peer teachers once I return to school? 9. What resources can I access once the event/workshop has concluded? 10. How will this benefit my job performance and my career? 11. How will this change my teaching practices? One-off sponsorshi...