lol! clearly he’s not lending you books which you keep for months (or is that years?) and even move to other cities with them… all the while making promises to return them as soon as you’ve successfully defended.

heh, poor guy.

for jason’s so what? i’d reply ‘who cares?, i do’ and if i care, it indicates something.

why should he care? he should not. he should aspire to a fundamental nihilism, from which he can reconstruct a reason to care… perhaps he’ll care for this, or not, it is not my business to see to his cares. my business is soley to motivate caring where appropriate.

the end of a thesis is… there is nothing left to say… so ‘what about it’ is moot. since i can never find the end of a thesis… i can never answer what it is really about other than what my current folly is. for all i know id give it all up to pursue a doctor of theology. why… because there is nothing about it to be found in the immanent realm which is not patently obvious… however… that doesn’t mean it shouldn’t be said.

To Jason:

So what? Well, since I couldn’t find any previously done research on learner experience of education during war, I figure that this speaks for itself.

You should care because as soon as someone graduates me, I will stop bugging you and borrowing your books for months on end.

What about it? Well, now, I admit that there’s not much about it given the small # of participants, but the study shows the breadth of relevant and interesting information which other more potent researchers could present if they bothered asking learners about their experiences, too.

So by your standards, I’m done… and Jeremy here is not (yet). ;-P

BTW, after your these, you’re still missing the important bits… which can be done by responding to the following:

Ya, so what?

Why should I care?

What about it?

And then you’re done.