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0:00But some of it is like what is our understanding of like the society we are living in together. And like what I imagine like education in the future, like in this sort of like post-imperial future, like post-colonial future, you know, United States gone, global economy not happening type of thing, that people are going to learn how to do whatever they need to do to survive in a craic many ways. And like when we're talking about educational models, that's like a system, you know, which that could be plant walks for kids harvesting, like in traditional lifeways, or like forging in traditional lifeways, whatever language we want to use for that. But it could also be like people still learning geometry so that they can build something in the shape of a square. Like these are all things and it's going to depend on like where people are living and how people are living. But then yeah, I think there are lots of questions around like what are we doing right now, which you know, for the perennial question of,

1:03we're not over there yet in that future time where we're trying to figure out which berries to eat or not, you know. Where in the time that we are of like incredible historic disinvestment of public education, skyrocketing illiteracy, like just general lack of ability to like engage with certain kinds of materials from like the public education, because it's been one of the only places that people are accessing avenues towards critical thought on a mass scale. Yeah, well, okay, I think that I'm really interested in free schools and like anarchist free schools. And so how do you think this fits into that? To which what to what? Well, I guess to both of the things that we've been talking about, which again is like subversion and also, maybe I'm misunderstanding you so, but I'll just finish my sentence, subversion and then as well as like creating a different model for how to do things.

2:14And you know, I teach in my professional life, multiple different subjects, which look really different from each other. And so I've learned a lot about how to impart information and what that can look like, like how to be repetitive, how to be supportive, how to draw information from other people, how to promote conversation. And that each of those skills is useful in different contexts. And you know, I'm I like to help with an anarchist free school. And I think that part of that is kind of breaking down of these like sort of traditional talker like lecture or whatever. But of course, I do think that being lecture can be really useful as well and has its place. And so this topic made me think about sharing information and I'm like pedagogy like how do you.

3:20How do you learn with all of your senses, how do you remember things and how does that experience expand your imagination instead of like constrict it because you know, being a teacher is really powerful position because you were like giving information. And that shapes the way that people understand it. And you have to be careful with that. I mean, that's like kind of the critique of education is that you're it's a program, which, which creates a scenario where in students are replicating the society that they're part of. And so in a free school, right, we're like doing quote political education or anti political education. And or we're not right, we're like just playing and experimenting with different ways that we can do. So like we can imagine different worlds or whatever. And so I guess one of the possible ways we can have this conversation, although there's many is like what have been ways that you've learned that like could be part of like an educational life way that would look like an energy or something.

4:37Does that make sense? It does make sense. I found myself becoming very curious about wanting to ask you a question, which is like because you know, you're aware of how the position of the teacher shapes like the psyche or the understanding the perception of information. And what information is provided all this sort of thing. And you are a person of like incredible varieties of knowledge, like and deep knowledge and skill that you've built up like over your like lifetime. And I've had the pleasure of sitting in your classes and really enjoying my time in your classes. Wow, thank you. And so I'm wondering what what was it that made you want to be in the position of teaching and like what draws you towards being an educational position as an anarchist. Well, as an anarchist, the question, the answer is different than like in the professional role, am I supposed to hear both you run your boat.

5:43But well, I actually, the first time I ever taught was for a free school when I was like 23 or something. And I wanted to teach because I wanted it to help me cement the knowledge that I had like just learned. And so I didn't think of it as teaching. I thought of it as like sharing information because I didn't really develop curriculum. I just was like, let's make an intentional place to like talk about plants and I'll teach about plants. And in the process of doing that really understand the subject matter more. There is something about teaching that causes me for my brain. It like helps me understand the thing in a different way because you have to kind of go through all the stages of learning in order to impart the knowledge. I mean, you know, if you're doing it well. And so I wanted to just share that information and the information that I wanted to give or like, yeah, share with people was someone that I found compelling for like how to live a different life, right.

6:53So it's like to be familiar with the land to understand what plants are like which what each of the individuals are, what they can help us do for our bodies to like promote autonomy and liberation from the world. And liberation from like a health like a society or insurance model that like has specialized knowledge, etc, etc. And then I think I also taught some history classes for that free school back when I was really young and it's it's been fun to like revisit to teach other history classes and be like, I'm doing this really differently now. And my educational tactic is to try to be conversational and not exercise or show or flex my knowledge, but rather try to have a conversation where once people talk about it, they feel like these are things they've always known.

8:00And I think I do that by thinking about like one to five things that I want everyone to remember as opposed to overwhelming people with every possible way of looking at the thing we're talking about. And then I'm like, what are the things that I want that feel important to me that I want to share. And so I think of teaching as like sharing information and I think that that shift helps. Yeah, and then I learned things because I like hearing what other people find is important about the information like is really useful and helpful for me. And yeah, so that's a long one to answer. Well, I think two points that I heard you describing which like that it helps with your learning and the ways that you're going to engage with information to be able to share with others. And the other thing that I heard you say that you said was part of your like practice in the beginning and even though your style of teaching has shifted that there's been this through line of the desire to share information that you think is important for other people's relationship to liberation for you.

9:17And so both for your own learning and then for the learning of the people around you that that's what continues to draw you. Well, yeah, and then as far as being a learner, which you're a learner when you're a teacher also, but like when I go to classes and I can just tell that the person is like excited to share what they know, then that is really compelling to me as contagious. I mean, I remember being in school like in high school and having the teacher who was like, this is fun. And then having a teacher that's like, this is my day job. You know what I mean? Like and both are true. Like it's, they're both the day job, but someone who's enjoying themselves is going to help, you know, I don't know. I think to, so in my professional life teaching, I teach about plants professionally, but I also teach medical students. And I think my role as a teacher there is as a patient advocate. So I'm like teaching medical students how to do like trauma informed practices and queer informed practices.

10:27And so I think of myself as an advocate for people who are not taken seriously in medical environments. And so I hold the space really differently. Then I hold the space when I'm teaching at free school, for example. I hold the space very much like, of course, you're going to be respectful. Of course, you're going to ask for consent. Of course, you're going to do these things. Which, and they're always like, yes, of course. How could I ever take any other way? Yeah. What about you? Do you have teaching experiences being taught in parting sharing? So I have like, I was originally studying to be a teacher in part. And so part of my education was like teaching pedagogies and like this kind of academic. And also I was studying sociology to teach to others.

11:38And the perspective I had as someone who was interested in like movements for liberation was like having a kind of like what does like an insurctionary teaching perspective look like. So not just one that is like from a social liberal perspective, but like if I'm an individual who's teaching an institution that is a fundamentally imperial institution. What does it mean to like be a pathway? Like if students are in an institution, they're coming to me because I am in the banking model of like how the institution sort of sets up like classrooms, everybody's facing the teacher, this type of thing, like some faculty are like, oh, you should just sit everybody in a circle, have a secratic discussion, these kinds of things and have all these sort of like tricks to making the classic more engaging. So you're not just like a boring person talking and barking. Yeah. And I was sort of interested in being like, what does it mean to like teach people who are going to want to like to like what does it mean to be a teacher who makes students want to leave the institution as quickly as possible.

12:49So to like not make my role, the replication of another individual so foolish to end up in this position that I'm now like teaching or something and to not sort of replicate or reproduce the university and to like, how do I make it possible for people learning from me to become enemies of the university end of the society that they're living in. I did not stay in school, which is probably not as surprised anyone who made that little preamble, but I loved teaching like when I was like teaching classes, I really loved doing it because I just felt excited to share the information. Like it was things that I had spent a lot of time reading and thinking about and I loved seeing when students would go from being like, I have no idea what's going on to like getting this like light in their eyes of like, like to me, it is like the same light that I've seen in people at their first demos.

13:51Sure of like this coming to like an ownership of self and like a new way of interacting with the world of being more prepared to make decisions about what the world is like and who they want to be in it and you know, it's not going to guarantee like no individual demo or whatever is going to guarantee that someone's going to like run away from society or like run towards like liberation, whatever that means to them or whatever whatever I hope it means to me. But the spark is this like promise of possibility and yeah, I loved talking about these things and like you said, you know, since I was excited about it or that it was, you know, to me, life or death to like almost impart this like possibility of escape. And I'm glad I did not pursue that with my life because yeah, I mean, I can teach, you know, or like structure a class or something or like share knowledge in so many other ways like amongst my friends or like in my community.

14:57And I've done trainings, I've done workshops, I like can give easy and prompt to lectures on different like policies or whatever because of retaining that structure of thought. But I still do it for the same reasons for like wanting to be able to share my excitement to share the things that I feel like have made me feel more alive and more capable of like responding and evaluating the world around me and that the more I understand and visceral detail like the evils of our society, it's impact on the planet on our spirits on like, you know, are like. Just relationships to each other, I feel more and more like. Desirous of you know, bringing it into our society, and I want to share that feeling with as many people as possible and education is a way of doing it. So that's like my drive and also just like geeking out of all things, it is fun.

16:02It's fun to like feel that and to share that with others as much as I like talking about like a book or a film or like an incredible view of like the ocean. Do you think that one of the things I was thinking about is that education can almost be seen in the context of interviews like preparation, right, like preparation for. For possible repression preparation for you know like isn't that something that they call school prep school prepares you for law school or something isn't that what prep school comes from something like that. Is that like a private school? I don't know. I was about that to like educate me either. I was thinking like a man or a school or something is about to like reach people like with like blazers or something like that. I think it's just a type of school. I think it's like high school is called prep school for college or something.

17:04I don't know. I shouldn't have brought it up, but I was thinking about like preparatory stuff and how practice is a huge part of feeling prepared for things. And then I was in the question if they were talking about like the modern school and sending nice schools and I do think that there's something about what a culture values that is like present in its education. And so I like that like when I think about free schools and like I think about rather than doing a download like trying to highlight the things that other people also know. Kind of trying to break down. I'm not good at this. I do think I can be more of a lecturer than I would prefer. But I like going to classes that are very like breaking things down in different ways.

18:04And like you were saying like we're going to talk in a circle, but it's still, you know. So I like doing the thing I'm talking about when I'm teaching. So that is like slightly hard to do when you're doing a lecture. We got slightly interrupted, but I think we were talking about preparation. And it brought us to a question about what can anarchist education look like now? Yeah, that's question number two. What do you think? Well, I mean, what it looks like right now is I think actually is embedded in the questions around like play, which is what we were talking about really. I think it's the previous joy and excited and like sharing with people.

19:05And we've talked about free schools. And like so it's like anarchist education is already present. And so I'm curious about like. What I think there's an implication that like anarchist education maybe could look like something new or something different. Maybe. Yeah, I mean, whoa. Yes, that's sort of the question is does it look new or not? And what could it look like? And I think it looks like well, okay, let's not even think about anarchist education. Just the kinds of education that I know of are like apprenticeship models. Totally lecture models. And I think there are more, can you think of others? I mean, there's like hands-on learning. There's like skill of sharing.

20:05It's like skill of sharing. Yeah, so like maybe some, and then there's like these like walled work and Montessori models, which is like one is like storytelling based or something. And where you do like hands-on play and like the imagination leads or something. Yeah, my I'm more familiar. I did not go to Montessori school. I just dated somebody who worked at my school. So I know a little bit about it, but I did not attend one or never worked at one. But my my understanding from that person who was an anarchist and still is anarchist is they had a critique that every single skill was like. It was oriented around productivity and skill building and learning in a particular way. And there's some interesting things about that model of like you need to be taught by an older person potentially an adult teacher, but maybe even another sort of child who has quote unquote mastered the skill according to the adults.

21:09And you can be taught how to do something like using a hand grinder for coffee was one of them or like. You could like maybe spin thread or something like this and there's this perspective that the it's not just that you're playing, but that you are playing in order to build a skill so that you can be like a more productive member of society. This is one story. This was the Montessori school that that one person was working on. And their critique of it was that there, you know, there's this illusion of play and freedom, but that it was actually far more structured than they would have liked or that the focus of the structure was around producing like workers and managers in society. And this bothered them and then they also had of course like critiques around what the children were encouraged to do based on their like a gendered or like racial like presentation to the teachers own biases would like social biases and prejudices would play out and onto the psyches of children like very, very obviously.

22:24But through the guys of play and that so for example like, you know, boys being encouraged to like do the outside activities and then like or being encouraged to do mathematics and like girls ending up in like being like oh being told you're so good at this like soccer skill and then focusing on that. And so this person also had like a critique of that and then also just of how the play was judged by adults to be productive or non productive. But it is, I mean, I do think that it's interesting to have children playing together and teaching each other skills. And I think there's a something that is kind of a side note is that all of the furniture is really small. So the whole like classroom setup is designed to be at the eye level or the perspective of like children scale. And so maybe you'll go to like a regular public school and it's kind of like all these kids sitting in chairs that are slightly too big for them, the tables are too high.

23:32And then at a Montessori school presumably you go there and all of the furniture is like smaller like the objects are smaller for the hands of children and it's meant to be more focused on like bringing the adults down to the children's level. And so obviously some of these things are kind of interesting and like cool but I know that ultimately this person was like deeply dissatisfied with that sort of education. They would rather work there than at a public school. Sure. Absolutely. I mean I know that there's people who have like really thought a lot about educating children and what that can do and like how to do that. And I'm not one of those people. But I think it's I know adults who've gone to Montessori and I know adults who've gone to Waldorf and the Waldorf adults who went like like are really imaginative a lot of them and like are really drawn towards storytelling and being outside.

24:40And are kind of like, ooh Matthew I didn't really learn that super. And yeah I don't know I feel like I have not seen or been part of an anarchist education model. It's hard to imagine like playing it out on the day today as opposed to being sort of like an extracurricular bonus thing which in some way kind of reflects an anarchist thing of being like you get to choose to be part of this if you want to. But I guess I imagine that anarchist education could be something where you underscore like the things that people want to do. And not and like figure out ways of breaking down socialization to you know like there's so much of children is modeling their the people that are around.

25:49And like so much of play is about playing at being an adult. So like I like this idea of the Montessori thing of like we're all playing like you're like the imagination this thing that you're doing is like a really important part of you becoming a person and like I do think that one of the tragedies of modern education is that it's so well not I don't know that modern like when I went to school. I mean, 90s and probably before that like it's very like you have to be smart you need to be smart in these ways you have to be good at reading you have to be good at memorizing you have to be good at languages you need to be a productive member of society that can like function on a 9 to 5 you have to be able to wake up early and not.

26:52Get good sleep and do what the people in charge say and it's all a little like replication of how to perform well like your social function yeah and so I do like the idea of like playing in an anarchist way of like what does learning look like like just as an experiment. But I haven't given enough thought of what that could look like except that when I'm. Thinking about the free school yeah I'm thinking about I'm like re processing information you know like I'm learning something and I'm thinking about what is the function of me learning this like how has it like for this I'll be more specific like. If I was taking history class this is what I've learned about this history thing why is it being told that way why like what am I going to retell what is a different way of looking at it what is you know like trying to look at it from a more nuanced perspective and kind of analyze the lessons that are that I meant to digest and think about different lessons.

28:18You know what I mean yeah but that is only like I wonder how to do that and like a kinesthetic learning or like a you know other ways of learning that isn't just like reading listen. Yeah I to me this does for me go back to like some of what you're teaching or what I was talking about earlier and of the distance between like the question of well what is it like to learn in what are different ways of learning versus like what does it mean to produce an educational model through which we are going to educate people yeah because to me one is a question about social reproduction and the others a question of just. Existing like people are always learning we're always learning we're always playing and like in a society either like post empire bad time or like pre contact like you know for the audience I am indigenous you know the contact indigenous like for like my people or something like this like like of course we were learning to make nets or like.

29:33Like whatever other skills necessary to survive and those things are learning whether or not it's like a formalized system which question over three is like about informal like learning structures which I'm like that's constant like we are constantly learning and like people are going to interact with children as they exist like in whatever like structure society it is and like we can decide to make it a playful or harsh experience but that to me is different from the question of like what does it mean. For us to want to disrupt the reproductive process of the society we currently live in and I think I've been it's been kind of on my mind of like I do consider like free schools and things like this like a place of like play and engagement and it's a way that like sometimes anarchists find times to come together and slightly more formal way of the way we always do.

30:33And I wonder like what it would mean if perhaps this is what question number two is about of like what could anarchist education look like of being like well what does it mean for us to maybe have a project or something that is built around this idea of like being more sort of like disruptive to like something beyond like our immediate anarchist circles. So like to me I'm like oh well we could be learning all the time with however we're going to structure our societies or whatever are the ways that we like get food make medicine together make our homes make our clothing like what what is the society we live in at that time is going to be different in different places and in different times and amongst different peoples and so there's not going to be one vision of anarchist like structure I feel like it implies that anarchist like existence is one. Yeah which is a problem with the with the prefigure of stuff right totally and like I can tell you the kind of society I want to live in which would of course have us making fishing nets and like being with plants and like weaving next to like elders who've been weaving their entire lives and like learning in this type of way.

31:54And that to me is very different than what I as an anarchist in 2026 of this current time like believe my role can be in sharing information to people who are like not yet anarchists or could be my friends one day or like are struggling in their community right now and like I could be right alongside them like as a neighbor. And to me these are different things and I don't think we do a lot of asking the second person I think we get we just stop at preschools and like skillshares and there's a lot of reasons for that like I'm not like we're all fools or whatever wait we stop we don't talk about what we can do for the people around us I mean okay that's not I feel like it gets wrapped up in this like charitable thing of like oh sorry we started. Like in Oregon we like. Fliring enough for our classes around blah blah blah like I don't I wish we were kind of like Irish I was kind of thinking about what would be relevant to people around me that I can assist with right now.

33:07That can also be a pathway towards like increasing like critical engagement or whatever. Yeah. So it's just it's just one of the age old questions. Yeah. I like how do you navigate sort of like not being prostilizing and also being welcoming. I feel like there's a lot that we that and I'm making kind of a false stick on me myself. I was like well I mean I feel like there's a way to like teach people financial literacy classes in a way that's relevant but it's like yeah dude and job suck that isn't like and you know Karl Marx and Andrew Angles once said like I don't think we have to do that every two seconds. Yeah. I think the other thing okay whenever I think that anarchist education I always think about the dispossessed because I think about the memories that the main

34:12character Shrevek has of being a small child in school and of course like you know the society minores is like not meant to be like a utopia like a perfect anarchist vision of course. But there is like a deliberate like structuring of classes that liquid and spends time like focusing on which is like there is like an adult leading the class and inviting like children to like share like think creatively and like the classes are things like talking and imagining together and they're supposed to be engaging in like dialogue and conversation. And I thought that was quite interesting and then but there's also all of these other scenes of like the children learning by themselves by doing things they're absolutely not supposed to be doing and like actually kind of hurting and let them stay in each other pretty pretty periodically. But of course Shrevek's memories are of like the coolities of the adults around them still even though the classes are meant to be structured in a way so like they're meant to be like teaching the kids to like be in exchange at all times.

35:30Which I think is an interesting concept but is of course portrayed negatively in that moment for the child. Yeah. Yeah it makes me think about like hard lessons as well as positive ones and that like or better said there's like lessons that are fun and engaging and there's lessons that are like painful and both have like are important and have I mean I'm not trying to say that we should create a painful learning environment but often like like seeing someone do something that you're like I never want to do that right like learning by negative example is also like an important part of learning. Totally. Like learning how not to be and I think that there is a certain part you know I mean this is just my trajectory so it's like I don't it's hard to see out of it like what if I learned in a different environment but I learned I did learn an environment that was like kind of rigid and

36:35and it's been really fun to break out of that and also painful to see the way that that has like impacted me and how I perceive knowledge and how I perceive intelligence at times and things like that and that's been like a process of thinking about like different kinds of intelligences and like different contexts and and and thus all I'm saying is that like there's so much of anarchy that is like defined again. So I'm just trying to define against what we've been socialized or something and so what is maybe the role of anarchist education is like okay you went through this thing and now I don't really like the sound of this I'm just shooting shit here but I'm just saying that like maybe these kinds of rejections are also an important part of like anarchist education but it would be cool to have a society where you don't have to go through the but it would be cool to have a society where you don't have to go through the

37:35but the dispossessed thing that you said maybe think about that even in our quote like closer to Utopia society there's still there's still a power differential between those who have an knowledge and those who don't and how you're trying to shape someone and I'm one like I don't know how to avoid that necessarily and that's something that I would like to give more thought to but not in the context of this podcast perhaps. I think something talking about like the painful lessons of being in like a rigid educational system I was thinking about observing like my beloved friends like sometimes like in classes or like in like in a free school class or like in an activity or like learning how to do something together that depending on the learning structure I feel like sometimes I like to zoom out almost in the timeline of like the life course of my friends and I'm like oh I can see the child and my friend that that felt humiliated in class.

38:37I can see the child and my friend that felt really stupid or like was really struggling like I can imagine my friend struggling with their homework or feeling like they didn't want to get angry. Yeah like the anger the resentment the bitterness like the self-esteem issues and like I do feel like I can see these things come forward in like certain settings that we're trying to like learn together or learn from each other and this of course makes me very very sad. And I also think about like this is present in any of us who've come into contact with like the school system which is most of us that I encounter in my daily life at least for some period of time and that like people are made to feel or come to feel so negatively about themselves. And I think that there are lessons then that those sort of like negative self-perception lessons that rush forward into these spaces when we think we've maybe escaped them especially those of us who like have no contact with like the formal educational system anymore and those feelings are so present and they're so right there and it taints our ability to like learn freely and playfully and it's often feelings that we've like carried for decades and decades.

39:51I mean to this day there are so many friends who like don't want to read or like there's this like because we're like participating in reading groups or whatever not even just because maybe a reading group can be a kind of horrible experience of people are like feeling some kind of way but just that it feels bad to try to engage with a text that feels like dense or difficult or like reminds us of the ways that we have felt horribly about ourselves or made to feel horrible. Or like needed help and couldn't ask for it or needed help and did ask for it and were humiliated or whatever and I also see potentially like being in spaces of co-education as adults is like ways of rebuilding our connection to like our right to learn. Like and I don't mean also or legal or I mean like the right of like a curious preacher to want to know or like want to try and to be able like our right to be failures our right to be foolish and like still value ourselves and to like move through those times of like feeling stuck and feeling confused and like being able to like work through and piece together things.

41:11And to believe in ourselves to do it and I hope that like classes that I get to participate in or get to like guide or whatever can help be a space where people can build up their self esteem more. Yeah, I just I have so many friends that will like look at a text and be like oh this is like really dense and I don't like it and then but what I can see on their face is like a pain a deep pain worse yeah. And I want so deeply to be able to like help my friends to feel like the force of their own curiosity and intelligence and that like I think that so much of school pushes us away from that space of this like fierce ability to be like I'm going to grab onto this thing and I'm going to look at it and I'm going to like understand.

42:13And this thing is a part of me because it is a part of the world that I'm in and then instead people are like this place where I could have learned about myself in the world is a place of like suffering and fear and I'm going to shy away from it or turn away from it. Yeah, it's like a place where we're made smaller. Yeah. And that's why you need the tiny little desks. Yeah, so you can feel bigger. Yeah, so I don't feel like I'm too small for this death because I'm supposed to have you. Okay, well such a happy note. Yeah, yeah, yeah, okay, so we got it. We got to do free schools. We got to do hands-on. Yeah. We got to touch plants. We got to learn how to weave with our grandparents.

43:14Yep. That's as good as I got. Yeah, maybe next time we'll take the reading. But you know school. Okay, bye. Bye. This week's podcast was sound edited by Los Nantes. The one to me was written by Chisal Red by Chisal Hands. And practicates. We hope this podcast is useful to inform foreign or just to be in our co-curious. We're going to say more words. The gas bowl fades down on the table. The breath don't press hard to the range.

44:18The world's stabbing like a warning. I'm done. Let you keep your story. I decide who I am tonight. I don't need your eyes tell me I'm right. I decide who I am tonight. I don't need your eyes tell me I'm right. I decide quicks then kill hits, pack, and the pavement. Sharp turn cuts you off the stage. You changed the end of that poison.

45:18To then nothing left to bad on. I decide who I am tonight. I don't need your eyes tell me I'm right. I decide who I am tonight. I don't need your eyes tell me I'm right. I decide. I decide. I say I regret this. I say what you're living. You frame your reckless eye, frame it as if it's vanished.

46:23I decide who I am tonight. I don't need your eyes tell me I'm right. I decide who I am tonight. I don't need your eyes tell me I'm right. I decide. I decide. I decide. I decide.

47:28I decide. I decide. I decide. I decide. I decide. I decide. I decide. I decide.

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49:36I decide. I decide. I decide. I decide. I decide. I decide. I decide.

50:40I decide. I decide. I decide. I decide. I decide. I decide. I decide.

51:48I decide. I decide. I decide. I decide. I decide. I decide.

52:48I decide. I decide. I decide. I decide. I decide. I decide.

53:48I decide. I decide. I decide. I decide. I decide. I decide.

54:48I decide. I decide. I decide. I decide. I decide. I decide.

55:48I decide. I decide. I decide. I decide. I decide. I decide.

56:48I decide. I decide. I decide. I decide.

57:48I decide. I decide. I decide. I decide. I decide. Hello. I decide.

58:56I decide. I decide. I decide. I decide. I decide. I decide.

59:56I decide.