“Though the Witch knew the Deep Magic, there is a magic deeper still which she did not know. Her knowledge goes back only to the dawn of time. But if she could have looked a little further back… she would have known that when a willing victim who had committed no treachery was killed in a traitor’s stead, the Table would crack and Death itself would start working backward.” - Aslan, C.S. Lewis, The Lion, the Witch and the Wardrobe
Showing posts with label experiential learning. Show all posts
Showing posts with label experiential learning. Show all posts

This Wasn’t Weather. It Was Political Science, Meteorology, and Moral Philosophy.


⟡ SWANK Field Study Addendum ⟡

“Two Storms. One Island. A Curriculum in Collapse.”
Filed: 22 September 2017
Reference: SWANK/HURRICANE/MARIA/2017-09-22
📎 Download PDF – 2017-09-22_SWANK_HomeschoolLog_HurricaneMaria_CompoundCrisis_ResilienceEthics.pdf

I. It Wasn’t Just the Wind. It Was the Repetition.

Just thirteen days after Hurricane Irma ruptured the sky, Hurricane Maria arrived. Another Category 5. Another test of endurance. Another tutorial in abandonment, infrastructure, and the emotional math of surviving twice.

The children were not merely present.
They were watching, thinking, and documenting.

This was not a natural disaster.
This was a second syllabus in postcolonial collapse — and we enrolled with open eyes.

II. What the Lesson Contained

  • Meteorological comparison: wind direction, eye structure, rainfall pattern, ground saturation

  • Ecological layering: flood-on-flood, death-on-death, silence-on-silence

  • Emotional analysis: the fatigue of false reassurance, the politics of storm repetition

  • Human geography: why the wealthy evacuate and the poor observe from windows

  • Ethical frameworks: who is blamed, who is forgotten, who gets rebuilt and who is simply erased

This wasn’t a review.
It was a crash course in colonial consequence.

III. Why SWANK Logged It

Because they’ll say:

“This was too much for children.”

And we’ll say:

“No. What was too much was that no institution recorded it with them.”

We logged it because:

  • This was education at its rawest: real-time, real-world, and unprotected

  • The children asked questions that governments didn’t

  • Their notes were clearer than any civil defence report

This wasn’t trauma tourism.
This was experiential intelligence under siege.

IV. SWANK’s Position

We do not reduce hurricanes to weather.
We understand them as systems of extraction, negligence, and narrative control.

We do not shield children from truth.
We teach them to read it, structure it, and hold institutions to account for it.

Let the record show:

They survived two Category 5s.
They understood more than most public servants.
And now, the archive contains their curriculum — because no official record ever would.

This wasn’t about school.
It was about learning that endures when systems collapse.

⟡ This Dispatch Has Been Formally Archived by SWANK London Ltd. ⟡

Every entry is timestamped.
Every sentence is jurisdictional.
Every structure is protected.

To mimic this format without licence is not homage. It is breach.
We do not permit imitation. We preserve it as evidence.

This is not a blog.
This is a legal-aesthetic instrument.
Filed with velvet contempt, preserved for future litigation.

Because evidence deserves elegance.
And retaliation deserves an archive.

© 2025 SWANK London Ltd. All formatting and structural rights reserved.
Use requires express permission or formal licence. Unlicensed mimicry will be cited — as panic, not authorship.


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A Living Syllabus in Rent, Risk, and Real Estate Delusion


⟡ Capitalism as Stagecraft: Monopoly Lifesized as Urban Curriculum ⟡

Filed: 1 May 2025
Location: Tottenham Court Road, London
📎 Download PDF — 2025-05-01_SWANK_FieldStudy_MonopolyLifesized_EconomicTheatre_UrbanCritique_PedagogicalPlay.pdf

I. A Living Syllabus in Rent, Risk, and Real Estate Delusion

This dispatch documents SWANK’s immersive educational experience at Monopoly Lifesized, in which students were granted temporary dominion over imaginary assets, priced out of fictional boroughs, and taught — with theatrical flair — how to lose everything with style.

The curriculum?
Risk.
The objective?
Survival by dice.
The lesson?
This isn’t just a game — it’s a glossy rehearsal for adulthood under austerity.

II. What We Witnessed

  • Real estate transactions conducted with theatrical cruelty

  • Rent increases that felt legally familiar

  • Children temporarily empowered to bankrupt each other

  • Urban planning, but make it immersive and economically violent

They learned how to build.
They learned how to lose.
They learned that capitalism is just performance — until it's your postcode.

And for 90 minutes, everyone played the landlord.
Then we archived the metaphor.

III. Why SWANK Filed It

Because theatrical economics deserve footnotes.
Because nothing teaches systemic injustice like pretending you’re in charge of it.
Because we don’t send children into the world unarmed — we send them with PDFs and receipts.

Let the record show:

  • Capitalism was dramatized

  • Inequality was gamified

  • Learning was aesthetic

  • And SWANK — filed the entire simulation

This isn’t edutainment.
It’s a syllabus with costume changes.

IV. SWANK’s Position

We do not consider games apolitical.
We do not treat finance as neutral.
We do not redact the lessons of performance-based injustice.

Let the record show:

The children competed.
The rules resembled policy.
The poverty was optional — this time.
And SWANK — filed the theatre of it all.

This is not fieldwork.
It is economic consciousness — in play format.




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Documented Obsessions