#Instructions:

[notyetmanuals]

無発動機飛行機（グライダー）

NN　情報が、いかにも情報らしい顔つきをしているのがイヤなんです、先輩。

○これまた急な話だな。

NN　すみません、お家まで押しかけちゃって。

○繁忙期で全然会えていなかったからね。それで、情報の顔つきがなんだって。

今回とりあげる説明書。

NN　いま、説明書はもちろん、食品の成分表示から駅の案内、あるいは実用書まで、情報媒体には情報媒体らしい表現ばかり使われています。とうぜん文字を含めてです。

○書体デザイナーはやっぱりそういうところを気にするんだ。コーヒー入ったよ。どうぞ。

NN　ありがとうございます。あ、おいしいです。 　なにを気にするかは、ひとによりますが、ぼくは情報的な情報が苦手なんです。すごく個人的な話です。

○ほう。

NN　情報を伝えるっていうのは、ぼく自身は、目的であって手段ではないと思うんです。

○ふつうは逆のことをいいそうだけどね。手段であって目的ではない。

NN　逆なんです。誤解をおそれずにいうと、情報なんて伝わればいいんです。伝えることそのものを手段としてしまうと、現代的な、味気ない説明書ができあがる。

「だから今日はこれをもってきたんです」

○なるほど、いいたいことがなんとなくわかったかもしれない。つまり、エヌエヌ君は、情報を味わい深く形づくってやれば、いまある説明書のような、冷静で正確な雰囲気をかもしださなくてもちゃんと伝わるはずだといいたいんだ。

NN　たぶん、そんな感じだと思います。だから、きょうはこれ――「無発動機飛行機（グライダー）」の説明書をもってきたんです。

○へえ、ゴムで飛ばして遊ぶおもちゃか。僕が小さいころにも遊んで楽しかった記憶がある。それにしてもこれは古そうだ。

NN　大正とか戦前とかで検索して見つけたような記憶があります。

○すごいね。（説明書を手にとる）いまにも破れそうな紙だ。折り目のところはすでに破れかけている。手のひらに載せるだけで、ちょっと背すじが伸びるな。コーヒーカップを遠くにやって、と。これの発売年はわかる？

NN　いや、わからないです。検索しても当然引っかからないし、宿題かなと思っています。

○左下に「二葉屋小供百貨店」とあるね。

NN　あ、怪しいサイトですが、そのお店が販売していた小さな人形の中古出品はありました。こども用のおもちゃを売っていたお店なんだろうというところまでは想像がつきます。でも、ほかの手掛かりはネットには全然落ちていません。

○そのお店があった心斎橋あたりの図書館に、資料が残っていないか見るのがいいのかもしれない。

NN　大阪って滅多に行きませんが、そこは執念で行くしかないですね。最近読んだ『レコード・バイヤーズ・グラフィティ』＊という本に、ネットでは知れないことのほうが多いんだぞ、というようなことが書いてありました。魂の叫びって感じで最高でした。

○たしかにね。その本おもしろそう。

NN　今度もってきますよ。ぼく自身、結局ネットに頼ってしまって、足で稼ぐことが全然できていないので、反省です。

○冒頭に空欄だけど「特許第□號」とあるのは調べてみた？

NN　ネットですが調べました。特許を検索できるサイトで試してみたんですが、だめでした。

○やはり情報は落ちていないね。 「二葉屋小供百貨店」の右に記されている、「換翼」――たぶん翼をとりかえたりできるんだろうね――そのお値段が「五銭」とかで、銭という単位が使われていたのは戦前が中心だから、戦前につくられた説明書ということは、まずまちがいないだろう。

NN　いやあ、ロマンですよね。戦前にもあたりまえだけど説明書があって、それがいま、こうして手にできる。二葉屋小供百貨店の詳細は、やはり宿題ということにしておきます。

○それがいい。

NN　話を戻しますが、これ、ちっとも情報的でないの、わかりますか？

○うん。ぱっと見のことしかいえないけれど、味わいがあるのはわかるな。古さゆえかな？ 紙も白ではなく茶色だ。

NN　第一印象、ぱっと見がまずは大事ですよね。古さからくる明らかな味わいというのは強いです。なんだろう、って惹きこまれます。 　細かい部分でいうと、本文に頻出する「の」という文字ひとつとっても、どれも違う形をしていて、要するに手書きなんです。手書きを木版かなにかにして、印刷したんだと思うんですよ。

いろいろな「の」。他の字もキレキレ。

○すごい。しかも、とんでもなく達筆だね。

NN　はい、この迫力には敵いません。

○これはうなずける。

　

NN　ありがとうございます。 　それから、手書きなのに、箱組みというんですか、文章のブロックそれぞれの、上下左右のラインがきっちり出ています。それらが明快なイラストとともにきちんとレイアウトされている。まるで罫線が見えてくるようです。　ぼくは手書きがイチバンってタイプではないですが、手書きなのに、というところが迫力に繋がるのはたしかですね。この迫力は、泥性ですよ。

○出た、デイセイ。エヌエヌ君の謎の造語だね（第1回参照＊）。 　現代的な、洗練されたデザインという感じではないけど、でも戦前からこんなふうに、文字とイラストがうまく組み合わされていたのはおもしろいね。

NN　今度はちょっと、言葉に着目してみようと思うんですが。

○うん。

NN　出だしからおもしろいですよね。「本機は最近ドイツにて盛んに研究されつヽあるものにして」。

○いま海外ではこれが流行っているよ、って感じかな。

NN　それをもっと仰々しくいったんですね。カワイイです。そのあと「鳶（トビ）、ペンギン鳥、信天翁（あほうどり）等の飛ぶ原理を應用したるものなり」ときます。

○ペンギン。

NN　ペンギンです。

○飛ばないよね。

NN　飛びません。

○好意的に解釈するなら、ペンギンの泳ぎも参考にしたってことだろうけど。

NN　ですかね。謎です。でもユーモアたっぷりで、これもかわいいです。

○ほほえましいね。

NN　それでこの、下2段を見てください……グライダーの飛ばしかたが書かれて��るんですが。

○うん。

NN　こういうところなんですよ。

○急にエンジンがかかったね。なにが「こういうところ」なの。

NN　説明書鑑賞の醍醐味です。

○ほ、ほお。

NN　もう、胸にぐっときてたまらないんです。グライダーを構えたひとを真上から見た図と、手元を真横から見た拡大図とをつかって、構えかたや、どう放せばどう飛ぶかが細かに書いてあるんです。

○そ、それがどうかしたの。

NN　想像をかきたてられるじゃないですか。たとえば下段を見てください、 「2の場合ゴムを強く引けば七・八十尺の上で宙返りを一回し五十尺位でもう一回し施回しつヽ下降す」 　……わ、誤字にいま気がつきました。旋回の旋が施行の施になっています。

○ほんとだ。似てるもんね。僕もしょっちゅうわからなくなる。

NN　それは置いておいて、「2」っていうのはある入射角のことですが、グライダーがくるっと宙返りして飛んでいる様がありありと目に浮かぶじゃないですか。

○浮かぶね。

NN　もう、それだけで満たされるんです。先輩と同じように、ぼくも小さいころこの手のおもちゃで遊んだことはたくさんあるわけですが、説明書がここにあるいま、もはや飛ばさなくたっていいんです。想像のなかではすでに飛ばしているんですから。

○……なんといったらいいのかわからない。

NN　左上の図からは、電線も何もない、広大な原っぱの、澄んだ空気をグライダーが自由にくるくる飛びまわっている景色が浮かぶし、爽やかな風すら感じます。

風を感じさせる線の群れ。

○ふうん。

NN　傍らに添えられた説明文には、いかにすれば高く飛翔させたり、旋回させたりできるかが（かわいらしい誤字とともに）解説されているんですが、もう、ちょっとずつ入射角を変えたり翼の向きを微調整したりしながら何度もくりかえし飛ばしてみる少年の心が全身をめ��るんです。血管をすごいスピードで走っていくんです。

○はい。

NN　なぜ説明書ばかり集めて、製品本体を求めないのか、ふしぎに思っているんでしょう。

○そうだね。

NN　いってしまえば、この感覚のためなんです。物語を読むのと同じで、現実の本体なんかあったら幻滅しちゃうんです。空想はどこまでも自由で、夢があります。ぼくは製品本体よりも、説明書を読みこんで際限なく肥大化した空想を、いつか自分の手でそっくりそのまま形にすることにロマンを感じるたちです。

○ちょっとついていけないけど、空想への熱量は伝わった。

NN　ありがとうございます。

○なんだか来たときより顔がすっきりしている。

NN　語ったらお腹いっぱいになっちゃいました。

○ちょうど僕もお腹いっぱいになったところだよ。コーヒーも冷えてしまった。

NN　じゃあ、飲み干したら、先輩、ごはんでもいきましょうか。

○お腹いっぱいだっていってるのに（笑）。

NN　今日はぼくが持ちますから。

『レコード・バイヤーズ～』はミズモトアキラ著。2011年。

〈基本データ〉 ☆印は「ネットで調べた限りでは」とか「見た感じ」というレベルです 発行＝二葉屋小供百貨店☆ 製品発売時期＝戦前☆ ページ数＝1（裏面は印刷なし） サイズ＝ソフトカバーの単行本を2冊並べたよりひと回り大きい 目次の有無＝なし 本文の色＝モノクロ 印刷の種類＝木版印刷？☆ 本文書体＝手書きの楷書体

○聞き手＝先輩。心の広さを当てにされがち。

エヌエヌ＝書体デザイナー（修業中）。心の広さを当てにしがち。

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#manual #instruction manual #retro inspired #showa retro #retro #antique #vintage #design #typography #説明書 #レトロ説明書 #昭和レトロ #戦前 #平成 #レトロ文字 #書体デザイン #活版印刷 #写植 #金属活字 #無発動機飛行機 #グライダー #二葉屋小供百貨店 #二葉屋子供百貨店 #二葉屋 #大阪 #心斎橋 #osaka #shinsaibashi #retro toys #レトロ玩具

[gravitascivics]

CRITIQUE OF CRITICAL THEORY, VI

This posting will be the last dedicated to critiquing critical theory. Overall, this blogger believes that this construct and its accompanying critical pedagogy have contributed a number of positive effects to the field of civics education and social studies in general. Mostly, those contributions have been in relation to its focus on the needs of the disadvantaged, particularly considering how the advantaged have used their resources to further their economic interests, often at the expense of the lower classes.

           Demonstrating this last claim, there are ample cases in which the U. S. Chamber of Commerce and big business in general can take advantage of their ability to hire top rated attorneys.  This representation, in turn, can protect them against lawsuits and other legal efforts to compensate harm that average people might suffer at the hands of these entities.[1]  

Along with favoring these “big shots” in tort litigation, they favor contractual agreements and other provisions of the law that hinder regular people’s rights to gain access to the courts or, if access is achieved, have favorable decisions rendered.  This type of information is what would be highlighted in a critical education curriculum.

Not only would this alleged unjust behavior be shared with students, but critical leaning lessons would analyze what individuals and communities can do about righting these wrongs.  And if done according to instructional strategies that that construct promulgates, it would be done in an open discussion format.

This would not only enhance the knowledge of students but also be useful in developing their intellectual capabilities.  And lest one forgets, such instruction helps the communal interests of those less advantaged students since part of the lesson is to teach and encourage students to actively engage in political action – praxis – which targets those who can authoritatively right the wrongs of any exploitive conditions.

But this blogger does see that the approach suffers from certain shortcomings.  For one, the construct is situated upon an array of assumptions that its adherents apply to the debate over curricular issues including its instructional methodology. For example, he once debated a critical pedagogue over whether the US Constitution is a slave document or not.

Admittedly, it was mostly a semantic argument, but words are important. To give readers the summary substance of that argument, the critical pedagogue claimed that by permitting slavery to not only exist but flourish and, by doing so, it promoted the enslavement of African descendants.   This blogger argued that the Constitution did accommodate slavery – in some very meaningful ways – but it did not mandate it and, with the structure and values it promoted, it helped establish the stage for its eventual demise.

Irrespective of how readers judge this back and forth – if it were limited to two people having a disagreement, no big deal.  But if there is a corps of teachers believing the nation’s constitution is an exploitive legal document, this can be a very hurtful assumption or belief.  Such conclusions can logically lead to de-legitimizing arguments or claims being presented to unsophisticated populations of students and some might reasonably consider that dangerous.

Hopefully, readers do not believe this type of concern links this blogger with the rhetoric and policies of Governor Ron DeSantis and his favoring the disallowing of leftist or critical content in Florida classrooms. This blogger believes that true liberty is not achieved through educational censorship, but through the inclusion of as many messages as is reasonably possible.  

This blogger’s concern with critical pedagogy is that through its questioning – how they, the questions, are reflective of their ideological beliefs – steer their approach toward those ideological beliefs and do stack the deck against truly open inquiry.  Of course, with such unfettered bias in how the material is presented or under what context it stands, the accusation of indoctrination seems justified.

He is not trying to overstate the case, but he feels, having known critical pedagogues, that in some cases – i.e., in terms of some educators – the net effect will be to unduly promote a political agenda which happens to undermine the legitimacy of the nation’s political system.  That would be bad enough, but when couched in the language of an issue-centered curriculum, the influence would be tacit and even more insidious.

How? This approach, critical pedagogy – has a definite political agenda backing its efforts.  It highly relies on Marxist biases.  While many do not consider themselves Marxists – and often with good and honest reasons – it is in danger of precluding the legitimate concerns and constructive contributions conservatives add to the related debates. In other words, the approach is too committed to leftist positions as expressed in the information they tend to provide or in the questioning they employ.

If the reader wishes to read more of what critical pedagogues have to say, let this blogger suggest some names. He believes these writers and their works would be a good start in delving into critical literature. This list includes, of course, Paulo Freire, but also Michael Apple, Henry Giroux, Jonathan Kozol, Ivan Illich, John Holt, Peter McLaren, bell hooks, and Ira Shor (who actually bases his writings on his own classroom experiences). And there are many others.

[1] See for example, Michelle Conlin, Dan Levine, and Lisa Giron, “Special Report:  Why Big Business Can Count on Courts to Keep Its Deadly Secrets,” Reuters (December 19, 2019), accessed May 27, 2023, https://www.reuters.com/article/us-usa-courts-secrecy-lobbyist-specialre/special-report-why-big-business-can-count-on-courts-to-keep-its-deadly-secrets-idUSKBN1YN1GF.

#critical theory #critical pedagogy #indoctrination #oppression #disadvantaged #pedagogic questioning #classroom instruction #civics education #social studies

[americanmysticom]

though all things emanate from G-d through His attributes of love and awe, these attributes can find themselves in a state of exile

Daily Study

Daily Tanya

Iggeret HaKodesh, beginning of Epistle 25

This letter comments on a discourse (in Tzavaat Harivash, sec. 120 in the Kehot edition) in which the Baal Shem Tov explains that though all things emanate from G-d through His attributes of love and awe, these attributes can find themselves in a state of exile.

The Baal Shem Tov goes on to say that in the same way, a worshipper who finds that his endeavors to concentrate are being disturbed by someone speaking should consider: “Why did G-d bring me here, where this talker is disturbing my prayers? After all, everything is Providential.”

Indeed it is, explains the Baal Shem Tov: this man’s talk is a spark of the radiance of the Shechinah that has descended and now “abides” in his mouth in order that the worshipper should exert himself so strenuously that he will be able to ignore the disturbance. (The verb used in the above-quoted version of the teaching is “abides”; as the Alter Rebbe will soon explain, the proper term is “vested”.)

Especially so, the text there goes on to say, if the person speaking is a heathen or a child, then the realization that the Shechinah has (as it were) contracted itself to such a degree should surely bring the worshipper to ever-increasing fervor.

It would seem that the opponents of Chasidism seized upon this statement of the Baal Shem Tov: they could not understand how one could possibly say that the Shechinah “abided” (or even was “vested”) within a heathen.

The Alter Rebbe explains this in the present letter, beginning with the teaching of the Sages that “whoever is in a rage resembles an idolater.” A Jew, he explains, must know that everything comes from G-d. When someone strikes him or angers him with words, he should remind himself that at that very moment, a glimmer of the Divine Presence—which provides life to all creatures and to this individual as well—has vested itself within that person.

The Alter Rebbe goes on to prove this from King David’s response when Shimi ben Geira cursed him. King David said: “For G-d told him, ‘Curse!’” Although we do not find it explicitly stated that G-d told Shimi to curse David, still, since G-d’s spirit animated Shimi at the moment that he cursed David, thus providing him with the strength to do so, David considered this as if “G-d told him to curse.” Indeed, as the Alter Rebbe goes on to explain, a glimmer or radiance of the Shechinah vests itself even in kelipot.

Throughout this discussion, the Alter Rebbe does not actually quote the Baal Shem Tov’s teaching nor the above objection to it. The reason for the latter omission may perhaps be understood in light of the fact that the Alter Rebbe was prepared for mesirut nefesh, literally risking his life, not to be sundered from any teaching or even the slightest gesture of the Baal Shem Tov, even if it would only appear to be so in the eyes of the beholder.1

It is thus reasonable to assume that here, as well, the Alter Rebbe chose not to even mention an objection raised against a teaching of the Baal Shem Tov; he merely clarifies the concepts involved, and the objection falls away as a matter of course.

“To comprehend the words of understanding,” i.e., the words of Torah,2

stated in the book called Tzavaat Rivash3 (“The Testament of R. Yisrael Baal Shem Tov”),

though in fact it is not at all4 his will or testament, and he did not ordain anything before his passing;

they (i.e., the teachings in this book) are merely gleanings of his pure sayings

The adjective (“pure”) recalls the phrase in the morning blessings, טְהוֹרָה הִיא, that describes the pristine purity of a soul before it descends from the World of Atzilut; likewise, the verse, (“as pure as the very heavens”5).

that were gathered as “compilations after compilations,”6

and [the compilers] did not know how to phrase his teachings exactly.

The Baal Shem Tov used to speak in Yiddish, and the teachings in Tzavaat Harivash are recorded in Hebrew.

The connotation, however, of the teachings is absolutely true.

The Alter Rebbe now begins to explain the statement in Tzavaat Harivash, sec. 120.

And this [will be understood] by first considering the teaching of our Sages, of blessed memory: “Whoever is in a rage resembles an idolater.”7

The reason [for this] is clear to “those who know understanding,”8

because at the time of his anger, faith in G-d and in His individual Divine Providence has left him,

for were he to believe that what happened to him was G-d’s doing, he would not be angry at all.

True, it is a person possessed of free choice that is cursing him, or striking him, or causing damage to his property,

and [therefore] guilty according to the laws of man and the laws of heaven for his evil choice.

The perpetrator for his part cannot plead innocence on the grounds that he is merely an instrument in the hands of Divine Providence.

Nevertheless, as regards the person harmed, this [incident] was already decreed in heaven,

and “G-d has many agents”9 through whom He can act,

Hence, even if the offending party had chosen otherwise, the incident would have befallen the victim in any case.

This discussion recalls the teaching of the Mechilta cited by Rashi on the verse, “and G-d caused it to happen to him.”10 For to such a case, the Mechilta applies the verse, “From evildoers, there emerges evil.”11 This means that though it was decreed from above that someone should sustain an injury, G-d brings it about that a particular person should inflict it.

That context, however, speaks of an unwitting injury. In the case of a potentially willful offender, if instead of choosing freely to act in an evil manner he chose to do otherwise, the event would still have occurred, for “G-d has many agents,” as quoted above.

At any rate, it is thus clear that the victim has no cause to be angry with the offender, for the true cause of the offense was not him, but a heavenly decree.

The Alter Rebbe now takes this one step further: Not only does the heavenly decree give the offender an undefined potential to do harm, but moreover, the particular thought to do it and the power to do it, all come about from G-d. (At the same time, since man has freedom of choice, he can of course choose to reject such a thought and refrain from doing such a deed.)

Anger thus remains unjustifiable. For the offended party is not angry that the other party made an evil choice; what angers him is the damage done to him. His anger thus results from his lack of belief that the true cause for his mishap is not a particular individual’s evil choice but a heavenly decree.

And not only this, that a heavenly decree gave permission in principle and made it possible that he suffer injury,

but even at that very moment at which [the offender] strikes or curses him,

there is vested in him (in the offender) a force from G-d and the breath of His mouth, which animates and sustains him,

as it is written: “For G-d told him, ‘Curse!’”12

Now, where did He say so to Shimi? Where do we find it written that G-d told him to curse David?

Only, this thought that occurred in Shimi’s heart and mind to curse David descended from G-d, Who was thus responsible for such a thought entering Shimi’s mind,

and “the breath of His mouth, which animates all the hosts [of heaven],”13

animated the spirit of Shimi at the time he spoke those words to David,

for if the breath of G-d’s mouth had departed from the spirit of Shimi for a single moment, he could not have spoken at all.

https://www.chabad.org/dailystudy/tanya.asp?tdate=10/20/2022&auto=audio#lt=primary&auto=audio&author=13568&index=1

-

[The perspective of G-d’s Instruction within this world, is the perspective of G-d’s Will, and man’s free choice

- therefore judgement

[The Truth].

A turning of the prism - different from are the interests of perceiving the road and winds of change

[The way],

or and, Essential nature [that which is not touched in any way by change, nor soiled at all by the least mote of soot

[The Life].

Building out further are

[The Garment] or ‘Yoke’,

and

[The Thread].

The Long Shorter Way: Discourses on Chasidic Thought Kindle Edition https://www.amazon.com/Long-Shorter-Way-Discourses-Chasidic-ebook/dp/B00JVWXBN6

footnote; while the Tanya is a teaching within a closed system maintaining the purity of original inception.

it provides an utmost valuable record of pure thought stream inclusive of the Oneness of G-d’s nature

not to be conflated with distortions of perception predicated on personal egotistical assumptions,

which in Truth are overly biased

toward the soot,

or ‘husk’

which is the necessary byproduct (transient protection) of for

the ‘seed’.

So the interpretation in a nutshell;

is that the whole process is intended for expansive growth and rebirth

through experiential realization of the seed

and

not the husk.]

Many thanks to Yehoshua B. Gordon and Rebbe who continue to live,

in Gan Eden.

Addendum;

and for those who appear to be experiencing difficulties - it will just be taking a little bit longer. :)

#G-d's Instruction #The foundation of Man

[nevver]

Korn, Uli Westphal (because)

[nanaluvbug]

🧀🥪🌶️🥭 The Ravening War portraits  🧀🥪🌶️🥭

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[ID: a series of digitally illustrated portraits showing - top left to bottom right - Bishop Raphaniel Charlock (an old radish man with a big red head and large white eyebrows & a scraggly beard. he wears green and gold robes with symbols of the bulb and he smirks at the viewer) Karna Solara (a skinny young chili pepper woman with wavy green hair, freckled light green skin with red blooms on her cheeks. she wears a chili pepper hood lined with small pepper seeds and stares cagily ahead) Thane Delissandro Katzon (a muscular young beef man with bright pinkish skin with small skin variations to resemble pastrami and dark burgundy hair. he wears a bread headress with a swirl of rye covering his ears and he looks ahead, optimistic and determined) Queen Amangeaux Epicée du Peche (a bright mango woman with orange skin, big red hair adorned with a green laurel, and sparkling green/gold makeup. she wears large gold hoop earrings and a high leafy collar) and Colin Provolone (a scraggly cheese man with waxy yellow skin and dark slicked back hair and patchy dark facial hair. he wears a muted, ratty blue bandana around his neck and raises a scarred brow at the viewer with a smirk) End ID.)

#trw #the ravening war #dimension 20 #acoc #trw fanart #ttrpg #dnd #bishop raphaniel charlock #karna solara #thane delissandro katzon #queen amangeaux epicee du peche #colin provolone

[70sscifiart]

One of my favorites by Paul Lehr, used as a 1971 cover to "Earth Abides," by George R. Stewart. It's also in my upcoming art book!

#sci-fi art

[389]

PORTO ROCHA

#art #design #ice #cube #block #photography #porto rocha #u

[layla-keating]

#thistension

XO, KITTY — 1.09 “SNAFU”

#xokittyedit #tatbilbedit #kdramaedit #netflixedit #wlwedit #xokittydaily #asiancentral #cinemapix #cinematv #filmtvcentral #pocfiction #smallscreensource #teendramaedit #wlwgif #kitty song covey #yuri han #xo kitty #anna cathcart #gia kim #~ #inspiration: romantic. #dynamic: ff.

[valley-tulya]

(The Sims 4) Estrela Hair

Hair

24 EA Colors

Hat Compatible

55403 polygons

Custom thumbnail

Hair Accessories Overlay

15 Colors Variations

Custom thumbnail

Brow ring category

If you have any issue let me know, enjoy.

T.O.U.

Credits

Download (Patreon - Curseforge)

@maxismatchccworld​ @sssvitlanz​ @emilyccfinds​

#my cc #ts4cc #ts4 custom content #ts4 cc #ts4cc hair #S4CC #s4mm

[kithtaehyung]

AGUST D : DAECHWITA (大吹打) & HAEGEUM (解禁)  ⤷ movie posters | ig ; twt (click for hi-res)

#i'm back and ready to create again :')) #bts #bangtan #yoongi #agust d #suga #userbangtan #usersky #bangtanarmynet #hyunglinenetwork #dailybts #*latest #*posters #*gfx #btsgfx #idk if i wanna do an amygdala one #that one seems too personal to edit for me #so these will do for now

[notyetmanuals]

プリントゴッコB6ハイメッシュセット使用説明書

○エヌエヌ君は長いつきあいの後輩だ。書体デザイナーという変わった仕事をしているのだが、ときどき僕を呼びだしてとっておきの説明書コレクションをじまんしてくる。この日もそうだった。

NN　すみません。今日もいきなりで。

○いいんだ。それで、今回は？

NN　先輩は、プリントゴッコって知ってますか。

○どこかで聞いたことはあるけど、見たことない。

NN　ぼくもどんなものなんだろうと思って、中古で買ってみたんです。といっても、説明書だけですが。

○まあ、見せてよ。

NN　これです。プリントゴッコじたいは、家庭用の簡易孔版印刷器、とウィキペディアに書いてあります。2008年半ばに本体の販売が終了、2012年末で事業そのものも終了しています＊。

○なつかしい時代だ。iPhoneの初代が登場したようなころだよね。

NN　ぼくは小学校高学年でした。プリントゴッコのようなアナログでちまちましたもの――といったら失礼ですが――が、流行らなくなってしまうのもうなずける時代ですね。でも、知っていたら、ほしかったなあ。 　で、この「プリントゴッコB6ハイメッシュセット」は、1986年、昭和61年の発売です。

○前回紹介してくれたカメラ＊から数えたら30年以上経っている。

NN　表紙はずいぶんシンプルになりました。前回ほどの、心をつかんで離さないような魅力は正直感じませんが、それでも味気ないものにはなっていません。

○一般的なものとちがうところでいうと、製品を描いていないね。

NN　そうなんです。そこはすごいところですよね。かわりにUFOみたいななにかと、メーカーのRISOという文字が手描きのゆるいテイストで大きくあしらわれています。横向きになっているのもおもしろい。

○うん。そもそも、なぜUFOなのか気になってしまう。

NN　巧妙な表紙です。めくらずにはいられなくさせています。

○説明書なんだからめくるしかないんだけどね。

NN　では、いよいよ中身を見てみます。

　まず「ごあいさつ」。 「この使用説明書で正しい使い方を理解して、手順どおりにお使いください」――印刷の工程が案外複雑だからか、説明書の役割を念押ししているのがカワイイです。最後には「お子様には、やさしく説明してあげてください」と、子育て方針にも介入しています。じつに人間味にあふれていて、素敵じゃないですか？

○子育て云々は置いておいて、語りかけられている感じがあって、いいね。

NN　でしょう。それで、隣の「セット内容」がすごいんです。なんといっても置きかたがかっこいい。

○へえ。どこか立体的だ。

NN　最近買った古い雑誌に、こういうのがありまして……。

○かっこいい表紙だね。たしかに似ている気がする。

NN 『アールヴィヴァン』という西武美術館発行の雑誌で、87年ですから同時期なんです。もともとモンドリアンやデ・ステイルのことが知りたかったうえに、この表紙も最高で、買ってしまいました。自分は立体表現が苦手なので、どうしても魅力的に映ってしまうんです。内容はかなりむつかしいんですけど。

　この写真も、内容品をただ横に並べれば済むところを、こうやって斜めにしたり、それがなにかがわかる範囲で重ねてしまったり、目を凝らすとそれぞれふちどってあったりと、作成者の美意識が見え隠れします。説明書もひとつの〈表現〉なんです。

○並べかただけでこんなにちがうものなんだ。

NN　いまふうにいうとレイアウトですもんね。

○なるほど、なるほど。 　ところで14番のイラスト集に「’89」とついている。

NN　発売は86年ですが、これは89年出荷のバージョンなのかもしれません。毎年イラスト集部分の写真を変えているとしたら、すごくないですか。

○それなりに労力がかかる。

NN　もしかしたら並べかたもちょっとずつちがっているのかもしれません。どうしましょう、プリントゴッコの説明書、ひとつ��ゃ足りなくなってきました。

○がんばって（笑）。

NN　次のページには、「各部分のなまえ」が示してありますね。ワニ口型の本体を大きく開いて、部品から直線を伸ばし、その先に直接なまえが書いてあるタイプです。

上部、とっ手と電池ボックスが併記。

○そこが電池ボックスなんだ。

NN　はい、ぼくも驚きました。電池ボックスは底面にあるイメージですが、ちがうんです。たぶん、電流を必要とする「B6ランプハウス」の近くにという意図なんでしょう。

○そういうことか。

NN　部品名のすぐ下には、小さく解説が添えられてますね。たとえばスイッチには「ポッチと接触して電流が流れる」。じゃあポッチって何だ？　そう思って下のほうに視線を移すと「とっ手をおろすと、ここがスイッチを押す」、そんなふうにちゃんと書いてあります。ちょっと過保護なくらいです。この図だけで、仕組みのイメージがつかめるようになっているんですね。

○いまって逆に、文字が全然ない説明書……思い浮かべているのは家具なんかの組立説明書だけど、そういうのも出てきているよね。前回は部品名だけで説明なし、その30年後の今回は過保護に説明、そして現代はイラストだけ。

NN　1周ちょっと回った感がありますね。そもそも現代は説明書じたいがWebで見るものになって廃れてきているわけですが。

○そういえばあの部品、ポッチっていうんだ。

NN　フフッて笑えてきますよね。会社のひとたちが会議してなまえを決めたんだと思うと、いとおしくさえなってくる。

○昭和のオジサンたちが難しい顔して集まってね。

NN　はい（笑）。 　余談ですが、このころになると印刷がきれいで、直線もゆがみやにじみがありません。書体もゴナという、写真植字の時代に一世を風靡したシリーズで、わりあい直線的な表現になっています。個人的には活版印刷の物質感ある風合いのほうが好きなんですが、これも時代の空気を味わえるたいせつな要素です。

○書体デザ��ナーのなかでも活版印刷は人気なの？

NN　聞いてみたことはないですが、好きなひとは多そうです。活版の文字も、写植の文字も、リスペクトされていると思います。

○温故知新だね。 　ところで右のページの手順早見表を読んでいたんだけど、フラッシュの光で製版するんだ。これはどういう原理なんだろう。

別のページで詳しく説明されている部分。

NN　お、いいところに目をつけてくれました。今回の肝は、ここなんではないかと思っています。

○ヘンなとこつついちゃったかな。

NN　ありがとうございます。 　この説明書は、理解してもらうことに平均以上に重きを置いている気がするんです。つまり、使いかたの理解と、なぜそうなるのかという仕組みの理解です。

○ふむ。

NN　算数でいうと、公式の使いかただけを示すのが平均的な説明書のレベルだとしたら、公式を自分で導けるところまでもっていくのが「プリントゴッコ」なんです。ちょっと大袈裟かもしれないですけど。

○それでいえば、印刷の手順を次のページ以降でしっかり解説するまえに、こうやって早見表を用意してあるのなんて、その一端といえるのかな。

NN　かもしれません。それで、次をめくったところ――「版をつくる」のページで、原稿が2種類に分けられているんです。専用のペンやカット集でつくった原稿と、雑誌の切り抜きやふつうのペンで書いた原稿。後者はいちど、ぜんぶまとめてコピーせよというわけなんです。

○おもしろいね。なぜコピーが必要なんだろう。

NN　それが書かれていないんです。

○ヘンだ。さっきといっていることがちがう。

NN　はい。手順の物語は、そこをすっ飛ばして、製版から印刷まで駆けぬけてしまうんです。

○手順の「物語」。意味深ないいかただ。

NN　ジャンルはミステリです。なぜ、フラッシュで製版できるのか。ヒントは、原稿をいちどコピーしなければならない場合があるという点。それから、製版後、版に直接インクを載せて、紙に押しつけることで印刷するという点です。

○わーあ、わからない。解決編はあるんだろうね。

NN　もちろん。物語ですからね。

○実物を見られればもっとヒントが得られるんだろうけどなあ。

NN　ミステリの読者は、事件現場には行けないんです。

○フラッシュ……光……コピー……。あとすこしでわかりそうなんだけどなあ。ううむ。僕はもう解決編を読みたい。

NN　じゃあ、18ページの「こんなとき、もう1度チェック」を開いてみてください。

○……おお！

NN　プリントゴッコの原理が書いてあります。

ポップに種明かし。

○そうか、なるほど、光で炭素を熱し、穴を空けるのか。やられた。わかってみれば簡単なことだ。

NN　孔版印刷ですもんね。

○なるほど、最大のヒントはいちばんはじめに出ていたんだな。ほんとうに、まるでミステリだ。

NN　だからこの説明書はすごいんです。

○正直、おもしろかった。説明書をミステリととらえたのは、エヌエヌ君がはじめてなんじゃない。

NN　だとうれしいです。 「こんなとき～」の頭に原理を書いているのも、仕組みをしっかり理解してもらって、自分の頭で考えてトラブルに対応できるようにって意思があるんだろうなと思います。

○そうだね。あ、表紙もじつはUFOではなくて、もしかしたら光らせるランプなのかな。

NN　きっと。いやあ、先輩に思いのほか楽しんでいただけてよかったです。

○ちょっと悔しくなってきた。

NN　じゃあ、次もまたすごいのをもってきますね。

○うん、楽しみにしてます。

右は『アールヴィヴァン』。

〈基本データ〉 ☆印は「見た感じ」というレベルです

発行＝理想科学工業株式会社 製品発売時期＝1986年［昭和61年］ ページ数＝24（表紙、裏表紙を含む） サイズ＝A4判 目次の有無＝あり 本文の色＝黒、青 本文書体＝ゴナ☆

○聞き手＝先輩。物知りで、頼りになる。好きなジョジョは4部。

エヌエヌ＝書体デザイナー（修業中）。説明書にロマンを見いだしている。好きなジョジョは6部。

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#manual #instruction manual #retro inspired #showa retro #retro #antique #vintage #design #typography #説明書 #レトロ説明書 #昭和レトロ #戦前 #平成 #プリントゴッコ #レトロ文字 #書体デザイン #活版印刷 #写植 #金属活字 #レトロ家電 #家電 #レトロ玩具 #おもちゃ

[gravitascivics]

CRITIQUE OF CRITICAL THEORY, V

The last posting reviewed the elements of an instructional approach known as issue-centered teaching.  In a few words, the approach has teachers present controversial issues or topics – usually in the form of questions – so that students can research them, reflect on the information they discover, develop positions regarding the individual questions, defend their position(s) as they interact with other students, and settle on defensible positions as to what should be done regarding each issue.

Of course, since a final position is never final, it is always subject to further change to accommodate any new information the students might come across or any changes they might experience regarding their relevant values. In all of this deliberation, students are given the opportunity to clarify their values concerning the issue under consideration.  

As that posting emphasized, this approach should be fairly apolitical in that instruction simply presents the issues for student consideration along with relevant information, but not limiting that information to one side of any ensuing debate.  The aim is to present students with all or nearly all publicly available information without biasing some sources over others.  

The approach’s content and scope seem to be guided only by a desire to present students with issues that seem contentious at a given time, that contemporary voters are called upon to consider as they engage in their civic duties.  Supporters of this approach claim, as just alluded to, that it offers students the opportunity to clarify their related values.  The approach also strives to have students develop their advanced intellectual abilities.[1]

What this general review indicates is that the approach seems to be fairly neutral.  On the surface, one might interpret “issued-centered” inquiry as merely a restatement of the type of inquiry Lawrence Kohlberg,[2] Louis E. Raths,[3] or Fred M. Newmann and Donald W. Oliver[4] called for in their values education models. If applied, this blogger foresees that what will be studied by students are the “front page” issues of a particular day.  That is, this instruction will deal with issues that “sell” – they are accepted as what people care about at a given time.

Much of the instructional thrust of many former movements in social studies and civics, as was advocated by the New Social Studies of the 1960s, was in this vein. Its popularity among academics seems to vary from year to year, but overall, they have given this type of pedagogy a favorable standing.  Such approaches would be more in line with progressive advocates of the natural rights construct.

But what this blogger believes is that the rationale for this approach is a bit modest. They might not all consider themselves critical pedagogues, but their political leanings do at least seem sympathetic to the critical position. As this blogger stated in the last posting, he considers issue-centered approach as critical light.  Yet, those who support it do wish to maintain a distinction between critical pedagogy and the issue-centered instructional approach.  They represent this following sentiment:

 Issue-centered learning is organized around existing and emerging societal and environmental global issues (i.e., water, health, poverty, climate, pollution, migration, energy, renewable resources) on a global and local scale and ensures that students develop the … characteristics, skills and competencies that complements the functional knowledge they learn and enables them to become leaders for a sustainable future …[5]

 For example, advocates argue for the use of conflict topics, as opposed to consensus topics, to stir student inquiry.[6] The gist of that position seems to associate conflict topics with critical pedagogic concerns. Such an approach is highly congruent with the Freirian curricular thrust which was reviewed in earlier postings and is an unambiguous example of the critical approach.

As used in most of the issue-centered literature, the inquiries this approach encourages has led teachers to present their students with what this blogger considers as being euphemisms for critical inquiries.  Through the years, reviewing these issues or topics, one can detect a definite trend which is reflected in the following exemplary questions:

 •                What is a legitimate government and where does its power originate?

•                When should governmental authority be ignored or rejected?

•                Should student newspapers have the same right to freedom of the press as other newspapers?

•                Should a student write a letter to the principal to protest censorship?

•                Should the colonists have protested British actions with violent demonstrations?[7]

 What are not found are examples that might take the following form:

 •                Should the running of the student newspaper be considered a part of the school curriculum and subject to the policies defined by the school’s educators?

•                Should school administrators set up well-organized processes to consider student concerns at the appropriate times?

•                Should the British authorities have used coercive force to put down the illegal activities of the colonists during, for example, the Boston Tea Party?

•                Should the state prohibit the termination of the life of a fetus and protect that human’s right to life?

 Please don't believe that this blogger would use this second set of questions in a classroom; he uses them here to make a point.

The examples offered by advocates of this approach usually exemplify a politically liberal or left of center bias. They all question potential oppressive activities by those in power. As one reads through that literature, one can find similarly leftist examples.  As a matter of fact, they tend to surpass a liberal bias and can be considered a critical light bias (a more leftist view than what most would consider “liberal” biases).

On the other hand, the above examples offered as alternatives have a definite rightist bias. The point is that even if the methodology used maintains an “open discussion” format, the issues or content presented and the language used in that presentation, particularly if it is on an ongoing basis, can and would promote an ideological bias.

Freire,[8] in his instructional approach, is at least very open and direct about this point; he is out to fight oppression on people by the upper class. An open discussion format utilized by the “issued-centered” approach does not, through its questioning, eliminate a bias which can be judged to have an indoctrinating effect.

In citing the criticism of a social reconstruction or reconceptualization curriculum, William H. Schubert writes,

 If they would become powerful enough to do so, the desire of educators to foist their political beliefs on children and youth is tantamount to indoctrination of a very serious kind. It sparks the memory of youth in totalitarian nations who are brainwashed to support a revolution or to spy on their own families and report infractions of rules. Even in less severe cases, the question arises as to the right of educators to play deity in the dictating of social change.[9]

 Let this blogger be clear; he is of the firm belief that any civics instruction cannot totally avoid being biased. If nothing else, the instructional questions teachers ask will give them away. The aim is to be honest. This blogger doesn’t believe issue-centered advocates, at least as indicated by such text as that which is sponsored by the professional organization of social studies educators, are being honest in terms of their “openness.”[10]

This disinformation might not be intentional, but it is there, nonetheless. Perhaps being considered dishonest is too strong a term; after all, a lie resides in the attempt to deceive.[11]  But one can easily remind the supporters of critical pedagogy or its off-shoot, issue-centered curriculum, of their own admonition toward others: there is no such thing as a neutral approach to education, especially civics education.

Among the apparent problems of civics education is: how can one design a program of civics that is non-ideological, except for being committed to democratic principles? If a political orientation is unavoidable, would it not be democratically better to acknowledge the fact, identify the political basis of the curriculum, and have that basis, as much as possible, be true to open deliberation as conceptualized by the nation’s constitutional makeup?

[1] Anna S. Ochoa-Becker, “Introduction,” in Handbook on Teaching Social Issues: NCSS Bulletin 93, eds. Ronald W. Evans and David Warren Saxe (Washington, DC: National Council of the Social Studies, 1996), 1.

[2] Lawrence Kohlberg, “The Cognitive-Development Approach to Moral Education,” in Curriculum Planning: A Contemporary Approach, eds. Forrest W. Parkay and Glenn Hass (Boston, MA: Allyn and Bacon, 2000), 136-148.

[3] Louis E. Raths, Merrill Harmin, and Sidney B. Simon,  Values and teaching:  Working with Values in the Classroom (Columbus, OH: Charles E. Merrill Publishing Co., 1966).

[4] Fred M. Newmann and Donald W. Oliver, Clarifying Public Controversy: An Approach to Teaching Social Studies (Boston, MA: Little, Brown, and Company, 1970).

[5] Katrin Muff, “Tag Archives:  Issue-Centered Education,” Positive Impact Blog (August 28, 2012), accessed May 24, 2023, https://positiveimpact.blog/tag/issue-centered-education/.

[6] Cleo H. Cherryholmes, “Critical Pedagogy and Social Education,” in Handbook on Teaching Social Issues:  NCSS Bulletin 93, eds. Ronald W. Evans and David Warren Saxe (Washington, DC: National Council of the Social Studies, 1996), 75-80,

[7] These questions are offered in Ronald W. Evans, Fred M. Newmann, and David Warren Saxe, “Defining Issues-Centered Education,” in Handbook on Teaching Social Issues: NCSS Bulletin 93, eds. Ronald W. Evans and David Warren Saxe (Washington, DC: National Council of the Social Studies, 1996), 2.

[8] Paulo Freire, Pedagogy of the Oppressed (New York, NY: Continuum Publishing Company, 1999).

[9] William H. Schubert, Curriculum: Perspective, Paradigm, and Possibility (New York, NY: MacMillan Publishing Company, 1986), 32.

[10] As exemplified by Ronald W. Evans and David Warren Saxe, editors, Handbook on Teaching Social Issues: NCSS Bulletin 93, eds. (Washington, DC: National Council of the Social Studies, 1996).

[11]Perhaps the words honest and dishonesty are too strong. I believe these educators should know better, but I don't think they necessarily believe they are attempting to persuade their students of a particular political ideology. More likely, there is a lack of reflection regarding the use of this approach and its potentially indoctrinating effects.

#issue-centered instruction #critical theory #critical pedagogy #controversial issues #inquiry #indoctrination #ideology #civics education #social studies

[americanmysticom]

GOD’s INSTRUCTION IS A GARB OF LIGHT For the G-d of Israel, is the G-d of Truth

Daily Study

Daily Tanya

Iggeret HaKodesh, middle of Epistle 23

The distinction between [causing a Divine] indwelling (by collective study) and the allotment of a reward (to an individual student) is understood by discerning thinkers.

For the allotment of a reward is what takes place when G-d illuminates “the soul that seeks Him”21 with the light of His Torah, which is truly the covering in which G-d garbs Himself.

Through this garment, i.e., through the Torah, G-d illuminates the soul of the Jew who seeks Him. This search for Him can take place either during the service of prayer that precedes one’s study of Torah or during one’s actual study. As explained at the conclusion of ch. 37 of the Tanya, the Talmudic phrase קוֹרֵא בַּתּוֹרָה can mean not only “reading (i.e., studying) the Torah” but also “calling [G-d] through the Torah.” In this sense, when one studies Torah, one resembles a child who calls his father, asking him to come and be with him.

For this reason, the Torah is called “light,” as it is written,22 “He garbs Himself in light, as with a garment.”23

This verse refers to the degree of illumination (diffused by the Torah) which, like a garment, is finite.

Likewise, the faculties of the soul are inherently limited, both quantitatively and qualitatively. Since the light that emanates to the soul must be integrated within its faculties, this illumination itself must also be limited. In the words of the Alter Rebbe:

Now, the soul is limited and finite in all its faculties.

Therefore, the light of G-d that radiates in it is also limited and contracted and vests itself within it.

This is why the hearts of those who seek G-d are ecstatically aroused at the time of prayer and the like.

For their hearts rejoice in Him and exult “even with exultation and song,”24

and their souls delight in the pleasantness of G-d25 and His light

as it becomes revealed through the covering in which [G-d] garbs Himself, which is the Torah;

“and His arrow comes forth like lightning”26: from this garment, this illumination initially emanates to the soul with all the vigor of a lightning bolt.27

This is the allotment of the reward for the [study of] Torah, which is always fixed in the soul that labors in it.

Being fixed within the soul constantly, this reward is received by the soul not only in the World to Come—when the soul is enabled to apprehend rewards that are not to be obtained in this world28—but in this world as well. And since this kind of reward consists of a finite degree of illumination, it can be received by the soul even as the soul finds itself within the body.

This is why it is written that a reward awaits even one individual who studies Torah.

Footnotes

21.

Lamentations 3:25.

22.

Psalms 104:2.

23.

Note by the Rebbe: “The proof text usually cited is the verse (Proverbs 6:23), ‘For a mitzvah is a lamp, and the Torah is light.’ Here, however, the Alter Rebbe seeks to show that the study of ‘the Torah [that] is light’ results in a Divine radiance, for ‘the light of His Torah,’ like a garment, reveals many aspects of that which is clothed in it. (This is why [the Alter Rebbe writes above that ‘the Torah is simply] called light (אור),’ for this term shows—more than the term תורה אור—that [the light of the Torah] serves as a garment by which G-d is revealed.) See also the Tzemach Tzedek on the phrase Oteh or.”

24.

Isaiah 35:2.

25.

The variant reading literally means “over G-d”; i.e., they delight in G-d Himself.

26.

Zechariah 9:14.

27.

Note by the Rebbe: “See Iggeret Hakodesh, end of Epistle 15, [regarding the light that comes forth] from ‘the source [of the intellect…like…a flash of lightning].’”

28.

Kiddushin 39b.

https://www.chabad.org/dailystudy/tanya.asp?tdate=10/13/2022&auto=audio#lt=primary&auto=audio&author=13568&index=1

[I’ve been asked to examine my enthusiasm for a generally well known branch of mysticism called ‘Chabad’ Hasidism. As an American Mystic clearly my training is embedded in world culture, which Chabad is totally shielded from. I believe that Chabad has something important to bring to the world table. That is, a supreme focus of Unity with G-d our Father, and Loving Creator - and service therein. The world is to act in unity, with the very real G-d of Truth.]

#belief #GOD’s INSTRUCTION IS A GARB OF LIGHT #For the G-d of Israel is the G-d of Truth

[nevver]

Arts & Architecture, Sander Patelski

[agustdakasuga]

The Way Of A Criminal: Chapter 4

Genre: Mafia!AU, Criminal!AU, Angst, Romance

Pairing: OT7 x Reader

Characters: Normal!Reader, Gangster!Namjoon, Gangster!Seokjin, Gangster!Yoongi, Gangster!Hoseok, Gangster!Jimin, Gangster!Taehyung, Gangster!Jungkook

Summary: Your father was a stranger, you never knew who he was and what he did. But one day, someone knocks on your door, informing you of his passing. Now, you learn more about him, his life and the legacy you are expected to continue with the help of his 7 executives.

Story warning(s): This story will contain depictions of violence, blood shed/gore, death, mentions of abuse, smoking, alcohol drinking and gambling. This story is fictional and has nothing to do with real life events or the actual members of BTS. Please read at your own discretion.

Instead of dealing with all this head on, you avoided it. You put everything aside and went on with life, spending all your time doing work, studying and doing your university projects.

Wonwoo noticed this and decided to invite you for a night out. Just a chill night with some drinks. Usually, you would decline, which is why Wonwoo has never invited you out. But you could use the distraction. Maybe being out of the house was good.

DING DONG

“Coming!” You ran down, fixing your earring. You didn’t really know how to dress for a night out like this so you picked a random dress. It was a dark blue, crushed velvet cocktail dress.

“Come on in.” You opened the door for him. Wonwoo smiled, bowing before removing his shoes to come in.

“This dress isn’t really motorcycle friendly, is it?” You let out an awkward laugh, going into the kitchen to get your phone that you left there to charge.

“I didn’t ride my bike since we might drink. I’ll call a cab.” Wonwoo said. He just stood in the doorway, unsure of what to do since it was the first time he was in your house.

“(y/n)?” Wonwoo suddenly called your name, stopping you in your tracks.

“You look great.” He smiled softly.

“Oh... Thank you.” You felt your cheeks heat up at his sudden compliment. He held out a hand to support you as you wore your shoes. After locking up the house, he escorted you to the cab that was waiting for you. And of course, Wonwoo opened the door for you to get in first, being the gentleman that he is. The car ride was silent.

“C-Can I ask you something?” Wonwoo threaded lightly. You hummed, nodding your head.

“I know you like your privacy and I shouldn’t pry but there were this rumours and pictures floating around about some expensive sports car and handsome guy picking you up. Is he one of them?” He asked nervously.

“If by ‘one of them’, you mean my father’s... employees. Yes, he is... or was. There are 7 of them.” You rubbed the back of your neck.

“Are they bothering you?”

“Can we not talk about this anymore? I just don’t want to have to think about it for a few minutes.” That came out a lot harsher and colder than you expected. But Wonwoo didn’t react.

“Sorry. I’m...” You sighed, not really knowing how to piece your words together anymore.

“I understand. Don’t worry about it. I didn’t mean to pry.” Wonwoo smiled comfortingly. Thankfully for you, the cab stopped outside the club. You looked at the long line outside that didn’t seem to be moving,

“Don’t look so worried. My friend put our name on the list so we can just walk in.” Wonwoo laughed. You both got out and he grasped your hand, giving your names to the bouncer. You were so stunned by his action that you just followed him without a word, letting him lead you.

“There’s a table there.” Wonwoo said in your ear on top of the loud music. You were still shocked that he was holding your hand that you just followed him.

“Phew, it’s crowded.” You said, casually pulling your hand away to check if you dropped anything from your bag.

“Yeah, that’s what you get for being here on a Friday night.” He chuckled. You stood at the table while Wonwoo went to get drinks at the bar. The standing table was thankfully at the side of the bar, which meant less people.

“Relax, you’re here to have fun.” You told yourself.

“Here.” Wonwoo got himself a beer and got you a cocktail. It was a nice refreshing drink with flavoured soju as the alcohol.

“Let me know how much everything is tonight and we’ll split the cost.” You told him as you took a sip.

“It’s okay, (y/n). It’s my treat, just enjoy yourself.” Wonwoo smiled. He clinked his glass with yours. Although this wasn’t your exact idea of relaxing, you were glad that the noise and the crowd made the place too loud that you didn’t need to start sharing your feelings. Wonwoo was a good friend but you just weren’t used to sharing so much about yourself with others.

After some drinks, you excused yourself to go to the toilet. But of course, there was a line. About 15 minutes went by without the line moving. You were about to give up when someone grabbed your wrist.

“(y/n) sshi?” You looked at the familiar face.

“Oh... Uh...”

“Yoongi.” He said, letting you go. You nodded your head. Other people in the line now had their attention on you and Yoongi.

“Come.” He nodded over to follow him. You didn’t know why you just went along, not even asking why he wanted you to go with him. You came before a staircase with two guards. But they parted ways upon seeing Yoongi.

“Sir.” They bowed respectfully as Yoongi cooly walked up, hands tucked into his pockets. You quickly bowed your heads back to the guards and caught up to Yoongi.

“You can use this bathroom instead. It’s cleaner and safer.” Yoongi stopped before a door.

“A-Are you sure?”

“If I wasn’t sure, I wouldn’t have went down to fish you out of the crowd. Take all the time you need. This is our own private bathroom so no one else is allowed to use it.” He explained. You nodded, bowing gratefully to him before entering the restroom.

The bathroom was a lot more opulent and grand, with black granite and gold trims. Like Yoongi said, it was very clean, unlike a usual club bathroom. It was definitely a boys bathroom with urinals but you just used one of the stalls.

“Hyung, why can’t I use the bathroom? I really need to go!” You heard voices outside as you were washing your hands.

“Only the 7 of us use it anyway. Unless... Do you have a secret guest in there?!” The person talking to Yoongi gasped as if he just uncovered something scandalous.

“Watch your mouth.” You heard Yoongi threaten.

“Sorry, I’m done.” You opened the door. But you didn’t expect Yoongi to be standing so close that you ended up bumping into his back.

“Oh, no wonder hyung was guarding the bathroom.” The male said. He didn’t mind you and just brushed past to use the bathroom. Yoongi moved you away from the bathroom door, not wanting you to accidentally get hit.

“Thank you. Is it okay if I just stay here for a few more minutes? You can go back to what you were doing before.” You asked timidly. Yoongi took one look at you and nodded. You didn’t need to tell him anything for him to know what you were thinking. The club was getting overwhelming. Yoongi never really liked coming too unless his brothers make him.

“Why did you come if you don’t like it?”

“A friend brought me here as a distraction. Plus, I’ve never really come to a club before.” You replied. Yoongi nodded his head.

“You don’t need to stay and accompany me. I’ll go back down in a bit.” You said.

“It’s okay.” He leaned against the opposite wall. You took your phone out to send Wonwoo a text, assuring him that you were safe and that he could go home first. But you didn’t tell him where you were and who you were with.

“Actually... I wanted to apologise. My brothers told me I shouldn’t have offered you a smoke the other time. I just thought it would help.” Yoongi looked at you.

“It’s fine. I honestly didn’t think too much about it. There were other things to think about.” You shook your head.

“Understandable. I’m sure you have your fair share of confusion and questions that come along with it. This is just the start.” Yoongi said. You didn’t let his straightforward tone faze you, nodding your head glumly.

“Well, I should go. Thanks for letting me hang here.” You straightened up.

“No worries. I’ll walk you down.” Yoongi followed suit. You walked behind him, not sure of the way to the exit. With your insistence, Wonwoo had gone home on his own. You did feel bad for abandoning him when he was the one that invited you out but you also didn’t want him to wait.

“Do you have a ride home?” Yoongi asked.

“I told my friend to go home first so I guess I can get a cab home.” You waved him off, getting your phone out. But Yoongi stopped you, his hand grasping your phone and covering the screen.

“It’s not safe and cheap to get a cab from here at this time. I drank a little so I shouldn’t drive. Hang on.” Yoongi waved over one of the bouncers.

“Use the company car and send her home then report back.” Yoongi ordered.

“Yoongi sshi, it’s really okay.”

“Get the address from her and make sure you see her entering the house before coming back.” Yoongi ignored you. The bouncer nodded and bowed, running off the get the car.

“(y/n) sshi, hyung.” You both turned to see Taehyung jogging over. He had a big, square-ish grin as he waved.

“Jimin said you were here and that Yoongi hyung was with you. Are you driving her home, hyung?” Taehyung tilted his head.

“I drank. So was gonna get one of the workers to drive her back.” Yoongi explained, standing back as he lit a cigarette to smoke. Taehyung nodded his head.

“I’ll drive you home. I didn’t drink since I am the designated driver tonight. Bring my car instead.” Taehyung called out. The worker bowed and ran back into the club. Yoongi decided to go in first after his cigarette was done, not liking being out in the cold. He shot you a nod while you bowed gratefully to him. While waiting, Taehyung put his jacket over your shoulders.

“Did you come alone?” Taehyung asked.

“No... I came with a friend but I abandoned him. Yoongi sshi was kind enough to let me hang out in the quiet area. So I told my friend to go home first.” You said. You didn’t know why you were explaining so much to him.

“This isn’t you scene, is it?” He teased. You pursed your lips and shook your head. The noise and the crowd just wasn’t comfortable.

“Sir.” The car stopped right in front of you. The worker came out, bowing and passing Taehyung’s keys to him.

“Here you go. Watch your head.” Taehyung opened the car door for you to enter. You sat inside, keeping the sides of his jacket close to you so it wouldn’t get caught in the door.

Taehyung confirmed your address before starting to drive. One hand held his head, elbow resting on the door next to him while the other hand was on the steering wheel. During the quiet ride, you fiddled with the hem of the dress, pulling it down every now and then.

“Are you cold?” He asked.

“No, I’m good. Thank you.” You replied softly. With your head leaning against the headrest, you looked out the window. The only reason you would be out this late usually was because you were working.

“Thanks for dropping me off again.” You said as Taehyung pulled up outside of your house.

“Any time.” Taehyung smiled. You unbluckled your seatbelt and got out of the car. But before you could walk further, Taehyung rolled down the window.

“Goodnight, (y/n)!”

“G-Goodnight, Taehyung sshi.” A small smile formed on your lips as you bowed your head and entered the house. Like the other day, Taehyung only drove off after he was sure you had entered the house.

Only after you entered the house and you heard Taehyung drive off, that you realised you had forgotten the return him his jacket. You removed it carefully, as if any movement would cause it to tear like tissue. You inspected it, trying to figure out if you should wash it on your own, and risk ruining the expensive material, or just send it for dry cleaning.

“Hi, Wonwoo. Did you make it home safe?”

“Oh, (y/n). Yes, I am home. I went home after you sent me that text. Are you alright? You scared me.”

“Yes, I am alright. I just found a quiet space to chill for a while so I didn’t want you to wait for me. I just got home. Sorry for ruining the night. I’ll make it up to you, I promise.” You said, putting your shoes away.

“Don’t say that, (y/n). I’m sorry you didn’t enjoy yourself.”

“I did enjoy myself, Wonwoo. Thank you for bringing me out to feel better.” You laughed. After wishing each other good night, you hung up.

You took a shower and was feeling peckish so you made yourself some ramyeon. There was always ramyeon in the kitchen for when you or your mother needed a late night snack after working.

“I’ll have to drop the jacket off at the dry cleaners tomorrow.” You groaned tiredly, looking at the blazer that rested over the back of the chair.

-

Hoseok was one of the first ones to wake up. After a day of working and a night of drinking, the boys all usually slept in during the weekends. The moment his foot touched the bottom of the stairs, a maid ran over to him, bowing her head in fear.

“What is it?” He raised an eyebrow.

“Your workers are here, sir. They said that it is important for you to see them immediately.” She relayed timidly, afraid of making him angry.

“Send them in. And get my breakfast.” Hoseok shooed her away before shuffling to the dining room. Like any other normal person, he didn’t like having to work on the weekends.

“Good morning, Boss.” The 3 men put the crate that they were carrying down and bowed to Hoseok.

“This better be important for you to be here on a Saturday morning.” Hoseok said, not even looking up at them. He was more focused on the tray of food that the butler had placed down in front of him.

“The shipment is here early. We thought you would want to check it right away.” One of the men informed. Hoseok put his napkin on the table and stood up.

“Show me.” He commanded as he walked over. The men opened the box, revealing the contents inside.

“Very nice...” He picked up one of the items.

“Business on a Saturday morning, Hobah?” Yoongi came in. Hoseok’s workers bowed upon seeing the pale man enter the dining room. But of course, he didn’t even spare them a glance. He sat down in his allocated seat, waiting for the staff to serve him his breakfast. His breakfast was usually an iced coffee then his food 20 minutes later.

“Can’t help it, hyung. You want the best, you’ve got to work when others aren’t.” Hoseok laughed while Yoongi snorted at his comment. He placed the items back into the crate.

“Leave this here. I’ll show the others to see what they think. Good work. We’ll discuss the rest on Monday.” Hoseok said.

“Of course, boss. Have a nice weekend.” The 3 bowed, moving the crate to the side of the room before leaving the mansion. Hoseok took his seat across Yoongi.

“So hyung, I heard you had a little moment with the girl.” Hoseok asked.

“What moment?” Yoongi asked back, no emotion on his face as he sipped the last bit of his coffee.

“Jimin said you loyally guarded the door for her as she used our toilet. Even stayed with her in the hallway after to comfort her.” He explained. Yoongi rolled his eyes, his brothers really needed better things to talk about.

“I saw her the moment she entered, I’m surprised you guys didn’t considering how high our booth is. She needed to use a toilet and the queue was insane so I offered her to use ours. And I wasn’t comforting her, she needed a quiet place and I stayed with her. That’s all.” Yoongi explained.

“Well, that’s a lot more interaction than what the rest have got. Looks like she’ll warm up to you first.” Hoseok said.

“No, she’ll warm up to Taehyung first. He was the one that sent her home.” Yoongi dug into his food on the tray that the butler brought him. Hoseok hummed but couldn’t help the giggle that escaped him.

“What’s Hobi laughing about?” Namjoon came in. He had been awake for a while, opting to sit in his room to read the newspaper rather than come downstairs right away.

“No idea.” Yoongi replied, putting a chopstick of rice into his mouth.

“Ah, seriously, Hobi. I thought we established that we are not going to bring work into the dining room?” Namjoon tsked at the crate in the room.

“It’s fine, Namjoon ah. I’ll move it after breakfast. The boys needed me to inspect the goods, that’s all. Even risked bothering me on a Saturday to do it.” Hoseok waved the leader off. Namjoon shook his head with a sigh.

“Bring my breakfast.” He ordered as he took his seat at the head of the table. The butler bowed and left.

“I’m done. Going back to sleep.” Yoongi stood up and shuffled out of the room. The weekend was for Yoongi to catch up on sleep, it was normal to not see him for the entirety of the two days because he was just sleeping or resting in bed. Jin and Taehyung were the last ones that had breakfast. Jungkook and Jimin would sleep in until dinner time.

“Here. Take what is yours and leave the rest. I told you I would get things done.” Jin dropped the stack of files on the table. Namjoon, Hoseok and Taehyung shrugged, going through the pile to retrieve their things.

“So, hyung, did you find out anymore information about (y/n) when you did your stalking?” Taehyung asked.

“Yah, Taehyung! That was supposed to be confidential.” Jin hissed at the younger exposing him to the rest. However, the younger just shrugged.

“You’re running a check on her?” Namjoon raised an eyebrow.

“I’m not running a check on her... Well, at least not the background checks I usually do. I just wanted to find out about her to maybe try to connect with her in some way. She is a closed book.” Jin explained.

“So what if she is a closed book, I’m sure you can still find whatever you need on her.” Hosoek laughed.

“That’s the thing... She does not have much of a record except for her birth certificate and basic school details. Everything else either doesn’t exist or has been wiped.” Jin informed.

“Wait, you’re telling me there is actually information that you can’t find?”

“How do you know information has been wiped? She could have just not had that much of an eventful life so far. I doubt she can wipe her own records and she doesn’t seem to have a reason to do that.” Namjoon said. He didn’t know you but you didn’t seem like a skillful hacker that could wipe records.

“I know information has been wiped because I am the one who wiped them...” Jin admitted with his head slightly hung.

“What?”

“Boss wanted me to wipe them. He was paranoid, especially when it came to her. So my task was to regularly wipe her records that were 'not relevant’. Hospital visits, stuff like that...” Jin gulped.

~~

Series Masterlist

Ko-Fi

Main masterlist

#kpop #kpop scenarios #kpop series #kpop imagines #bts #bts scenarios #bts series #bts imagines #bts x reader #bts x you #bts x y/n #poly!bts #poly bts #bts poly #poly!bts x reader #mafia #mafia!au #mafia au #mafia bts #bts mafia #mafia!bts #ot7 #ot7 bts #bts ot7 #ot7!bts #ot7 x reader

[magicshop]

You, who gave me their hand when I fell, now I'll hold it for you.

#jimin #park jimin #bangtan #bts #btsgif #btsedit #userbangtan #mine #mine:gifs #mine:pjm #i've been sick and this has been on repeat for comfort so i thought i'd do a little something #photoshop kept glitching so idk how i feel about it but i might as well post it #<3 #tumblr isn't letting me link the trans so: https://www.learnkoreanwithsel.com/letter