Fiction vs. Sleep

And it's that thing where you mentally place yourself as the second, auxiliary party to someone else that you consider to be "In Charge" of whatever space or occupation or responsibility you are assigned to

And when you are IN that mindset, it *feels* like you're being responsible. It *feels* like you're being respectful, and helpful, and contributing to the load.

But what you don't SEE- because it *feels* like deference- is that the other person who you're seeing as The Authority you report to- by being assigned that role, has also been assigned the invisible load of BEING YOUR MANAGER.

This is by FAR most commonly seen in husband-and-wife relationships, where the man says, "just tell me what I can do to HELP- you don't have to do it all by yourself, but it's like you won't even tell me when you NEED help. You just do everything and then get mad at me for not doing it first. I can help clean. I can help with the kids. I can help"

But I also see it- and am guilty myself of doing it- at work, at school, in public- that mental, "this is THEIR space, and i will be respectful and helpful to THEM"- without realizing that subservience in this manner isn't actually a good thing. That it actually shifts the burden of responsibility to the other person. That aspect was totally invisible to me.

I didn't understand that when I was told, "if you see something that needs to be done, just DO it", or, "take the initiative", what they ACTUALLY meant was, "I am not above you", or "you have equal say in what kind of environment you want to live or work in", or "I do not want full control over what happens here, I do not want to order you around, I do not want to be in charge, what I WANT is to co-command WITH you"

Being in The Assigned Authority position NOW, that is all so much clearer.

I am the senior member of my team at work, and now, every time I train a newbie, every time I finish catching them up to speed and giving them a list of everything that needs to be done, my next big hurdle seems to always be, "now take pride in the space when I'm not around". "Now don't assume I'll tell you when something is due or what orders to plan things in".

Now, having been on both sides of the struggle, I can appreciate the sticking points here

TO THE PERSON "IN CHARGE": The person deferring to you doesn't understand the invisible labor you're doing. They genuinely believe you know more, you WANT more, you see things they don't, and that they are being respectful and good by staying out of your way and waiting on your orders. THAT is the bit that's not clicking.

TO THE PERSON "WANTING TO HELP": "Help" implies that you are providing assistance to a problem that belongs to somebody else. Stop thinking like that. Understand that the problem belongs to BOTH of you equally, and consider what kind of shared space you BOTH want. What is your SHARED GOAL? Not THEIR goal, but a goal that belongs to you too. Own your space.

This is not a Commander-Lieutenant problem. This is a Partnership problem.

i think i found my new favorite artist on twitter

-ancient roman posca: water, red or white wine vinegar, honey, salt, herbs (coriander, mint, thyme)

-switchel: water, ginger, vinegar, sweetener, lemon, salt

-ayran: yogurt, water, salt, mint

-sees the reports of the heatwave in Europe-

Tasting History has a video and static page with a recipe for Posca (Ancient Rome).

Some historical context on Switchel from Gastro Obscura, and a recipe as part of a teaching plan from America's Test Kitchen.

Read Mary Randolph's 19th century recipe for Cherry Shrub (and other cordials) on page 171 of The Virginia House-wife. Or here's a more recent recipe for Currant Shrub.

The familiar, hierarchical sequence of math instruction starts with counting, followed by addition and subtraction, then multiplication and division. The computational set expands to include bigger and bigger numbers, and at some point, fractions enter the picture, too. Then in early adolescence, students are introduced to patterns of numbers and letters, in the entirely new subject of algebra. A minority of students then wend their way through geometry, trigonometry and, finally, calculus, which is considered the pinnacle of high-school-level math.

But this progression actually “has nothing to do with how people think, how children grow and learn, or how mathematics is built,” says pioneering math educator and curriculum designer Maria Droujkova. She echoes a number of voices from around the world that want to revolutionize the way math is taught, bringing it more in line with these principles.

The current sequence is merely an entrenched historical accident that strips much of the fun out of what she describes as the “playful universe” of mathematics, with its more than 60 top-level disciplines, and its manifestations in everything from weaving to building, nature, music and art. Worse, the standard curriculum starts with arithmetic, which Droujkova says is much harder for young children than playful activities based on supposedly more advanced fields of mathematics.