Adler, Mortimer J. 1940. “How to Mark a Book.” Saturday Review of Literature 6: 250–52. https://www.unz.com/print/SaturdayRev-1940jul06-00011/ (January 11, 2023).

Annotations: https://via.hypothes.is/https://docdrop.org/download_annotation_doc/Adler---1940---How-to-Mark-a-Book-fehef.pdf

Annotations alternate: https://jonudell.info/h/facet/?user=chrisaldrich&max=100&exactTagSearch=true&expanded=true&url=https%3A%2F%2Fdocdrop.org%2Fdownload_annotation_doc%2FAdler---1940---How-to-Mark-a-Book-fehef.pdf

Prior [.pdf copy]9https://stevenson.ucsc.edu/academics/stevenson-college-core-courses/how-to-mark-a-book-1.pdf): - Annotations https://hypothes.is/users/chrisaldrich?q=url%3Ahttps%3A%2F%2Fstevenson.ucsc.edu%2Facademics%2Fstevenson-college-core-courses%2Fhow-to-mark-a-book-1.pdf<br /> - Alternate annotation link https://jonudell.info/h/facet/?user=chrisaldrich&max=100&exactTagSearch=true&expanded=true&url=https%3A%2F%2Fstevenson.ucsc.edu%2Facademics%2Fstevenson-college-core-courses%2Fhow-to-mark-a-book-1.pdf

Summary

• Marking a book helps in increasing "the most efficient kind of reading."
• The marked (pun intended) difference between physical vs. intellectual ownership of books
• 3 types of book owners:
  • 1. collector of wood pulp and ink
  • 1. one whose read most and dipped into some
  • 1. one who's annotated and sucked the marrow out of them
• Active reading (annotating and staying awake) and engaging deeply, arguing with, and questioning the author is the point of reading.
• A historical record of your active reading allows you to continue the conversation you've had with the author and yourself. (p12)
• Adler's method of reading and marking:
  1. Underlining major points of importance
  2. Vertical lines for emphasis
  3. Marginal marks (stars, asterisks, etc.) (10-20 per book) to indicate the most important statements in conjunction with dogearing these pages for making it easier to find them subsequently
  4. Numbers in the margin to sequence arguments
  5. Page numbers in the margin for linking ideas across pages, ostensibly for juxtaposing them later
  6. Circling key words or phrases (unsaid here, but this is helpful for indexing as well as helping one to come to terms with the author)
  7. Marginal writing for synopsis of sections as well as questions raised by the text; use of endpapers for a personal index of ideas presented chronologically throughout the book
• Objections to marking books:
  • Using scratch pad (or index cards, which he doesn't mention specifically, but which could be implied) so as not to destroy a precious or rare physical copy (this is a repetition from earlier in the article)
  • Marking slows you down. This is part of the point! Slowing down makes you engage with the author and get more out of the text.
  • You can't loan books because they contain your important thoughts which you don't want to give away (and lose the historical record of your thinking). Solution: Simply require friends to buy their own copy.

Five Books

mentioned by ES @ DABC<br /> Five books recommended by experts in particular areas.

Susan Carlson, Ananda Jayawardhana, Diane Miniel, They Don't Read Very Well. A Study of the Reading Comprehension Skills of English Majors at Two Midwestern Universities. In: CEA Critic 86 (2024) 1, pp. 1--17. DOI: https://doi.org/10.1343/cea.2024.a922346

Gutting Book Basics by [[Thomas Vander Wal]]

Problem: This seems to be MOSTLY about the devaluation of diplomas?

But there is not only understanding involved in this, but also "taste" specific to a group and cultural "class".

There is also some tech involved here. SparkNotes as a tool for understanding. It is unclear if they have problems readings because they lack the skill in the first place or because they are to dependent on tech to maintain it.

Attention seems to be a problem here. Novels are nothing to be skimmed (okay that is very much my bias).

This is hard. almost two thirds could not understand the paragraphs?

Idea of the repertoire is crucial, this can explain parts of why somethings are understandable and others not.

See above, as training a skill on ones own is initself something that needs to be trained.

What's the definition of abstract here? I mean a novel is not abstract in the same way as news paper article or scientific paper.

Have to look this up, but this might be dependent on culture and historical moment -- how important is the verbalization of writing (and often scripture). Thinking here of Plato's time when reading aloud was seen as the easier one to understand in contrast to repetition from memory. Or the Romans and early Christianity where silent reading was not as common.

Assumptions like this always are based on the implicit bias that either the students share a somewhat similar social background with the professors or that the school system works well enough to establish the same reading skill in most people.

California is finally adopting phonics, fulfilling a grandmother's dream - Opinion by [[Dan Walters]]

How to gut a book by [[Naomi Standen]]

for - question - language training - ALG - listening and speaking first - when does reading and writing appear?

575k books published yearly in EU. Contains several pointers to initiatives to foster literary diversity / multilingual approaches. [[Europa kracht in diversiteit 20060610163705]]

Please excuse me for saying this but why does there have to have men in attendance since this is a Woman's Rights Convention? Are the men feeling like they are missing something or perhaps a male dominance issue? Was Frederick Dougla.

https://www.maggiedelano.com/garden/syntopical-reading-in-roam by Maggie Delano

• pick out one theme and see how it is developed throughout the book

good idea!

which is why i love books that provide an introduction to the author before the actual content. i find that the authors are equally (or more) interesting as the work itself.

love this. i haven't tried reading an essay collection but i definitely want to now

How to Study. 16mm, Instructional film. Coronet Instructional Films, 1946. https://www.youtube.com/watch?v=IRK70kyaWOI.

Daniel Born places Oprah and her book club into the tradition of Adler & Hutchins' The Great Books of the Western World.

Sedo, DeNel Rehberg, ed. Reading Communities from Salons to Cyberspace. London: Palgrave Macmillan UK, 2011. https://doi.org/10.1057/9780230308848.

Reading to deepen understanding suggests any book and go through, find online chapter summaries in target langauge, listen to audiobook while reading it, as it forces you along.

Paul Conkin 1929-2022 no wikipedia page, US historian suggested to graduate students to spend an hour reflecting for every hour read. Anecdotal quote from David Blight lecture (link to vid in post). There is a point here, wrt to keeping one's own pace and intent behind attention. [[Attention literacy and the value of slow learning 20211209063437]] [[Stuur aandacht met intentie 20220213080032]]

https://www.zotero.org/groups/4676190/tools_for_thought/tags/note%20taking%20manuals/items/F8WSEABT/item-list

source?

Where is the origin of this reading analogy?

Sounds like you're doing what Mortimer J. Adler and Charles van Doren would call "inspectional reading" and outlining the space of your topic. This is both fine and expected. You have to start somewhere. You're scaffolding some basic information in a new space and that's worthwhile. You're learning the basics.

Eventually you may come back and do a more analytical read and/or cross reference your first sources with other sources in a syntopical read. It's at these later two levels of reading where doing zettelkasten work is much more profitable, particularly for discerning differences, creating new insights, and expanding knowledge.

If you want to think of it this way, what would a kindergartner's zettelkasten contain? a high school senior? a Ph.D. researcher? 30 year seasoned academic researcher? Are the levels of knowledge all the same? Is the kindergartner material really useful to the high school senior? Probably not at all, it's very basic. As a result, putting in hundreds of atomic notes as you're scaffolding your early learning can be counter-productive. Read some things, highlight them, annotate them. You'll have lots of fleeting notes, but most of them will seem stupidly basic after a month or two. What you really want as main notes are the truly interesting advanced stuff. When you're entering a new area, certainly index ideas, but don't stress about capturing absolutely everything until you have a better understanding of what's going on. Then bring your zettelkasten in to leverage yourself up to the next level.

• Adler, Mortimer J. “How to Mark a Book.” Saturday Review of Literature, July 6, 1940. https://www.unz.com/print/SaturdayRev-1940jul06-00011/
• Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated edition. 1940. Reprint, Touchstone, 2011.

reply to u/jack_hanson_c at https://old.reddit.com/r/Zettelkasten/comments/1g9dv9b/is_scoping_the_subject_a_counterzettelkasten/

"You can see I have quite a lot notes I have to make."

This is a difference in mentality between Ryan Holiday and me (as well as Muhammed Ali Kilic)

@M.AKilic50

Our mentality (inspired by GTD and other standard productivity stuff, mostly Flow) is to avoid creating homework.

You don't HAVE to make notes on something. You select what you deem valuable and are interested in working with at the moment.

Because of the marginal gains effect I wrote about earlier, it doesn't matter if you don't make a lot of notes. Besides, you can always return later--especially with a proper bib card and potentially a custom index/ToC for a book.

A Zettelkasten is the lazy man's path to excellence.

(this is an ironic statement of mine because a Zettelkasten asks a lot of work over time. However, it doesn't have to be on a day to day basis. Plus you work only on what you want, hence it doesn't require that much discipline.)

"If you do one or two positive contributions a day, it adds up." - Ryan Holiday

Perhaps this is the essence of both Zettelkasten and Commonplace books; Marginal Gains.

Exponentional Increase over time. Upon first glance, it seems linear (1+1 = 2)... However, the formula is different because, at least in Zettelkasten, a new note means N new possible connections as this new note can virtually be connected to all other notes. In a Zettelkasten this is explicit, in a commonplace book connections are implicit.

Engaging in a Zettelkasten/Commonplace book in this way is equal to inherent spaced repetition and recall perhaps?

Especially if you allow some time of rumination... Read book, wait a few days to a few weeks before processing it. The book's contents remain in the back of your mind.

Then when processing you get engaged with the substance again and therefore interrupt the ebbinghaus curve.

Perhaps I need to argue more with the authors and the content, as Adler & van Doren also recommend.

This might be a limitation in (the way I do) Zettelkasten. Because I am not writing in the margins and not engage in "tearing up" the book, I am less inclined to argue against/with the work.

Maybe I need to do this more using bib-card. Further thought on implementation necessary...

Perhaps a different reason is that I like to get through most books quickly rather than slowly. Sometimes I do the arguing afterward, within my ZK.

I need to reflect on this at some point (in the near future) and optimize my processes.

https://www.libraryfutures.net/post/how-much-does-obamas-summer-reading-list-cost-your-library

How to Read a Book by Shaykh Hamza Yusuf, Part 1

Amazing series by Shaykh Hamza Yusuf on Adler and van Doorns How to Read a Book. Part 2 is here: . How to Read a Book, Part 2 by Shaykh Hamza Yusuf

relationship to Adler's levels of reading?

This chapter is essentially what one ought to glean from skimming the TOC, the Index, and doing a brief inspectional read (Adler, 1972).

Learning and Intellectualism can both be found in the act of comparison, or more broadly, analysis. One must do this perpetually when reading to dissect and gain most (long-term) (syntopical) value out of it.

In other words, Luhmann is urging to engage in pattern recognition.

True intellectual work using the Zettelkasten demands pattern recognition when reading. Domain specific knowledge + pattern recognition = efficient reading; for it allows to distinguish signal from noise, value from trash.

Is this a criticism by Luhmann on the conventional notion of syntopical reading in Adlerian terms? Probably without knowing Adler's work.

Because science/truth work (knowledge) is constantly in revision, conventional syntopical reading on a topic of science is without necessary value?

Perhaps unless stored and expanded upon in a ZK?

Further thought is required to disseminate this paragraph.

One must read analytically (cf Adler & van Doren) in order to grasp the meaning behind text. Or perhaps syntopically by default if one performs the Zettelkasten method.

Conventional Syntopical Reading is "immediate" and project-based, at least in Adlerian terms, that is.

However, when doing Zettelkasten work, one is perpetually reading syntopically and therefore I would call it Delayed Syntopical Reading

Stroop effect

In psychology, the Stroop effect is the delay in reaction time between congruent and incongruent stimuli.

Strange Loops: Reading a Book on How to Read a Book by [[Sascha Fast]]

Not quite sure of what Fast is getting at here. Language barrier perhaps?

For true deep processing and learning, intellectualism, one must think beyond the single source they are consuming and think about everything they know. Although keep in mind selective attention for true learning and thinking.

This process is habitualized by means of Zettelkasten and further aided in tool like hypothes.is

Unrelated to the song itself. It is interesting that different people interpret the song's meaning differently. Likely due to individual differences in perspective, history, culture, etc.

Makes me reflect. Is knowledge/wisdom contained solely in content and words? Or is knowledge/wisdom rather contained in the RELATIONSHIP, the INTERACTION, between past experience, previous knowledge (identity) and substance?

Currently I am inclined to go for the latter.

When switching, do this only at the end of a chapter, not in media res (in the middle of action).

Also summarize the last thing that happened/got explained for an easy refresher the next time you get back.

Bib-Card? Potentially Marginaelia? Feeling more like a dedicated notebook for this. Need to work out.

Vashik does this summary of a chapter on index cards... Useful to do in a Zettelkasten, or too much effort?

Vashik recommends to keep a list of books to read. I can do this on Obsidian, but I also keep a reading log like Parker Settecase recommends.

For parallel reading, read multiple different genres/topics to prevent confusion and boredom.

Due to this time/mood conundrum, you can read books that you do feel like reading.

Cothran, Ann, and George E. Mason. “The Typewriter: Time-Tested Tool for Teaching Reading and Writing.” The Elementary School Journal 78, no. 3 (1978): 171–73. https://www.jstor.org/stable/1001415

No new results here, but a modest overview and literature review of research on typewriters in classrooms.

One must wonder if the early use of typewriters to teach reading and writing research matches that of modern day use of computers and tablets in the same classrooms?

He recommends to read in the following order, because of thematic significance, I have to determine if I'll do the same.

Books: - A Defence of Classical Education, R. W. Livingstone - Weapons of Mass Instruction, John Taylor Gatto - The Republic, Plato - The Social Contract, Jean-Jacques Rousseau - The Abolition of Man, C.S. Lewis - Discourse on Voluntary Servitude, Étienne de La Boétie - The Road to Serfdom, F. A. Hayek - The Political Theory of the American Founding, Thomas G. West

(~2:10)

Fascinating. Rob Pierri mentions that there had been a shift in education from the development of the soul to the development of monetizable skills... Keep society manageable.

The question that remains for me is, what will ultimately leave society better and advance it? In the end, what matters more, the material or the immaterial? Why?

Useful tip to collect wise sayings; mark them in the book and write "Proverb" next to them, or a symbol...

Can also then write the page number on your bib card, or perhaps a dedicated index card to proverbs per book.

According to Vashik Armenikus, reading and book collecting becomes an obsession/addiction when you do it indiscriminately, without thought, without taking into account the bigger picture.

Fascinating and troublesome is the idea that older books are being edited to be less "offensive" in modern times. This alters the meaning of the past. Do not do this.

Keep it original.

This person argues that one should cultivate a personal library, the tangibleness of the physical, to safeguard knowledge and prevent information control from falling to a single institution or person, so that they may never control the past.

I think he should go deeper into his argument, I do not fully understand what he means.

( ~8:00 )

This explanation of why to read books in a certain order in dependency of each other is analogous to why a Zettelkasten (in Luhmannian sense) cannot be used collaboratively.

In order for someone else to understand your notes (not meant to be published), they would have to understand both the source text you are referencing and the implicit references you make. Things you understand instinctively and do not need to write down.

Because others do not have your experiences and worldview, it is more difficult for them, perhaps impossible, to completely comprehend your Zettels, your notes.

( ~5:00 ) Reading Aids should be used after initial interpretation. This is to prevent framing bias.

( ~1:40)

Suggested to train analytical reading in high school.

reading as a leading indicator of cultural shift to help provide power to women and non-whites.

Was the Great Books idea being pressed towards "men" a means of pushing back against this in some sense?

For over 2 decades I struggle with this. Because my paraphrasing is mostly unsuited for my blog, regularly because it is mixed language and often bc it contains words that serve as shorthand. A blog is more performance, written for not-me, while annotation is for me, and after editing might be publishable for not-me. Annotating publicly here in .h, even if the readership is highly limited, introduces a level of performance-awareness for me. At times I've done annotated link blogging, but it never became a practice as with [[Stephen Downes]].

https://danallosso.substack.com/p/science-of-reading-meeting-2

https://www.youtube.com/watch?v=uf8zQmqe97g

https://psycnet.apa.org/record/1926-01653-001

Lucy Calkins Retreats on Phonics in Fight Over Reading Curriculum by Dana Goldstein

Not much talk of potentially splitting out methods for neurodivergent learners here. Teaching reading strategies may net out dramatically differently between neurotypical children and those with issues like dyslexia. Perceptual and processing issues may make some methods dramatically harder for some learners over others, and we still don't seem to have any respect for that.

This example is an interesting one of the sort of generational die out of old ideas and adoption of new ones as seen in Kuhn's scientific revolutions.

A ‘Science of Reading’ Revolt Takes on the Education Establishment by [[Sarah Mervosh]]

https://danallosso.substack.com/p/science-of-reading-meeting-1<br /> Science of Reading, Meeting 1

Johns, Adrian. The Science of Reading: Information, Media, and Mind in Modern America. Chicago: University of Chicago Press, 2023. https://press.uchicago.edu/ucp/books/book/chicago/S/bo183629196.html

( ~ 6:25-end )

Steps for designing a reading plan/list: 1. Pick a topic/goal (or question you want to answer) & how long you want to take to achieve this. 2. Do research into the books necessary to achieve this goal. Meta-learning, scope out the subject. The number of books is relative to the goal and length of the goal. 3. Find the books using different tools such as Google & GoodReads & YouTube Recommendations (ChatGPT & Gemini are also useful). 4. Refine the book list (go through reviews, etc., in Adlerian steps, do an Inspectional Read of everything... Find out if it's truly useful). Also order them into a useful sequence for the syntopical reading project. Highlight the topics covered, how difficult they are, relevancy, etc. 5. Order the books (or download them)

Reminds me a bit of Scott Young's Metalearning step, and doing a skill decomposition in van Merriënboer et al.'s 10 Steps to Complex Learning

( ~ 10:20)

Kathleen recommends as part of an inspectional reading to find out who the author is. This is valuable and I believe not something Adler & van Doren mentioned in their book.

Knowing who the author is gives more context to the book and potentially some information about credibility.

Will implement this.

(~5:40)

It appears she put some sticky notes at important points/structure references while reading inspectionally...

Does this not take too much effort/time for an inspectional read a la Adler?

( ~ 10:45)

This is basically layered learning and making use of the creation of prior knowledge.

(~10:00)

It's not just about your domain knowledge on a subject, it's also about your reading skill in general and how difficult a book is written.

This video tells me I need to spend more time actually reflecting on the table of contents and title. As well as with the pigeonholing; classify in the mind in what categories this book falls.

( ~1:55)

Interesting sentiment. Library Lin supposes that most people who do not like reading don't like it because of bad reading habits and that when they improve on their reading habits, they will start liking it.

Very fascinating. Substance meaning can change depending on linguistics. For ancient thought, it's best to know the true original language.

I will call the guy who gives a full theoretical analysis of this song, Mr. X.

Well, I wonder where Mr. X got all his analysis from first of all. Is it his interpretation? Or what is his source for the meaning of the song?

Is it therefore objectively true to the artist's intent or is it merely a (good) explanation that seeks to provoke thought?

I don't know how accurate this claim is as I have not yet dived deeply into ancient knowledge and compare it to modern interpretations of it, but I do feel like this hits a nail... Either Mr. X does or the artists.

It is quite logical that it is difficult to interpret ancient wisdom as wisdom often assumes the student or reader is familiar with common knowledge... However, what was common in ancient times might be rare currently, or even forgotten or used in different ways, making it very difficult to interpret and parse such texts without a high degree of mastery of background knowledge.

It's even harder for certain ancient times where everything was rooted in oral tradition without writing. People back then could've been generally wise, but without texts to refer to as primary sources it is virtually impossible to make sense of it.

This is basically critical thinking. Which is also my goal for (optimal) education: To build a society of people who think for themselves, critical thinkers; those who do not take everything for granted. The skeptics.

See also Nassim Nicolas Taleb's advice to focus on what you DON'T know rather than what you DO know.

Related to syntopical reading/learning as well. (and Charlie Munger's advice). You want to build a complete picture with a broad understanding and nuanced before formulating an opinion.

Remove bias from your judgement (especially when it comes to people or civilizations) and instead base it on logic and deep understanding.

This also relates to (national, but even local) media... How do you know that what the media portrays about something or someone is correct? Don't take it for granted, especially if it is important, and do your own research. Validity of source is important; media is often opinionized and can contain a lot of misinformation.

See also Simone Weil's thoughts on media, especially where she says misinformation spread must be stopped. It is a vital need for the soul to be presented with (factual) truth.

makes me think of tools that extend parts of ourselves. terms like "second brain" or "pkms"

https://www.rebind.ai/

Kurutz, Steven. “Now You Can Read the Classics With A.I.-Powered Expert Guides.” The New York Times, June 13, 2024, sec. Style. https://www.nytimes.com/2024/06/13/style/now-you-can-read-the-classics-with-ai-powered-expert-guides.html.

There are 3 types of Reading Projects: 1. Doing a research project. Having a well-defined research question and answering it through means of reading. 2. Reading a set of books or a genre in itself or even author; finding out the types or history of it... Mostly applicable to fiction. 3. Becoming more engaged with a specific author or thinker; Reading as much as possible about a specific author (primary, secondary)

There is a value in reading a lot.. But it's not in the number, it is more in the concept of Exploration vs. Specialization. Some form of exploration is highly useful.

Number of Books Read has nothing to do with substance learned; enlightenment gained. It is a vanity metric.

Publishers that are good in general, for older material: * Penguin Classics * Oxford World Classics * Norton Critical Editions * Broadview Editions

Some publishers can be too much for certain works (depending on the goal for reading)

Compare this with the ideas of intelligence and eugenics of the time as well as that of class in Isenberg's White Trash.

Presumably this anonymous author would have been seeing things from a more dominant eugenics viewpoint at this time period of 1940.

See also: The Eugenics War (American Experience) https://www.pbs.org/wgbh/americanexperience/films/eugenics-crusade/

Interesting commentary here on conversion of African-Americans to Catholicism as well as self-help nature of reading for improvement. Analogizes African-Americans without Catholicism to Mortimer J. Adler as a Jew.

Possible tone of colonialism to assimilate African-Americans into Western Culture here? Though still somehow some space for movement and growth.

Argument for general knowledge vs. specialistic knowledge?

Interesting. Using Mortimer J. Adler's concept of Syntopical Reading to produce motivation, in a good way, for diving into books.

Fixed mindset. Self fulfilling prophecies. Ignorance.

Self-fulfilling prophecy?

Language is essential for the expression of thought, be it novel or ancient.

The complexity of the topic is determined by the content of the discussion the topic is about.

To me, it seems that Adler et al., are arguing that a topic should be stated as a phrase with varying degrees of complexity, determined by ?

Some examples of topics that are formulated and used in the original syntopicon.

A topic should never be suggestive, for it would not be a topic in that way.

A topic is a place where minds meet for discussion.

It seems as though an idea is very broad and a "sub-topic" is more granular, though also determined based on the overall content and related to the primary idea.

It seems that most of the ideas were chosen based on scope and significance.

Adler et al. operated from a state of efficiency in the sense that they did not want the book to become too long (even though, or maybe because of, the fact that the end result became already two volumes each more than a thousand pages)

Adler explains the distinctive factor determining which authors and works were included in the list of the Great Books of the Western World.

Basically, they were works that were influential, written excellently, and had applicability to a considerable amount of ideas processed by the whole.

The ideas were chosen on the basis of coverage within the Great Works.

One point for having many unread books is to show the extent of ignorance and develop intellectual humility.

As Confucius already said: "True knowledge is to know the extent of one's ignorance."

Umberto Eco recommends to have as much unread books in your personal library as your financial means allow.

For an intellectual, the library is not there to simply collect books, but rather to serve as a tool for research.

Tsundoku = Japanese for the art of buying more books than you can read.

(~11:00) I am getting inspired to create my own "Syntopicon" of Education and Learning. Obviously this will be a lifelong endeavor and great undertaking, bound to change with every single reading... As I am not a team of 501 people.

I think I will do this. But how? I am not sure yet. Let's think about it.

I will probably build it out in the open. Perhaps I will even build this syntopicon of education using Obsidian's networked thought system... Instead of a formal linear book. A network of notes is much easier to navigate and will get me where I want to be. Also much easier to edit throughout the process of doing research.

Is Syntopical Reading not the same as meta-analytic research? In what ways does it differ? In what ways is it the same?

(~3:00) Syntopical Reading requires building a map of the topic across sources (coming up with one's own terms) in order to find out what each author is saying.

How does one do this if the process of syntopical reading is the process by which one comes up with the knowledge? I believe the answer lies in a high skill level of Inspectional Reading

Obviously, one cannot make a perfect map from the get go, and this should not be the intention (defeat perfectionism)... However, a rough sketch or map is far more valuable than none at all.

I believe this is also the point of Dr. Justin Sung's prestudy... Building the barebone structure of the mindmap, finding the logic behind it all; the first layer.

( ~1:40) Syntopical Reading is about making one's own mind up.

for - Brehon Laws - of early Ireland - etymology - glossary - reading between the lines - adjacency - Brehon Laws - Indyweb - reading between the lines - glossary

adjacency - between - Brehon Laws - Indyweb - reading between the lines - etymology - glossary - adjacency relationship - Brehon Laws of early Ireland emerged from the people themselves over many generations - and were not imposed by some authority - For a long time, these laws were orally transmitted and memorized - When writing emerged, the style of writing used by the early Irish was to write with many gaps in between written verses of text - for the purpose of readers to be able to be writers and contribute to the text with their own perspectives - In other words, they were early annotators! - The etymology of the world glossary comes from "gloss" from the practice of writing meaning between the lines - "Glosses were common in the Middle Ages, usually rendering Hebrew, Greek, or Latin words into vernacular Germanic, Celtic, or Romanic. Originally written between the lines, later in the margins." ( https://www.etymonline.com/word/glossary)

source - Zoom meeting this evening with Paul and Trace, as Paul introduced from his understanding of his Irish roots

Reply to John Whitfield: I think that one is mostly a semantic issue. In some definitions of learning, learning does equate to a change in behavior. In parenting for example, how is learning measured? If the behavior is changed. Therefore, for parenting, learning is a change in behavior.

I'd argue for many books the same is true, what is the use of a book if the knowledge is only in your head. Application, thus changing one's behavior, is essential for the proper use. Obviously this is not for everything the case, but I am highlighting a few scenarios where it would be accurate to say that learning is a change in behavior.

Nothing is ever black and white, it is quite simplistic to say such things, often there is a lot of nuance going on.

Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

(~6:30)

I think the major point here is that Adler points out our minds, and thus our thinking, changes over time. Therefore, when a book is read at a later point in time, our notes are different.

Perhaps his argument to "think again as to make the thought more current" is antithetical to Luhmann's Zettelkasten, which principles upon continuing previous lines of thought, even decades later.

(future note, about half an hour later)... I think in the Zettelkasten the problem is dealt with adequately, since you actually can make new notes expressing why your thought changes... So in this sense it is even more expanded upon the point that Adler makes even though at first sight it seems the complete opposite.

(~8.55)