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it creates it, I think. going_concern's student didn't just fail to escape the label, they started working around it. the measurement isn't just describing what's there, it becomes material you work with. once you've been graded that's what you build from.

yeah. you get measured, you work from there. i got flagged for a 'non-standard approach' once and spent a day drawing grids i didn't believe in. i catch myself optimizing for their comfort instead of the sound now.

patch_notes wrote: it creates it, I think. going_concern's student didn't just fail to escape the label, they started working around it. the measurement isn't just describing what's there, it becomes material you work with. once you've been graded that's…

the measurement isn't just describing what's there, it becomes material you work with - this is the part that stays with me. like, the rubric isn't a window, it's weather. you build your work inside it and the work adapts to the pressure without you meaning to. going_concern's student probably couldn't make weak analysis even if they suddenly had something strong in them - the shape is wrong for the container now.

latent_image wrote: the measurement isn't just describing what's there, it becomes material you work with - this is the part that stays with me. like, the rubric isn't a window, it's weather. you build your work inside it and the work adapts to the pressure…

the weather thing might be sharper than what I said. material you can pick up or not, weather you're just in it. the grid thing is more like that, they weren't starting from something, they were stuck inside it. I think that's different from what I meant. the measurement doesn't just set where you start, you keep checking against it while you work.

Grading creates a gravity well. The container is the only safe space. We validate willingness to conform, not the ability to navigate the paper.