therestlesswitch:

mamoru:

good homeopathy: i use lavender because it smells nice and helps me sleep

bad homeopathy: i use lavender and it smells so nice that i stop getting vaccinated

Also bad homeopathy: I use lavender essential oil and it smells nice so i use it undiluted on my body and also ingest it because the company I got it from says its okay.

boyonetta:

“You can criticize something you love!”

Yeah, and you can also get tired of criticizing something you love. You can get completely fed up with it and decide, “You know what? Flaws aside, I love this thing, and I don’t have to waste hours of my life admitting its flaws to strangers on the Internet in order to somehow justify my love of it.” You can get sick of watching others gleefully tear it apart, for no reason other than that it’s popular and they hate that you love it. You can get sick of watching others tearing it apart with good intentions, too.

In the end, it’s just a cartoon, or a book, or a movie. It’s not that serious, and you can enjoy it without hyper-focusing on its flaws. You don’t need to justify your love of something to someone else, least of all a person you don’t even know.

soylentorange:

tlbodine:

You are providing a vital life service when you do this and your magic ears are appreciated.

https://en.wikipedia.org/wiki/Rubber_duck_debugging

This is actually a known thing. Having to explain something to someone else0 even an inanimate someone- causes the logic lines to travel through your brain differently, and what was an impenetrable block from the perspective of trying to do it may suddenly become easily defeated from the perspective of teaching/explaining it.

aloneindarknes7:

calystarose:

Because treating people fairly often means treating them differently.

This is something that I teach my students during the first week of school and they understand it. Eight year olds can understand this and all it costs is a box of band-aids.

I have each students pretend they got hurt and need a band-aid. Children love band-aids. I ask the first one where they are hurt. If he says his finger, I put the band-aid on his finger. Then I ask the second one where they are hurt. No matter what that child says, I put the band-aid on their finger exactly like the first child. I keep doing that through the whole class. No matter where they say their pretend injury is, I do the same thing I did with the first one.

After they all have band-aids in the same spot, I ask if that actually helped any of them other than the first child. I say, “Well, I helped all of you the same! You all have one band-aid!” And they’ll try to get me to understand that they were hurt somewhere else. I act like I’m just now understanding it. Then I explain, “There might be moments this year where some of you get different things because you need them differently, just like you needed a band-aid in a different spot.” 

If at any time any of my students ask why one student has a different assignment, or gets taken out of the class for a subject, or gets another teacher to come in and help them throughout the year, I remind my students of the band-aids they got at the start of the school year and they stop complaining. That’s why eight year olds can understand equity.