https://intensecrypto.org/public/index.html

The most valuable work one can do in note taking is creating active links from one piece of knowledge to another, particularly if they're both surprising.

Anecdotally I do see a lot of people putting all of their work into collecting notes, and none of it rephrasing things into their own words to improve understanding or linking ideas together to create new ideas. The latter are both far superior to the former.

https://www.macquariedictionary.com.au/blog/article/865/

Re: Junior Atlas of Indigenous Australia

The public Indyweb supports this through its inherent conversational structure and focus on knowledge at the edge.

Knowledge increases (exponentially?) in value with connections to other ideas.

motivational...

Missing from this description is the work that is involved in revisting, re-reading, and interacting with your notes. This is not an easy process, but this paragraph belies the work involved and makes it seem "magical" with the use of the words 'illuminating', 'gravitating', 'cross-pollinating' which are all external processes or forces that don't require work from the individual.

Most people weren't taught positive or even useful note taking skills in school, and this is a massive problem in a knowledge-based and knowledge privileged society.

The ideas behind knowledge management are largely timeless, but they are far from unchanging. They have evolved slowly over 2000+ years until we broadly threw many of them away in the early 20th century.

One only need read a few pages of Ann M. Blair's Too Much to Know: Managing Scholarly Information before the Modern Age to see some of the changes and shifts within the space from the 1400s on.

While we may have the impression of instant access to the world's knowledge, this is really far from the truth. It's all there, but being able to search through it for what we want or being able to find or generate insight from it involves a massive mountain of hidden work that no one really wants to do in practice.

https://github.com/users/spatialresearch/projects/1/views/1

Sascha Fast analogizes the writing process using a zettelkasten to Henry Ford's assembly line for building cars. Each worker on the assembly line has a limited bit of knowledge for their individual part of the process, but most of the knowledge and value is built into the overarching process itself. This makes the overall system quicker and more efficient.

Similarly with note taking, each individual portion of the process is simple and self-contained, but it allows the writer to create a much more creative and complex piece in the end. Here an individual can accomplish all of the individual steps in a self-contained way while focusing on individual steps without becoming lost in the subsequent steps which would otherwise require a tremendous additional amount of energy.

https://www.youtube.com/watch?v=F-icwOk8YFk

It's interesting to see the differences between the bookclubs in this visualization of their related notes.

https://www.otherlife.co/pkm/

The PKM space has gotten crazy, but mostly through bad practice, lack of history, and hype. There are a few valid points I see mirrored here, but on the whole this piece is broadly off base due to a lack of proper experience, practice and study. I definitely would recommend he take a paid course to fix the issue, but delve more deeply into recommended historical practices.

The current discourse around personal knowledge management is out of hand, but not necessarily for all the reasons stated here. There are many issues and we have a lot of history and practice to recover. We also have lost sight of the "why are we doing this?" question before jumping into some of these practices with both feet.

Based on my preliminary reading of Tiago Forte's forthcoming book, this seems broadly true.

I have tongue-in-cheek posted a massive graph indicating that it was only a "few days work" to see what sort of reaction it would get. No one batted an eyelash, which makes me think that too many are "collectors" and aren't actually building something or using their system correctly.

There is a dearth of solid examples of these systems online for people to look at and evaluate critically. This is killing the space slowly.

This useless knowledge graph is one of the worst parts about Roam Research. It is bad UI and wholly unusable.

There is a heavy availability heuristic at play here. Most people in the recent/modern PKM space are enamored with the idea of zettelkasten and no one (or very few) have delved in more deeply to the history to uncover more than Luhmann. There definitely are many, many more. If we expand the circle to include looser forms like the commonplace book then we find that nearly every major thinker since the Renaissance kept some sort of note taking system and it's highly likely that their work was heavily influenced by their notes, notebooks, and commonplace books.

Hell, Newton invented the calculus in his waste book, a form of pre-commonplace book from which he apparently never got his temporary notes out into a more personal permanent form.

A short trip to even the scant references on the Wikipedia pages for commonplace book and zettelkasten will reveal a fraction of the extant examples.

This sounds clever, but it belies the amount of work that can go into such systems on the font end instead of on the back end. It also sounds as if the author hasn't used such a system to even a low level of critical mass to begin discovering any serendipity or finding any insight in their links.

Information overload goes back much further in history than the digital revolution. I might argue that information managers have tamed large portions of the beast already and we've forgotten many of the methods and as a result we're now either reinventing or rediscovering them as we transfer them to the digital space.

https://www.athensresearch.org/

I've got Athens in my list of apps somewhere already...

Knowledge about how the system works will help you see opportunities or obstacles fro implementing your idea.

https://archivaldecolonist.com/2020/05/07/indigenous-referencing-prototype-non-indigenous-authored-works/

A great resource for better referencing indigenous knowledge in non-Indigenous works.

I can agree with that. This is why the [[knowledge commons]] must be free and ethical :)

My experiment in this space, https://anagora.org, is [[open source]] and [[open ethics]].

I think there's definitely an aesthetic enjoyment factor, but that doesn't mean it's bad -- if anything it might be the opposite?

You could imagine describing a knowledge graph as 'pleasant' -- or even 'beautiful'. You can see them as "pretty pictures" -- or you can see them as (generative?) art.

https://openknowledgemaps.org/

doi: https://doi.org/10.1038/d41586-021-02346-4

https://www.nature.com/articles/d41586-021-02346-4

Oddly this article doesn't cover academia.edu but includes ResearchGate which has a content-sharing partnership with the publisher SpringerNature.

Matthews, D. (2021). Drowning in the literature? These smart software tools can help. Nature, 597(7874), 141–142. https://doi.org/10.1038/d41586-021-02346-4

Open Knowledge Maps uses the open-source Bielefeld Academic Search Engine and in 2021 indicated that it covers 270 million documents including preprints. Open Knowledge Maps also curates its index to remove spam.

How much spam is included in the journal article space? I've heard of incredibly low quality and poorly edited journals, so filtering those out may be fairly easy to do, but are there smaller levels of individual spam below that?

https://openknowledgemaps.org/

Open Knowledge maps is a visual literature search tool that is based on keywords rather than on a paper's title, author, or DOI. The service was founded in 2015 by Peter Kraker, a former scholarly communication researcher at Graz University of Technology.

imbalance in quality of individual contributions leads to frustration. There is no situation of pure knowledge or skills or development symmetry: There are no two individuals in the world with the same knowledge (Dillenbourg, 1999).

ReconfigBehSci on Twitter: ‘@STWorg @PhilippMSchmid @CorneliaBetsch and every now and then we have to watch a clip like this to be reminded what all of this is really about. This pain and suffering is happening in one of the richest countries in the world at a time in the pandemic when we know exactly what to do to avoid it’ / Twitter. (n.d.). Retrieved 22 April 2022, from https://twitter.com/SciBeh/status/1464662622440144896

Update on Omicron. (n.d.). Retrieved April 22, 2022, from https://www.who.int/news/item/28-11-2021-update-on-omicron

Training students to be able to imitate the symptoms of disease so that they may demonstrate them to others is an effective form of context shifting. It allows the students to shift from a written or spoken description of the disease to a physical interpretation of it for themselves which also entails more cognitive work than even seeing a particular patient with the problem and identifying it correctly. The need to mentally internalize the issue and then physically recreate it helps in the acquisition of the knowledge.

Role playing or putting oneself into the shoes of another is another good example of creating a mental shift in context.

Getting medical students to play out the symptoms of patients can help to diffuse their social discomfort in dealing with these patients.

If this practice were used on broader scales might it also help to normalize issues that patients face and dispel social stigma toward them?

The process seen in cognitive apprenticeships seems more akin to the sorts of knowledge transfer done in primary oral indigenous cultures by passing down stories and performing (song, dance, art, etc.) knowledge.

It shouldn't be surprising that cognitive apprenticeships work well given their general use by oral cultures over millennia.

link to: Writing out answers will show gaps in knowledge Performing actions will show gaps in knowledge

This is what’s known as a cognitive apprenticeship, a term coined by Allan Collins, now a professor emeritus of education at Northwestern University. In a 1991 article written with John Seely Brown and Ann Holum, Collins noted a

In a traditional apprenticeship, a learner watches and is able to imitate the master process and work. In a cognitive apprenticeship the process of thinking is generally invisible to both the apprentice and the teacher. The problem becomes how to make the thinking processes more tangible and visible to the learner.

Allan Collins, John Seely Brown, and Ann Holum identified four pedagogical methods in apprenticeships that can also be applied to cognitive apprenticeships: - modeling: demonstrating a task while focusing on describing and explaining the steps and general thinking about the problem out loud - scaffolding: structuring a task to encourage and allow the learner the ability to try it themself - fading: as the learner gains facility and confidence in the process, gradually removing the teacher's guidance - coaching: as necessary, the teacher provides tips and suggestions to the learner to prompt them through potential difficulties

ReconfigBehSci. (2020, November 9). Session 1 continues with Alex Holcombe on the history of open science https://t.co/Gsr66BRGcJ Open Science and Crisis Knowledge Management #scibeh2020 [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1325725339423748096

Mike Caulfield. (2021, March 10). One of the drivers of Twitter daily topics is that topics must be participatory to trend, which means one must be able to form a firm opinion on a given subject in the absence of previous knowledge. And, it turns out, this is a bit of a flaw. [Tweet]. @holden. https://twitter.com/holden/status/1369551099489779714

Most writing systems and forms force a beginning and an end, they force a particular structure that is both finite and limiting. The card index (zettelkasten) may have a beginning—there's always a first note or card, but it never has to have an end unless one's ownership is so absolute it ends with the life of its author. There are an ever-increasing number of ways to order a card index, though some try to get around this to create some artificial stability by numbering or specifically ordering their cards. New ideas can be accepted into the index at a multitude of places and are always internally mobile and re-orderable.

link to Luhmann's works on describing this sort of rhizomatic behavior of his zettelkasten

Within a network model framing for a zettelkasten, one might define thinking as traversing a graph of idea nodes in a particular order. Alternately it might also include randomly juxtaposing cards and creating links between ones which have similarities. Which of these modes of thinking has a higher order? Which creates more value? Which requires more work?

Discovered via Nate

I was a bit surprised to see how many entries there were for #DoOO in the collaborative Opening Knowledge Practices bibliography. You could probably do worse than to start with the first two entries, A brief history parts 1&2 by Jess Reingold et al: https://t.co/CkhgaHgb0E

— Nate Angell (@xolotl) March 8, 2022

Last night while watching a video related to The First Astronomers, I came across a clip in which Australian elder Uncle Ghillar Michael Anderson indicates that indigenous dendroglyphs (markings on trees) or petroglyphs (markings on stone in the stony territories) are the libraries of the Indigenous peoples who always relate (associate) their stories from the markings back up to the sky (stars, constellations).

These markings remind me of some of those found on carved stone balls in neolithic European contexts described by Dr. @LynneKelly in The Memory Code and Memory Craft and carvings on coolamon in Knowledge and Power.

Using the broad idea of the lukasa and abstract designs, I recently bought a small scale version of the Aberlemno Pictish Cross as a small manual/portable memory palace, which is also an artwork that I can hang on the wall, to use to associate memories to the designs and animals which are delineated in 18 broad areas on the sculpture. (Part of me wonders if the communities around these crosses used them for mnemonic purposes as well?)

Is anyone else using abstract designs or artwork like this for their memory practice?

Anyone know of other clever decorative artworks one could use and display in their homes/offices for these purposes?

For those interested in the archeological research on dendroglyphs in Australia: - The Western Yalanji dendroglyph: The life and death of an Aboriginal carved tree - Review: The Dendroglyphs or ‘Carved Trees’ of New South Wales by Robert Etheridge (Content warning: historical erasure of Indigenous culture)

https://www.youtube.com/watch?v=CD2zq_R1uBc

Uncle Ghillar Michael Anderson told a story of how his mob went into a museum and transferred the knowledge from sacred objects in the museum and then took the spirts out of there and moved them back in country. The curators didn't understand the process at all or how they had corrupted the sacred objects.

We don't own knowledge, it belongs to future generations. It's important to be very precise in your work as a carrier and a guardian of knowledge because you'll only have it for a very short time before passing it along.

via Uncle Ghillar Michael Anderson

The dendroglyphs (markings on trees) or the petroglyphs (markings on stone in the stony territories) are the libraries of the indigenous peoples who always relate their stories from the markings back up to the sky.

via Uncle Ghillar Michael Anderson

Can this be linked to the practices of the Druids who may have had similar methods? How about linking the petroglyphs in the Celtic (English) countryside?

Verbal cues can be a useful method of scaffolding for students when note taking. Examples of this behavior are statements like "this is important" or "be sure to capture this in your notes".

Guided notes (or skeletal notes with broad topic headings) are a useful pedagogical scaffolding technique to encourage students to take notes. Methods like this have been show to improve student outcomes at all levels as well as for those with disabilities.

And possibly summarize it. And connect it to your own knowledge graph.

Readwise's spaced repetition and integration with Roam/Obsidian is doing some cool stuff with surfacing connections and serendipitous reminders. Here is a Twitter thread I wrote to myself when I started playing with it: https://twitter.com/alexbowe/status/1476817961897783296

Recently I've been struggling with the fact that I want both physical and digital copies of books. Digital copies let me automatically draw my highlights together for remixing and sharing, but physical copies allow for serendipitous rediscovery. If I know I want to read a book but don't have time right now I often get it off the shelf and leave it somewhere where it will be a visual cue for me later. I have been wondering how I could simulate that electronically (I keep coming back to the idea of a spaced repetition/incremental reading like system at the OS level, to resurface windows/tabs/books/anything at a serendipitous moment. I also consider how those digital photo frames could maybe be used)...

It shouldn't escape the mnemonists' attention that while Wozniak recognizes some basic attributes of memory and mnemonics, he obviously isn't steeped in the traditions of the art of memory. Specifically he doesn't seem to be aware of associative methods beyond peg systems and some low level basics which he's come across via Tony Buzan. He's also missing the major system and the method of loci in general. However, when looking at his list of "Twenty rules of formulating knowledge", the majority of the items on the list are either heavily informed by the memory canon within classical rhetoric. Some of the items on the list actually move in an opposite direction from good memory principles (his admonitions against sets and enumeration), but it's because Wozniak is explicitly missing some of the basic mnemotechnical tools.

Have any writers on space repetition gone beyond Wozniak's state of the art with respect to mnemotechniques before?

I had started it and lost it due to a technical glitch, but it might be worth highlighting the places where Wozniak's list either directly dovetails or diverges from the arts of memory. His list could be dramatically improved and compressed by brining it closer in line with the fourth canon of rhetoric.

Creating links to one's own personal context can help one to both learn and retain new material.

More closely associating new ideas to one's own personal life helps to create and expand the context of the learning to what one already knows.

Within the context of Bloom's Taxonomy, doing this shows that one understands and is already applying and even doing a bit of creating, at least internally.

Should 'understanding' come before 'remembering' in Bloom's taxonomy? That seems more logical to me.

Bloom's Taxonomy mirrors the zettelkasten method

(Recall Bloom's Taxonomy: remember, understand, apply, analyze, evaluate, create)

One needs to be able to generally understand an idea(s) to be able to write it down clearly in one's own words. Regular work within a zettelkasten helps to reinforce memory of ideas for understanding and retention. Applying the knowledge to other situations happens almost naturally with the combinatorial creativity that occurs within a zettelkasten. Analysis is heavily encouraged as one takes new information and links it to prior knowledge and ideas; this is also concurrent with the application of knowledge. Being able to compare and contrast two ideas on separate cards is also part of the analysis portions of Bloom's taxonomy which also leads into the evaluation phase. Finally, one of the most important reasons for keeping a zettelkasten is to use it to generate or create new ideas and thoughts and then write them down in articles, books, or other media in a clear and justified manner.

Personalizing ideas using existing memories is a method of brining new knowledge into one's own personal context and making them easier to remember.

link this to: - the pedagogical idea of context shifting as a means of learning - cards about reframing ideas into one's own words when taking notes

There is a solid group of cards around these areas of learning.

Random thought: Personal learning networks put one into a regular milieu of people who are talking and thinking about topics of interest to the learner. Regular discussions with these people helps one's associative memory by tying the ideas into this context of people with relation to the same topic. Humans are exceedingly good at knowing and responding to social relationships and within a personal learning network, these ties help to create context on an interpersonal level, but also provide scaffolding for the ideas and learning that one hopes to do. These features will tend to reinforce each other over time.

On the flip side of the coin there is anecdotal evidence of friends taking courses together because of their personal relationships rather than their interest in the particular topics.

The best space repetition decks are ones the learner has created for themselves. Creating the cards yourself will act as a first layer of repetition, but it will help you fashion them in your own words and in a way that best dovetails how the information fits into your scaffold of existing information. By creating your own cards, you're more likely to do so for information you're most interested in . Importing cards from others defeats these benefits and increases the likelihood that you'll create a mound of material that is both uninteresting as well as material one doesn't have pre-existing scaffolding for.

1. How do you get to the edge quickly?

I think this is where literature mapping tools come in handy. With such a tool, you can see how the literature is connected and which papers are closer to the edge of understanding. Some tools on this point include Connected Papers, Inciteful, Scite, Litmaps, and Open Knowledge Maps.

1. How do you do that across multiple fields?

I think this requires taking an X-disciplinary approach that teeters on multiple disciplines.

1. What do you do if the field seems misdirected, like much of psychology?

Good question. It is hard to re-orient a field unless you can find a good reason (e.g., a crisis) for a paradigm shift. I think Kuhn's writing on [The Structure of Scientific Revolutions(https://www.uky.edu/~eushe2/Pajares/Kuhn.html) may be relevant here.

Elizabeth Filips has digital versions of medical school notes online. She's drawn them (in software) by hand with color and occasional doodles in them (there's an image of Einstein's head with an E=mc^2 under it on one page) which makes them more memorable for having made them in the first place, but with the color and the pictures, they act as a memory palace.

I've found no evidence (yet) that she's using direct mnemonics or that she's been specifically trained in the method of loci or other techniques. This doesn't, however, mean that she's not tangentially using them without knowing about them explicitly.

One would suspect that this sort of evolutionary movement towards such techniques would have been how they evolved in the first place.

The Aboriginal flag was developed in 1971 by Luritja artist Harold Thomas. Centering its importance to Aboriginal Australians, the sun appears in the middle of the flag.

It's subtle here, as in other instances, but notice that Hamacher gives the citation to the Indigenous artist that developed the flag and simultaneously underlines the source of visual information that is associated with the flag and the sun. It's not just the knowledge of the two things which are associated to each other, but they're also both associated with a person who is that source of knowledge.

Is this three-way association common in all Indigenous cultures? While names may be tricky for some, the visual image of a particular person's face, body, and presence is usually very memorable and thereby easy to attach to various forms of knowledge.

Does the person/source of knowledge form or act like an 'oral folder' for Indigenous knowledge?

Everything is connected. And isn't this just as it should be with respect to knowledge?

Given the predominantly non-literate civilizations that comprised the ancient Near East, I've been wondering about how they may have actually been closer to Indigenous cultures than they are to more modern, literate Western culture.

Perhaps he shouldn't dismiss them so readily here, but rather tie them more directly into his broader thesis.

contained over a thousand star names. Rāwairi passed the manuscript to his grandson, Timi Rāwairi. In 1995, Timi’s own grandson asked him about Matariki, a celebration that kicks off the Māori new year, heralded by the dawn rising of the Pleiades star cluster. Timi went to a cupboard, pulled out the manuscript and handed it to his grandson, Rangi Mātāmua.

Was it partially coincidence that this knowledge was written down and passed on within the family or because of the primacy of the knowledge within the culture that helped to save in spanning from orality into literacy?

What other examples might exist along these lines to provide evidence for the passing of knowledge at the border of orality and literacy?

Link this to ideas about the border of orality and literacy in Welsh and Irish.

Star knowledge can be some of the most important social knowledge with respect to Indigenous peoples and as a result astronomers are some of the most prestigious and sacred roles in these societies.

Hierarchical systems of knowledge in Indigenous cultures helps to ensure rigor, competency, and most importantly accuracy of knowledge passed down from generation to generation.

Indigenous knowledge has been broadly ignored, rejected, and even exploited without any recognition by Western colonizers. Examples of appropriation include knowledge of plants patented for use in food, medicine, and cosmetics.

In Warlpiri, the cardinal directions of north, south, east and west associatively correspond with the ideas of "Law", "ceremony", "skin", and "language" respectively. The idea of "Country" lies at the center of these directions in a space that Westerners would describe as "here".

This directional set up underlines the value of each of the related concepts and provides pride of place to "Country" and one's being "in Country".

Compare these with the Japanese pattern of こ (ko), そ (so), あ (a), ど (do) which describe a location with respect to the speaker.

Western readers should notice here, that the author centers the name and position of the origin of this knowledge at the start of the sentence. While it is associated with him, it is also certainly associated with all his preceding ancestors and Elders who passed this information down.

One might suspect that this practice isn't as common with base-level cultural knowledge, but that it becomes more important at succeeding levels of intimate area-based restricted knowledge. Placing the origin of the knowledge here at a more basic level of knowledge may help to instruct Western readers slowly and more surely understand how this foreign culture works.

How closely does this practice generally look like the Western idea of citing one's sources which only evolved slowly over history and became more common with the flood of information in the 1500s?

Perhaps there's a clever dig here that she uses the phrase "on paper" here because most indigenous cultures have done these things orally!

quote from Dr. Annette S. Lee

This is a strong example of the sort of erasure that happens with colonial cultures invading indigenous spaces. The invading colonizers don't realize how in-depth the indigenous knowledge is, how it's structured, or how to earn it through initiation processes, so they discard it and dismiss it.

This is a great pull quote for the book, particularly for Westerners.

However, these ideas are not being introduced to the "world" for the first time, they've long lived in indigenous cultures. We should be more pointed in underlining that they're being introduced to the "Western World" for the first time. These ideas should take up their own space in the pantheon of intellectual history.

Microsoft Research has create the World Wide Telescope (https://www.microsoft.com/en-us/research/project/worldwide-telescope/), an interactive free astronomy software, which has a rich body of knowledge. The Nura Gili: Centre for Indigenous Programs at UNSW (https://www.indigenous.unsw.edu.au/) is working in concert with them to include Indigenous knowledge in the project.

https://movement-ontology.brandazzle.net/docs/introduction/#how-do-i-use-it

Built using Markdown text files and PDFs using Obsidian, versioned through GitHub, and connected to a website through Netlify and Peter Yuen's Zola site project.

See also: https://github.com/ppeetteerrs/obsidian-zola

How does one equitably and logically build a communally shared knowledge base for a for-profit space?

How might a communal zettelkasten work? A solid index for creating links between pieces is incredibly important here, but who does this work? How is it valued?

Dr Ellie Murray, ScD. (2022, January 6). School & university administrators, as you grapple with this week’s decisions, spare some time to think about how to delay next January’s start date to Jan 16 2022. Do you need to extend into summer? Change course lengths? Figure it out because this is going to happen again! [Tweet]. @epiellie. https://twitter.com/epiellie/status/1478921243961274370

Artist, illustrator and mapmaker John White painted a watercolor in July 1585 of a group of Native Americans in the Secotan village in North America. Both he and chronicler Thomas Harriot described a gathering of Indigenous peoples gathered in the Algonquian village as part of Sir Walter Raleigh's Roanoke Colony expedition. They describe a festival with participants holding a dance at a timber circle, the posts of which were carved with with faces.

Harriot wrote that participants had come from surrounding villages and that "every man attyred in the most strange fashion they can devise havinge certayne marks on the backs to declare of what place they bee."

This evidence would generally support some of Lynne Kelly's thesis in Knowledge and Power. A group of neighboring peoples gathering, possibly for the Green Corn Ceremony, ostensibly to strengthen social ties and potentially to strengthen and trade knowledge.

Would we also see others of her list of markers in the area?

Read references: - Daniels, Dennis F. "John White". NCpedia. Retrieved 2017-12-19. - Tucker, Abigal (December 2008). "Sketching the Earliest Views of the New World". Smithsonian Magazine. Retrieved 2017-12-19. - "A Selection of John White's Watercolors : A festive dance". Encyclopedia Virginia. Retrieved 2017-12-19.

https://www.haaretz.com/israel-news/.premium-the-pagan-gods-that-still-exist-in-israeli-city-names-1.8924898?v=1647845941967

Cities in Israel named after Semitic gods of the ancient Near East.

Jerusalem was likely originally Ir Shalem ('The City of Shalem') because the central shrine was dedicated to the Canaanite god Shalem, aka Salem, the personification of the Evening Star.

Shahar, the twin brother of Shalem, was the personification of the Morning Star and was presumably the tutelary god of Zareth-Shahar. This town is in modern day central Jordan and was mentioned in Joshua 13:19.

While the original Zareth-Shahar didn't survive into modernity, another town dedicated to the same god may have existed on the southern shore of the Sea of Galilee at a site known by the Arabic name for the morning star. A kibbutz named Ayelet HaShachar was built there after 1915. Ayelet HaShachar is a poetic biblical term for the Morning Star (Psalms 22:1).

Jericho may have taken it's name from the tutelary god Yareakh, the moon god.

Similarly the site Beit Yarekh may attest to that moon god being worshiped there as well.

The sun god Shemesh may have created the eponymous names for cities Beth-Shemesh ('House of Shemesh', Joshua 15:10), En-Shemesh ('Spring of Shemesh", Joshua 15:7), and Ir-Shemesh ('City of Shemesh", Joshua 19:41). The modern day city Beit Shemesh was established in 1950 at a site with the Arabic place name 'Ain Shems which was believed to be the site of the ancient city Beth-Shemesh.

The storm god Baal is the root of cities including Kiryat Baal (Joshua 18:14), Baal Perazim (II Samuel 5:17), Gur Baal (II Chronicles 26:7), Baal-Gad (Joshua 11:17), Baal-Hermon (Judges 3:3), and Baal-Hazor (II Samuel 13:23). There are also cities Baal-Peor (Numbers 23:28) and Ball Shalishah (II Kings 4:42).

Canaanite god El was the tutelary god of the town Bethel mentioned frequently in the Old Testament including in Genesis 12:8. The Palestinian town Beitin is thought to be the site of the ancient Bethel. Beit El, an Israeli settlement, was created near it in 1977.

Dagon was the namesake of Beth Dagon (Joshua 15:41). It continued until 1948 when the Palestinian town Bayt Dajan was depopulated leading up to the Israeli War of Independence. The site is now an Israeli town called Beit Dagan.

Reshef, an ancient Semitic god from Elba and later identified with Apollo lent his name to the todays Arsuf, which is also known as Apollonia. During the Persian period, the Phoenicians had named a town there for Reshef.

Horon, possibly a desert god with power over animals and snakes, is the inspiration of Beth Horon (I Chronicles 7:24). A modern settlement Beit Horon was founded in 1977.

Phoenicians use of steles and local environment in conjunction with their astronomy fits the pattern of other uses of Indigenous orality and memory.

Link this example to other examples delineated by Lynne Kelly and others I've found in the ancient Near East.

How does this example potentially fit into the broader framework provided by Lynne Kelly? Are there differences?

Her thesis fits into a few particular cultural time periods, but what sorts of evidence should we expect to see culturally, socially, and economically when the initial conditions she set forth evolve beyond their original context? What should we expect to see in these cases and how to they relate to examples I've been finding in the ancient Near East?

We've been promised this for ages, but where is it? Shouldn't it be here by now if it were deliverable or actualizable?

What are the problems in solving this?

How might one automate the Markov monkey?

Soren Bjornstad has a public zettelkasten which is in the vein of a traditional one though he indicates that others might call it a digital garden or second brain. This shows the conflation of many of these terms.

What truly differentiates digital gardens from wikis and zettelkasten?

https://brainbaking.com/post/2021/10/are-digital-gardens-blogs/

We definitely need better definitions of digital gardens (public or otherwise) to delineate them from blogs, zettelkasten, wikis, social media, and other forms of information exchange.

Wouter Groeneveld describes some of his thoughts here.

Link to notes from https://collect.readwriterespond.com/are-digital-gardens-blogs/

Beispiel für eine KG-Erweiterung

Verbesserungspotential von EKGs

Zukunft: Zugang für Nicht-Techniker

Einsatz von Projektgraphen Erweiterung um die Fähigkeit, basierend auf seine beschreibenden Texten relevante Themen und Technologien zur Übernahme vorzuschlagen

https://twitter.com/asakuru_note

A twitter account of a student tweeting about note taking and their practice.

NLTK Spacy Paragraph extraction

definition of comprehension.

ReconfigBehSci. (2022, January 24). I do think that if we had systematically kept score the quality of the ‘advice’ dispensed on Twitter would have been much better [Tweet]. @i. https://twitter.com/i/web/status/1485592942156951552

Projekt „Smart Data Web“ Corporate Knowledge Graph (CKG) - ermöglicht eine einheitliche, konsistente und elegante Verknüpfung interner und externer Informationen, ganz im Sinne einer „Enterprise-Intelligence“-Lösung

Semantische Verknüpfung/Ontologie:

Dabei werden interne Kennzah- len, z. B. zum Projektvolumen und zu Bewertungen einzelner Lieferanten, mit aktuellen, automatisch gesammelten, firmen-, produkt- und standortbezogenen Ereignissen aus<br /> Nachrichten und anderen Textdatenquellen verknüpft

Potential: eine Gesamt- sicht auf entscheidungsrelevantes Wissen erhalten.

Enterprise Knowledge Graphs (EKGs) als eine Verkörperung von LED

The unified approach has the advantage, that the enterprise has more control over the data and quality, and the data querying is significantly faster.

Enterprise Knowledge Graphs are the next stage in the evolution of knowledge management systems.

PDF zur Studie

Bei der Einbettung von Wissensgraphen (KG) werden die Komponenten eines KG, einschließlich Entitäten und Beziehungen, in kontinuierliche Vektorräume eingebettet, um die Bearbeitung zu vereinfachen und gleichzeitig die inhärente Struktur des KG zu erhalten. Sie kann für eine Vielzahl von nachgelagerten Aufgaben wie KG-Vervollständigung und Relationsextraktion von Nutzen sein und hat daher schnell große Aufmerksamkeit erlangt. In diesem Artikel geben wir einen systematischen Überblick über die vorhandenen Techniken, wobei wir nicht nur den aktuellen Stand der Technik, sondern auch die neuesten Trends berücksichtigen. Dabei wird insbesondere auf die Art der bei der Einbettung verwendeten Informationen eingegangen. Zunächst werden Techniken vorgestellt, die die Einbettung nur anhand der in der KG beobachteten Fakten durchführen. Wir beschreiben den allgemeinen Rahmen, das spezifische Modelldesign, typische Trainingsverfahren sowie die Vor- und Nachteile solcher Techniken. Danach werden Techniken diskutiert, die neben Fakten auch zusätzliche Informationen einbeziehen. Wir konzentrieren uns insbesondere auf die Verwendung von Entitätstypen, Beziehungspfaden, textuellen Beschreibungen und logischen Regeln. Abschließend stellen wir kurz vor, wie die KG-Einbettung auf eine Vielzahl von nachgelagerten Aufgaben wie KG-Vervollständigung, Beziehungsextraktion, Beantwortung von Fragen usw. angewendet werden kann und davon profitiert.

Machine Learning and Knowledge Graphs

Titel: A knowledge representation practionary Autor: Michael K. Bergman

A side benefit of a growing set of notes as an academic is that one has a visible repository of knowledge and ideas as well as fascinating questions which, while they may reveal how much one doesn't know, it will make it apparent how much one does know and thereby mitigate one's feelings of imposter syndrome.

All other knowledge representation is based (parasitic) on natural language

Pauer, S., Rutjens, B., & Harreveld, F. van. (2022). Trust is good, control is better: The role of trust and personal control in response to risk. PsyArXiv. https://doi.org/10.31234/osf.io/dvb5x

https://medium.datadriveninvestor.com/3-improvements-to-your-pkm-system-just-by-no-longer-calling-your-digital-brain-a-second-brain-e5099188854

Words matter. Don't call your personal knowledge management system a "second brain" as it others something that is a part of you and your thinking.

(Not to mention that it's a marketing term for Tiago Forte's system. See: https://boffosocko.com/2021/07/03/differentiating-online-variations-of-the-commonplace-book-digital-gardens-wikis-zettlekasten-waste-books-florilegia-and-second-brains/#Second%20brain)

Scholars who study writing differentiate between knowledge telling and knowledge transforming.

Highlighting can be seen as a weak form of knowledge telling. It's a low level indicator that an idea is important, but doesn't even go so far as the reader strengthening the concept by restating the idea in their own words similar to the Feynman technique.

One could go steps further by not only restating it but transforming it and linking it into one's larger body of knowledge or extending into other contexts.

Cross reference: https://hypothes.is/a/BuMcAnr4EeyxO-PwNBfPrg (Dan Allosso's analogy about the Kuiper Belt)

thread from https://twitter.com/JoelChan86/status/1486392201546452999

Better KM -> better IA

Tsukuba, U. of. (n.d.). Vaccine hesitancy changes over time: Attitudes toward vaccines during the COVID-19 pandemic. Retrieved January 18, 2022, from https://medicalxpress.com/news/2022-01-vaccine-hesitancy-attitudes-vaccines-covid-.html

One of the biggest misconceptions is that learning occurs when we skim through a book or briefly just remember enough information for a test or exam. Changing our mindset from this way of thinking is the first step in the process of utilizing the Feynman technique

I'll need some more research into this idea.

Early modern scholars were forced to admit that the order of knowledge doesn't mirror the order of nature.

How do we go from such varied statements from Jesuits which entered the popular discourse to the complete erasure of this knowledge in subsequent generations. Was the greed for land and power so great?

Example of the difficulty of translating words when the underlying concepts don't exist in a culture.

https://www.goedel.io/p/tools-for-thought-but-not-for-search

Searching for two ingredients in an effort to find a recipe that will allow their use should be de rigueur in a personal knowledge manager, sadly it doesn't appear to be the case.

This sort of simple search not working in these tools is just silly.

They should be able to search across blocks, pages, and even provide graph views to help in this process. Where are all the overlaps of these words within one's database?

Having a solid reason for "why" when beginning a personal knowledge management system is important.

ReconfigBehSci on Twitter: ‘T cell immunologist getting very upset at people arguing that high levels of transmission are a good thing’ / Twitter. (n.d.). Retrieved 12 January 2022, from https://twitter.com/SciBeh/status/1481178244678402048

Davis, N., & correspondent, N. D. S. (2021, December 31). What do we know about the Omicron Covid variant so far? The Guardian. https://www.theguardian.com/world/2021/dec/31/what-do-we-know-about-the-omicron-covid-variant-so-far