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D&D Older Editions
I have no idea if this is a hot take or not, but...
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<blockquote data-quote="ThorinTeague" data-source="post: 8944435" data-attributes="member: 7032074"><p>I don't necessarily know how to "explain" it in an easily digestible way. In essentially the same way that I wouldn't go into CERN to discuss the emotional implications of their experiments, I can't really provide objective measurements that describe in an exact and formulaic way that you can put in your pocket and use to objectively measure art in the future, and get the same conclusions.</p><p></p><p>And yet there is art that is objectively good and art that is not. I know it pisses my students off sometimes too. There are those who cannot understand why one student gets praised for using color and the next student gets told that it's detracting from their purpose. It's not a math problem.</p><p></p><p>And yet there are answers that are right and answers that are wrong. But we don't get from here to there using identical systems and formulas.</p></blockquote><p></p>
[QUOTE="ThorinTeague, post: 8944435, member: 7032074"] I don't necessarily know how to "explain" it in an easily digestible way. In essentially the same way that I wouldn't go into CERN to discuss the emotional implications of their experiments, I can't really provide objective measurements that describe in an exact and formulaic way that you can put in your pocket and use to objectively measure art in the future, and get the same conclusions. And yet there is art that is objectively good and art that is not. I know it pisses my students off sometimes too. There are those who cannot understand why one student gets praised for using color and the next student gets told that it's detracting from their purpose. It's not a math problem. And yet there are answers that are right and answers that are wrong. But we don't get from here to there using identical systems and formulas. [/QUOTE]
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I have no idea if this is a hot take or not, but...
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