Rough Scribbles For A Painting. Hopefully I Can Start This Weekend. #graffiti #painting #canvas #bird

Bonds are burdensome.

They are what makes life worth living,

albeit the feeling of burdening someone else with your own emotions or lack thereof obliges you to take a step back or running away on a 180 degree path in comparison to the one you’re on at that moment.

You begin craving that loneliness that picked at your heart every night,the one that made you cry your own blood since tears did not hurt enough.

I want to turn back in time,or keep being the myself i knew before giving out pieces of it to others.

Opening up is not much of a good decision sometimes,or easy to accomplish either.

Everything just hurts.

It’s overwhelming.

It’s flooding my well.

Oh wait—

how long has it been since my well last had a shape?

What is happening around me?

What am I?

“The acquisition of a book signalled not just the potential acquisition of knowledge but also something like the property rights to a piece of ground: the knowledge became a visitable place.”

— James Wood, Serious Noticing: Selected Essays

I find myself opposed to the view of knowledge as a passive copy of reality.

- Jean Piaget 1896-1980

How do we learn things? The answers to this age-old question have been examined and analysed by many scientists. There are plenty of prominent theories explaining cognitive development and helping us to understand the foundation of knowledge.

One of the most prominent answers to the question has come from a Swiss psychologist, Jean Piaget.

The legacy of Jean Piaget to the world of early childhood education is that he fundamentally altered the view of how a child learns. And a teacher, he believed, was more than a transmitter of knowledge she was also an essential observer and guide to helping children build their own knowledge.

As a university graduate, Swiss-born Piaget got a routine job in Paris standardising Binet-Simon IQ tests, where the emphasis was on children getting the right answers. Piaget observed that many children of the same ages gave the same kinds of incorrect answers. What could be learned from this?

Piaget interviewed many hundreds of children and concluded that children who are allowed to make mistakes often go on to discover their errors and correct them, or find new solutions. In this process, children build their own way of learning. From children’s errors, teachers can obtain insights into the child’s view of the world and can tell where guidance is needed. They can provide appropriate materials, ask encouraging questions, and allow the child to construct his own knowledge.

Piaget’s continued interactions with young children became part of his life-long research. After reading about a child who thought that the sun and moon followed him wherever he went, Piaget wanted to find out if all young children had a similar belief. He found that many did indeed believe this. Piaget went on to explore children’s countless “why” questions, such as, “Why is the sun round?” or “Why is grass green?” He concluded that children do not think like adults. Their thought processes have their own distinct order and special logic. Children are not “empty vessels to be filled with knowledge” (as traditional pedagogical theory had it). They are “active builders of knowledge-little scientists who construct their own theories of the world.”

Piaget’s Four Stages of Development

Sensorimotor Stage: Approximately 0 - 2 Infants gain their earliest understanding of the immediate world through their senses and through their own actions, beginning with simple reflexes, such as sucking and grasping.

Preoperational Stage: Approximately 2 - 6 Young children can use symbols for objects, such as numbers to express quantity and words such as mama, doggie, hat and ball to represent real people and objects.

Concrete Operations: Approximately 6 - 11 School-age children can perform concrete mental operations with symbols-using numbers to add or subtract and organizing objects by their qualities, such as size or color.

Formal Operations: Approximately 11 - adult Normally developing early adolescents are able to think and reason abstractly, to solve theoretical problems, and answer hypothetical questions.

Albert Einstein once called Piaget’s discoveries of cognitive development as, “so simple only a genius could have thought of it”. As the above shows, Piaget’s theory was born out of observations of children, especially as they were conducting play. When he was analysing the results of the intelligence test, he noticed that young children provide qualitatively different answers to older children.

This suggested to Piaget that younger children are not dumber, since this would be a quantitative position – an older child is smarter with more experience. Instead, the children simply answered differently because they thought of things differently.

At the heart of Piaget’s theory then is the idea that children are born with a basic mental structure, which provides the structure for future learning and knowledge. He saw development as a progressive reorganisation of these mental processes. This came about due to biological maturation, as well as environmental experience.

We are essentially constructing a world around us in which we try to align things that we already know and what we suddenly discover. Through the process, a child develops knowledge and intelligence, which helps him or her to reason and think independently.

For Piaget his work was never just for a closeted coterie of scholars and researcher but had real world application. Piaget was able to put his work in a wider context of importance. He said, “only education is capable of saving our societies from possible collapse, whether violent, or gradual”. Piaget’s theory centres on the idea that children, as little scientists, need to explore, interact with, and experiment in order to gain the information they need to understand their world.

“Why? Why does what was beautiful suddenly shatter in hindsight because it concealed dark truths? Why does the memory of years of happy marriage turn to gall when our partner is revealed to have had a lover all those years? Because such a situation makes it impossible to be happy? But we were happy! Sometimes the memory of happiness cannot stay true because it ended unhappily. Because happiness is only real if it lasts forever? Because things always end painfully if they contained pain, conscious or unconscious, all along? But what is unconscious, unrecognized pain?” 

 The Reader // Bernhard Schlink

“Anyone who has actually been that sad can tell you that there’s nothing beautiful or literary or mysterious about depression.”

— Jasmine Warga, My Heart and Other Black Holes (via perfectquote)

03/25/2021+03/26/2021

The unconscious act of clinging to one’s tangible emotions removes all possibility of these coming into existence.

The backwards law plays a paramount role in these cases.

Trying to draw out something,which not even the owner can feel on command is foolish.

It’s like stomping on the ground and then start fishing,meanwhile believing to go home with a handful of goods.

To actually be able to accomplish what you set out to do,you have to immerse yourself in the environment and follow where the current brings you.

Then,and only then,the reward will come to you.

The focus should not be one’s own emotions,and therefore not even themselves as a person.

Shifting it on a purpose beside that which has been the constant object of such attention,would prove benefiting for the primary objective itself.

For one to receive love,they must first know how it would feel before being able to open the doors to it.

By bestowing close ones with your own small acts of love,each in their different shape,will open the one-sided path of love.

Do not covet from others what you have never given to them.

#DiaryOfAGirlMisunderstood

The Letter I was Afraid to Send

It wasn’t that the feeling for you wasn’t there. It wasn’t that the love I have for you was momentary and based on temporary stimulations - I just wasn’t ready.

Thank you for being who you are, for the man you are. I wasn’t ready for the direction you were heading in. I wasn’t ready to hold your hand and be your eyes when you lose your way. I wasn’t ready to be part of a storyline that I felt I felt I had no part in.

Parts of me were scared of you, scared of the depths that exist within you. My own biggest fear was that my own inhibitions would throw rocks on your path and slow you down from getting to your destination. I was scared my flaws hindered you from being the man you want to be. I was scared that my own shortcomings would become your shortcomings because pain has a way becoming contagious when you’re in a relationship with someone who feels as deep as you do.

At that time, I felt that I was being considerate. Now I realize how selfish I was I can admit I should’ve been better and that you definitely deserve better

“it was a cry / meant for no one / but the moon—”

— Sujata Bhatt, from “The Langur Coloured Night”, Collected Poems

Level 1 / Lesson 2: 잘 and 못

안녕, 친구들! Hi, friends! Welcome to this next lesson! In previous lessons, we learned how to make affirmative and negative sentences. In other words, we know how to say that something is/does something, and that something is not/ does not do something. In this lesson, I want to teach you how to say you are good/bad at something, or that you can/can’t do something. This is a good way to talk about your interests and abilities! Perhaps this could also help you ask for help if you struggle with something :). Let’s start!

잘하다: to do well 못하다: to do badly

Let’s start by taking a look at a verb that ends with 하다, such as 수영하다 (to swim):

수영 = swimming 

하다 = to do

Notice how 수영 is essentially a noun–it is the action itself of swimming. It is something you do, hence why 하다 is attached to it. You are doing the swimming, if that makes sense. You can even say 수영을 하다 to mean the same thing–the object particle here suggests are are doing an action of some sort.

So how can you say that you are good at swimming? It’s pretty simple: just take the noun for swimming, 수영, and attach 잘하다 to it. Don’t forget to conjugate 잘하다 also!

수영 + 잘하다 - 다 + 여요 = 수영 잘 해요 = I / you / he / she / they swim(s) well

This can also be translated to “I [or any noun] can swim.”

Conversely, we can use the verb 못하다 the same way to mean “I cannot swim” or “I am bad at swimming”:

수영 + 못하다 - 다 + 여요 = 수영 못 해요 = I cannot swim

Let’s look at another example using the verb 공부하다 (to study). Here, 공부 would be the noun “a study” or “studying” Again, you can think of it as “to do studying,” if that makes sense. Thus, you can use the same formula to say you are good or bad at studying:

공부 + 잘하다 - 다 + 여요 = 공부 잘 해요 = I am good at studying

공부 + 못하다 - 다 + 여요 = 공부 못 해요 = I am bad at studying

Here’s another example: 이해하다 (to understand)

이해 = understanding / comprehension

이해 잘 해요 = I understand / I understand well

이해 못 해요 = I do not understand

Something that may be useful for y’all is to say which languages you can and cannot speak. For example:

한국어를 잘 해요 = I can speak Korean / I speak Korean well

한국어를 못 해요 = I cannot speak Korean / I do not speak Korean well

영어를 잘 해요 = I can speak English / I speak English well

영어를 못 해요 = I cannot speak English / I do not speak English well

*Note that although the verb 말하다 means to speak, we just use the verb 하다 to talk about speaking languages, since it’s inferred that the action in question is “speaking.”

Not too confusing I hope :). But there are many verbs that do not end in 하다. So how are we supposed to say that we can / cannot do those actions? It’ actually perhaps a little simpler than above! Let’s look at the verb  (to go). 

Simply add 잘 or 못 in front of 가다 to say you can or cannot go:

잘 가요 = I can go (this is what it could possibly translate to, but this sentence is usually used to mean “goodbye”–it could be translated as “go well”)

못 가요 = I can’t go (perhaps your parents won’t let you go to a party or something lol)

Here’s another example: 부르다 (to call / to sing). In this case, we’ll say it means “to sing.”

잘 불러요 = I sing well

못 불러요 = I cannot sing

Interestingly, there’s another word that means “to sing”: 노래하다. Let’s give this one a try too, shall we? It works the same way as the previously 하다 verbs do:

노래 = song

노래 잘 해요 = I can sing / I sing well

노래 못 해요 = I cannot sing / I sing badly

There are also some verbs that look like this:

춤을 추다 = to dance 

춤 = a dance (noun) 

추다 = to dance (verb)

In this case, I don’t think you can say “춤을 하다.” You should just say “춤을 춰요” to mean “I dance.” 

Similarly to how we put 잘 or 못 right before a verb for the 하다 verbs, we can do the same for verbs like these:

춤을 잘 춰요 = I can dance / I dance well

춤을 못 춰요 = I cannot dance / I dance poorly

Let’s look at another example with the verb 꿈을 꾸다 (to dream)

꿈 = dream (noun) 

꾸다 = to dream (action)

꿈을 잘 꿔요 = I dream well 

꿈을 못 꿔요 = I cannot dream / I don’t dream well 

(Not really sure when you’d say something like this lol. Maybe when you’re describing whether you had a good or bad dream? I just wanted to use this for the sake of showing the grammar lol.)

I think that’s about it for this lesson! Hope it helped you out! If you study hard, you’ll be able to proudly say “한국어를 잘 해요” one day! As always, questions are welcome, so ask away if you have any! Thanks for studying with me and see you later!! 안녕!

I need to know

"I find talking hard I find explaining impossible And I find trying arduous

It was never easy to talk It was never possible to explain And it was burdensome to try

But I realized that to comprehend I had to write I had to read and I had to know more

And for that I will always love writing for I can finally communicate I shall always love reading for I see and understand myself through the characters And I will keep trying to know for I have to try and need to know"