This is literally the core of what our fight for liberation means

The video attached to the tweet shows a child with severe injuries to all 4 of his limbs

guy who is definitely not about to fall into a surprise midday nap with an aftermath worse than a hangover: it seems like a really good idea to lay in bed and get cozy under the blanket as part of my plan not to fall asleep. I do not know why.

when I see something dated 2019 I think “oh that’s not too long ago” and then I remember that 2019 was not only five years ago but those five years have somehow contained several lifetimes

brooo it was so fucked up at the club last night bro the dj was playing straight bangers like “babbling brook ft. deep woods” and “mourning dove remix” and everyone on the dance floor stood still completely at peace with and within themselves, all still trees in the envelope of the world. at some point in the night i sat and contemplated the beauty of all things it was sick as hell man

My ex boyfriend just fucking randomly assaulted me he kicked me in the stomach twice and hit me in the face while I was getting my things I'm now fleeing the piece of shits house I'm literally all alone I need help

Venmo@Leah-Esther-Rose

researching parrying daggers as a fun little treat and i'm delighted by how much every single one of these things looks like it's designed to be as annoying as possible

One of the chief innovations of the GDR school system was ‘polytechnical’ education. This completely new approach to education was introduced in 1958 together with a comprehensive school system. It was an attempt to better integrate schools into the social fabric and the world of work. It was also intended to overcome the lop-sided view of education as only ‘head-work’. This idea went back to discussions held in the working class movement during the 19th century and the theories of progressive pedagogues in the Weimar Republic who had emphasised the need for a link between education and material production.

Already in the nurseries, children were able to learn about the world of work: e.g. they were encouraged to observe the work of the cooks or the caretakers and to appreciate how much effort is involved in such essential work. Six to ten-year-olds took part in gardening programmes in their school gardens, learning how to sow seeds, handle various gardening tools and to appreciate the work involved in growing things. Once a week six to twelve-year-olds had handicraft lessons (Werkunterricht) where they worked, dependent on age, with paper/cardboard, wood and plastic as well as with modular construction systems. At the age of 13, polytechnic lessons started and were realised (and paid for) in more than 5,000 enterprises. All schools participated, including special schools and A-level classes. One day per week pupils undertook a day of practical work in one of the participating firms in their locality. [...]

This system not only gave young people a true sense of what working life was all about, but showed them how the necessities of life are produced and, meeting and working alongside manual workers, they developed a respect for them and the contribution they make to society. [...]

This system was only possible because all larger companies were state-owned and even farms were either co-operatives or state-owned, so they were obliged to co-operate in making the process work.

The successful introduction of polytechnical education as a stand-alone subject that included theoretical principles, economic implications, as well as the practical teaching of manual work was unique to the GDR educational system. It was actually much admired among a number of pedagogues in the West, but never introduced there – and since unification it has been abolished in that form, although secondary school students do have to complete 3-weeks of work experience in a business or factory at age 14.

Stasi State or Socialist Paradise? The German Democratic Republic and What Became of It by Bruni de la Motte & John Green with Seumas Milne (Contributor), 2015.

The discourse on terrorism is generally devoid of historical perspectives (‘terrorists are pure evil’ is one popular trope) and lacks any positionality because, it is assumed, terrorists simply live outside of morality and social norms. But such ahistorical and essentialist attitudes came to haunt this discourse when a former terrorist, Nelson Mandela, became a Nobel Peace Prize winner, or, more recently, when Osama bin Laden, a former American ally, ‘turned’ terrorist. The discourse on terrorism also does not account for state terrorism, whereby state institutions such as the army or police inflict violence on civilian populations, as was the case in Nicaragua and Chechnya (and by the US via the Contras). This last point is particularly missing from the discourse on the Palestinian–Israeli conflict. All attacks on Israelis, whether inside the 1967 border or outside, whether targeting soldiers or civilians, are dubbed terrorist attacks. But dropping a one-ton bomb from an Israeli airplane on a five-story Palestinian house, in which a militant may be present, knowing full well that dozens of civilians will be killed, is hardly ever described in Western media as terrorism.

Dorit Naaman, 2007

Common Grackle (Quiscalus quiscula)

April 10. 2024

Southeastern Pennsylvania

AI Art

@sumikatt, 2024

Oh it just clicked! You masturbate too much!

Can a warrior dedicate too much of his life to the blade?