Caring repositions care from private virtue to epistemic and institutional practice. Produced during the first phase of the Covid-19 pandemic, the notebook begins from the exposure of dismantled medical infrastructures, intensified social inequality and the inadequacy of models that confuse freedom with release from responsibility. Its strongest proposition is that knowledge cannot be separated from vulnerability: research becomes ethically insufficient when it remains indifferent to the lives, climates and communities through which it is produced. The New Alphabet School responds by shifting from criticism as detached judgement toward care as shared responsibility, collective negotiation and situated learning. Its method is pedagogical and infrastructural rather than merely thematic. A travelling, collaborative school becomes a space for learning and unlearning across arts, archives, poetics and activism, while institutional form itself is treated as an object of redesign. Caring bridges radical pedagogy, curatorial practice, decolonial research and social reproduction by asking what kinds of institutions can sustain knowledge without reproducing the exclusions and extractive habits they claim to criticise.