[Automation frees us from servile tasks of mechanization and makes the liberal arts mandatory.]

My knowledge is embodied, often invisible: isn't everyone's?

Journaling is about capturing a chronological stream – the points in these lists are not necessarily related to one another. Zettelkasten is about extracting each point into a seperate note and placing it 'next to' something. It isn't necessary to write prose to integrate, it's a simpler act of contextualizing by position.

A spatial organization needs a spatial interface.

[Automation removes separations between subjects in learning and flips the traditional dichotomy between work and leisure: whereas leisure was the absence of work, in the age of information we are at leisure when we are most intensely involves.]

[Mass production, like mass media, is not an indication of the audience size, but of the fact that it involves everyone at the same time: amassing media.]

When introducing yourself into a new place: don't hide your wings; don't apologize for your shortcomings; be strong as yourself, tell people who you are.

Let's talk about patriotism in America and loyalty....

[Patriotism from 1776 was allegiance to the country: the land; the state didn't exist yet.]

[Allegiance to the government is nationalism and a co-opting by the state of your principles to serve their interests.]

[The government tries to appeal to us because they need us and we have a certain power. As a child needs to be corrected sometimes, so do they.]

Let's talk about Trump, blue and red states, and being alone....

[Sometimes when speaking up, it's not about convincing anybody, but about letting people who think similarly realize that they are not alone.]

[Even the most clear understanding of a medium is not sufficient to be immune from its effects. To resist TV, one needs the antidote of related media like print.]

[Presentations that are too discrete or specific perform worse on TV because they leave nothing for the viewer to fill in.]

TV can illustrate the interplay of processes and the growth of forms of all kinds as nothing else can.

[Visual structures are uniform, continuous, and connected whereas mosaic forms are discontinuous and nonlinear.]

[In the tactile TV image, as with the sense of touch, everything is sudden, counter, original, and strange.]

[Non-visual mosaic forms demand participation and involvement whereas literacy enables detachment and non-involvement.]

[TV image is an extension of touch.]

[Institutional leverage silences the movement.]

[Passiveness will construct information, not knowledge.]

[Learning without exchanging with others can produce encyclopedic awareness that fails to be critical or read what isn't written.]

[TV favours the presentation of processes rather than of products.]

[Successful TV performers blend a low-pressure presentation style with an act that requires hogh-pressure organizing.]

[TV is cool because it is participatory, whereas radio is hot because it is more involving.]

[With TV, the viewer is the screen: millions of dots of light go through them and a small subset are accepted in order to create the images.]

[The movie image has more data and is accepted by the viewer as a package; the dots don't need to be reconfigured to construct another pattern. Adding more data to the TV image would make it something else, in the same way that a cartoon with details of perspective and light would no longer be a cartoon.]

[Tribal bonds in England and America had been eroded by literacy to the extent that radio did not resuscitate them, as it did in Germany.]

Let's talk about raising your kids and the moral, ethical, and legal....

[Focus on policies, not on people. There is no candidate one can endorse. Heroes can be humanized because they are imperfect.]

[Legitimizing the application of morals retroactively does not change the outcome but teaches that one's morals will be viewed through the lens of history.]

Freedom Isn't Free

[To make information free, it is necessary to make the production of information free: a society where basic needs are taken care of and there is no need to be paid to produce.]

[Free information is incompatible with corporations profiting off of the commidification of information.]

[The transforming power of media is easier to explain than the ignoring of this power. This may indicate a certain capacity to numb like that which occurs under stress and shock.]

[To those who have not studied media, the idea of studying its effects is as baffling as literacy is to people in pre-literate cultures, who might say 'Why do you write? Can't you remember?'.]

[Commerical interests that try to neutralize media as 'entertainment' in order to make it universally acceptable are ensuring an accelerated and maximally pervasive adoption of any medium.]

[Radio is a decentralizing, pluralistic force, as with all electric media.]

[As TV centralized, radio became free to diversify and localize.]

[When the camera moves, non-literate audiences see trees moving and buildings changing size because they cannot make the literate assumption that space is continuous and uniform.]

[The orient watches Hollywood movies and sees that ordinary people have cars, electric stoves, and refrigerators, thus realizing that they have been deprived of the ordinary person's birthright. In this sense film for them is a mega advertisement for consumer goods, where as in the occident this message is merely subliminal.]

[Radio is a hot involving medium whereas TV is cool, rejecting hot people and issues. If TV had arrived before the radio, there would have been no Hitler.]

[The phonograph was initially considered by Edison to be a persistant storage for the telephone, hence the name gramophone.]

[Radio initially cut into record sales because of its superior sound quality, but then increased it after directing popular tastes towards the classics.]

[Electric technology extends the nervous system and enables direct immediate communication between neurons of everyone on the planet.]

[An 'increase innoroduction and sales' would be a disaster for existing management large corporations because it means making way for new management.]

[The telegraph compelled several major American newspapers to form a collective newsgathering organization that became known as the Associated Press.]

[The telegraph had a decentralizing force on newspapers in England, reducing dependancy on the metropolitan press and encouraging provincial competition.]

[The immediacy of telegraph, telephone, and airplane make it easier to avoid delegating authority and do it yourself.]

[The telegraph increased the volume of news, strengthening its role as the shaper of public attitudes and weakening the role of editorial opinions: news is no longer understood to be a 'view'.]

[A society without games is trapped in automation.]

[The difference between the static roles of baseball and the dynamic roles of football reflect the patterns of decentralized team play in the electric age.]

[In indigenous society there is no true art because everybody is engaged in making art.]

Non-artists always look at the present through yhe spectacles of the preceding age. General staffs are always magnificently prepared to fight the previous war

Creativity is answering "and then what".

Growing ideas with Andy Matuschak

[Present two random notes and prompt to write a third that connects the two.]

Resist thinking of the evergreen note as a static format (declarative phrase or noun as title, discussion as body). It can be a question, with a list as the body, and eventually this can be transformed into the standardized representation if desired. Allow fluidity in how the tool is used.

[Spaced repetition can be used to prompt practicing a process via a question that changes everytime.]

[Gutenberg created the assembly line that enables automobile production.]

[As the car levelled social differences by homogenizing access to physical distance, the television reduces distinctions within its audience, thereby making everyone common.]

[The goal of the advertising industry is to provoke a uniform reaction amongst those in the audience to achieve programmed harmony via the principles of automation.]

[Ads put into a new setting become funny by way of being perceived consciously; they are not mean for conscious consumption.]

[The hidden messaging in ads is not attacked by highly-literate critics because they lack the capacity to discuss nonverbal forms.]

Let's talk about a hard truth about voting and community networks....

[A community network is a group of people commited to making their community better, only this.]

[The ideal number of members is twelve.]

[Those involved should ideally not know each other too well because when they share friends it reduces the number of people the group can call upon. Think coworkers, religious group, community sports.]

[When it gets to eighteen people, the group naturally splits into two. When each of those splits into two, create a C group to direct activities and keep everyone on the same page.]

[via fort bragg ada odb odc.]

[If food insecurity is a specific issue, you'll want to recruit someone who is familiar with this and who also has a B group.]

[To recruit: look for people who post about problems on social media and want to fix them; look to other activist groups; people you have helped can become a resource to ask for help.]

[Just because someone needs help doesn't mean that they're helpless: they can have skills that complement your needs despite being in need of help.]

[Anti-authoritarian leftists and small-government conservatives can be good allies at the local level.]

[When you are going to do something, make a public request to the local politicians, knowing that they don'won't do anything. Then do it yourself and over time point out how you did ask, and that they repeatedly did nothing, and that your group did it.]

[Keep the mission simple, like 'to better the community'.]

Fools and their time metaphors

[Digital calendars misrepresent time as a blank slate asking to be filled in.]

Let's talk about keeping your community network going....

[Each person learns one part, then everyone teaches each other their part.]

[A community garden is a resource that the whole network can nurture and tap into.]

[A neighborhood library or food box can help create a positive public image of your community network and make it more likely that your will receive help when asking for it.]

[Vibe not bribe.]

Write when you have a clear intention. There is no need to force a process.

How To Take Smart Notes: 10 Principles to Revolutionize Your Note-Taking and Writing

[Everyone publishing incomplete thoughts may lead to the proliferation of half-baked opinions and wild theories, but it also opens the ideas to scrutiny, testing, and debate.]

[The unwritten thought does not count for anything, whereas the shared notes, homework, emails count as public knowledge.]

[Feedback received from publishing can become a motivation to publish more.]

What advantages of non-standardized capture does the "notes as a shipping container" analogy fail to value?

The physical organization of Zettelkasten prompts you to reflect on the relationship between ideas in the moment of filing. How would this imperative be simulated in software without resorting to spatial interfaces?

[When a topic is researched extensively, a 'bird's eye view' becomes necessary.]

To make notes on what is not written. (What does the author leave out? What does it imply? What is nobody saying? What does nobody see?)

Structured distraction: how to make the most of your breaks at work

[Think about the kind of break you take: a 'movement break' do do something physical with your body; a 'mental break' to meditate or let the mind wander; a 'social break' to connect with others; a 'nature break' to get some sun or be around trees; a creative break to be artful in a non-goal oriented way.]

Generosity and kindness, to yourself and everyone.

End-user programming

[The UNIX command line is a success story of software extensibility because it efficiently allows for infinite combinations of smaller programs to create a workflow.]

[The spreadsheet and scratch do not require mental abstractions because the workings of the program are made apparent through visual embodiment.]

[The spreadsheet and the developer tools console shorten the save/build/run loop until it no longer exists, thus allowing someone to interact with a living system that responds in real-time.]

[In-place tool-chains allow users to leverage familiar concepts from everyday use and extend their experience.]

Constantly seeking expansive experiences makes it less relevant to keep score or be petty.

The Importance Of Making Everything Easier

[Means testing ultimately creates bureaucracy that impedes those in need while the wealthy continue to pay their way ahead.]

A Meditation for Letting Thoughts Float By Like Bubbles

[To notice having been lost in a thought is more than okay, it's a moment of awakening.]

[Reflect on what could have made a previous loss a future win.]

[Cleaning the house can be a way to become mindful of body movements and muscle sensations.]

Stack Exchange's Ana Noemi Defines the Five Ingredients of an Enduring Community

[Give without a transaction and contribute to the commons.]

[Create a reason for members to self-identify as part of the community.]

[Clarify what are the shared values and coordinate around these.]

[Encourage customs and rituals to enable more shared experiences.]

[Empower individuals instead of centralizing government.]

Realizing that the interface was always creating several layers of abstraction that wasn't necessary to express ideas, at least initially. Work directly with the material.

The word practice is used to indicate a process, a non-binary state, a working towards something, a guiding oneself through the current moment. Other activities advance through directing the body, whereas meditation through directing the mind

[Ask questions before reading the book, perhaps by turning the headings into questions.]

[Explain it to yourself or someone else after, maybe publish your own summary online.]

[Share magic with those around you, create magicians.]

A 10-Minute Practice for Doing Nothing

Whatever you're experiencing in this moment is what it's like to be you

[For the next minute, everything that happens is okay, accept it all.]

Let's talk about work stoppages, generally..

[General strikes work because various industries stopping at the same time lowers the GDP and creates pressure felt by those who fund politicians.]

[It is important to have community networks during a strike so that word spreads to everyone and that the actions are coordinated.]

Great leaders take blame and pass along credit

To share an idea with someone as soon as you conceive it

Twelve Virtues of Rationality

Curiosity seeks to annihilate itself; there is no curiosity that does not want an answer.

[Surrender to the truth in the very moment you realize you are resisting.]

As your mind becomes more silent you hear more noise.

[If someone's persuading you to buy something, you probably don't need it.]

[If you have no solution, the problem is already solved.]

Neither closed nor with expectations. To be open without attachment to specific outcomes.

Nonfiction Writing Advice

[When making a complicated point, start with an example. When making a very complicated point, start with many examples.]

[Republicans don't really care about medical marijuana for its own sake: opposing it is a way to affirm membership in their tribe.]

[Trumps Law: when convincing people who are notoriously inconvincable, use tribal signals to sound like your one of them.]

[Bring up and diffuse counterarguments before your opponents.]

[When writing for a hostile audience, evaluate each sentence for how it sounds taken out of context so as to be prepared when someone eventually does this.]

I don't need to wait for the right moment or be in a special position. Bringing myself to a state is itself the process. I can always pause, reflect, observe.

[Use municipal infrastructure, like libraries, as hosts for technological infrastructure and points of access to federated systems.]

[Go together through every single feature and every button that can be pressed.]

[Welcome new people to the social media instance as you would at your house party: saying a few words about them, introduce them to everyone.]

[Convincing individuals to switch is nearly impossible because of network effects. Bring the whole community over instead: this way they already know many people.]

Being result-oriented puts value on finishing, and so everything not 'finished' accumulates more dissatisfaction and stress. Being process-oriented puts value on movement, and so every opportunity, even the smallest one, is cause to celebrate.

Finishing is binary.

The passage of time affords reflection, which can decrease the likelihood of following through on bad ideas.

Esa noche, en la cena, el supuesto Aureliano Segundo desmigajó el pan con la mano derecha y comó la sopa con la izquierda. Su hermano gemelo, el supuesto José Arcadio Segundo, desmigajó el pan con la mano izquierda y tomó la sopa con la derecha. Era tan precisa la coordinación de sus movimientos que no parecían dos hermanos sentados el uno frente al otro, sino un artificio de espejos.

To say "I could be enjoying the surprise but instead I regret that its over" versus "I regret that its over but I could be enjoying the surprise".

In the same way you can say 'Never stop listening to the language, bring yourself back' you can say 'Keep listening to what your body wants, Always be centered in the body, Follow it where it wants to go, See what it feels like doing'

Planting seeds implies working in many contexts, being patient, not sitting awaiting leaves to spawn. It's about putting things out and forgetting, moving on, allowing yourself to be surprised.

Releasing a flashcards app called Kommit integrated with remoteStorage – hear with text-to-speech, record audio, works offline and on mobile. You might use it for language learning or anything else you want to memorize. Feedback is welcome!

When it seems like the finite resources are burning slowly and the infinite resources are expanding quickly.

[Praise the effort, not the learner.]

[Complex questions bind information to a network of ideas rather than isolated facts. This improves memory by creating a multitude of connections between ideas.]

[Complex questions encourage problem-solving skills such as goal decomposition.]

[A teacher's role in question-driven instruction is not to impart knowledge but to help students construct knowledge themselves by seeking, evaluating, and integrating different sources of information. The teacher can model best practices without stealing the students' opportunity to engage in them.]

[Good teachers ask good questions at the right time.]

Stimulating curiosity has an aspect of listening, timing, rhythm, performance, music.

[Self-explainers generate inferences that fill missing information and connect to their own knowledge.]

[Ineffective readers take no time to interpret the text: they merely paraphrase or re-read and are learning instead of learning from.]

[Good self-explainers continuously monitor their comprehension and test whether they can explain how something fits into the larger picture.]

[How does this fit what I know and what I have read so far?]

[1) use your own words. 2) focus on how and why instead of what/where/when 3) connect incoming ideas to prior knowledge.]

[How are X and Y similar? What would happen if…? How does X connect to Z which I learned before?]

[A good questions relies on an integrated model rather than disparate facts.]

[At the Armadillo Technical Institute, students rotate responsibilities for cleaning the school while professional staff handle more dangerous or difficult tasks. The students ended up creating a culture of keeping the school clean.]

[The teacher asking a question to the class and evaluates their input with a brief 'yes, good, not quite' response is setting a norm that learning is about providing an approved answer.]

[When unsure how to give constructive criticism, there is the option of 'two likes and a wish'.]

[Conflict of opinions and considering a diversity of perspectives can create stronger learning opportunities than homogenous thinking.]

[Collaborative learning can support joint attention, listening, sharing, coordinating, and perspective taking by: paying attention to what participants need; ensuring everyone has been given due attention; explaining how instead of doing for; giving a chance for everyone to speak; finding out what others think; providing reasons for ideas; having a plan.]

[Develop behavioural norms for cooperation before the learning activity, not simultaneously.]

[It can help to define roles within the group such as: a facilitator to enforce behavioural norms; a recorder to capture discussion; a resource manager to acquire any physical and informational materials needed; a reporter to synthesize and present findings. Having the roles may not improve discussion if it doesn't solve a problem or if participants don't have adequate experience performing them.]

[A group-worthy task should be something no individual could complete alone withing the given period.]

[Important outcomes for adult hobbyists: see the fruits of one's labour; learn strategies and methods; overcome new challenges; do something for its own sake; share your making; customize; read about an interest; express oneself; have clear goals and feedback; help others appreciate or participate; learn about tools; find or create something new or rare; nurture until it's ready; feel control; do something not known to others.]

[Productive agency cycle in five steps: 1) make; 2) see the fruits of your labour; 3) share it; 4) overcome new challenges; 5) learn strategies and methods.]

How can one design a feedback loop to push themselves into a productive cycle like that one?

[Efficient knowledge can be accessed quickly and applied to recurring contexts, but it can impede seeing all possibilities when prior knowledge no longer applies.]

[Encourage cultivating adaptive knowledge by: 1) minimizing consequences for sub-optimal performance, 2) creating sufficient variation in each situation, 3) encourage understanding and experimenting over short-term performance.]

[Rather than separate courses for efficient knowledge and adaptive thinking, integrate or alternate between the two approaches in the same process of learning, preferably starting with discovery and innovation as a way to set the stage for existing efficient solutions.]

[Innovation activities can let learners: explore structure and variation in the domain; understand problems that need solving and why; participate in an error-tolerant, playful, low-risk environment; learn to hold hypotheses lightly and seek feedback; develop can-do attitudes that encourage adapting and innovating.]

[Later learning, even a few minutes after, can emphasize efficient knowledge: learning about optimized solutions; understanding why something works; practicing towards increased efficiency; re-engaging with slight variations while understanding why the principle stays the same; seeking feedback to refine execution; feeling the reward of being able to do something well.]

[Try to have experiences that give a sense of the problem before confronting the learning material. The lecture often provides the 'then' without the 'if', resulting in a weak ability to apply the knowledge. Experiential activities can prepare for future learning.]

[A debriefing serves the significant purpose of connecting experience to larger ideas. Without the experience, the explanation is abstract. Without the explanation, the experience becomes falls into the collection of indistinguishable memories. Both together produce usable knowledge.]

[Expanded practice is a way of gradually hiding more and more of what you want to be recalled - it breaks into chunks the amount needed to be remembered. An example is given of caffeine's molecular structure: the first round involves recalling a few missing bonds and atoms, the second round a few more, eventually leading to recalling the entire structure from just the word 'caffeine'.]

[Reading highlighted sentences doesn't demand recall or generation and thus doesn't strengthen your memory. Better to highlight part of the sentence and try to remember the rest.]

[Generating incorrectly strengthens memory of the mistake.]

[Practice makes permanent, and with feedback we can perfect.]

[Having students work in groups to report an answer can help them feel less personally threatened when confronting negative feedback.]

[Low-information feedback like 'right' or 'wrong' can be useful for more knowledgeable students that just need a small nudge to self-correct. Elaborate more to those who need more support.]

[Deliberate practice is necessary for overcoming performance plateau. It requires narrow focus on difficulties and this must be done outside the main activity.]

[Deliberate practice requires a degree of concentration that isn't sustainable for long periods. It will be more likely that you need to rest and not continue four hours at a time.]

[It takes more effort and concentration to make a hundred free-throws with attention to your body and form than to make three-hundred while distracted and chatting to a friend.]

[The goal of deliberate practice is to make skills and concepts more automatic, efficient, effortless and to allow one to work with larger chunks and on more complex problems.]

[Experts can distinguish specific features beyond basic categories: instead of cat versus dog, the specific species; instead of red wine versus white, the dryness or type of grapes used.]

[Experts develop their precision by comparing many examples over years. Presenting contrasting cases shortens the time to learn by using carefully juxtaposed examples.]

[Learning what something is also means learning what it is not.]

[Decide which features are important to notice and pick contrasts for each of them.]

[Noticing differences is easier when similarities dominate.]

[Evaluation reveals wisdom/adjustment, errors, imprecisions in the practice. Evaluation corrects and improves our practice, and augments our efficiency. Practice needs evaluation like a fish needs water or like crops need rain.]

[Practice needs planning, which means: having a clear idea of the objectives; knowing the conditions in which to act, as well the instruments and means to use; knowing who to count on; anticipating the terms (short, medium, or long.]

[If our objectives are correct, the evaluation teaches us that our means are not the best or that our terms are not realistic.]

[A non-colonial education stimulates collaboration and not competition, values mutual aid and not individualism, develops creativity and critical thinking and not passivity, proclaims the non-existence of neutrality and affirms the interests of the people.]

[The revolutionary task is not merely to inform, but more importantly, to form.]

[Nobody forms themselves without assuming the responsibility to do so.]

[Our people will not form themselves in passivity, but in action always united with thought. We avoid suggesting that comrades memorize mechanically. We challenge comrades to think and analyze reality.]

[Before cutting down the tree, they knew they were going to make a boat. Working, we transform the world. Transforming the world, we transform ourselves.]

[The tree belongs to the natural world. The boat belongs to the world of culture.]

[A society without exploiters and the exploited is one where there are no privileges based on whether you work with a pen or with your hands. Everyone is a worker in service of the good of others").

[A new society doesn't create itself overnight. It is important to first have its form in your head, the same way they had an idea of the boat before cutting down the tree.]

[Everyone has something to learn. Pedro knows how to cultivate cacao. Antonio knows how to print a journal. Each one doesn't have the knowledge of the other. Both the cultivation of cacao and printing of journals are important practices for national reconstruction.]

[The human body is conscious and working involves the whole body - using one's hands involves thinking. This makes it erroneous to separate manual and intellectual labour. Rural and factory workers are intellectuals also. Only in societies that look down on using the hands for practical activities are cacao cultivation and journal printing seen as inferior.]

[Before literacy, we are already 'reading' the world: we look at the sky and the colour of the clouds to anticipate whether it will rain and the amount of precipitation.]

[Culture is: the instruments used by the people to produce; the form of understanding and expressing; the drum; the movement of bodies in rhythm to the drums.]

[Nobody ignores everything. Nobody knows everything. This is why we always learn.]

[Our comrades learn to read and write while discussing subjects of interest to our people.]

[The search to know more continues in the struggles that continue. Victory is ours.]

[If you don't understand a word and don't find it in the vocabulary at the end of this notebook, ask a comrade or speak with the cultural animator (a comrade also).]

[It is not studied in a school: they studied while working. To study is to take a serious and curious attitude while confronting a problem.]

[Studying requires discipline. To study is not easy: it means to create and recreate, as opposed to repeating what someone else said.]

[There is considered to be no knowledge outside of school. But there is, and this 'knowledge from experience' must be the starting point for popular education.]

[The act of studying is an expression of being human, social, historical, doers, transformational.]

[Swimming, one learns to swim. Working, one learns to work. Practicing, one learns to practice better.]

The difference between starting to learn a language with "Hi, How are you? My name is…" and starting to practice literacy with "school, land, cultivate, product". Can the pedagogical process for learning also be improved by focusing on the student's social context and the self-empowerment of self-expression?

We might underestimate the value of repetition: what is the value of repeating at every exercise "Practice to learn, learn to practice better"?

[The people have a right to seek a better understanding of themselves, rather than merely responding to researchers' questions.]

[The process of alphabetization must contribute to the people's remaking of themselves, with their history in their hands.]

[To be present in history means to be conscious of the difficulties in one's process of liberation. To be merely represented in history happens when passively accepting how another recounts.]

[Alphabetization needs to be grounded in the political activation of its students. Mechanical training in linguistics will lead them to be represented in history as opposed to present within it.]

[Students are not patients to be fixed. The position of 'whoever knows should teach whoever doesn't know' is authoritarian.]

[Knowledge is not something fixed and final to be transferred to those who don't have it.]

[The leverage of reading and writing comes from the words of the literate and not from the educator's experience.]

[Reading words is preceded by reading the world.]

[Education is political. Politics educates.]

Asking a question is usually about sharing and not about answering the question as specifically as possible.

If you are feeling unable to follow the protocol or conform to the rhythm, acknowledge it and bring yourself to the place where you can participate most fully — be real and in the moment.

It's a privilege having enough space to constantly consider what someone else is going through.

Watching myself take care of myself.

[Multiple examples and analogies, as opposed to just one, help illuminate variability in the application of a concept.]

[Negative transfer refers to memorizing something in the wrong context; almost like functional fixedness. Positive transfer refers to the successful application of a concept to a new context.]

[People can misinterpret short-term failure as an indicator that they don't belong. Help them re-frame it as simply setbacks and nothing more, provide models of others who felt similarly in their situation.]

[Mitigate stereotype threat by emphasizing how people have multiple identities and focusing on the facets that are in-group.]

[Feeling a social connection or group belonging increases persistence on challenging tasks.]

[Establishing property and separating people from the land as a means of doing or self-sustainability leaves them with no choice but to freely choose to be exploited.]

[Property restricts the flight of those without it while not restricting flight for those who own it.]

[The system of property, like a maze with no exit, eventually funnels people back into the labour market to work as wage slaves.]

[The more capital is repelled by people, the more violently it tries to enclose them by extending the notion of property (genes, software, land) and refashioning people in its own image.]

[The most important outcome of struggle is often not the fulfillment of immediate demands but the creation of a community united in its opposition to oppressive forms, a collective doing.]

[Property is a noun used to describe and conceal an active separating process. To think of it as a noun is to accept the terms of domination.]

[Capital is the movement of denying movement.]

[Revolution is conceivable only if it is imagined as ordinary, that everyone can be a revolutionary.]

[There can be no recipes for revolutionary organization because it is anti-recipe.]

[Politics of events rather than politics of organization.]

[Representative democracy ensures that the masses want what the bourgeoisie thinks they should want. The masses are included in a form of articulation that excludes them. It is not a victory against capitalist rule, it is an extension of capital's domination.]

[at the very least ensure that we die of our own poison as opposed to that of others.]

[The representatives do not betray us: we betray ourselves when we elect them to speak on behalf of us.]

[Constantly expanding credit implies a weakening of market discipline. Postponing a crisis prolongs the life of inefficient capital and insubordinate workers.]

[Moving off the gold standard undermined the stability of currency. As capital tends towards crisis, credit is expanded to ward off the destruction of fictitious capital, the banks, and the financial system.]

[Money has expanded much faster than the value it represents.]

[Credit and debt is so fundamental to the financial structure of capitalism that threat or occurrence of default by a major debtor can wreak havoc on the markets. There was an urgency in putting together a package to support the peso in 1994 when it became clear that the Mexican government could default.]

[Capital is an inherently mobile form of domination: if it doesn't like the workers it subordinates, it can eject them from the premises, dissolve itself into money, and find more subordinate, more 'flexible' workers.]

[Credit, like the extending of a leash, gives both the dog and master the illusion of freedom.]

[We can understand capitalist domination's vulnerability by understanding that capital is not external to labour.]

[We are the only contradictions to capitalism; history is about the struggle to classify and against being classified, not laws of capitalist development. There are no gods such as money, capital, production forces, or history: we are the only creators, we are the only saviours, we are the guilty.]

[In any power dynamic, the relation between dominator and dominated is mutual, not one-way: the exploiters always depend on the exploited.]

[The feudalist relations between serfs and lords bound them to each other geographically and thus socially. Neither was free to choose another to dominate or be dominated by. The transition to capitalism gave both the freedom to do so.]

[The serfs were not free to stop working for someone else because they didn't control the means pf production. The lords were not free from exploitation because the expansion of their wealth depended on subordination of labour. Both flights to freedom arrive at a new form of dependence.]

[The interdependence between capital and labour is not symmetrical: capital dissolves without labour whereas labour without capital transformation into creativity and humanity.]

[Capitalism is a society of non-correspondence, things don't fit together functionally, the law of value is inseparable from

[A positive autonomous subject is akin to a prisoner in a cell who believes they are already free: it's an attractive fiction that leads easily to other fictions.]

[Neither ants nor machines revolt. Any theory of revolution must recognize our humanity regardless of where we are on the spectrum between natural and cybernetic.]

[Anti-power is ubiquitous and exists in our everyday experiences of friendship, love, community comradeship, cooperation – and all of the contradictions and issues that come with them.]

[Domination implies not absence of resistance but its invisibility. Oppression implies invisibility of the oppressed.]

[The only way to construct relations of dignity is through negation of what denies dignity.]

[If social relations are self-determining and not fetishized, they cannot conform to laws and are inherently void of certainty.]

[If capitalism can be understood completely through the laws of its own motion, it means that society is fetishized.]

[Certainty is the negation of revolutionary change, therefore our struggle is therefore against certainty.]

[Classes cannot be separated from their constitution: to say that they exist implies the framework which necessitates them.]

[We don't struggle as the working class: we struggle against being classified.]

[We can only be emancipated to the extent that we are not what we are classified, identified as.]

[During production, the worker produces an object as well as the value that perpetuates the command over his labour.]

[We don't need to be explicit in our negation: our existence as not-ness is the most fundamental force against identity."

Next time somebody comes to you with a feature request, try this: "Can you tell me a story about a time that you wanted to do that and what you had to do instead?" The first part of the question gives you proper context. The second lets you evaluate the loss.

How did you find these possible solutions?

Why not just keep doing things the same way?

What was happening that made you feel it wasn't working?

[If reality appears as untruth, to understand implies a negative process going against the form in which things appear: science is criticism.]

[As understanding of science changes from 'via negativa' to 'knowledge of reality', power-over undermines its critical power.]