Recently had doubts about my individual project, because during the preparation for EPP, I found my project getting more and more political, in the sense that my project is pushing me to become an activist. I had this realisation when I found myself searching through different political eras throughout Chinese history and chatting to my friends from a variety of different backgrounds about their perspective of Chinese education.
And I stopped myself, because this feels wrong. I came with the initial goal to create change with fiction. While learning the origins of Chinese education is beneficial because the result-based education system is itself a “fictional” world that generates/encourages a certain mode of belief, is fiction the best way to create maximum change? One fact I do know is that it is certainly the best way for me, as an individual, to create change.
On a personal level, reading and creating fiction brings me joy, and on a societal level, fiction condenses macroscopic views into a world that is easier to comprehend.
emmmm okayyy here’s a thought:
Result-based education system is fictional.
The way you are educated is fictional. They tell you about a fictional world(whether good or bad, if it can be defined that way)
This reality that you form, whether as a student or as a graduate, is a fiction edited from the objective truth.
Richard’s idea: curating a movement of fiction/artwork/screaming(??) with rules and guidelines.(to do whaaaat…?)(to project this view to younger people?)(because there is a religion/belief going on that should be broken or unlearned.)(By curating this movement, people are not just letting off steam on the internet, they’re also giving off a warning to youngsters who are just stepping into this environment).
This itself would be a platform for fiction.
And that goes back to the education system(grades, ranks, hierarchies, etc) being fictional.
e.g. feedback on unit 2, the one next to the letter grades, gives u a small story of who u are(which clearly is one-sided and therefore untrue, but it is a brilliant example). Young students tend to believe it to be their own personality and that’s why they are negatively impacted when their grades are relatively bad…
Two works of fiction I could add to research:
The “Three Body Problem” by Cixin Liu.
and Dungeons and Dragons(a game I’m not familiar with).
And of course, 1984.
I need to remind myself to take action(interventions) rather than just analysing the same information again and again.
The Religion of Results: A Critical Examination of Result-Based Education
I. Introduction: The Grip of Results
My topic centers on the positive and negative impact of result-based education (RBE) on students, teachers, and parents, mainly focusing on middle schools and high schools in China. This form of education operates as a pervasive belief system, a Religion of Results. In this system, students are being instilled a rigid definition of success and failure that is solely based on test scores and rankings. Hallways in high schools are plastered with long lists of rankings for every exam, constantly reminding students of their current position. As Bryan Caplan stated in his book “The Case Against Education”, such systems often function primarily as signaling mechanisms. High scores become a badge for students, not necessarily of their knowledge, but of their ability to conform and persevere.
Take English classes, for example. In China, schools present students with formulas of grammar and lists of vocabulary to memorize. using this method of learning, students become adept at churning out formulaic sentences during classes and exams, which offers little practical use in real-world conversations with native speakers. This example proves that this system prioritizes results over genuine understanding of knowledge and stifles the development of independent thinking.
II. The Impact Inside the School Environment: Pressures and Benefits
The negative impact of RBE is undeniable, particularly for students. Schools encourage students to focus on the “correct” answer based on textbooks, which contained only a rough overview of knowledge from a specific field. Critical analysis of said knowledge is subtly discouraged, because it is seen as a distraction from the singular focus on achieving the “correct” answer. This, adding rewards and punishments, creates passive learners. Students’ physical and mental health suffers as well in this environment and are constantly neglected and deemed unimportant compared to their performance in class.
However, acknowledging the negative impact of RBE doesn’t mean it doesn’t have any potential benefits. Quite the contrary. After consulting a friend from a university in Shenzhen, I learned that RBE is a gateway to abundant knowledge and educational opportunities that is otherwise unavailable for students from remote areas who value their financial needs way above expressing any form of creativity. Standardized tests, while flawed, can offer a level playing field, a chance for every student to overcome socioeconomic barriers.
Teachers, another major stakeholder of any education system, is impacted by RBE as well. Unlike the students, they can see a bigger picture of the phenomenon. And while they must follow the rules of the system, they are doing their best to make change in their own way, structurally and emotionally.
Going back to my former high school, I joined a 15-min physics class for the senior grade 3 students (preparing for their College Entrance Exams) with my teacher’s consent. My former physics teacher, while clearly aware of the effects of RBE, employed a teaching method that minimized the time for passive learning, leaving abundant time for students to organize on their own. My teachers, although exhausted by the high pressure of classes, always tried their best to make their own small changes within the system. Their fatigue vanished when they were teaching in class, providing emotional as well as structural support to the students. Looking at this phenomenon no longer as a stakeholder but as a researcher was quite memorable to me. Another stakeholder in this system are the parents. They were once students of RBE as well. Whether they were considered successful or not, they would have an expectation for their children in education. Their emotional and psychological wellbeing are harmed because they care for the future of their children (therefore in this context, they care about the results). This system does put a pressure on them to prioritize their children’s academic performance over holistic development.
III. The Impact Beyond the School Environment: The “Religion of Results”
Why do I call this phenomenon a Religion of Results? While the system does lack deities or supernatural elements, it does function similarly, shaping students’ minds and fostering a conditioned way of thinking. Result-based education fosters a secular religion in its stakeholders, especially the student group. According to the Bandwagon Effect, it’s easier to manipulate a crowd than an individual because of social pressures, so the larger the crowd of believers, the easier perceptions of success and societal expectations are changed.
In the grand scheme, breeding believers of this Religion of Results might appear beneficial. After all, it produces workers who strive to be “perfect”, and this “perfection” is defined by the creators of the system. According to Herbert Marcuse’s critique of societal repression, this comes at a devastating cost to believers of this religion: the stifling of creativity and innovation. Students become so accustomed to this results-oriented mindset that they project it onto every subsequent environment they enter.
IV. Beyond China: Comparing Different Cultural Backgrounds
The Religion of Results doesn’t just exist within China but is a global phenomenon. Comparatively, this belief is more popular in the East than in the West. The difference of labor between eastern and western cultures causes the difference of education. Western RBE centers on capitalism and Eastern RBE centers on several diverse backgrounds but has communism roots. That’s the core reason why the education system are so different in those areas.
With that research in mind, I started broadening my scope and searching for evidence beyond China. I consulted someone who had education experiences in both Thailand and New Zealand, the feedback I got was that New Zealand was much freer in education, but it was also more chaotic, and students had a lot of fights and the school couldn’t really control them. With this information in mind, I maintain that we need to form a balance between the freedom of individuals and the order of society within the area of education.
V. Conclusion: Seeking Balance beyond Standardized Tests
RBE provides stability and promotes national competitiveness that comes at a cost of stifling innovation and critical thinking. For financially challenged people, this is an amazing opportunity, but it remains a problem for potential creatives.
Students are not connecting the dots of why they have this belief of results. They can’t see the entire picture that I’m only beginning to see now, with the luxury of being in another educational environment where critical thinking and failing is encouraged. The change I want to see is for more people to witness this macroscopic view. I want students to deconstruct information, separate fact from fiction, and challenge what they’re taught. Students, as well as parents and teachers, should form a metaphorical shield in a result-based environment.
As artistic protests are scattered around different social media platforms right now, we need to create a movement or form an online platform where potential creatives could express their ideas freely. Adding a little chaos within the order of results is needed in this world.
Reference:
Caplan, B. (2019). The Case against Education. Princeton University Press.
admin (2020). ‘Secular religion’ in the Wikipedia. [online] Tamás Nyirkos. Available at: https://nyirkos.com/secular-religion-in-the-wikipedia/ [Accessed 7 Apr. 2024].
Farr, A. (2021). Herbert Marcuse. Summer 2021 ed. [online] Stanford Encyclopedia of Philosophy. Available at: https://plato.stanford.edu/entries/marcuse/#Rep.
This entry lists primary and secondary research for the EPP Project. I’m currently unsure of how to word the topic, so I’m putting bullet points below and string them into a topic in the end.
Result-based education, psychology, mind control, application of fiction and illusion.
back to High School
I flew back to Beijing for a couple of reasons, one of which was to revisit my old high school where result-based education took place. I had several reasons for revisiting that was project-based: 1. To have a chat with my previous teachers, because I only had a student’s point of view on this topic; 2. To see the current work of students, and to observe how they interact with teachers in class and with fellow students; and 3. (which is slightly more abstract) Revisiting a place that had great emotional impact to me 5 years ago will re-stimulate that impact, and I will be able to remember more.
The teachers: They told me that they felt gratified that we as former students would tell them how our lives went through because they were stuck in a cycle of teaching students year after year.
the mode of teaching of my physics teacher: 15min at noon after lunch. He’s trying to make everything as efficient and as simple as possible for students to absorb, because he knows we’re in a result-based education background and the way students are accessed is by memorizing formulas of physics while a very small part of the test is designed for ppl who actually understand physics. (80% of memorizing formulas, 20% of understanding and analysing actual physics) so if you memorize everything on that sheet of paper, you can get 80 in physics in the College Entrance Exam. It’s that simple.
(How in the world can you find evidence to students’ minds??? I can’t directly assume that they have a linear way of thinking or not just by observing their behavior in a 15-min class) David’s email really helped with that.
Secondary Research
Psychology, how you control the mind, whether or not you control your individuality amongst society and if it makes a “better” impact,
Had a chat with Risa and her opinion on the rules of school was that it made sense and helped her to become who she is right now, so it had a positive impact rather than negative.
Risa: experience in both education systems in New Zealand and Thailand.
The Third-Wave Experiment…
the change I wanna see is people becoming more awake and aware of the controlling of their own minds when they are in a crowd.
I’m doing a project that is about how individuals’ minds are altered and controlled and their idiosyncrasies are suppressed in a result-based education background. Students in this type of background(I have limited the location to China) have a sort of secular Religion of Results, and define their success based on other people’s failures. The Believers of this “Religion of Results” have a conditioned thinking that is linear and beneficial to the development of China as a whole.
I have researched several psychological experts like Edward Bernays, the Freuds, and Herbert Marcuse(as well as B.F. Skinner, Ewen Cameron, and Jordan Peterson), and they have ideas that contradict each other on whether individuals’ inner drives are evil and whether it should be repressed to gain a more orderly society. With result-based education(RBE) in Chinese middle schools, high schools and universities, individuality is repressed and conformity is encouraged. This is good for the development of society as a whole, but bad for creative students, as well as students with Diverse Learning Styles, include students with dyslexia, ADHD,(very few are diagnosed in China) or those who learn best through hands-on experiences.
The main recipients I’m focusing on are the students, the stakeholders are students, parents, teachers, workplace employers, etc. I have done primary research on this topic by going back to my high school, mingling into the group of students and chatting with my former teachers. My school was very cautious on not letting any knowledge-based context leak out, so knowing that I wouldn’t necessarily get anything valuable if I told them I was researching for my topic, I went undercover and with my teacher’s consent, joined a 15-min physics class where the senior grade 3 students took every noon after lunch. I also observed what the teachers chose to ask a 2019 graduate. They mainly asked about the content of my MA and how it would benefit me to get a job in Beijing. Backtracking to my topic, I witness the majority of Chinese students are ignorant and only think in a linear way(currently unsure about how to prove that with the evidence I’ve got, I have some interviews on this topic back in 2021&2022, I’m skeptical to conduct interviews NOW for fear of conformation bias), and I witnessed that we were reluctant to speak our ideas in class when we were out of that sector.
I plan to conduct interviews with school counselors and examine the function of school counselors in Chinese high schools and universities, both research methods are used to find out what Chinese students are worried and anxious about. And whether they trust a school counselor to help them with their psychological concerns. (Currently unsure whether this part is relevant to the Religion of Results)
The change I REALLY want to see is for students, especially youngsters in middle schools and high schools, be AWARE(VERY aware) of what they are learning and be more critical and conduct more self-learning than just passively absorb what is taught in class. I have already seen content creators expressing their ideas about the by-products of result-based education on Chinese social media platforms such as Red and Bilibili, which attacks that linear mode of thinking by projecting the macroscopic view in a magnified dystopian way. People, especially youngsters(or the younger generation), are waking up after seeing their work and I plan to ask them (or do research on them about) their initial thoughts on why they created their work on this topic and what impact they have witnessed due to their art.
Changing the mindset is quite hard for it requires a psychological twist. I’m adding Derren Brown shows in this paragraph because I think I can learn from how he does his experiments in the streets and how he conducts his shows on the topics of creating illusions and mind control. I aim to write about the movement of social media on battling result-based education using art and creative methods, and how the minds of the audience(especially the students) had changed psychologically.
I’m writing a reflective piece of writing (1000 – 1300 words) describing how I have arrived at the stage of planning impact and change. It should also include a bibliography of source materials that I have used. This piece of reflective writing is supposed to give substance to a presentation which is a 3-min project pitch for the European Press Prize (a journalism competition).
Could you give me bullet points to outline what I should write in my reflective writing? Please contain a clear logic focusing on the topic of the impact of the Psychology of Young “Believers” in “Religion of Results”.
Linking Project 4 to my Box of Uncertainties (and applying what I learned in Unit 2), I aimed my focus on result-based education which is common in middle and high schools in China.
The two pages shown below are my initial notes on the definition and background of result-based education. I am aware that I lack secondary research in this area, so these pages consists of mostly assumptions(that is slowly morphing into understanding) of why this phenomenon exists in the majority of schools in China.
QUESTION:How can individuality within creative students be preserved in a result-based education environment(using fictional storytelling)?
Project 4 is a major self-directed research project, which involves investigating and identifying a meaningful area of inquiry which has not yet been explored. My project centers on mythology, religion, belief and result-based education in China.
My assumption is that students in result-based education are taught to form a belief of being perfect and taught a linear way of defining good and bad, much like the definition between heaven and hell in many mythological tales. After researching the Third Wave Experiment in 1967, I realized several things: 1. Fiction has functional uses in education, and 2. people lose their minds in a crowd and forget to think individually, and therefore it is easier to teach a crowd a biased definition of good and bad than to teach an individual.
I admit that I am biased towards this phenomenon because result-based education really built the way I think as a student and I found myself almost incapable of having a meter of my own about things I see and I am anxious that my work wouldn’t be “perfect” by academic terms.(Because we are taught to rank our success based on other people’s failures). I used to read ancient mythology(Norse, Greek, Roman, Egyptian) and fictional tales as a way to escape and form a safe haven for my individual idiosyncrasies when I was taught to believe that those things are not a part of true academic learning in middle school.
After all that being said, result-based education is actually the best possible solution that we as a country has come up with after a pretty rocky part of history, because we are aiming to transform from an agricultural country to an industrial country(or a developing country to developed country) in the shortest possible time, and in order to achieve that, China as a whole will need an abundant number of workers who believes wholeheartedly in a collective sense of honor and a fixed definition of success and failure(which is defined by the leaders, who changes those definitions according to the direction that we as a country are going after.
If I look at this phenomenon from a macroscopic view, I would think that this is a clever and efficient tactic. (I have compared this to the novel 1984 but personally I think it was too negative of a comparison, this particular phenomenon has achieved really positive outcomes, if it hasn’t, it wouldn’t have survived this long). I emphasize that this phenomenon is invisible to most young individuals in school who are going through their primary and secondary years of education. I maintain that we show this to them in some way that they would understand what they would be going through before actually going through it, for that might change their entire perspective to what they are learning. This has already been done by multiple artists and content creators in China where they post their work on platform(Bilibili, Red and Weibo,etc) which attacks that linear mode of thinking by projecting the macroscopic view in a magnified dystopian way, and it overjoys me that they are receiving answers from the audience online saying that they hear them and agree with them. People, especially youngsters(or the younger generation, are waking up).
There’s something emotionally uncomfortable in the process of this project. I think I’m trying to understand this phenomenon in Project 4 so I could use it as a basis and go a step further when I do my individual project, and focus more on telling fictional stories, mythology, religion, and belief, because I don’t plan on being caught by this narrative for too long (because if I do, I’ll simply be telling the same story over and over again). I understand that I can’t change this macroscopic phenomenon itself, but I could change the way people observe it, and therefore bring a change to the mindset of people inside this phenomenon, especially youngsters. (This is where fiction and belief comes in.)
The center of my Box of Uncertainties has always been fiction, mythology and belief, why people chose to create and believe in the definition of God. I think of it as a filter or a lens. People look through this filter/lens to see the world they want to see, and some have the ability to tinker on the lens of others, so their perspective of the world is changed, either for better or for worse.
I aim, in this project, and in my work as a whole, to be a tinkerer. I want to learn the craft of tinkering different lenses to either expose the more objective truth or to let people see a potentially better world.
(And definitely communicate with other tinkerers because defining a specific world as “potentially better” as an individual could be dangerous).
The Patronizer, the Pin, the Book, and the Trial Frame.
The Patronizer
The glorious teachers have no use for creatures who knows how to play with the Gods.
AURORA
The Patronizers, or the “glorious teachers”(not actual teachers, most people who occupy the actual role do no such thing and are brilliant in their job), are people who educate you in a scenario where they are not qualified or required to do so. They treat you in a way that is apparently kind and helpful, but their real goal is to make you feel inferior, whether consciously or unconsciously.
A good example of this would be stakeholders in result-based education that is common in most middle schools and high schools in Asian countries. Students strive to reach perfection to get an A to ensure a good future, and we rank our success based on other people’s failures. Certain stakeholders that benefits(whether physically or psychologically or otherwise) would be the Patronizer in this scenario.
The Patronizers are basically anti-villains in my opinion, because they cause bad things to happen with the intention of doing good. Some of them think they are heroes.
The Pin and the Book: Mythology, Religion, and Belief
The Pin: Something I bought from a little shop. It had a Backwards Beast from Norse Mythology.
The Book: The Silver Chair by C. S. Lewis from the Chronicles of Narnia.
I have always loved the very old tales of ancient Gods, and what’s intriguing about them is that those Gods are created by humans for humans to worship. I’m interested in the process of the creator of God creating God and why they did it.
(I’m talking from the angle of an atheist, and I totally agree with anyone who is religious because believing in something when the world seems chaotic and filled with uncertainties to you is like lighting a candleflame in the dark.)
An example of this would be what Puddleglum said in the Silver Chair, Chronicles of Narnia. What he said was basically that he would believe in Aslan and the world he came from even if he’s in a world where neither is real.
I found out later that Puddleglum’s words were the “Ontological Proof” in a form suitable for kids.
An example of Ontological Proof from from Ontological Proofs Today by Miroslaw Szatkowski.
So basically I found out that I started to believe in God(or the definition of God) through reading a children’s tale.
That would never have happened if I were to come across a statement that said: “God is real” or “God must exist” in any type of religion because I was raised as an atheist. But I did through reading a story. So I guess that I like to believe in things that I know is fake/artificial because I know I’m outside the 4th Wall and I have an understanding of how it is created, and therefore I feel safe.
I like watching people’s behaviors when they really believe in something. Not just typical religion, any myth that people cling onto. I think I’m trying to step out of my own life and see what I had originally believed in, and if I didn’t believe in them at that time, then what would I have done differently.
A kinda point-blank reason why I like mythology is its otherworldliness. Because ancient myths are very old tales, so they are chronologically far away.
I came to London for a similar reason, because London is a place I’ve only seen in movies, so arriving here does have an “Alice-in-Wonderland” quality from the start. I’m hoping, when I go back to China, I’ll be able to experience this “otherworldliness” from the other side, so I can really delve into the 5000 years of stories that China possesses. （This does makes me rather escapist.)
The Trial Frame
We edit reality to form a story and then mistake that story for the truth.
Derren Brown
When we go buy new glasses we use a trial frame first to find the perfect lense for each individual. I’d like to think that each individual has a metaphorical lense behind their eyes that is linked to their experience and memory that changes their view of the outside world.
So different people might see multiple different Londons for instance, and because of this filter, the outside world we see becomes relatively artificial and each of us would see a fictional version of London in which every individual is the co-writer or co-creator.
Sight and sound are the 2 main senses of how we detect the world. That is why we feel immersed when we watch movies because it occupies one or two of our main senses for a while, and therefore takes over our reality for a few hours.
That being said, what we think of as the “real world” could just be a really realistic video game that sends images or sounds through our main senses, so in this hypothesis, the world is fictional as well, and God does exist because they’re the creator of this world(and they know the ending of everybody’s story).
Concluding the above, I’m updating the definition of my box to the relation between fiction and reality, how fiction impacts reality and how reality could be the foundation of fiction.
Intervention
To define my research topic as the relation between fiction and reality would be a bit abstract, so I tried to lower the topic to a down-to-earth level using an intervention. This intervention mostly focuses on one character, reflecting how fictional characters and their stories impact people’s emotions in real life.
My intervention is a comic strip focusing on a character from the performing arts called ‘Steve’, who fears going onstage because he is afraid of the impact of receiving “likes”.
Steve represents students from general high schools who are shy and might not engage. I was aiming to raise the emotions in my stakeholders by telling a story they might relate to. According to the survey I posted online, people seem to feel very different things while reading the same story (which is definitely expected), from sadness to nonchalant to reasonably happy.
I’ve put posters throughout campus but most of them have been taken down. So I added the interactive poster to my showcase. The online and offline comments are still slowly filling up. I’m glad people relate to Steve and I aim to extend this method of storytelling.
The Pop-Up Showcase during classThe Interactive PosterComments left on the poster in the canteen
My question had changed rather drastically during classes and I’m putting the most recent version down here.
How can individuality within creative students be preserved in a result-based education environment using fictional storytelling?
My passion lies on fiction and mythology and I have personal roots(psychologically and emotionally) in result-based education. The former I aim to form a career(though in what version I’m unsure yet), the latter I aim to understand objectively and create change(because it needs to be done).
As I stated before, result-based education is directly linked to the Patronizer in my Box. The Patronizer is based on a real story, not fiction. But gather similar people up and they form a stereotype or character. We are pushed to form a win/lose meter that is quite popular in Chinese society (another peer in class noted that our society was a somewhat capitalistic communism)(I don’t really know how to react to that except to agree with it).
During tutorials we came to a conclusion that our parents (or the older generation of our families) are the fundamental reason why we took our individual routes, whether it be an act of rebellion or an act of conforming. If society were a maze then our parents would be the ones to push us (using whatever type of method) to one specific route. Without them as a crucial part of the environment we are in, we probably would have picked a very different route.
That being said, I actually wouldn’t have brought a maze at all (for the Box of Uncertainties presentation) not only because that wasn’t my initial metaphor for the box, but it would not necessarily make sense to me at the time when I organized the 4 objects as parallel. But it’s an accurate (though excruciatingly sad in my personal opinion) metaphor. It reminds me of Flowers for Algernon by Daniel Keyes where the main character as well as the mouse are trapped inside an experiment. (Focusing on Algernon the mouse now because it’s a better metaphor) Algernon has to run the maze in every experiment conducted by lab-coated geniuses. It doesn’t have a choice of doing anything else or to know or understand the actual experiment that was its sole reason of existing. (It’s like Algernon is the fictional character and the scientists the writer.)
I came across a different mouse in a different maze created by Claude Shannon. I agree that Theseus the mouse is a brilliant example because the maze (or our background/environment) plays a much bigger part in shaping our pathways (and therefore shapes our interests, strengths, hobbies, etc) than the individual.
All of this makes me think that we might actually be fictional characters with our plot already written out by some unseen creator. If we left the maze and went to a field, we’d be ultimately freer and our choices more original.
I do agree that compared with a maze, where the path is marked out for you, there are, in a way, more things to do because more things are defined by the maze. In a maze you always know which way is your left and right. But I still maintain that your paths will never be original and created by yourself in a maze. An individual will get recognition for their choice because it is defined by the maze itself, so it is recognized by everybody in the maze, but an individual in the field will get to walk a path of their own that is neither left or right by maze standards. They get to form a brand-new definition of their own. So it basically depends on what the individual chooses, recognition or originality.
(Most people pick recognition because true originality doesn’t really give you any happiness, and recognition does.)
TBC.
References
Flowers for Algernon by Daniel Keyes Theseus and the Maze: https://www.technologyreview.com/2018/12/19/138508/mighty-mouse/amp/ Ontological Proofs Today by Miroslaw Szatkowski
Update 3.10
I reread what I wrote in January and the words to me, while honest, did seem a bit naive.
The definition of the Box feels wrong, because the Link between Fiction and Reality could lead to ANYTHING and ANYWHERE, and that explained why my initial intervention in the pop-up showcase was weak in collecting research that was logically linked to the topic of my project.
(But I really enjoyed the feedback of everybody who wrote a message to Steve. I was still guessing the handwriting of each person several weeks later and there is still a poster left hanging at the corner of the canteen. I smile every time I go past it.)
In this project, we were asked to bring in an object(or concept) that we consider useless, and then swap objects with one another and turn it into something useful.
The useless object I received was the concept of unfinished buildings.
Unfinished Building: a building(or other architectural structure like bridge/road/tower/etc where construction work was abandoned or on-hold at some stage and remains unfinished.
From a financial and economical angle, unfinished buildings are considered useless. I decided to see this concept from a different angle, to compare the abandonment of the building to the abandonment of dreams/goals in our lives.
I drew a comic based on this concept.
Fun fact: The occupation of the male character, which he disliked and had to put up with, was exactly what the female character desired from the very start, but she wasn’t fortunate enough to get it.
I’m really grateful for the existence of the Useless Project, because I haven’t had a reason to do a comic before, and now I do.
