I started drawing like all children do drawn to it like candy to a baby there
drawn to it like candy to a baby there
drawn to it like candy to a baby there were no limits to my canvases allowed to
were no limits to my canvases allowed to
were no limits to my canvases allowed to dream and think out of the box coloring
dream and think out of the box coloring
dream and think out of the box coloring books never kept much of my attention
books never kept much of my attention
books never kept much of my attention coloring in the lines just seemed so
coloring in the lines just seemed so
coloring in the lines just seemed so limiting my head was in the clouds
limiting my head was in the clouds
limiting my head was in the clouds dreaming of a bigger space in the world
dreaming of a bigger space in the world
dreaming of a bigger space in the world where pre-drawn lines didn’t define my
where pre-drawn lines didn’t define my
where pre-drawn lines didn’t define my world I did in school the Lions and
world I did in school the Lions and
world I did in school the Lions and boxes just got bigger and more
boxes just got bigger and more
boxes just got bigger and more constricting and my pencil became a ray
constricting and my pencil became a ray
constricting and my pencil became a ray of hope when I took my learning to the
of hope when I took my learning to the
of hope when I took my learning to the space in the margins a whole new world
space in the margins a whole new world
space in the margins a whole new world opened up for me so as an educator I
opened up for me so as an educator I
opened up for me so as an educator I wondered what it would be like to remove
wondered what it would be like to remove
wondered what it would be like to remove the boxes and give people space its face
the boxes and give people space its face
the boxes and give people space its face to dream imagine play so why do I draw
to dream imagine play so why do I draw
to dream imagine play so why do I draw because I believe that really important
because I believe that really important
because I believe that really important thinking and learning often gets trapped
thinking and learning often gets trapped
thinking and learning often gets trapped in a box I want to bust open that box
in a box I want to bust open that box
in a box I want to bust open that box and leave space for the hopes and dreams
and leave space for the hopes and dreams
and leave space for the hopes and dreams of the learners themselves dreamers
of the learners themselves dreamers
of the learners themselves dreamers dream learners learn but innovative
dream learners learn but innovative
dream learners learn but innovative thinkers leave a mark on the world
thinkers leave a mark on the world
thinkers leave a mark on the world [Music]
innovation
innovation [Music]
I can’t talk about mistakes or fear
I can’t talk about mistakes or fear without doing something I’m very afraid
without doing something I’m very afraid
without doing something I’m very afraid of ready for some fun
of ready for some fun
of ready for some fun [Music]
so you’re wondering what in the world is
so you’re wondering what in the world is a cello have to do with a speech on
a cello have to do with a speech on
a cello have to do with a speech on visual my name is Terrell Hanson and I
visual my name is Terrell Hanson and I
visual my name is Terrell Hanson and I am a board certified educator I’m a wife
am a board certified educator I’m a wife
am a board certified educator I’m a wife eylem mother I am a daughter but first
eylem mother I am a daughter but first
eylem mother I am a daughter but first and foremost I’m a learner I’m a learner
and foremost I’m a learner I’m a learner
and foremost I’m a learner I’m a learner mastering the art of communication now
mastering the art of communication now
mastering the art of communication now what that means is that I as a learner
what that means is that I as a learner
what that means is that I as a learner and definitely an auditory learner an
and definitely an auditory learner an
and definitely an auditory learner an auditory learner who is moved by music
auditory learner who is moved by music
auditory learner who is moved by music loves the sound of Puccini however I
loves the sound of Puccini however I
loves the sound of Puccini however I drift off in long conversations and I
drift off in long conversations and I
drift off in long conversations and I often don’t pay attention I am also a
often don’t pay attention I am also a
often don’t pay attention I am also a visual learner I have been dubbed the
visual learner I have been dubbed the
visual learner I have been dubbed the poster queen of my high school for
poster queen of my high school for
poster queen of my high school for mastering classes not because of my
mastering classes not because of my
mastering classes not because of my academic prowess but because of my extra
academic prowess but because of my extra
academic prowess but because of my extra credit visual aids I am a kinesthetic
credit visual aids I am a kinesthetic
credit visual aids I am a kinesthetic learner that means I learn by doing by
learner that means I learn by doing by
learner that means I learn by doing by making creating however despite my
making creating however despite my
making creating however despite my father being a junior high physical
father being a junior high physical
father being a junior high physical education coach I never did Master the
education coach I never did Master the
education coach I never did Master the mile in under 12 minutes
mile in under 12 minutes
mile in under 12 minutes I don’t believe there’s one learning
I don’t believe there’s one learning
I don’t believe there’s one learning style that is superior enough to rule
style that is superior enough to rule
style that is superior enough to rule the world
the world
the world we need them all which is why as a
we need them all which is why as a
we need them all which is why as a teacher and as a communicator of
teacher and as a communicator of
teacher and as a communicator of learning I believe that I set out to
learning I believe that I set out to
learning I believe that I set out to master the art of communication or the
master the art of communication or the
master the art of communication or the heart of communication if you will and
heart of communication if you will and
heart of communication if you will and so I have to begin with a story about a
so I have to begin with a story about a
so I have to begin with a story about a cello about nine months ago I was
cello about nine months ago I was
cello about nine months ago I was challenged to bring out my cello after
challenged to bring out my cello after
challenged to bring out my cello after 25 years of not touching the instrument
25 years of not touching the instrument
25 years of not touching the instrument I was kind of lured into it by a
I was kind of lured into it by a
I was kind of lured into it by a pentatonic
pentatonic
pentatonic song for those of you who know and if
song for those of you who know and if
song for those of you who know and if you’ve ever watched the cellist in that
you’ve ever watched the cellist in that
you’ve ever watched the cellist in that particular video that’s who I wanted to
particular video that’s who I wanted to
particular video that’s who I wanted to be and so I said yes before I had a
be and so I said yes before I had a
be and so I said yes before I had a chance to even think about it
chance to even think about it
chance to even think about it I had no idea that it would take me on a
I had no idea that it would take me on a
I had no idea that it would take me on a journey of learning about what it meant
journey of learning about what it meant
journey of learning about what it meant to learn again it was like learning to
to learn again it was like learning to
to learn again it was like learning to read again it was not like riding a
read again it was not like riding a
read again it was not like riding a bicycle and so as I brought this cello
bicycle and so as I brought this cello
bicycle and so as I brought this cello out what I really began to do through
out what I really began to do through
out what I really began to do through all the tears in the fifth and what the
all the tears in the fifth and what the
all the tears in the fifth and what the heck was I thinking I started to realize
heck was I thinking I started to realize
heck was I thinking I started to realize that as I learned as a young cellist I
that as I learned as a young cellist I
that as I learned as a young cellist I learned through highly mechanistic means
learned through highly mechanistic means
learned through highly mechanistic means I learned through rote memorization I
I learned through rote memorization I
I learned through rote memorization I learned through repetition I did not
learned through repetition I did not
learned through repetition I did not however learn what it meant to have the
however learn what it meant to have the
however learn what it meant to have the musicality of an instrument the kind
musicality of an instrument the kind
musicality of an instrument the kind that fuels your desire for learning and
that fuels your desire for learning and
that fuels your desire for learning and now here at my age I was starting all
now here at my age I was starting all
now here at my age I was starting all over again
over again
over again and so when I was young I really didn’t
and so when I was young I really didn’t
and so when I was young I really didn’t pay attention to how I learned never
pay attention to how I learned never
pay attention to how I learned never really was told how I learned just kind
really was told how I learned just kind
really was told how I learned just kind of figured it out but today I make it my
of figured it out but today I make it my
of figured it out but today I make it my business to study how people learn best
business to study how people learn best
business to study how people learn best I’m the founder and creator of frame the
I’m the founder and creator of frame the
I’m the founder and creator of frame the message Inc I draw live at presentations
message Inc I draw live at presentations
message Inc I draw live at presentations creating visuals for the audience to
creating visuals for the audience to
creating visuals for the audience to connect with in a process called graphic
connect with in a process called graphic
connect with in a process called graphic recording and so now I’m amongst a
recording and so now I’m amongst a
recording and so now I’m amongst a community of graphic recorders all over
community of graphic recorders all over
community of graphic recorders all over the world I have to tell you the first
the world I have to tell you the first
the world I have to tell you the first time that I ever saw this in action at a
time that I ever saw this in action at a
time that I ever saw this in action at a conference I was captivated i sat there
conference I was captivated i sat there
conference I was captivated i sat there in awe and Wonder not even knowing that
in awe and Wonder not even knowing that
in awe and Wonder not even knowing that these people out there existed because
these people out there existed because
these people out there existed because what they were doing was sharing my
what they were doing was sharing my
what they were doing was sharing my learning style with a crowd of people I
learning style with a crowd of people I
learning style with a crowd of people I tell you I feel like I found my tribe
tell you I feel like I found my tribe
tell you I feel like I found my tribe that day and it’s because of them that
that day and it’s because of them that
that day and it’s because of them that they brought me out of my own learning
they brought me out of my own learning
they brought me out of my own learning funk because you see I was that kid in
funk because you see I was that kid in
funk because you see I was that kid in school I was the kid who hoarded away
school I was the kid who hoarded away
school I was the kid who hoarded away all of the scissor
all of the scissor
all of the scissor and filled my desk with things that the
and filled my desk with things that the
and filled my desk with things that the teacher did not deem important and
teacher did not deem important and
teacher did not deem important and amongst that stash of scissors and
amongst that stash of scissors and
amongst that stash of scissors and markers and glue where there was a
markers and glue where there was a
markers and glue where there was a secret and it was a secret that I didn’t
secret and it was a secret that I didn’t
secret and it was a secret that I didn’t even know until today and that is I
even know until today and that is I
even know until today and that is I didn’t just like to draw I needed to
didn’t just like to draw I needed to
didn’t just like to draw I needed to draw it was a learning style that when
draw it was a learning style that when
draw it was a learning style that when information was coming at me so quickly
information was coming at me so quickly
information was coming at me so quickly if I didn’t draw it I’ll hold on to
if I didn’t draw it I’ll hold on to
if I didn’t draw it I’ll hold on to information I would have no success in
information I would have no success in
information I would have no success in traditional education I believe that
traditional education I believe that
traditional education I believe that today that you know scholars like Ken
today that you know scholars like Ken
today that you know scholars like Ken Robinson’s day that we might likely be
Robinson’s day that we might likely be
Robinson’s day that we might likely be educating kids out of being creative in
educating kids out of being creative in
educating kids out of being creative in our traditional schools luckily I was
our traditional schools luckily I was
our traditional schools luckily I was not one of them I didn’t outgrow it I
not one of them I didn’t outgrow it I
not one of them I didn’t outgrow it I didn’t out learn it and I never lost my
didn’t out learn it and I never lost my
didn’t out learn it and I never lost my love for magic markers okay I found
love for magic markers okay I found
love for magic markers okay I found myself because I am still today and
myself because I am still today and
myself because I am still today and incessant doodler a consumer of pens
incessant doodler a consumer of pens
incessant doodler a consumer of pens anything that you can give me to touch
anything that you can give me to touch
anything that you can give me to touch create and do that’s how I learn and so
create and do that’s how I learn and so
create and do that’s how I learn and so when my pen is moving I know my mind is
when my pen is moving I know my mind is
when my pen is moving I know my mind is more engaged so I started out just like
more engaged so I started out just like
more engaged so I started out just like this truth is we all started out like
this truth is we all started out like
this truth is we all started out like this stick people squiggly hair in
this stick people squiggly hair in
this stick people squiggly hair in congruent limbs however how many of you
congruent limbs however how many of you
congruent limbs however how many of you know or have heard somebody say to you
know or have heard somebody say to you
know or have heard somebody say to you recently I can’t draw many of you I
recently I can’t draw many of you I
recently I can’t draw many of you I can’t draw we it’s only as adults that
can’t draw we it’s only as adults that
can’t draw we it’s only as adults that we start convincing ourselves that were
we start convincing ourselves that were
we start convincing ourselves that were unable to draw which I find really
unable to draw which I find really
unable to draw which I find really surprising that so many of you know
surprising that so many of you know
surprising that so many of you know visual learners because 65 to 70% of the
visual learners because 65 to 70% of the
visual learners because 65 to 70% of the whole of the population are actually
whole of the population are actually
whole of the population are actually visual learners so why aren’t we using
visual learners so why aren’t we using
visual learners so why aren’t we using visuals all the time the workplace
visuals all the time the workplace
visuals all the time the workplace they know the power of visuals they use
they know the power of visuals they use
they know the power of visuals they use it in meetings they use it in marketing
it in meetings they use it in marketing
it in meetings they use it in marketing they use it in presentations all the
they use it in presentations all the
they use it in presentations all the time and guess what very few of them
time and guess what very few of them
time and guess what very few of them have any artistic training at all when’s
have any artistic training at all when’s
have any artistic training at all when’s the last time you grabbed a post-it note
the last time you grabbed a post-it note
the last time you grabbed a post-it note the last one you were trying to
the last one you were trying to
the last one you were trying to communicate a message and they weren’t
communicate a message and they weren’t
communicate a message and they weren’t you weren’t getting across you grabbed a
you weren’t getting across you grabbed a
you weren’t getting across you grabbed a post-it note you grab a pen and you draw
post-it note you grab a pen and you draw
post-it note you grab a pen and you draw every line swoop and arrow you can to
every line swoop and arrow you can to
every line swoop and arrow you can to communicate your message for billion
communicate your message for billion
communicate your message for billion videos are viewed on YouTube every day
videos are viewed on YouTube every day
videos are viewed on YouTube every day 100 million active users on Pinterest do
100 million active users on Pinterest do
100 million active users on Pinterest do you know that the brain actually
you know that the brain actually
you know that the brain actually processes information 60,000 times
processes information 60,000 times
processes information 60,000 times faster than text why aren’t we using
faster than text why aren’t we using
faster than text why aren’t we using visuals all the time so I’m going to
visuals all the time so I’m going to
visuals all the time so I’m going to give you three reasons why you should
give you three reasons why you should
give you three reasons why you should one visuals portray an image or a
one visuals portray an image or a
one visuals portray an image or a message that sometimes words cannot this
message that sometimes words cannot this
message that sometimes words cannot this is a this is a which one took you longer
is a this is a which one took you longer
is a this is a which one took you longer which one displays the message faster to
which one displays the message faster to
which one displays the message faster to visuals portray and communicate a
visuals portray and communicate a
visuals portray and communicate a message this is a person this is a
message this is a person this is a
message this is a person this is a person you know sometimes I think we
person you know sometimes I think we
person you know sometimes I think we think that we cannot draw thereby we
think that we cannot draw thereby we
think that we cannot draw thereby we can’t use it as a communicative tool yet
can’t use it as a communicative tool yet
can’t use it as a communicative tool yet when people see what you scratch on that
when people see what you scratch on that
when people see what you scratch on that post-it note they know your message far
post-it note they know your message far
post-it note they know your message far before they ever have a chance to judge
before they ever have a chance to judge
before they ever have a chance to judge it so why are we beating them to the
it so why are we beating them to the
it so why are we beating them to the punch three visuals actually build the
punch three visuals actually build the
punch three visuals actually build the brain’s capacity when we teach kids to
brain’s capacity when we teach kids to
brain’s capacity when we teach kids to outline we teach them to create a header
outline we teach them to create a header
outline we teach them to create a header and a sub header and we teach them in
and a sub header and we teach them in
and a sub header and we teach them in linear ways to record the salient points
linear ways to record the salient points
linear ways to record the salient points of what they hear that’s no different
of what they hear that’s no different
of what they hear that’s no different than visual learning
than visual learning
than visual learning however I’ve got it better because I
however I’ve got it better because I
however I’ve got it better because I have a whole canvas and I can put those
have a whole canvas and I can put those
have a whole canvas and I can put those ideas anywhere on that camp
ideas anywhere on that camp
ideas anywhere on that camp and I can circle back to any detail I
and I can circle back to any detail I
and I can circle back to any detail I want to be able to create connections
want to be able to create connections
want to be able to create connections with what I hear that I could never do
with what I hear that I could never do
with what I hear that I could never do with the linear note-taking so that’s
with the linear note-taking so that’s
with the linear note-taking so that’s not reason enough you note that visuals
not reason enough you note that visuals
not reason enough you note that visuals actually date back some back to symbolic
actually date back some back to symbolic
actually date back some back to symbolic communication back to the ancient days
communication back to the ancient days
communication back to the ancient days with those cave edgings with petroglyphs
with those cave edgings with petroglyphs
with those cave edgings with petroglyphs and petra graphs what were those people
and petra graphs what were those people
and petra graphs what were those people trying to communicate and they’re
trying to communicate and they’re
trying to communicate and they’re simplistic art forms so if we wonder
simplistic art forms so if we wonder
simplistic art forms so if we wonder about our own art I wonder if they step
about our own art I wonder if they step
about our own art I wonder if they step back and we’re self-critical of their
back and we’re self-critical of their
back and we’re self-critical of their own and what would happen if they never
own and what would happen if they never
own and what would happen if they never put those pieces of art or communication
put those pieces of art or communication
put those pieces of art or communication tools out for us to discover what would
tools out for us to discover what would
tools out for us to discover what would we know about the world today so that
we know about the world today so that
we know about the world today so that inspired me if they can do it I can do
inspired me if they can do it I can do
inspired me if they can do it I can do it and so that’s that kid who hid all
it and so that’s that kid who hid all
it and so that’s that kid who hid all the drawings under her desk for fear
the drawings under her desk for fear
the drawings under her desk for fear they’d be judged who hid them away
they’d be judged who hid them away
they’d be judged who hid them away because she felt like it was a
because she felt like it was a
because she felt like it was a compensation and not an additional piece
compensation and not an additional piece
compensation and not an additional piece of her learning and suddenly I was
of her learning and suddenly I was
of her learning and suddenly I was inspired by so many graphic recorders
inspired by so many graphic recorders
inspired by so many graphic recorders out there who taught me you know if you
out there who taught me you know if you
out there who taught me you know if you don’t put it out there then others can’t
don’t put it out there then others can’t
don’t put it out there then others can’t learn and stretch and grow and so I took
learn and stretch and grow and so I took
learn and stretch and grow and so I took my little drawings in my desk and in my
my little drawings in my desk and in my
my little drawings in my desk and in my notebook two larger-than-life panels
notebook two larger-than-life panels
notebook two larger-than-life panels that were three foot by sometimes 15
that were three foot by sometimes 15
that were three foot by sometimes 15 feet long and I stepped back and said I
feet long and I stepped back and said I
feet long and I stepped back and said I refuse to be self-critical I refuse to
refuse to be self-critical I refuse to
refuse to be self-critical I refuse to acknowledge that I don’t have any
acknowledge that I don’t have any
acknowledge that I don’t have any artistic training past sixth grade I
artistic training past sixth grade I
artistic training past sixth grade I refuse to acknowledge that they’re not
refuse to acknowledge that they’re not
refuse to acknowledge that they’re not going to see the communication before
going to see the communication before
going to see the communication before they see the mistakes and so I started
they see the mistakes and so I started
they see the mistakes and so I started realizing that art is not just for the
realizing that art is not just for the
realizing that art is not just for the creative types and there isn’t a
creative types and there isn’t a
creative types and there isn’t a creative type
creative type
creative type an intellectual type that the two of
an intellectual type that the two of
an intellectual type that the two of them actually merge and are important
them actually merge and are important
them actually merge and are important together and so I mastered the heart of
together and so I mastered the heart of
together and so I mastered the heart of communication which is really just my
communication which is really just my
communication which is really just my creativity was my intellect having fun
creativity was my intellect having fun
creativity was my intellect having fun and so I started to realize that
and so I started to realize that
and so I started to realize that mistakes are all in my own perspective
mistakes are all in my own perspective
mistakes are all in my own perspective that mistakes are things that we use to
that mistakes are things that we use to
that mistakes are things that we use to judge ourselves and they get in the way
judge ourselves and they get in the way
judge ourselves and they get in the way of us being willing to sit up here and
of us being willing to sit up here and
of us being willing to sit up here and play the cello after 25 years refusing
play the cello after 25 years refusing
play the cello after 25 years refusing to not to acknowledge that mistakes are
to not to acknowledge that mistakes are
to not to acknowledge that mistakes are part of learning at the heart of it my
part of learning at the heart of it my
part of learning at the heart of it my third and fourth graders taught me this
third and fourth graders taught me this
third and fourth graders taught me this when they told me you know if you’ve
when they told me you know if you’ve
when they told me you know if you’ve ever worked with children you know they
ever worked with children you know they
ever worked with children you know they are the most self-critical population of
are the most self-critical population of
are the most self-critical population of people so what they do is you know that
people so what they do is you know that
people so what they do is you know that teachers pay for all of their own
teachers pay for all of their own
teachers pay for all of their own materials and classrooms right and so
materials and classrooms right and so
materials and classrooms right and so imagine the heart ache when you see a
imagine the heart ache when you see a
imagine the heart ache when you see a child draw something paint it crumple it
child draw something paint it crumple it
child draw something paint it crumple it up throw it away get another piece of
up throw it away get another piece of
up throw it away get another piece of paper draw hate it crumple it up throw
paper draw hate it crumple it up throw
paper draw hate it crumple it up throw it away get another piece of paper no
it away get another piece of paper no
it away get another piece of paper no matter how many trees you tell them
matter how many trees you tell them
matter how many trees you tell them they’re killing they never happy with
they’re killing they never happy with
they’re killing they never happy with their work and so imagine my surprise
their work and so imagine my surprise
their work and so imagine my surprise when a student said to me well mistakes
when a student said to me well mistakes
when a student said to me well mistakes are only opportunities and I said who
are only opportunities and I said who
are only opportunities and I said who taught you that
taught you that
taught you that and they said you did and so what I
and they said you did and so what I
and they said you did and so what I didn’t even realize was amongst my
didn’t even realize was amongst my
didn’t even realize was amongst my classroom with the life-sized bulletin
classroom with the life-sized bulletin
classroom with the life-sized bulletin boards the three-dimensional habitats
boards the three-dimensional habitats
boards the three-dimensional habitats that was not teaching it was when I was
that was not teaching it was when I was
that was not teaching it was when I was willing to stand at the board and hash
willing to stand at the board and hash
willing to stand at the board and hash out three or four different ways that
out three or four different ways that
out three or four different ways that they could see something through a
they could see something through a
they could see something through a visual way that I started to realize
visual way that I started to realize
visual way that I started to realize that’s what teaching is I was modeling
that’s what teaching is I was modeling
that’s what teaching is I was modeling visual learning for all my students to
visual learning for all my students to
visual learning for all my students to stretch the way they learned and so I
stretch the way they learned and so I
stretch the way they learned and so I live by the mantra still today there is
live by the mantra still today there is
live by the mantra still today there is nothing on those boards that I draw on
nothing on those boards that I draw on
nothing on those boards that I draw on that can’t be fixed with a little sticky
that can’t be fixed with a little sticky
that can’t be fixed with a little sticky nametag and a pair of scissors and no
nametag and a pair of scissors and no
nametag and a pair of scissors and no one ever has to know and I stopped
one ever has to know and I stopped
one ever has to know and I stopped comparing the images I had in my head
comparing the images I had in my head
comparing the images I had in my head with the images than my sixth-grade
with the images than my sixth-grade
with the images than my sixth-grade training put on the
training put on the
training put on the boards and I said Terrell it’s about
boards and I said Terrell it’s about
boards and I said Terrell it’s about communicating the heart of learning for
communicating the heart of learning for
communicating the heart of learning for people and so I challenge you for all
people and so I challenge you for all
people and so I challenge you for all you visual learners who say I cannot
you visual learners who say I cannot
you visual learners who say I cannot drill up for all of you
drill up for all of you
drill up for all of you auditory learners that say I cannot sing
auditory learners that say I cannot sing
auditory learners that say I cannot sing and for all you can aesthetic learners
and for all you can aesthetic learners
and for all you can aesthetic learners who are dying to move and shape the
who are dying to move and shape the
who are dying to move and shape the world know that your contributions have
world know that your contributions have
world know that your contributions have value and nothing is worse than not
value and nothing is worse than not
value and nothing is worse than not sharing those with the world
sharing those with the world
sharing those with the world that’s when communicating communities
that’s when communicating communities
that’s when communicating communities awaken
awaken
awaken that’s when innovation is sparked that’s
that’s when innovation is sparked that’s
that’s when innovation is sparked that’s when emotions are touched and that’s
when emotions are touched and that’s
when emotions are touched and that’s when learning truly happens so take that
when learning truly happens so take that
when learning truly happens so take that sharpie marker that you should have
sharpie marker that you should have
sharpie marker that you should have received at the door and start a heart
received at the door and start a heart
received at the door and start a heart work revolution it’s not about the
work revolution it’s not about the
work revolution it’s not about the artwork it’s about the heart work and so
artwork it’s about the heart work and so
artwork it’s about the heart work and so I leave you with be prepared to see and
I leave you with be prepared to see and
I leave you with be prepared to see and learn things you haven’t before
”
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