the war-zone of interest

 

the war-zone of interest, 

between teach and learn,

rules abiding set aside.

yes, we will give appearances

by posture and appropriates.

but what is really going on?

teaching that hangs on presentations skills

is soon begging for boredom to be unseen.

interactive spontaneity is a must,

but reveals way more 

than the subject matter.

actually what is the subject matter?

factuality is a bust in longer timeline ways.

but discovery of that, for permanence, 

is usually a college experience away.

but some, early on, are well aware,

that interest does not define itself 

in subject matter ways.

such we can all say that to others

but well within, 

there is other-wise significance.

learning should not be 

an acceptable brain-flogging.

learning was really looking for 

passion out of interest,

yet not the appropriate mind-wardrobe 

for ware.

way too many people fell for that version.

the directives from each side 

vary masterfully.

teach is lost in the lockstep approach,

overseen by administrative 

beset with agenda.

learn is a corralling of sorts 

and then to forage. 

retentive mind seems to be 

the gold-star intention.

proving one's worth is ever 

on the horizon of being.

the hows and whys of learn are backseat, 

to what do you know as evidence retrieved. 

express is more intend to be 

a version of recite.

generally the whole process is 

a version of underwhelm.

teach and learn are suppose to 

dance together, 

in plain sight with accompaniment 

and accomplishment,

as displays of the success 

of the whole process.

interest is supposed to be a something,

as something chosen 

from the menu offered. 

it's not about the nature of interest.

it is about the subject of interest.

it's not about how the nature 

of interest works.

it's about mastering in evidential ways 

an interest,

as if show and tell gets to the heart 

of the matter.

teach is a handicapped position to maintain.

there are restrictions 

and restraints implored.

you can only wink so often, 

and it not be a personal impediment 

to your presentation.

even dialogue has it boundaries 

in a resistant environment.

the stress is ubiquitously everywhere present.

the rub, teach to learn, 

is to generate learned results as people.

but the real work has to work around this,

the indoctrination of all parties involved.

where as, each person has to figure out,

how to teach themselves, 

while appreciating how learning 

from within happens.

what is native to the being, 

as opposed to what is expected 

by authority and others.

learn and teach are a false 

division of labors,

when in actuality all parties are 

one in the same.

if I could eavesdrop on your passion

rather than tell me what you know,

if I could genuinely feel-think for whatever

then find myself that way,

the war-zone of interest would be over.

this is where teach and learn are bonded 

in the same intimacy.

really, aren't we all that way,

as a means of going forward? . . .