I attempted to address the opacity problem many of you have expressed, though I don't believe I made much progress (hence draft 1.5). I alos took a few suggestions from Christa, which I think were well-taken. I'm still trying to figure out/find the best ways to define some of the jargon -- do any of them work yet? -- but I will post again when I feel better about those elements.

Here it is:

The magickal utopian pedagogical project

Definitions:
e/em/eir: A set of three gender-neutral pronouns. In addition to being my preferred pronouns, their usage in my writing allows me to avoid ambiguous, awkward, or sexist usages of pronouns in generic or uncertain situations.
Conscientizado: Brazilian Portuguese for “conscientization”. A key process in what Brazilian educator Paolo Freire called “man's historic vocation to become more human”, itself an important part of education.
Deep Reality: That which creates our experience, whatever that might be. It is impossible to describe Deep Reality because our experience of it is mediated by the tools we use to experience it.
Deep Self/Younger Self/Talking Self: A system of three souls posited by the Feri tradition of witchcraft which, among other things, provides a language to discuss the mediations of our knowledge and understanding through direct unmediated experience, imagery, and finally language.

It would seem that the statement in which I find it the hardest to poke holes is that I seem to be experiencing things. From this resistance to argument, I conclude that to experience things is the purpose of life. In somewhat circular logic, I find that this leads to a belief in active, intentful, and mindful participation and presence as a good. That is, my virtues, values, and ethics depend more on the how than the what, more on the experience than the action. Thus, the active, intentful, and mindful participation and presence in the experience of things can be construed as the highest good, the ultimate virtue. The pursuit of this virtue seems to be analogous to the process Paolo Freire referred to as conscientizado. Accordingly, I claim it as the ultimate goal of education.

The magickal utopian pedagogical project is a radical and experimental reconstruction of education towards this goal. This project is guided largely by (1) a mystical approach in which both the unmediated interaction between the learner's world-creating Deep Self and the Deep Reality which creates eir experiences and the more obvious relationship of the two across the mediations of experience, Younger Self's imagery, and Talking Self's language is the focus, (2) a dedication to the problematization of its own theory and to the temporariness of belief, theory, and structure, (3) an acidic interaction with the power and hierarchy that dissolves its functioning in the classroom in order to create an environment where students' Will is grown with the fertilizer of challenge in every moment, (4) a holism that recognizes the systemic and interrelated nature of life and existence and seeks to honor that fact through its replication in lesson construction, (5) a vision of the interaction between ideas and memes with the tangible world that morally compels every individual to develop eir own visions, dreams, and constructions of the universe and to work with these intangible lifeforms towards the end of change in the manifest world, and (6) a stubborn and unshakable resistance to anything which decontextualizes learning, knowledge, and cognition. In the pursuit of these guiding approaches, occult, religious, artistic, and explicitly political approaches are brought together under the auspices of magickal utopian pedagogy . A short and incomplete list would include queer pedagogy, Paolo Freire's sequence of pedagogies, chaos magic, Waldorf methods, Open Source Technologies, unschooling, Situationism, dada, gift economy, anarchist pedagogy, Sufism, and many m