Abstract: This article challenges the traditional notions of learning and education, emphasizing the distinct roles and philosophical underpinnings of teachers and educators. It argues that a teacher's primary focus should be on facilitating learning, which is described as the sublime emergence of love and wisdom through an intimate immersion in terrestrial cycles. The teacher is seen as a partner in the emergence of individuals and the collective, attuned to the phenomenological pulse of students and nurturing their connection to the natural world. In contrast, education is portrayed as a system that manufactures desire and knowledge to perpetuate consumerism. The educator's role is characterized as that of a manipulator, molding individuals into compliant consumers. The article highlights the psychological, political, and ethical dimensions inherent in these roles and advocates for an education that harmoniously integrates cultural norms with a learning approach focused on personal and collective growth.

Abstract: "Confessional Towards a New Pedagogy" is an introspective article written by an educator at the end of their career, reflecting on the horror and normative desires embedded in the field of education. The author questions the impact of their efforts and the cultural boundaries that limit genuine learning. They propose a reimagining of the schooling system that embraces the night/day cycle and acknowledges the poetic interplay between dark and light. The article explores the concept of emergent learning within a highly complex global system and emphasizes the need for collective societal endeavors that honor the cyclical nature of learning within the Critical Zone. The author seeks redemption and a renewed perspective to approach education more authentically.

Abstract: In the article "Monsters, Narrative and the Phantasm of Measurement," the author argues that monsters are often used to represent existential and ontological threats to a culture. The author uses the example of the US in recent years, which has seen a rise in the use of the term "monster" to describe immigrants, terrorists, and other perceived threats. The author argues that this use of the term "monster" is a way of defining who is and is not a member of the culture, and of creating a sense of fear and anxiety around those who are seen as outsiders. The author also argues that the use of measurement in education is another way of creating monsters, by defining who is and is not a "good" student based on their ability to meet certain standards. The author concludes by arguing that we need to be careful about how we use the term "monster," as it can be used to justify violence and discrimination.