#Python jackets

[exoticpythonproduct]

Our python jackets are specially treated for a sun-bleached look and a tender hand. Python takes a menswear inspired piece into exclusive new territory.

Shop now - https://exoticpython.com/clothing

[poorly-drawn-mdzs]

MDZS x Brazil (1985)

(Yes. Real movie dialogue)

[trapxslvt]

[forcedfemme-me]

Marine Lorphelin - Miss France 2013 - Jitrois

[mrs-trophy-wife]

[bluejayybird]

I MISSED YOU BIG BACK

[yonderghostshistories]

The 4 Stages of Grief :

✨Graham “Bumblebee 🐝” Chapman edition✨

Top Left Pic : Excitement 😁

Top Right Pic : Confusion 😣

Bottom Left Pic : Anxiety 😥

Bottom Right Pic : Anger 😠

Pics from Jonathan Trevithick’s Twitter :

[wurmwizzard]

does this setup look Super Cool or Super Lame honest answers only OK. I'm having sooooo much trouble deciding the layout of my patch jacket my perfectionism is choking me OUT

[prison-mikes-bandana]

To all those watching the nhl stanley cup right now!! A nice throwback moment!!

[pythonmelon]

wide shots of my long in-progress Ghostbusters jacket

[silent-sentinels]

well. woke up. too worried to go back to sleep. too sleepy to do anything else. we'll be here i guess hgghf

[exoticpythonproduct]

Designed to last, these python jackets is made from the best leather. Team this jacket with your choice of pants and t-shirts. Never forget your required footwear.

Shop now - https://exoticpython.com/clothing

[aeriona]

Beloved beast

Seconds after this photo she proceeded to climb into my jacket sleeve and all the way down my arm

[vvitchynerd]

try to guess how much time passed since between recent and middle one in first pic

[forcedfemme-me]

Tuuli Shipster by Rankin for Jitrois

[articlesofnote]

SCoR - Section III, Ch. I, Part B "Secondary Socialization"

I. Outside of a hypothetical case where all social knowledge can be comprehended during primary socialization, secondary socialization will be necessary.

II. Secondary socialization proceeds as the internalization of individual institutional "subworlds" varying in quality and quantity depending on the degree of division of labor in a society.

III. These subworlds are 'worlds unto themselves' with role vocabularies, legitimating apparatus, routines of conduct and interpretation, etc.

IV. The character of this knowledge depends on the status of the subworld that bears it in the overall society; e.g. horsemen handling drayage will have different socialization from cavalry officers.

V. The 'fundamental problem' of secondary socialization is that it must act on an already-formed, primary-socialized character; "whatever new contents are now to be internalized must somehow be superimposed on this already present reality."

VI. In secondary socialization, learning sequences become institutionally defined more completely (as opposed to eg. the biological basis for much of the process of primary socialization); this includes structuring learning based on other than strictly pragmatic/functional lines, for example to support vested interests.

VII. Secondary socialization can proceed without the intense emotional charge of primary socialization; "it is necessary to love one's mother, but not one's teacher."

VIII. In primary socialization, one treats one's socializers as representing THE world; in secondary socialization, the socializers represent A world. A common set of crises after primary socialization comes from recognizing the actual social location of one's primary socializers in the larger world, especially if that location is low-status.

IX. Ultimately, secondary socialization provides knowledge lacking the same sense of inevitability as primary knowledge. Disintegration of primary reality is a massive undertaking; much less so for secondary realities.

X. This means the identities of secondary socialization can be picked up and set down much more readily - personae, not "my self" which was picked up in primary socialization. Secondary identities can allow a "capacity to 'hide'" not present with the primary identity.

XI. Secondary socialization must be reinforced by pedagogic technique - "driven home" or "brought home," where "home" is the original, taken-for-granted world of primary socialization. Pedagogy must find ways to make secondary socialization vivid/relevant/interesting in relation to the primary "home" world in order to make secondary socialization "stick."

XII. The more effectively that pedagogy makes plausible the continuity between primary/secondary socialization, the more readily that secondary socialization takes on the weight of reality of primary socialization.

XIII. The independence of secondary socialization from a high degree of inevitability/emotional identification can be both pragmatically useful and practically limiting. Useful, because secondary socialization can be based on rational control as well as emotional; limiting, because certain bodies of knowledge as institutionalized in a given society may still depend on deep emotional identification and thus require unusual technique to reinforce.

XIV. These unusual techniques "are designed to intensify the affective charge" of the secondary socialization processes; this charge is institutionally defined as necessary in order to foster sufficient commitment to the institutional prerogatives. In this situation, the emotional charge of relationships to secondary socializers is correspondingly intensified.

XV. This need is likely intensified by the degree of competition between the different reality-defining institutions in a given society.

XVI. Similar variations exist within institutions as well, with different roles requiring different intensities of commitment to (possibly uniquely) institutional realities.

XVII. Distribution of socialization tasks is driven by the complexity of the social distribution of knowledge; more complexity means more specialization is needed to "carry" that complexity.

re: V - And so the concept of eg "the military family" or, in my case, "the PMC family" - primary socialization leads to a predilection/priming for certain secondary types. Satirized by Monty Python (among many others) with the "playwright father, miner son" sketch, whatever it was called

re: VI - Paul Graham essay on (or with respect to) socially-cohering knowledge/beliefs - in-group signalling is pragmatically necessary, group identity is important to know. Also, what makes interests "vested" - stable institutional reputation and known goals?

re: X - contra Batman - "not who I am underneath, but what I DO that defines me" - or perhaps this is the dialectic stage of externalization in action?

re: XI - Pedagogy in this light might just BE "the art and practice of relating/expanding secondary knowledge effectively" - which either must be done as extension of primary orientation ("bringing/driving home") or, by inference, somehow co-opting/destroying the primary orientation(s) (eg the Jedi, the Unsullied, what people think Spartans were but weren't) to replace them with secondary orientations. "Your childhood is not what the world is/ the world is something other than what you think" - cult brainwashing as this extreme - but also "hypernormalization" as the other extreme, i.e. the adult world so consistent and totalizing that primary and secondary socialization are essentially a continuum to which most lived experience suggests no alternative.

re: XII -

Possible to posit tertiary socialization - parachute into new culture "totally" divorced from either secondary OR primary socialization, so "tertiary" would be either "finding common ground" (project hail mary?) or destroying/trying to destroy "other"?

Secondary socialization is "cast in the mold" of primary socialization: "mother tongue" -> frame for learning a new language -> know/think in new language without reference to "mother tongue"

re: XIII - example given in this paragraph is of music vs engineering but I think this is not really accurate/useful as an example, even if the principle is correct. IMO military secondary socialization is better example of "unusual" reinforcement technique. WRT musicians specifically, the focus of the analogy is on virtuosos compared to working engineers - our society does "reward"/support more average engineers than average musicians, but I'd guess that there are probably as many average musicians as average engineers, nourished by the love of the craft as opposed to being rewarded financially by the market. implies "market" as "baseline validation" - "at least you can make money doing XYZ"

re: XIV - media examples about: black swan, full metal jacket, whiplash, the master, etc etc - probably anything about a cult or cult-like abuse, really

re: XVI - here they DO reference military (officers vs. draftees) as well as corporations (execs vs clerks) - ref "moral mazes"

re: XVII - I feel there must be some way of abstractly/quantitatively representing complexity growth in institutions… maybe this is a pipe dream? or am I just not there yet? energy - categorization - boundaries - artifice - compression/information - etc. simon again!