Learn & Apply
From Knowledge to Understanding. From Understanding to Practice. From Practice to Living Wisdom.
Learning does not end when we understand an idea. It continues as we discover what that understanding makes possible, where it may be useful, what its limits are, and how our actions affect the living world.
There are moments when knowledge changes something.
A concept we once found confusing begins to make sense.
A new perspective helps us recognize a familiar pattern.
A practical tool gives us a way to approach a difficult problem.
A research finding changes how we evaluate a decision.
A reflective question reveals an assumption we had not noticed.
Sometimes the change is immediate.
Sometimes understanding develops slowly, through repeated encounters, experimentation, conversation, and experience.
And sometimes learning requires us to discover that something we previously believed or practiced is no longer adequate.
Within the Living Spiral Library, Learn & Apply is an invitation to participate in this continuing relationship between knowledge and life.
Here, learning is more than acquiring information.
It includes developing understanding, strengthening discernment, building practical capacities, examining experience, and discovering how knowledge may be applied responsibly.
Application is more than following instructions.
It involves recognizing context, considering consequences, respecting boundaries, and remaining willing to adapt when circumstances change.
The Archive offers resources for independent study, guided reflection, practical inquiry, skill development, systems understanding, and responsible participation.
Some resources introduce foundational ideas.
Others provide structured methods, exercises, reference works, or opportunities for deeper exploration.
You may come here to learn something new.
You may come because a problem needs attention.
You may be preparing to support another person, contribute to a community, investigate a research question, or develop a project.
Or you may simply be curious about how a different understanding could change the way you encounter the world.
You do not need to know where your learning will lead before you begin.
Explore Guides & Learning Resources
Explore Free Learning Resources
Explore Protocols & Practice Resources
Learning as a Living Process
Learning is often presented as a sequence.
We receive information.
We study it.
We demonstrate that we remember it.
We advance to the next subject.
This structure can be useful, especially when knowledge and skills require deliberate progression.
But learning is not always linear.
We may understand a concept intellectually before we recognize its significance in experience.
We may practice a skill successfully in one setting and discover that it requires adaptation in another.
We may return to a familiar subject years later and notice relationships we were previously unable to see.
We may learn through observation, instruction, experimentation, conversation, reflection, research, creative work, or participation.
Different questions require different approaches.
Learning a scientific method is not the same as learning a contemplative practice.
Understanding a constitutional principle is not the same as developing the capacity to participate responsibly in governance.
Reading about ecological systems is not the same as conducting field observations.
Learning to recognize a relational boundary is not the same as deciding how to act within a particular relationship.
Each requires appropriate forms of knowledge, experience, judgment, and care.
The Living Spiral Archive approaches learning as a continuing relationship among inquiry, understanding, capacity, practice, consequence, and revision.
A learner may move among these dimensions repeatedly.
The purpose is not to complete a universal developmental ladder.
It is to become more capable of understanding and responding to the questions, responsibilities, and possibilities that matter in one's own circumstances.
What Does It Mean to Apply Knowledge?
To apply knowledge is to bring understanding into relationship with a particular situation.
That may sound simple.
In practice, it requires discernment.
A principle that is useful in one context may require modification in another.
A method may depend upon resources, capacities, or conditions that are not available to everyone.
A framework may clarify a problem without supplying a complete solution.
A scientific finding may inform a decision without determining what should be done.
A reflective exercise may help one person while being unsuitable for another.
Responsible application therefore begins with questions.
What am I trying to understand or accomplish?
What do I know about the situation?
What remains uncertain?
What capacities and resources are available?
Who else may be affected?
What permissions or qualifications are necessary?
What risks or unintended consequences should be considered?
How will I know whether the action is helpful?
What will I do if the approach needs to change?
These questions transform application from mechanical repetition into thoughtful participation.
A practice is not automatically appropriate because it appears in a guide.
A model is not automatically accurate because it is elegant.
A method is not automatically ethical because it produces a desired outcome.
And an action is not automatically beneficial because its intention is generous.
Learning becomes more responsible when understanding is accompanied by attention to context and consequence.
The Living Rhythm of Learning & Application
The Archive's learning ecology can be approached through a recurring movement.
Encounter → Explore → Understand → Discern → Practice → Observe → Reflect → Adapt → Share or Continue
This is not a compulsory sequence.
It is a way of recognizing different functions that may arise during learning.
| Movement | Guiding question | What it involves | Possible activity | Responsibility |
|---|---|---|---|---|
| Encounter | What has drawn my attention? | Recognizing a question, need, interest, or problem | Read an introduction or explore a topic | Begin without premature assumptions |
| Explore | What should I investigate? | Discovering perspectives, sources, and related ideas | Browse an atlas or learning resource | Preserve curiosity and context |
| Understand | What does this mean? | Clarifying concepts, mechanisms, and relationships | Study an explanation or compare frameworks | Distinguish evidence from interpretation |
| Discern | What is relevant here? | Evaluating context, capacity, risks, and boundaries | Consider applicability and alternatives | Respect limits and consent |
| Practice | What can I responsibly try? | Applying a method or developing a skill | Complete an exercise or undertake a defined task | Match action to readiness and competence |
| Observe | What actually happened? | Attending to outcomes and effects | Record observations or gather feedback | Avoid assuming intention equals result |
| Reflect | What have I learned? | Interpreting experience and recognizing limitations | Journal, discuss, or review evidence | Allow unexpected findings to matter |
| Adapt | What should change? | Revising an approach or understanding | Modify, pause, discontinue, or repeat | Preserve the freedom to correct course |
| Share or continue | What can be carried forward? | Applying learning elsewhere or communicating it | Teach, document, collaborate, or continue studying | Credit sources and respect others' agency |
A learner may return to exploration after discovering a limitation in practice.
A practitioner may pause an intervention because the necessary conditions are absent.
A researcher may revise a conceptual framework after examining new evidence.
A community may discover that an established procedure needs to be changed.
These returns are not evidence that learning has failed.
They are part of learning's capacity to remain responsive.
Explore the Learning & Application Pathways
I. Begin with Foundations
When a subject is unfamiliar, understanding begins with finding a place to stand.
Every field contains foundational ideas.
These may include essential vocabulary, historical context, basic principles, important distinctions, and questions that shape further inquiry.
A reader exploring epistemology may need to understand the difference between knowledge, belief, evidence, and interpretation.
A learner entering astronomy may begin with celestial objects, measurement, and the scales of the cosmos.
Someone exploring governance may need to distinguish participation, representation, authority, rights, and accountability.
A reader entering the Living Continuity Field may begin with questions of identity, change, memory, care, and responsibility.
Foundational learning is not lesser learning.
It provides the conditions for more demanding inquiry.
A clear introduction can prevent years of confusion caused by ambiguous terms or hidden assumptions.
It can also help learners decide whether a subject is relevant to their interests before investing in deeper study.
Begin exploring:
Related publication: Atlas of Learning
II. Learn Through Exploration & Discovery
Sometimes the next question matters more than the next lesson.
Not every learner begins with a defined curriculum.
Some arrive through curiosity.
They encounter a subject and follow its connections.
An interest in the Sun may lead toward stellar physics, Earth's environment, and the history of astronomical observation.
A question about grief may lead toward identity, memory, relationships, embodiment, and the ethics of care.
An inquiry into governance may lead toward public accountability, institutional design, ecological responsibility, and intergenerational continuity.
Exploratory learning allows these pathways to emerge.
It can be especially valuable when a learner is investigating a complex question that crosses disciplinary boundaries.
The Archive's discovery architecture supports exploration by subject, discipline, format, collection, and other meaningful relationships.
These pathways are invitations rather than requirements.
You may follow one connection, return to the beginning, or discover that your question belongs somewhere unexpected.
Explore:
Related publication: Atlas of Knowledge Systems
III. Learn Through Reflection & Personal Orientation
Understanding sometimes begins with recognizing where we are.
Learning is not only about external subjects.
It may also involve examining our perspectives, assumptions, needs, capacities, relationships, and experiences.
Reflection can help us recognize what a situation means to us and how our interpretations influence our choices.
It can also help distinguish between what is happening and what we fear, expect, remember, or assume is happening.
Within the Archive, reflective learning connects closely with the Living Orientation Field.
Orientation is not treated as a single correct perspective.
It is a continuing practice of finding one's bearings within changing conditions.
Reflective resources may help readers explore transitions, boundaries, grief, uncertainty, meaning, and the relationship between understanding and action.
They should remain invitations rather than imposed interpretations.
A reflective framework does not diagnose a person.
An exercise does not establish that everyone experiences change in the same way.
And a meaningful insight does not create an obligation to disclose private experiences or participate in a particular practice.
Explore:
Reflection & Inner Knowing Collection
The Individual Orientation Center Collection
The Living Orientation Field — A Field Guide to Finding Your Bearings
The Art of Beginning Again — A Reflective Companion
IV. Learn Through Practice & Skill Development
Some forms of understanding become meaningful when we learn how to do something.
A person may understand the purpose of a research method without knowing how to use it.
They may appreciate the importance of clear communication while still needing practice.
They may recognize the value of boundaries without yet knowing how to express them.
They may understand a systems diagram while needing experience applying it to a real problem.
Skill development requires opportunities to practice, receive appropriate feedback, recognize limitations, and improve.
The Archive's practice resources may support structured exercises, methods, protocols, reflective activities, and practical application.
The word protocol deserves particular care.
In some contexts, it describes a formal procedure requiring specialized qualifications or safeguards.
In others, it describes an educational or reflective sequence that a reader may adapt.
These should not be confused.
A learning exercise should not be presented as clinical treatment.
A conceptual method should not be represented as a validated professional intervention without appropriate evidence.
And a technical procedure should not be attempted without the competence, permissions, and safety conditions it requires.
Explore:
Protocols & Practice Resources
The Energy Compass — A Practical Guide to Protecting, Reclaiming, and Directing Your Energy
V. Learn Through Research & Evidence
How do we know whether an explanation or method is well supported?
Learning becomes more powerful when readers can evaluate claims rather than merely remember them.
This includes understanding how research questions are framed, how evidence is gathered, how sources are assessed, and how conclusions are justified.
Research literacy helps us recognize the difference between a promising idea and an established finding.
It helps us distinguish correlation from causation.
It helps us evaluate whether a source is relevant to the question.
It helps us recognize uncertainty and identify where additional investigation is needed.
It also teaches an important responsibility: a persuasive explanation should not be treated as reliable merely because it aligns with our preferences.
The Archive's Research & Evidence pathway supports these practices across multiple disciplines.
Explore:
Evidence, Knowledge & Verification Collection
VI. Learn Through Maps, Models & Systems Thinking
Sometimes we understand a problem more clearly when we can see its relationships.
Visual resources help learners recognize structure.
A concept map may reveal how ideas relate.
A systems diagram may show dependencies.
A timeline may clarify a sequence of events.
A decision diagram may help identify alternatives.
A scientific model may explain a process that is difficult to observe directly.
These tools are particularly useful when a subject contains many interacting parts.
But maps and models are representations.
They simplify.
They emphasize some relationships and omit others.
A diagram may clarify a theory without proving that the theory is correct.
A systems model may suggest a relationship that still requires empirical evaluation.
Learning to use visual tools includes learning to recognize their limits.
Explore:
Knowledge Maps & Navigation Tools
The Living Orientation Field — Maps & Diagrams Collection
VII. Learn Through Observation & Participation
The world is not only something to study. It is also something we encounter, investigate, and affect.
Observation can deepen understanding.
A person studying seasonal change may learn by keeping records of local conditions.
A learner exploring astronomy may compare observations with scientific reference material.
A community investigating an institutional problem may examine public records and documented outcomes.
A researcher may collect data according to a defined protocol.
A practitioner may observe the effects of a method within appropriate professional boundaries.
Participation can also reveal things that remain invisible in abstract descriptions.
But direct experience does not eliminate the need for interpretation.
A single observation may not represent a general pattern.
A personal impression may be affected by expectations or incomplete information.
A community project may produce unintended consequences.
Responsible experiential learning therefore includes documentation, reflection, comparison, and willingness to revise.
Explore:
Observatory Research & Publications
Knowledge, Research & Learning
VIII. Learn Through Stewardship, Collaboration & Shared Responsibility
Some capacities develop through participation in work that matters to others.
Learning may prepare a person to contribute to a community, research project, educational initiative, institution, or collaborative undertaking.
Such participation can develop practical judgment, communication, coordination, accountability, and the ability to work across differences.
But participation and authority are not identical.
Belonging to a community does not automatically create the right to direct others.
Understanding a framework does not automatically qualify someone to teach or apply it professionally.
Interest in stewardship does not remove the need for consent, competence, defined responsibilities, and accountability.
The Archive's wider architecture distinguishes access, participation, contribution, stewardship, and legitimate authority.
These distinctions protect both learners and the communities affected by their work.
Learning pathways can support readiness.
They should not create compulsory dependence upon a teacher, institution, or community.
Explore:
Choose a Learning Path That Fits Your Purpose
There is no single best way to begin.
The most useful resource depends upon what you want to understand, what you already know, and what you are prepared to do.
| Your intention | Suggested starting point | Learning approach | Related resource | What to carry forward |
|---|---|---|---|---|
| I am new to the Archive | The Living Spiral Library | Orientation and exploration | Free Learning Resources | A sense of available pathways |
| I want to learn a new subject | Guides & Learning Resources | Foundational study | Atlas of Learning | Vocabulary and understanding |
| I want to explore my experience | Living Orientation Field | Reflection and orientation | Art of Beginning Again | Greater clarity about context |
| I want something practical to try | Protocols & Practice Resources | Structured application | The Energy Compass | A context-appropriate next step |
| I want to evaluate a claim | Research & Evidence | Evidence-based inquiry | Atlas of Epistemology | Stronger discernment |
| I want to understand a complex system | Maps & Diagrams | Visual and structural learning | Atlas of Knowledge Systems | Recognition of relationships |
| I want to explore living continuity | Living Continuity Field | Interdisciplinary inquiry | Living Continuity Research & Publications | Questions of identity, change, and responsibility |
| I want to learn with others | The Spiral Commons | Collaborative participation | Communities & Shared Learning | Mutual learning and accountable contribution |
| I want to continue into deeper study | Atlases | Extended reference study | Knowledge, Research & Learning | Broader conceptual understanding |
A starting point is not a permanent placement.
You may move among these approaches as your questions and circumstances change.
Guides, Courses, Protocols & Learning Pathways
The Archive supports several forms of educational resources.
Each serves a different purpose.
Guides & Learning Resources
Guides provide structured support for understanding or approaching a subject.
They may introduce essential concepts, explain a process, offer questions for reflection, or help readers navigate a complex area of knowledge.
Some are designed for independent reading.
Others may accompany more extensive reference works.
Explore Guides & Learning Resources
Courses & Learning Pathways
Courses organize learning across a defined sequence of subjects, activities, or competencies.
A learning pathway may help readers progress from foundational understanding toward more advanced inquiry or practical application.
But a course should not be assumed necessary for every subject or learner.
Independent study, professional instruction, experiential learning, and collaborative inquiry may all be appropriate in different circumstances.
Explore Courses & Learning Pathways
Protocols & Practice Resources
Practice resources support the application of knowledge.
They may contain exercises, methods, structured procedures, reflection prompts, or practical frameworks.
Readers should consider the intended audience, qualifications, safety conditions, and limits of each resource before applying it.
Explore Protocols & Practice Resources
Workshops & Live Learning
Workshops and live learning environments can provide opportunities for dialogue, demonstration, guided practice, and feedback.
They may be especially valuable when learning requires interaction or when a group is exploring a shared problem.
Availability depends upon actual scheduled offerings.
Explore Workshops & Live Learning
Communities & Shared Learning
Shared learning can support dialogue, collaboration, reciprocal exchange, and the development of understanding across different experiences.
Participation should remain voluntary, appropriately governed, and respectful of each person's agency.
Explore Communities & Shared Learning
Featured Resources for Learning & Application
The following active catalog publications offer different entrances into the relationship between understanding and practice.
Atlas of Learning
A resource for readers interested in learning as a subject in its own right, including how understanding and development may be organized and explored.
The Living Orientation Field — A Field Guide to Finding Your Bearings
A practical companion for approaching questions of orientation, perspective, and meaningful direction.
The Energy Compass
A guide focused on recognizing and directing personal energy, with an emphasis on practical reflection and decision-making.
The Art of Beginning Again — A Reflective Companion
Explore the Reflective Companion
A resource for examining transitions, renewal, and the possibilities that emerge when circumstances change.
The Living Orientation Field — Maps & Diagrams Collection
A visual learning resource connected to the Living Orientation Field.
Atlas of Knowledge Systems
Explore Atlas of Knowledge Systems
A broader reference work for readers investigating the organization and relationships of knowledge.
The Social Security Atlas
Explore The Social Security Atlas
A subject-specific reference resource illustrating how the Archive's knowledge publications can support inquiry into practical civic and institutional systems.
Principles of Shared Abundance
Explore Principles of Shared Abundance
A complementary resource for exploring principles relevant to reciprocity, shared value, and cooperative relationships.
These publications differ in scope and purpose. Their presence here does not imply that every resource is a course, a formal training program, or a professional certification.
Practice with Discernment: Capacity, Consent & Consequence
One of the most important distinctions within Learn & Apply is the difference between knowing about something and being prepared to act upon it.
A person may understand the principles of a complex intervention without having the qualifications to perform it.
They may recognize the value of a method without having the capacity to use it safely.
They may have a promising idea without having sufficient evidence to recommend it to others.
They may be ready to experiment privately while not yet being ready to teach, publish, or commercialize the approach.
Responsible learning makes room for these distinctions.
Before applying a method, it can help to consider five conditions.
Relevance. Does the method actually address the situation?
Capacity. Do I have the knowledge, resources, time, and support needed?
Permission. Do I have the right to undertake this action, particularly when others are affected?
Risk. What harms, limitations, or unintended consequences are possible?
Accountability. How will outcomes be evaluated, and what happens if the approach fails?
These conditions do not exist to discourage participation.
They help distinguish meaningful agency from avoidable overreach.
Sometimes the appropriate action is to begin.
Sometimes it is to study further.
Sometimes it is to seek qualified assistance.
Sometimes it is to collaborate.
Sometimes it is to pause or decline.
And sometimes responsible application means recognizing that a method should not be used in the present circumstances.
The freedom not to proceed is part of meaningful choice.
When Learning Becomes Teaching or Stewardship
Learning may eventually lead to a desire to share knowledge with others.
A reader may create educational materials.
A practitioner may develop a workshop.
A researcher may publish findings.
A community member may help others navigate resources.
A contributor may become involved in stewarding a knowledge collection or collaborative project.
These transitions introduce additional responsibilities.
Teaching requires attention to the accuracy and appropriateness of what is being taught.
Publishing requires attribution, provenance, and clear representation of evidence.
Facilitating a group requires attention to participation, boundaries, and the effects of authority.
Professional practice may require credentials, legal permissions, and domain-specific standards.
Stewardship requires defined responsibilities and accountability.
The Archive's wider architecture does not treat familiarity with its language or frameworks as automatic qualification for any of these roles.
Learning can support readiness.
Readiness must still be evaluated in relation to the actual responsibilities involved.
Explore related pathways:
Learning Across the Living Spiral Archive
Learn & Apply connects to the wider Archive through several complementary knowledge environments.
The Living Orientation Field supports finding one's bearings within experience, perspective, and choice.
The Living Continuity Field investigates the relationships among identity, development, memory, care, sovereignty, adaptation, and regenerative futures.
The Observatory Ecology provides pathways into observation, investigation, and evidence across multiple domains.
The Living Spiral Library provides publications, reference works, research resources, and structured knowledge.
The Spiral Commons provides a wider context for participation, cooperation, and shared opportunity.
These environments are connected, but they serve different purposes.
A reader may use the Library without participating in the Commons.
A learner may explore the Orientation Field without adopting a particular practice.
A researcher may investigate an observatory domain without becoming a steward.
A person may find value in one resource without accepting every framework within the Archive.
This freedom is important.
Learning should expand meaningful possibilities.
It should not create unnecessary obligations.
Build Your Own Learning Journey
A learning journey does not need to be complicated.
It can begin with one question.
Consider the following approach as an optional framework.
Begin with a question
Choose something you genuinely want to understand.
It may be a subject, a problem, a decision, or an experience.
Try to express the question clearly enough that you can recognize when your understanding has developed.
Find an appropriate resource
Choose a guide, essay, atlas, research publication, or other resource that matches your current needs.
A comprehensive work may be valuable, but it is not always the best starting point.
Identify the essential ideas
Notice the definitions, relationships, assumptions, and distinctions that seem central.
What is new?
What challenges your previous understanding?
What remains unclear?
Examine the evidence
Where relevant, investigate the sources and methods supporting the claims.
Distinguish established findings from interpretation, speculation, and practical recommendation.
Consider application
Ask whether the knowledge is relevant to a real situation.
What conditions would need to be present?
What capacities or permissions are necessary?
What alternatives exist?
Try an appropriate next step
This may be a small reflective exercise, an observation, a research task, a conversation, or a practical action.
Choose something proportionate to your understanding and circumstances.
Observe and reflect
What happened?
What did you learn?
Did the result match your expectations?
Were there consequences you had not anticipated?
Adapt or continue
You may revise the approach, return to study, seek assistance, or choose another path.
There is no requirement to turn every learning experience into an ongoing project.
Sometimes understanding itself is a meaningful outcome.
Explore Learning Collections
Guides & Learning Resources — For structured educational resources and practical introductions.
Free Learning Resources — For accessible entry points into the Archive's learning ecology.
Knowledge, Research & Learning — For broader intellectual and research-oriented resources.
Protocols & Practice Resources — For structured methods, exercises, and application resources.
Reflection & Inner Knowing — For reflective and experiential learning.
Courses & Learning Pathways — For sequenced educational offerings as they become available.
Workshops & Live Learning — For facilitated learning opportunities as they become available.
Communities & Shared Learning — For learning connected to community and reciprocal participation.
Intermediate Learning Resources — For resources intended to support progression beyond introductory study.
The availability of individual offerings varies by collection.
The Difference Between Learning More and Becoming More Capable
It is possible to accumulate information without becoming more capable of using it.
A person may read extensively about communication while continuing to struggle with difficult conversations.
They may understand the vocabulary of systems thinking without recognizing dependencies in a real project.
They may know the principles of evidence evaluation while accepting an appealing claim without scrutiny.
They may appreciate the importance of sovereignty while overlooking the autonomy of others.
This does not mean that learning has been wasted.
It means that information, understanding, capacity, and action are different dimensions.
Information provides material.
Understanding reveals meaning and relationships.
Capacity includes the ability and conditions required to act.
Judgment helps determine when and how action is appropriate.
Practice develops skill.
Reflection helps us learn from consequences.
And responsibility connects our actions to the wider world.
These dimensions may develop at different rates.
A person may understand more than they can currently practice.
They may have substantial practical experience without possessing a formal theoretical vocabulary.
They may need rest, resources, accessibility supports, or a different learning environment before applying what they know.
The Archive's learning ecology should respect these differences.
It should not equate speed with depth.
It should not confuse confidence with competence.
It should not treat productivity as the only measure of growth.
And it should not assume that every valuable learning experience must produce a visible achievement.
Sometimes becoming more capable means learning to act.
Sometimes it means learning to ask for help.
Sometimes it means recognizing a boundary.
Sometimes it means understanding when not to intervene.
Knowledge That Returns to Life
The relationship between learning and application is not a one-way transfer.
We do not simply gather knowledge in one place and deposit it into the world unchanged.
When understanding meets experience, new questions arise.
A method encounters conditions its original description did not anticipate.
A principle reveals a tension with another responsibility.
A practical success exposes a limitation.
A failure reveals something that had been overlooked.
A conversation introduces another perspective.
An observation challenges a familiar model.
We return to inquiry.
We revise.
We learn again.
This continuing movement is part of what makes knowledge living.
Not because every idea must remain permanently unsettled.
Not because evidence and expertise have no authority.
But because understanding must remain capable of responding to reality.
The purpose of Learn & Apply is to support this relationship.
To help readers move from unfamiliarity toward understanding.
From understanding toward discernment.
From discernment toward appropriate action.
From action toward reflection.
And from reflection toward the freedom to continue, adapt, share, or begin again.
Continue Exploring
Explore Guides & Learning Resources
Explore Free Learning Resources
Explore Protocols & Practice Resources
Explore Courses & Learning Pathways
Explore Workshops & Live Learning
Explore Reflection & Inner Knowing
Explore the Living Orientation Field
Explore the Living Continuity Field
Explore the Observatory Ecology
Return to the Living Spiral Library
Learning becomes living wisdom not simply when we know more, but when our understanding helps us recognize what matters, act with greater discernment, and remain willing to learn from what follows.
May curiosity open the way, understanding deepen our choices, practice develop our capacities, and responsibility guide what we carry into the world.
Join the Waitlist
If this sounds like a place you'd enjoy, we'd love to let you know when the doors open.