https://www.youtube.com/watch?v=-rZIpsFE6Yw

Attended live on 2023-09-07

https://libcal.library.upenn.edu/event/11148297

9th-century copy of Boethius's Latin translation of Aristotle's De interpretatione, referred to in the manuscript as Periermenias, with the shorter of two commentaries that Boethius wrote on that work. Replacement leaves added in the 11th century to the beginning (f. 1-4) and end (f. 45-64) of the manuscript, in addition to providing the beginning and end of the Boethius (which is probably lacking 2 gatherings between extant gatherings 6 and 7), include the Periermeniae attributed to Apuleius in the medieval period, a poem by Decimus Magnus Ausonius on the seven days of Creation, a sample letter of a monk to an abbot with interlinear and marginal glosses, and other miscellaneous verses, definitions, and excerpts. Dot Porter, University of Pennsylvania, has determined that two groups of leaves are misbound; leaves 5-12 (the original order appears to have been 5, 9, 10, 6, 7, 11, 12, 8) and leaves 53-64 (the original order of the leaves appears to have been 61, 62, 53-60, 63, 64).

The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

For those interested in the history of classical education, manuscripts, books, and knowledge transfer, the University of Pennsylvania Libraries and the Shoenberg Institute have a potentially relevant ongoing zoom series called Coffee with a Codex in which they regularly bring out rare manuscripts, codices, incunabula, etc. from their collection to show and discuss.

Keep in mind that the presentation is done by library curators who may not be subject matter experts on the books they present, but the topics are nearly all relevant to classical education. Most attendees are academics, historians, medievalists, or regularly doing research in the areas of information studies and will often have thoughts, ideas, or experience with classical education, and may be able to answer questions about historical practices in the chat. Presentations are generally informal, short, and meant for a generalist audience. Quite often digital scans of the materials they present are available for browsing online or downloading for further study.

See the full schedule for Coffee with a Codex three weeks ahead at https://schoenberginstitute.org/coffee-with-a-codex/

To give folks an idea of the presentations, recordings of Coffee With A Codex since January 2022 are available at their YouTube Playlist. (To my knowledge they don't archive copies of their chat transcripts where the participants are usually fairly active, but some of the chat does make it verbally into the recorded discussion.)

​

Of particular interest this coming week is a presentation on a book which will touch on the recent conversation "Ancient Textbooks for Ancient Curriculums?" by u/psimystc with respect to the Carolingian educational program in the 9th-11th centuries.

https://libcal.library.upenn.edu/event/11148297

Details

Date: Thursday, September 7, 2023<br /> Time: 12:00pm - 12:30pm

Coffee with a Codex: Boethius and Aristotle <br /> On September 7, Curator Dot Porter will bring out LJS 101, a 9th and 11th century copy of Aristotle translated by Boethius, created as part of the Carolingian educational program. See the record: https://franklin.library.upenn.edu/catalog/FRANKLIN_9951865503503681

Free registration is required. https://libcal.library.upenn.edu/event/11148297

An informal lunch or coffee time to meet virtually with Kislak curators and talk about one of the manuscripts from Penn's collections. Each week we'll feature a different manuscript and the expertise of one of our curators. Everyone is welcome to attend. Welcome back for 2023-2024!

Syndication link: https://www.reddit.com/r/ClassicalEducation/comments/16a1oyi/coffee_with_a_codex_at_penn_libraries_recurring/

Texts are patient conversationalists always waiting for you to write your side of the conversation into the margin before they continue on with their side of the conversation. Sadly, too many readers (students especially) don't realize that there's a conversation going on.

Link to:<br /> - https://hypothes.is/a/bBwyhkN3Ee6nQNPI5xmSnQ - https://hypothes.is/a/GvRApkN3Ee6LbBPqqX-A5Q

Margins in books and on paper are blank spaces for "dark ideas" asking to be filled in while "reading with a pen in hand" so that the reader can have a conversation with the text.

Link to https://hypothes.is/a/GvRApkN3Ee6LbBPqqX-A5Q on dark ideas

test annotation with PDF

• example
  • survivorship bias
    • Abraham Wald was a statistican who was tasked by the Allied war effort with understanding how to make the Allied war planes function better.
    • And he was presented with a series of airplanes that had bullet holes throughout them as they had gone from bombing runs over Nazi Germany.
    • And he looked at them, and he saw that there were
      • holes in the wings,
      • holes in the tail,
      • holes in the nose of the plane.
    • And the general said to him, you know, "Based on your statistical expertise, where should we put extra armor?
    • Where should we reinforce the plane?"
    • And most of the people thought they should put them where the bullet holes were.
    • Abraham Wald took one look at this, and he said, "If you put armor over the places where the holes are,
      • you're going to make the planes get shot down more."
    • Because the reality was the places that didn't have bullet holes were the most crucial.
    • The places that had been shot in
      • the fuselage,
      • the middle of the plane where the engine was,
    • those were in Germany, they didn't survive,
      • they were wrecks.
    • So they never made it back to be analyzed.
    • So survivorship bias is a bias where we look at the wrong kinds of data because we only look at what survived.

• key strategy
  • design system to screen out power hungry people

• Title
  • Visualizing a Field of Research With Scientometrics: Climate Change Associated With Major Aquatic Species Production in the World
• Authors
  • Mohamad N. Azra
  • Mohn Iqbal Mohd Noor
  • Yeong Yik Sung
  • Mazlan Abd Ghaffar
• Date July 13, 2022
• Source
  • https://www.frontiersin.org/articles/10.3389/fenvs.2022.905428/full
• Abstract
  • Climate change research on major aquatic species assists various stakeholders (e.g. policymakers, farmers, funders) in better managing its aquaculture activities and productivity for future food sustainability.
  • However, there has been little research on the impact of climate change on aquatic production, particularly in terms of scientometric analyses.
  • Thus, using the
    • bibliometric and
    • scientometric analysis methods,
  • this study was carried out to determine what research exists on the impact of climate change on aquatic production groups.
  • We focused on
    • finfish,
    • crustaceans, and
    • molluscs.
  • Data retrieved from Web of Science was
    • mapped with CiteSpace and
    • used to assess
      • the trends and
      • current status of research topics
    • on climate change associated with worldwide aquatic production.
  • We identified ocean acidification as an important research topic for managing the future production of aquatic species.
  • We also provided a comprehensive perspective and delineated the need for:
    • i) more international collaboration for research activity focusing on climate change and aquatic production in order to achieve the United Nations Sustainable Development Goal by 2030;
    • ii) the incorporation of work from molecular biology, economics, and sustainability.

When will we get the civil disobedience version of Mortimer J. Adler's How to Mark a Book?

Benjamin Franklin letter to Miss Stevenson, Wanstead. Craven-street, May 16, 1760.

Franklin doesn't use the word commonplace book here, but is actively recommending the creation and use of one. He's also encouraging the practice of annotation, though in commonplace form rather than within the book itself.

Example of a teacher talking about the great conversation in the framing of the humanities....

• Comment

  • Elise says
    • "there is this growing Chasm between
      • our Paleolithic brains and
      • what we're designed for and
        • the niches we're built to inhabit and this new technologically infused world that we're living in
    • We have changed our environment so rapidly and so radically and we have not kept pace with that change
      • so either we keep changing the environment or
      • we change ourselves to fit the environment and
      • I think the fact that we're consistently making these commodified decisions in which
        • we do expunge more and more of our of our Humanity in favor of profit
        • in favor of short-term decisions i
        • n favor of such abysmal thinking when it comes to complex systems like the human body
      • it is a testament to the fact that these brains are not built for this world and
      • we are not going to be adequate stewards of this system
        • that is now so complex that to keep it held together
      • you actually need a new form of intelligence beyond what we are"
  • Elise Bohan' statements perfectly echo Ronald Wright's famous quote on the nature of progress traps
    • “To use a computer analogy, we are running twenty-first-century software on hardware last upgraded 50,000 years ago or more. This may explain quite a lot of what we see in the news.”
    • https://hyp.is/go?url=https%3A%2F%2Fwww.goodreads.com%2Fwork%2Fquotes%2F321797-a-short-history-of-progress&group=world

• comment

  • I think, however, that Wright would agree more with Mary and less with Elise in Elise's contention that
    • we need a new form of intelligence beyond what we are
    • applying progress to our own cognitive abilities
      • may create the biggest progress trap of all

https://www.pbs.org/show/my-music-rhiannon-giddens/

Patricia Highsmith | American Author | Good Afternoon | 1978

Patricia Highsmith talks a bit about her writing process. She talks about her early family life and her current personal life, but doesn't mention her sexuality at all.

The tail end of the interview mentions the prevalence for murder within one's family. (When did this truism emerge within culture or at least within the crime space?)

Within the pantheon of types of notes there are: - paraphrasing notes, which one can use to summarize ideas for later recall and review as well as to check one's own knowledge and understanding of what an author has said. - commentary notes, which take the text and create a commentary on them, often as part of having a conversation with the text. These can be seen historically in the Midrashim tradition of commenting on Torah.

[23:12 - 24:47]

separately also: - productivity notes - to do lists, reminders of work to be done, often within or as part of a larger complex project

A book can't only be about the text, it has to be about the reader's interaction with it and thoughts about it. Without these, the object has no value.

Annotations are the traces left behind of how one valued a book as they read and interacted with it.

How did Michael Oakeshott's philosophy overlap with the idea of the 'Great Conversation' or 20th century movement of Adler's Great Books of the Western World.

How does it influence the idea of "having conversations with the text" in the annotation space?

I have always thought that you learn more in General Ed classes than classes dedicated to your major. Not to say learning about the innerworkings of magnets is a useless skill it is not, but you can definitely take a lot more from history or philosophy classes. But more than anything, you will not take anything from a class if you don't put in effort.

ME! I would make into a story. Assuming that I faked my death or AI is very powerful it can replicate me, I would start the museum tour in my birth and move on into my "death" . Where every year is another artifact like cloths I wore, the backpacks I had, and I would even display figures of me doing stuff similar to animals in there natural habitat.

I agree that teachers should be able to identify the superior ability in children. Teachers are around children for 8 hours of the day if in elementary, see them everyday, and have interactions with the students. They should be able to identify which students are superior and which students are feeble-minded. Many children that are superior are misunderstood in schools. I think a mental examination is efficient for superior children that way they can advance faster if they are superior. I think this is important to the history of psychology because it was stated "Teachers should be better trained in detecting signs of superior ability" and we now have teachers able to identify which students are superior and put them in GT classes. GT classes are called the gifted and talented. Students with high intelligence that are superiors are put into those classes which provide benefit to them because the classes are matched with their intelligence. We have advanced to understanding superior ability and have started putting children in special classes where they can continue to make progress.

Wallmakers updates ancient building techniques for the 21st century, building beautiful architectural buildings using mud, waste and creativity as the main components

In my life thinking critically looks like reflecting on your past and history to guide you with your decision making in the future. There may not be an exact situation from the past that will be the answer, but there could be a scenario that is similar that you can use to help influence your future decision making skills.

Using information and ethically for me pretty much sums up to, giving credit where credit is due and using data to help you with decision making. In my job we collect data from students which helps us get funding for my program. I understand that, if we are not getting positive growth in our data then we run the risk of loosing funding. So I understand the importance of data.

Understand and value differences to me means, being open minded and the use of cultural relativism. To me it is incredibly important to be accepting and understanding of other people's cultures and customs. Whenever someone would acknowledge my culture I would always feel very proud of it. So I want to repay that and give the respect that all differences deserve.

Communicating effectively to me just means getting the message out with the shortest amount of words with the same impact. I do a lot of presentations for my job which requires me to change the way how I talk with varying groups of kids so being able to deliver the message as short and sweet as possible is effective communication.

I remember in UNVI 101 the importance of knowing and understanding the many different perspectives that there are (artist, humanist...) Understanding the works of how different people view things is important.

Often time we are our own biggest bullies. Lemony Snicket once said, “If we wait until we're ready, we'll be waiting for the rest of our lives.”

I really appreciate that Lucas still self reflects on his past rather then forgetting about it completely and starting a new life.

I really like what Brian is saying here, It is really hard to see how easily our identities can change from one accident.

Zig Ziglar once said, "The first step in solving a problem is to recognize that it does exist."

I'm still very new to the UofA but it has been a great experience. Taking some Gen Ed's gave me a lot of really eye opening experiences. I took an Intro to African American Hip Hop and I enjoyed that course a lot. I've learned that Gen Ed's are usually the most fun courses where you will learn a lot.

The Lifelong learning assignment from UNVI 101 was a lot of fun making. I hope we can make something similar in 301.

relation to Note taking problem and proposed solution?

This seems to be a common reality and/or fear.

prefer https://github.com/leandromoreira/redlock-rb over this

"stayed with me" as a phrase to mean an idea so powerful and compelling that one regularly revisits it in their mind at various intervals without spending time on memorizing or actively trying to remember it.

Yes -- distinguishing the more realistic from more truthful. That's where the conversation should be.

!- Progress trap : genetic engineering - careless use of genetic engineering will interfere with biological evolution

!- strengthen governance : by entangling power with care, rights and solidarity

https://youtu.be/r9idbh-U2kM?t=3544

Stefan Zweig (reference? his memoir?) apparently suggested that students translate authors as a means of becoming more intimately acquainted with their work. This is similar to restating an author in one's own words as a means of improving one's understanding. It's a lower level of processing that osculates on the idea of having a conversation with a text.

tk: track this reference down. appropriate context?

also:

Full ownership of a book only comes when you have made it a part of yourself, and the best way to make yourself a part of it—which comes to the same thing—is by writing in it. —Adler, Mortimer J., and Charles Van Doren. How to Read a Book. Revised and Updated edition. 1940. Reprint, New York: Simon & Schuster, 1972.

They also suggest that due to the relative low cost of books, it's easier to justify writing in them, though they carve out an exception for the barbarism of scribbling in library books.

Poe, E. A. (1844). Marginalia. United States Magazine and Democratic Review, 15, 484, https://www.eapoe.org/works/misc/mar1144.htm

Curious that Poe framed marginalia as a self-conversation rather than a conversation with the text itself...

And this, in part, is just what makes social readers so valuable: a tight(er) integration of a reading and conversational interface.

https://simonwillison.net/2022/Nov/8/mastodon-is-just-blogs/

I suspect that this example of Eleanor Konik's is incredibly common among note takers. They may have vast repositories of collected material which they can reference or use, but typically don't.

In digital contexts it's probably much more common that one will have a larger commonplace book-style collection of notes (either in folders or with tags), and a smaller subsection of more highly processed notes (a la Luhmann's practice perhaps) which are more tightly worked and interlinked.

To a great extent this mirrors much of my own practice as well.

Dialectical notes are made at the level of syntopical reading and entail creating a conversation not only between the reader and the author, but create a conversation of questions and answers between and among many texts and the reader.

-I will download the full article in EBSCO

-This article will give me insight into how the self-determination theory helped with student engagement during the online learning they received during covid pandemic.

-rating 7/10

Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30.

This article will provide me with insight into how the use of technology has changed in the grade school education system based on principals' perspectives.

rating 8/10

Ugur, N. G., & Koç, T. (2019). Leading and Teaching with Technology: School Principals' Perspective. International Journal of Educational Leadership and Management, 7(1), 42-71.

-I will download this full article through EBSCO

-This article will provide me with teaching strategies that use technology in elementary reading lessons.

-rating 8/10

McDermott, P., & Gormley, K. A. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37(1), 121-146.

This article will provide me with insight on the views elementary teachers have on design, engineering and technology.

rating 8/10

Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 5.

This article will provide me insight into teaching with technology at the elementary school level.

rating 6/10

Varol, F. (2013). Elementary School Teachers and Teaching with Technology. Turkish Online Journal of Educational Technology-TOJET, 12(3), 85-90.

This article will provide me with an overview of the experiential learning theory and how it can be applied to higher education settings.

-rating 8/10

Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.

-I will download the full article through EBSCO.

-This article will give me perspective on the limitations of current research on teaching and learning with technology in higher education settings.

-rating 8/10

Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), 536-543.

-I will download the full article through EBSCO.

-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

-rating 7/10

Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.

-I will download the full article through EBSCO.

-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

-rating 7/10

-I will download the full article in EBSCO.

-This article will provide me with insight into whether the use of technology in higher education classrooms is effective.

-rating 6/10

Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549-564.

-I will download the full article through EBSCO.

-This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.

-rating 7/10

Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.

• I will download the full article through EBSCO.

-This article will provide me with insight on how to use technology to teach in higher education settings. This presents what conceptual change means and how it has been used in higher education settings.

-rating 6/10

Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.

https://www.explainpaper.com/

Another in a growing line of research tools for processing and making sense of research literature including Research Rabbit, Connected Papers, Semantic Scholar, etc.

Functionality includes the ability to highlight sections of research papers with natural language processing to explain what those sections mean. There's also a "chat" that allows you to ask questions about the paper which will attempt to return reasonable answers, which is an artificial intelligence sort of means of having an artificial "conversation with the text".

cc: @dwhly @remikalir @jeremydean

For her online book clubs, Maggie Delano defines four broad types of notes as a template for users to have a common language: - terms - propositions (arguments, claims) - questions - sources (references which support the above three types)

I'm fairly sure in a separate context, I've heard that these were broadly lifted from her reading of Mortimer J. Adler's How to Read a book. (reference? an early session of Dan Allosso's Obsidian Book club?)

These become the backbone of breaking down a book and using them to have a conversation with the author.

Barbara Tuchman recommended using the smallest sized index cards possible to force one only to "extract the strictly relevant" because copying by hand can be both "a chore and a bore".

In the same address in 1963, she encourages "distill[ing] from the very beginning, to pass the material through the grinder of one's own mind, so to speak." This practice is similar to modern day pedagogues who encourage this practice, but with the benefit of psychology research to back up the practice.

This advice is two-fold in terms of filtering out the useless material for an author, but the grinder metaphor indicates placing multiple types of material in to to a processor to see what new combinations of products come out the other end. This touches more subtly on the idea of combinatorial creativity encouraged by Raymond Llull, Matt Ridley, et al. or the serendipity described by Niklas Luhmann and others.

When did the writing for understanding idea begin within the tradition? Was it through experience in part and then underlined with psychology research? Visit Ahrens' references on this for particular papers to read.

Link to modality shift research.

This list is a great framework for showing students what they don't know, so they can actively work and practice at becoming better at their craft.

I feel like actively annotating and "reading with a pen in hand" has been a great way to practice many of these points. Questioning texts, marking open problems, etc. goes a long way toward practicing these methods.

Intellectual work requires "surfaces" to work against, almost as an exact analogy to substrates in chemistry which help to catalyze reactions. The surfaces may include: - articles, books, or other writing against which one can think and write - colleagues, friends, family, other thinkers, or even imaginary characters (as suggested by C. Wright Mills) - one's past self as instantiated by their (imperfect) memory or by their notes about excerpted ideas or their own thoughts

Are there any other surfaces we're missing?

Middle Americans, and particularly those in suburbia and rural parts of America that account for the majority of poverty in the country, tend to make their poverty invisible because of the toxic effects of extreme capitalism and keeping up appearances.

Has this effect risen with the rise of social media platforms like Instagram and the idea of "living one's best life"? How about the social effects of television with shows like "Keeping up with the Kardashians" which encourage conspicuous consumption?

More interesting is the fact that most of these suburban and rural poverty stricken portions of the country are in predominantly Republican held strongholds.

Is there a feedback mechanism that is not only hollowing these areas out, but keeping them in poverty?

annotation meta: may need new tag: applies to siblings only or applies to same level only

What's the solution: dig into your primary sources. Ask open-ended questions, and refine them as you go. Be open to new lines of inquiry. Stage your work in Conversation with so-and-so [ previously defined as the author of the text].

Stacy Fahrenthold recommends digging into primary sources and using them (and their author(s) as a "conversation partner". She doesn't mention using either one's memory or one's notes as a communication partner the way Luhmann does in "Kommunikation mit Zettelkästen" (1981), which can be an incredibly fruitful and creative method for original material.

http://luhmann.surge.sh/communicating-with-slip-boxes

Context: Lindsey Graham had just proposed a bill for a nationwide abortion ban after 15 weeks of pregnancy.

McConnell's position seems to be one that choice about abolition is an option, but one which is reserved for white men of power over others. This is painful because that choice is being left to people without any of the information and nuance about specific circumstances versus the pregnant women themselves potentially in consultation with their doctors who have broad specific training and experience in the topics and issues at hand. Why are these leaders attempting to make decisions based on possibilities rather than realities, particularly when they've not properly studied or are generally aware of any of the realities?

If this is McConnell's true position, then why not punt the decision and choices down to the people directly impacted? And isn't this a long running tenet of the Republican Party to allow greater individual freedoms? Isn't their broad philosophy: individual > state government > national government? (At least with respect to internal, domestic matters; in international matters the opposite relationships seem to dominate.)

tl;dr:<br /> Mitch McConnell believes in choice, just not in your choice.

Here's the actual audio from a similar NPR story:<br /> https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/09/20220914_me_gop_sen_lindsey_graham_introduces_15-week_abortion_ban_in_the_senate.mp3#t=206

McConnell is also practicing the Republican party game of "do as I say and not as I do" on Graham directly. He's practicing this sort of hypocrisy because as leadership, he's desperately worried that this move will decimate the Republican Party in the midterm elections.

There's also another reading of McConnell's statement. Viewed as a statement from leadership, there's a form of omerta or silent threat being communicated here to the general Republican Party membership: you better fall in line on the party line here because otherwise we run the risk of losing power. He's saying he's leaving it up to them individually, but in reality, as the owner of the purse strings, he's not.

Thesis:<br /> The broadest distinction between American political parties right now seems to be that the Republican Party wants to practice fascistic forms of "power over" while the Democratic Party wants to practice more democratic forms of "power with".

https://www.reddit.com/r/Zettelkasten/comments/xaky94/so_what_do_you_do_for_topics_that_dont_fit_in_a/

Other than my own practice, this may be the first place I've seen someone mentioning that they maintain dual practices of both commonplacing and zettelkasten simultaneously.

I do want to look more closely at Niklas Luhmann's ZKI and ZKII practices. I suspect that ZKI was a hybrid practice of the two and the second was more refined.

https://www.reddit.com/r/Zettelkasten/comments/xaky94/so_what_do_you_do_for_topics_that_dont_fit_in_a/

Slips can become lost.<br /> One won't necessarily know they're lost.

Willis, O. (2021, October 19). The pandemic won’t end with a bang, but more likely a fizzle. Here’s how. ABC News. https://www.abc.net.au/news/health/2021-10-20/covid-19-pandemic-when-does-it-end-become-endemic-like-flu/100549816

So was Manfred Kuehn calling Umberto Eco an uncivilized barbarian?!

See: https://hyp.is/4sD8LCciEe2XKBc7KhCshg/takingnotenow.blogspot.com/2013/08/underlining-in-library-books.html

syndication link

How is one to have an intimate conversation with a text if their annotations are not written in the margins? Placing your initial notes somewhere else is like having sex with your clothes on.

syndication link

The need to be aware that GPT-3 is a text generation tool, not an accurate search engine. However being factually correct is not a prerequisite of experiencing surprisal. The author uses the tool to open up new lines of thought, so his prompt engineering in a way is aimed at being prompted himself. This is reminiscent of how Luhmann talks about communicating with his index cards: the need for factuality does not reside with the card, meaning is (re)constructed in the act of communication. The locus of meaning is the conversation, the impact it has on oneself, less the content, it seems.