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ANNO·​TRICESIMO·​DIE·​CENTESIMO·​TRICESIMO·​QVINTO·​VITÆ·​POVYA
Here is the transcription of the image, organized to reflect the spatial layout and the relationship between the notes and the central axis:
[A hand-drawn conceptual diagram featuring a central radiant figure in a star-patterned robe and crown; a horizontal axis connects 'ONE PERSON' on the left to 'THE HYPER MESSAGE' on the right, with various arrows and handwritten annotations describing a spectrum between personal/niche objects and universal/optimized ones.]
[Top Center]
I love the very both of them.
AND I HAVE ALL OF THEM.
[Left Side - 'Niche/Personal']
(Speech bubble from 'ONE PERSON'): VERY SPECIFIC THINGS
(Note with arrow pointing to the left side of the axis):
here one may have specific paper; special ink, custom notebooks; here is personal
(Note below the left side):
here you must try to preserve things yourself;
(Note at the bottom left corner):
The only thing I can say is that this blue works the best with white paper.
[Center-Left Transition]
(Note with arrow pointing towards the 'ONE PERSON' side):
here things are niche and may not be found once you had them.
[Center-Right Transition]
(Note with arrow pointing towards the right side):
here you have things like '==LAMY==' designed universally for everyone.
[Right Side - 'Universal/Hyper Message']
(Speech bubble from a group of figures): Things that are deprived of specific things; optimized for everyone.
(Label below the figures): THE HYPER MESSAGE
(Note with arrow pointing to the right side of the axis):
here things are easier to replace. Like the dollar pen; like the IKEA things.
(Final note at the bottom right, pointing toward the group):
I think my dollar fountain pen goes here. It has a blue that perhaps everyone including myself love — it is optimized for absolutely everyone.

Personal vs. Hyper-Message Thinking

A figure showing a staged roadmap toward “1285”, beginning with improving work, learning, education, and society through familiar design-thinking workshops and graph/communication education, passing through a central “threshold”, and evolving into dissolving barriers preventing the full human vision of 1285, ending in a post-place condition with autonomous navigation, universally usable toolbox theory, and threshold-making as the main mode of creation
How to improve work; learning; education; and society?
How to dissolve the barriers of the world stopping us from having the full human vision of the 1285
SUMMER
With the familiar base of design thinking A nice workshop for making.
Creating tangible things within the corporate culture.
Gathering the first group of people for it.
Training people to understand the concepts of graphs; communications; and the Architecture
THRESHOLD
Seeing the whole meaning of the thing and building towards the 1285 with its fundamental values.
1285
NO LONGER ANY FORM OF A PLACE
FULLY AUTONOMOUS ZPD NAVIGATION
TOOL BOX THEORY FULLY USED BY EVERY ONE
THRESHOLD MAKING AS THE MAIN MAKING OF ALL THINGS.

From Summer Camp To 1285 , The Threshold Diagram ( Threshold of The Reverse Viewpoint )

SomeConsiderationsFor1285'sDesign
Some Considerations For 1285 's Design
Day's Context
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