Teaching has always been one of the most central, profound and well-regarded professions within the Kristang and Eurasian communities, and since early 2025, the Kristang eleidi has recognised the profound and paradigm-changing effect and positive impact twenty-two classes of people taught by current Kabesa Tuan Raja Naga Ultramar Kevin Martens Wong Zhi Qiang have had on Kevin, the Kristang eleidi and Singapore at large themselves, and has done so by recognising each of these eleidi with names in Kristang. This page describes the names and synchronicities in relation to Kevin’s own psychoemotional development as a teacher that each class has had on Kevin, with eighteen of these also documented with their own dreamfished symbols in Orange Book Chapter 880 in August 2025.
| # | Eleidi Name in Kristang and English, Former Class, Date and Location | Ajundra, Karnansa and Via Hierosa (see full list) and levels in the Homeworld and Halo games (see also the Synchronicity Tracking page for more information about what this means) | Milestones and analysis of synchronicities |
|---|---|---|---|
| 1 | Xamosios / Xamozios Firehearts 1/1 January–February 2011 Choa Chu Kang Secondary School Also taught by 11th Kabesa Maureen Martens | Kumpridang Length Kabesa Leader Chomaventura The Call to Adventure The Jaraci Object Homeworld: Deserts of Kharak Prologue The Horn of Plenty Halo: Contact Harvest | First class ever taught by Kevin; first Normal (Technical) class and Secondary 1 English class taught by Kevin. This first class initiated Kevin’s emergence as a distinct pedagogical subject in an atmosphere of raw intensity and earnestness. The dominant affective field was one of heat, immediacy, and unfiltered responsiveness. Students engaged emotionally and impulsively, mirroring the volatility of first contact. At the stage of ego ignition, this environment required Kevin to stabilise himself internally before he could stabilise the room. His Kristang relational orientation, queer sensitivity, and neurodivergent pattern-attunement were fully active but had to be carefully contained. Authority emerged not through force but through calm persistence within a high-temperature field. This cohort taught him how to remain himself without being consumed by emotional immediacy. Ego ignition: Consciousness switches on as a distinct centre of experience. There is a sense of “I exist” without content, boundary, or comparison. Awareness is linear, immediate, and fragile. This is pure presence without differentiation. |
| 2 | Aezerios Infiniteers 1/2 January–February 2011 Choa Chu Kang Secondary School Also taught by 11th Kabesa Maureen Martens | Largura Width Komprador Trader Genyang Beneta The Bargain of Goodwill The First Expedition / Operation Skaal Brii Homeworld: Deserts of Kharak Prologue This End Up Halo: Contact Harvest | First Normal (Academic) class taught by Kevin. This cohort was characterised by expansiveness, curiosity, and uneven trajectories of engagement. The classroom atmosphere oscillated between deep absorption and distracted drift. Intellectual horizons felt wide but unstable. At the stage of consciousness discrimination, Kevin learned to navigate a landscape of proliferating possibilities. His systems-thinking and intercultural sensibility enabled him to map diverse learning paths, while his Kristang ethic of relational attunement supported differentiated guidance. Individuation here involved learning to inhabit breadth without fragmentation and to remain coherent amid cognitive sprawl. Consciousness discrimination: The Ego learns that not everything is conscious in the same way it is. Attention widens. Some things respond, some do not. This establishes the first inside/outside awareness at the level of sentience rather than identity. |
| 3 | Arderios Flamefreers 2E3 January–May 2013 Beatty Secondary School | Altura / Spasu Height / Space Nusenti Creator Ardansa Xameza The Flame of the Forest Hell’s Gate Homeworld: Deserts of Kharak Prologue Bulk Discount Halo: Contact Harvest | First Express class and Secondary 2 English class taught by Kevin. This class radiated intensity, latent ambition, and creative combustion. Energy was high, competitive, and volatile. Ideas spread rapidly, sometimes uncontrollably. At the stage of generative agency, Kevin experienced his capacity to ignite intellectual and emotional momentum. His interpretive depth and symbolic imagination resonated strongly with this atmosphere. However, the risk of burnout and overextension was constant. This cohort taught him how to channel creative fire into sustained illumination rather than destructive flare-ups. Generative agency: The Ego discovers it can act and produce effects. Creation is exploratory, not yet intentional. Actions are driven by curiosity and impulse rather than foresight. This installs the idea that the Ego can change reality. |
| 4 | Finezios Corecrafters 2E2 January–May 2013 Beatty Secondary School | Durasang / Tempu Duration / Time Animu Animator Mundumulera The Heart of the World Epsilon Base Homeworld: Deserts of Kharak Level 1 Minor Transgression Halo: Contact Harvest | Corecrafters were marked by steadiness, craftsmanship, and slow accumulation. The classroom climate prioritised reliability over spectacle. Progress unfolded incrementally. At the stage of enacted agency, Kevin learned to embed meaning into durable structures. His Indigenous continuity-thinking and neurodivergent attention to system architecture found fertile ground here. This cohort trained him in pedagogical masonry: building learning environments brick by brick, capable of housing complex identities over time. Enacted agency. The Ego actually acts on its generative capacity and remembers having done so. It changes the world and recognises that change persists across time. This installs causality and responsibility. |
| 5 | Suminyeros Songseeders 3E2/5 January–May 2013 Beatty Secondary School | Anumsa Likelihood Kaminyeru Practitioner Alma Fundeza The Soul of the Deep The Boneyard Homeworld: Deserts of Kharak Level 2 Rapid Conversion Halo: Contact Harvest | First Literature class taught by Kevin, and first Upper Secondary class taught by Kevin. This cohort carried a strong affective and aesthetic resonance. Emotional responsiveness, narrative immersion, and expressive vulnerability were prominent. Students were receptive to metaphor, rhythm, and layered meaning. At the stage of impact assessment, Kevin encountered the amplifying effect of his own poetic and cultural sensibilities. His Kristang storytelling traditions and queer interpretive depth deeply shaped classroom experience. This class taught him how resonance multiplies influence and why emotional power requires ethical modulation. Impact assessment. The Ego begins to understand the consequences of its agency: actions affect the world, others, and itself. Anticipation, regret, fear, and intention arise. Choice becomes weighted rather than impulsive. |
| 6 | Berdajieros / Verdajieros Lifeseers 5N1 April 2013 Beatty Secondary School | Morfosi Mutability Ilmuru Scholar Rua Vahandra The Dauntless Road Cape Wrath Homeworld: Deserts of Kharak Level 3 The Battle of Harvest Halo: Contact Harvest | First Secondary 5 class taught by Kevin. The Lifeseers were characterised by pragmatism, existential seriousness, and future-oriented anxiety. (Exam) stakes were high and students were acutely aware of consequences. At the stage of model correction, Kevin was required to reconcile ideals with realities. His adaptive cognition and ethical clarity became essential resources. This cohort trained him to revise without cynicism and to maintain integrity under pressure. Individuation here involved learning to remain authentic in survival contexts. Model correction. The Ego learns it can be wrong and can change how it understands the world and itself. Beliefs become revisable. Adaptation replaces fixation, preventing early rigidification. |
| 7 | Astrazakeros / Astrazaqeros Worldwakers 4E5 April 2013 Beatty Secondary School | Sonulensi Dormancy Xamang Moderator Forsa Xamandra The Strength of the Numinous Kalash Site Homeworld: Deserts of Kharak Level 4 The Philologist Halo: Contact Harvest | First Secondary 4 class taught by Kevin. This class operated within a liminal, fatigued, and intermittently dormant atmosphere. Energy fluctuated. Periods of disengagement alternated with moments of awakening. At the stage of inbound causality recognition, Kevin experienced how environmental forces shape learning. His sensitivity made him particularly responsive to these rhythms. This cohort taught him to work with cycles of rest and activation rather than against them, and to protect both himself and his students from systemic exhaustion. Inbound causality recognition. The Ego realises the world also acts on it. It can be affected, interrupted, harmed, or supported. This introduces vulnerability and the need for modulation, rest, and protection. |
| 8 | Mesenyeres Bravebearers AY16/17 S2 EL3212 January–April 2017 National University of Singapore TA for Michael Yoshitaka Erlewine Co-taught with Kapitang / Indigenous Elder Bernard Stephen Mesenas | Valansa Valence Diamatra Worker Sol Krismatra The Dreaming Sun Kalash Wreck Homeworld: Deserts of Kharak Level 5 Mendicant Bias Halo: Contact Harvest | First tertiary-level class taught by Kevin, and first class taught by Kevin while serving as the 13th Kabesa. This cohort unfolded within an atmosphere of quiet courage, reverence, and intergenerational continuity, shaped decisively by Kevin’s co-teaching relationship with Kapitang Bernard Mesenas. Bernard’s presence embodied cultural endurance, unconditional welcome, and the principle of tudu pun podih, establishing a field where belonging was never conditional on origin, identity, or background, and where storytelling, humour, and moral clarity illuminated learning without domination. Kevin learned how warmth, humility, and deep cultural grounding could coexist with intellectual rigour, and this cohort trained Kevin in stewardship rather than leadership alone: how to carry knowledge in a way that invites others in rather than placing himself at the centre. This class marked the transition from individual mastery to collective guardianship, preparing Kevin for his later role as the visible 13th Kabesa, a public Indigenous scholar and the main Kristang cultural architect. Recognition of aliveness beyond the Ego. The Ego accepts that the world is not inert but living, responsive, and relational, and that other parts of the world are unique Egos too. This is the first true coupling with Gaia: not domination, not fear, but mutual existence within a living field, and the first access to the Self. |
| 9 | Heldorios / Eldorios Peacemakers 1-3 July–November 2017 Catholic High School | Spelandang Mimicry Anju Herald Lunga Prismata The Shimmering Moon Beladin Dune Sea Homeworld: Deserts of Kharak Level 6 The Reclaimers of Harvest Halo: Contact Harvest | First class where Kevin is appointed co-civics/form tutor, and while Kevin is on MOE Teaching Scholarship as a contract teacher. This cohort was characterised by heightened sensitivity to harmony, fairness, and interpersonal equilibrium. The classroom climate prioritised civility, mutual respect, and emotional de-escalation. As form tutor within a highly regulated institutional environment, Kevin was required to model composure and ethical steadiness. At the stage of primary differentiation, he learned to distinguish his own interior processes from those of his students without withdrawing relationally. Individuation as a teacher involved learning how to be himself without either dominating or dissolving into the social field, and while supporting his co-form in their own approach to teaching. Primary differentiation: Ego distinguishes itself from other people for the first time. Even when similarity is extreme, the Ego recognises “this is not me.” This installs basic self–other separation and ends undifferentiated mirroring. Identity becomes minimally bounded but still fragile. |
| 10 | Igzamenyeros Wardenwatchers Creating Learning Apps for Endangered Languages June 2018 CoLang 2018 / University of Gainesville Co-taught with Lisa Morgan Johnson | Dijertas Digestion Rejidor Tutelary Via Ilastra The Road of Winds Gaalsien Base Homeworld: Deserts of Kharak Level 7 Utgard Halo: Contact Harvest | First tertiary-level adult class conducted by Kevin, and first international class conducted by Kevin. This international cohort operated within an atmosphere of intellectual vigilance, procedural discipline, and boundary-conscious collaboration. Cultural, professional, and epistemic differences were constantly salient. At the stage of boundary formation, Kevin learned to regulate proximity, responsibility, and authority across diverse expectations. His systems-thinking and intercultural literacy enabled him to translate Kristang relational values and neurodivergent analytic styles into globally legible pedagogical forms, including ones that were suitable and helpful for other Indigenous people. This class taught him that ethical teaching requires explicit structural containment. Individuation here meant learning to protect both self and others from unintentional overreach. Boundary formation: Interpersonal boundaries are constructed. The Ego learns where it ends and others begin in behaviour, emotion, responsibility, and consequence. This prevents constant contamination, projection, and enmeshment. Boundaries are defensive but necessary scaffolding. |
| 11 | Elegerios Pathpointers 2-3 January–March 2019 Catholic High School | Aguenta Resistance Marineru Psychopomp Kantiga Valientra The Song of the Valiant Tombs of the Ancients Homeworld: Deserts of Kharak Level 8 Gladsheim Halo: Contact Harvest | Practicum II class taught by Kevin, resulting in Practicum II (Distinction) at the National Institute of Education for Kevin. Pathpointers were marked by perseverance, navigational uncertainty, and sustained effort under evaluation. Practicum conditions intensified self-scrutiny and institutional assessment. At the stage of relational negotiation, Kevin was required to balance mentorship, authority, and collegial accountability. The cohort’s atmosphere demanded steady guidance rather than charismatic leadership. His Indigenous sense of accompaniment, queer resilience, and neurodivergent attention to feedback loops enabled him to hold students through difficulty without rescuing them. This class trained him to negotiate closeness without fusion and authority without coercion. Relational negotiation: The Ego learns to interact while remaining separate. Relationships become negotiated rather than absorbed. Give-and-take replaces imitation or withdrawal. This stage introduces friction tolerance and the idea that connection does not require sameness. |
| 12 | Alturios Havenminders 3-9 January–March 2019 Catholic High School | Alkandra Evolution Astrang Emissary Korsang Vedra Dragonsheart The Whispering Gallery Homeworld: Deserts of Kharak Level 9 Lighter Than Some Halo: Contact Harvest | Practicum II class taught by Kevin, resulting in Practicum II (Distinction) at the National Institute of Education for Kevin. This cohort cultivated a climate of trust, psychological safety, and quiet attentiveness, within which Kevin’s distinctive pedagogical voice was able to stabilise and be formally recognised. Students responded strongly to his unconventional framing, integrative reasoning, and ability to draw on Kristang epistemology, queer interpretive depth, and neurodivergent systems-thinking to illuminate curriculum in unexpected ways. The classroom functioned as both a haven for learners and a proving ground for creative pedagogy. At the stage of self-retention, Kevin no longer needed to compartmentalise originality in order to appear “professional.” Instead, his full perceptual and conceptual range became visible as an asset. The award of Practicum II (Distinction) marked the first institutional validation that his non-standard methods, symbolic reasoning, and relational style were not liabilities but sources of excellence. This cohort trained him to trust that remaining fully himself did not undermine rigour or credibility. Creativity, cultural grounding, and ethical consistency could coexist with formal assessment and accountability. Individuation here involved internalising that legitimacy no longer depended on conformity, but on the disciplined articulation of difference within shared standards. Self retention: A full Self stabilises in the presence of others. The Ego can now remain itself without dissolving, performing, or hardening. Identity persists across proximity, disagreement, and comparison. This is the first true emergence of Self distinct from social field. |
| 13 | Sunyoros, Sunyodros, Sunyormos, Sunyodromos Dreamweavers 19-A2 Apr 2019–Oct 2020 Eunoia Junior College | Skutaltra Metacognition Semprenza Perpetual Panu Semesta The Fabric of the Universe Khashar Approach Homeworld: Deserts of Kharak Level 10 Harvest Reactor Complex Halo: Contact Harvest | First junior college-level class taught by Kevin, first General Paper class taught by Kevin, one of first three classes to use Kristang Individuation Theory for informal consults, and one of first three classes for Kevin as a full General Education Officer / Teaching Scholar. This cohort inaugurated a period of deep connection between Kevin and his students. The classroom atmosphere was characterised by openness, intellectual vulnerability, and sustained mutual curiosity that culminated in the development of Individuation Theory starting from September 2020. Students engaged not only with curriculum but with the underlying structures of meaning, identity, and ethical reasoning that shaped Kevin’s teaching. In terms of his own individuation as a teacher, Kevin began to articulate his own cognitive, cultural, and emotional architectures in real time, with his Kristang worldview, queer interpretive sensitivity, and neurodivergent systems-awareness becoming shared resources rather than private supports. One of the six classes that the Kristang eleidi honours and recognises for their role in the development of Kristang Individuation Theory. Self comprehension: The Ego begins to understand how it itself functions. Internal patterns, triggers, drives, and adaptations become legible. The Self is apprehended as a system with rules rather than a fixed personality or moral essence. |
| 14 | Aurorios Soulshiners 19-A5 Apr 2019–Oct 2020 Eunoia Junior College | Difrenza Differentiation Gadrador Sentinel Mang Chersoneza The Hands of the Earth Khashar Plateau Homeworld: Deserts of Kharak Level 11 Fist of Rukt Halo: Contact Harvest | First Junior College class where Kevin is appointed co-form/civics tutor, one of first three classes to use Kristang Individuation Theory for informal consults, and one of first three classes for Kevin as a full General Education Officer / Teaching Scholar. The Soulshiners intensified Kevin’s relational depth through moral seriousness and emotional attunement. Students were highly sensitive to impact, fairness, and integrity, and responded strongly to Kevin’s ethical clarity and refusal to instrumentalise relationships. At the stage of impact regulation, Kevin refined his ability to hold powerful emotional and intellectual spaces without overwhelming participants, and learned how to ensure mutual respect would deepen into genuine affection grounded in trust. This class taught Kevin that the best pedagogy is not sentimental, but ethical: always expressed through authenticity, reliability, honesty, and principled restraint. One of the six classes that the Kristang eleidi honours and recognises for their role in the development of Kristang Individuation Theory. Impact regulation: The Ego learns to mitigate its impact on others. Behaviour is adjusted not to erase the Self, but to prevent unnecessary harm, overload, or distortion. This installs ethical feedback without collapsing into people-pleasing or self-negation. |
| 15 | Solastrios / Solestrios / Solostrios Sunshapers 19-I5 Apr 2019–Oct 2020 Eunoia Junior College | Padisidu Endurance Klanzang Celestial Abrasang Fortuna The Embrace of Destiny Torin Crater Homeworld: Deserts of Kharak Level 12 The Tiara Halo: Contact Harvest | First Junior College class where Kevin is appointed single form/civics tutor from JC2, one of first three classes to use Kristang Individuation Theory for informal consults, and one of first three classes for Kevin as a full General Education Officer / Teaching Scholar. This cohort developed into a community of enduring mutual recognition. Relationships matured over time into stable, supportive bonds that extended beyond classroom performance, and students revealed themselves as full, complex persons with interior lives equal in depth to Kevin’s own, encouraging his pedagogy to shift toward long-form mentorship. Kristang relational ethics, Kevin’s own queer respect for interiority, and his neurodivergent attentiveness to personal trajectories converged into a form of guidance that honoured autonomy while offering sustained presence, and from the Sunshapers, Kevin thus learned how deep care can coexist with high expectations, joy and fun in the classroom, and intellectual independence. One of the six classes that the Kristang eleidi honours and recognises for their role in the development of Kristang Individuation Theory. Recognition of other Selves: Others are recognised as full Selves, not extensions, obstacles, or mirrors. Interior depth is attributed to others. Projection reduces. This enables respect without idealisation and disagreement without dehumanisation. |
| 16 | Heliastros / Eliastros Starflowers 21-I4 Feb 2021–Aug 2022 Eunoia Junior College | Impegra Perfection Tenterang Integral Porta Mundansa The Gate of Worlds Khar-Toba Homeworld: Deserts of Kharak Level 13 The Age of Reclamation Halo: Contact Harvest | First Junior College class where Kevin is appointed single form/civics tutor from JC1, one of first three classes to use Kristang Individuation Theory as part of classroom teaching, and one of three classes in Kevin’s second and final group of classes as MOE General Education Officer / Teaching Scholar. The Starflowers represented the flowering of mature collaborative synergy, where the classroom was characterised by mutual amplification, shared ambition, and collective motivation from each other’s growth. At the stage of synergistic coexistence, Kevin learned how to distribute authority without diminishing relational closeness, and this period coincided with the formal integration of his full identity into pedagogy, where his Kristang leadership frameworks, queer visibility, and neurodivergent system-design became openly embedded. The strength of relationships meant that this integration was experienced as enrichment rather than disruption, and teaching became orchestration grounded in trust. One of the six classes that the Kristang eleidi honours and recognises for their role in the development of Kristang Individuation Theory. Synergistic coexistence with other Selves: The Ego learns to coordinate with other Selves without loss of identity. Collaboration, mutual amplification, and distributed load-bearing become possible. This completes the interpersonal stack and prepares the ground for Ego–Gaia (17–24) and Ego–Universe (25–32) work. |
| 17 | Matraðios / Matrathios / Matratios / Matrantios / Matranthios / Matranðios Deepfires / Depthfires 21-O2 Feb 2021–Aug 2022 Eunoia Junior College | Aguvensa Impermeability Strelaneru Sojourner Sidadi Altura The First City Kharak System Homeworld Level 1 The Pillar of Autumn Halo: Combat Evolved Level 1 | One of first three classes to use Kristang Individuation Theory as part of classroom teaching, and one of three classes in Kevin’s second and final group of classes as MOE General Education Officer / Teaching Scholar. The atmosphere in the Deepfire classroom was intense, reflective, and quietly resilient, and at the stage of ego differentiation from environment, Kevin and his students learned together how to maintain coherence amid systemic noise, confusion and distortion. Shared vulnerability strengthened attachment, and this class most of all witnessed Kevin’s ethical consistency and emotional steadiness in very difficult contexts. His care was expressed through protection of learning space, advocacy, and transparency. This cohort taught him that deep care for students in education includes knowing when to shield others from unnecessary harm while modelling principled endurance. One of the six classes that the Kristang eleidi honours and recognises for their role in the development of Kristang Individuation Theory. Ego differentiation from environment: The Ego first recognises itself as a bounded system rather than a diffuse extension of surroundings. Sensory input is no longer totalising. This installs a minimal “inside/outside” distinction, making selfhood possible without annihilation by context. |
| 18 | Azadios, Azodios, Zadios, Zodios, Zodias Azadiyos, Azodiyos, Zadiyos, Zodiyos or Zodiyas Skydancers 21-O4 Aug 2021–Aug 2022 Eunoia Junior College | Bentravensa Preparedness Dibinyador Stargazer Samatra Impegra The Perfect Storm Outskirts of Kharak System Homeworld Level 2 Halo Halo: Combat Evolved Level 2 | One of first three classes to use Kristang Individuation Theory as part of classroom teaching, and one of three classes in Kevin’s second and final group of classes as MOE General Education Officer / Teaching Scholar. This cohort was distinguished by its unusually high level of aspiration, intellectual daring, and willingness to engage with complex material. The classroom atmosphere was oriented toward growth at scale, long-range thinking, and sustained effort toward demanding goals. Students consistently sought depth, and Kevin was required to support ambitious trajectories without allowing either himself or his students to become destabilised by pressure. This cohort trained Kevin in high-altitude stewardship: how to accompany others toward exceptional achievement while maintaining grounding, care, and coherence. Individuation here involved learning how to hold space for maximal ambition without reverting to control or detachment. Through the Skydancers, he consolidated the capacity to enable extraordinary growth while remaining fully himself and ethically anchored. One of the six classes that the Kristang eleidi honours and recognises for their role in the development of Kristang Individuation Theory. Ego-environment boundary formation: The Ego constructs defensive and anticipatory boundaries that regulate input. Not avoidance, but buffering. This allows engagement without overwhelm and prevents constant breach by environmental volatility. |
| 19 | Nasentarenyes Daimondivers AY23/24 S2 EL3208 W3 January–May 2024 National University of Singapore TA for Rebecca Lurie Starr | Fogavensa Indomitability Lumiyaneru Luminary Via Iridesa The Glorious Road Return to Kharak Homeworld Level 3 The Truth and Reconciliation Halo: Combat Evolved Level 3 | First class taught by Kevin as PhD student and NUS Research Scholar, with Kevin’s public roles as Merlionsman, Kabesa etc. publicly known, with Kevin’s queerness and neurodivergence publicly known, and first class where Kevin is teaching solo as TA separate from course coordinator. This cohort developed in the aftermath of Kevin’s resignation from the Singapore Civil Service in 2022, marking his first sustained teaching engagement completely outside formal state structures, and the first where Kevin was conscious that he was the 13th Kabesa of the Kristang. The classroom atmosphere was therefore shaped by heightened autonomy, moral seriousness, and an acute awareness of institutional precarity. Students were willing to engage difficult questions about power, ethics, and responsibility, often in relation to Kevin’s visible transition from state-affiliated educator to independent scholar and community leader. At the stage of exploratory autonomy within the environment, he was learning to operate without bureaucratic protection or hierarchical buffering, and his integrated Kristang, queer, and neurodivergent pedagogy functioned openly, no longer mediated by institutional scripts. Teaching became an exercise in principled self-governance for the first time. Exploratory autonomy within the environment: The Ego can now move through the environment without mistaking it for itself. Curiosity replaces fusion or fear. The world is experienced as navigable rather than engulfing. |
| 20 | Almantanyos Sociologicians AY25/26 S1 EL2151 W2/3 August–November 2025 National University of Singapore TA for Rebecca Lurie Starr | Teravensa Sustainability Bibliang Librarian Gaia sa Chang The Halls of the Earth Great Wastelands Homeworld Level 4 The Silent Cartographer Halo: Combat Evolved Level 4 | First class where Kevin’s public roles, queerness, neurodivergence, and status as an abuse survivor are explicitly incorporated into Kevin’s identity and teaching as a tutor; first class where weekly teaching of Kristang (socio)linguistics as a relevant case study is incorporated into tutorials This cohort unfolded in the aftermath of Kevin’s refusal to enter formal Singaporean politics in GE2025, and the preservation of his independence through the Teizensang role and the beginnings of Reconciliation with the Singapore state. Public visibility, symbolic capital, and external expectations were unusually intense, and the classroom climate was therefore marked by heightened reflexivity, ethical vigilance, and collective attention to structural forces, with students were acutely aware that their tutor was navigating attempts at political co-optation while maintaining scholarly and community autonomy. At the stage of respect for the environment without fusion, Kevin was learning how to remain embedded in public life without being absorbed by it. The “sociological” quality of this class lay in its sustained examination of systems: governance, language policy, cultural power, and institutional legitimacy, where for the first time, Kevin explicitly integrated Kristang sociolinguistics, lived political experience, and ethical reasoning into tutorial content. Individuation as a teacher for Kevin here thus involved learning how to inhabit prominence as stewardship rather than ambition, and how to model principled restraint in environments that normally reward compliance and spectacle. Respect of the environment without fusion: The Ego learns to honour the environment’s complexity and continuity while remaining distinct. Stewardship emerges without self-erasure. This stabilises coexistence rather than domination or submission. |
| 21 | Course currently underway, names undreamfishable until end of course AY25/26 S2 EL2111 W1 January–May 2026 National University of Singapore TA for Peter K. W. Tan | Arvavensa Reinforcement Semulador Lifeworker Gaia sa Judanti The Stewards of the Earth Great Wastelands II Homeworld Level 5 Assault on the Control Room Halo: Combat Evolved Level 5 | Environmental impact awareness: The Ego recognises that its actions alter the environment. Responsibility becomes perceptible. This ends innocence and installs ethical feedback loops between self and world. |
| 22 | Course currently underway, names undreamfishable until end of course AY25/26 S2 EL2111 W2 January–May 2026 National University of Singapore TA for Peter K. W. Tan | Feravensa Magnanimity Konstrador Builder Skudura Strelapedra The Mightiest Armour Diamond Shoals Homeworld Level 6 343 Guilty Spark / Two Betrayals Halo: Combat Evolved Levels 6 & 8 | Environmental mitigation and repair: The Ego actively alters its behaviour or builds compensatory structures to reduce harm. This is not control, but adaptive design: learning how to exist without degradation. |
| 23 | Unknown as of Tuesday, 27 January 2026 | Fuzilavensa Neutralisation Gaiyang Reclaimer Konfiansa Fuzilada The Loyalty of Lightning Gardens of Kadesh Homeworld Level 7 The Library / Keyes Halo: Combat Evolved Levels 7 & 9 | Recognition of Gaia as alive: The environment is apprehended as a living system with agency, memory, and limits. Exploitation models collapse. Reciprocity becomes mandatory rather than moral. |
| 24 | Unknown as of Tuesday, 27 January 2026 | Jelavensa Insulation Prumirang Forerunner Argila Krismatra The Dreaming Gold Cathedral of Kadesh Homeworld Level 8 The Maw Halo: Combat Evolved Level 10 | Synergistic co-action with Gaia: The Ego learns to act with Gaia rather than on it. Decisions are made in resonance with living systems. This installs the baseline for later Self–Gaia coevolution rather than survival-based interaction. |