Example of someone not using the system as it may have been intended. Visiting one's notes on a somewhat frequent basis should be part of one's regular practice.

If you're not doing anything with what you read, why are you reading it? Similarly, if you're not doing anything with your notes, why bother taking them?

Naturally, creating notes certainly has a valuable use for learning, but to get the most out of them revisiting and linking them has other value, based on one's need.

Missing in this article is a specific use case for why the writer is taking notes at all.

Example of someone who doesn't appreciate the work of note taking.

In the early chapters Ahrens outlines the general form and method for taking notes for a zettelkasten, though he's not overly descriptive of the method and provides no direct examples.

In the middle chapters he talks broadly about learning research and how the zettelkasten method dovetails with these methods.

He does this almost as if he's a good teacher showing the student an outline of what to do and why, but leaving it up to them to actually do the work and experimentation to come up with their own specific methods of use to best suit their purposes. This allows them to do the work themselves so that they have a better chance of following a simple, but easy set of rules, but in a way that will allow them to potentially more quickly become an expert at the practice.

“The one who does the work does the learning,” writes Doyle (2008, 63) [Section 10.5]

In some sense, he's actively practicing what he preaches as a teaching device within his own book!

I think that this point may be actively missed by those readers who aren't actively engaging with and converting his ideas into their own and doing the work which he's actively suggesting.

Elaboration is thinking deeply about the meaning of what we've read, how it could inform or answer different questions, and how it can be linked or combined with other knowledge. It is one of the best-researched and most successful learning methods. While it seems to have some subtle differences, it sounds broadly similar to the Feynman technique and is related to the idea of writing questions based on one's notes in the Cornell note taking method.

The Cornell notes practice of writing questions in the empty left column as a means of testing knowledge can be an effective tool after taking notes to ensure that one has actually learned and understood the broad concepts. They can also be used for spaced repetition purposes as well.

Valuable though they may be as teaching and learning tools, they don't figure directly into the idea of permanent notes from a zettelkasten perspective.

Some of the lighter and more passive (and common) forms of reading, highlighting, underlining sentences and hoping to understand or even remember the content and contexts is far less valuable than active reading, progressive summarization, comparing and contrasting, and extracting smart or permanent notes from one's texts.

Mueller and Oppenheimer 2014 indicate that students that took lecture notes (rather than typing them on a laptop) were able to understand the content of a lecture better and that this effect extended the span of a week. It did not show a difference in the number of facts they were able to remember.

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.

Proper note taking provides one with a permanent fount of interesting and exciting ideas to work on.

Properly framed note taking methods are themselves a hermeneutic circle for thinking and creating.

Project notes can be kept in folders either inside or outside of the zettelkasten itself, but they technically shouldn't be a permanent part of it. Perhaps it's better to think of them as a workbench or play space for ideas as they're forming into a finished piece of writing. Once the piece is done, the play space has served its purpose and can be cleaned up.

Collecting fleeting notes and not processing them into something more useful and permanent will eventually end in abject failure.

An example can be seen in the note taking of Joachim Jungius in 1657. He compiled approximately 150,000 slips (also known as scraps) with excerpts and ideas without any sort of order, arrangement, index or reference system. Following his death his students and heirs could make nothing of the massive "scrap heap". As a result, Vincent Placcius in De Arte Excerpendi (1689) specifically warns against this practice (p. 72).

(cross reference from : https://hypothes.is/a/SyenKlO2Eeys0esqwOgjUw)

Ahrens makes a useful analogy: the reason that early attempts at shipping containers failed was because their users tried to fit them into their own way of doing business instead of reorganizing their businesses to accommodate the shipping container. Similarly one needs to consider how one's note taking method fits into their work in a more integrative way. Without properly integrating it into one's workflow seamlessly the system will fail.

I wonder if there are any labs which not only have journal clubs, but have a shared note taking system or zettelkasten as well to keep as a community resource.

I'm sure there are probably a few lab wikis in existence.

Are professors keeping public note collections that they share with students or fellow researchers?

For those interested in looking at a system in English but with a slightly different form, but ostensibly similar, try W. Ross Ashby's digitized note collection: http://www.rossashby.info/

Perhaps not coincidentally, Ashby was a research colleague of Luhmann's.

Not highlighted in this context but it bears thinking about, Ahrens is looking at writing in particular while many note taking techniques (Cornell notes, SQ3R, SQ4R, etc.) and methods geared at students are specific to capturing basic facts which may need to be learned, by which I mean memorized or at least highly familiar, so that they can later be used in future analysis.

Many of these note taking concepts are geared toward basic factual acquisition, repetition, and memorization and not future generative thought or writing applications.

It's important to separate these ideas so that one can focus on one or the other. Perhaps there are contexts within which both may be valuable, but typically they're not. Within the zettelkasten context the difference between the two may be subtly seen in the conception of "literature notes" and "permanent notes".

Literature notes are progressive summarizations which one may use to strengthen and aid in understanding and later recall. These may include basic facts which one might wish to create question/answer pairs for use in spaced repetition programs.

Permanent notes have a higher level of importance, particularly for generative writing. These are the primary substance one wants to work with while the literature notes may be the "packing peanuts" or filler that can be used to provide background context to support one's more permanent notes.

Compare this with: https://boffosocko.com/2021/12/22/different-types-of-notes-and-use-cases/

turns into its own project without bringing the whole much further forward. Adding another promising technique to it, then, would make things only worse.

Keeping one's notes across multiple modalities, in different locations, different apps is a massive problem portending imminent and assured failure. Regardless of the system employed (paper, digital, app), one of the most important features of any note taking system is having them all centralized in one location.

Even if the paper or book you're reading doesn't answer the particular question you're researching, you're bound to come across other novel ideas and potential questions. Don't let these go to waste, but instead note them down and save them into your note taking system. They may be useful in the future, particularly if you found them interesting or intriguing.

It turns out "waste not, want not" is applicable to ideas as well.

I can't help but also thinking "waste note, want note" as an interesting turn of expression.

An active reader is always thinking, writing, and annotating. The notes from this process can and could easily be used to facilitate writing and generating new material showing new contexts and new modes of thought.

Ahrens looks at the discrete steps of writing a paper or book in reverse order... all the way back to creating the initial notes and ideas. By framing it this way, he shows the value of note taking as a means of making the entire enterprise so much easier.

On the back of his notes, you will find not only manuscript drafts, but also old bills or drawings by his children. [footnote]

While it's possible that Luhmann may have cut some of his own paper, by the time he was creating his notes the mass manufacture of index cards of various sizes was ubiquitous enough that he should never have had to cut his own. He certainly wasn't forced to manufacture them the way Carl Linnaeus had to.

Ahrens focuses almost exclusively on Niklas Luhmann in his book How to Take Smart Notes. Sadly he misses that many others used not only the zettelkasten but other closely similar techniques including the commonplace book as a means of knowledge gathering and productivity.

There are thousands of productive researchers and writers who have broadly used many of these techniques to great advantage. In fact, it's almost hard to find famous writers or thinkers in the early Renaissance or since who did not use these systems.

Certainly Luhmann's system was one of the most refined of the group and his success is heavily underlined by his gargantuan output, but by not highlight other users of these systems, we're missing a lot more of the power of these systems.

The point of good tools of thought is to allow one to keep track of the ever increasing flood of information that also allows them to juxtapose or combine ideas in novel and interesting ways. Further, this should provide them with a means of generating and then improving upon their new ideas.

Here in a nutshell is the thrust of the entire book to come!

Notes allow one to do small pieces of work over time, then by editing one's notes together to weave a story or create a broader thesis, one is primarily ordering and editing their prior work which isn't as difficult as staring at a blank piece of paper and wondering where to begin.

I like the framing of the idea that "Every intellectual endeavour starts with a note." as the idea of a note could potentially transcend literacy to include oral cultures as well.

qbatten annotates on Jan 11, 2022:

Why note-taking is bad. Why you shouldn't take notes. Taking notes shouldn't be the end in itself!

I'll agree that "taking notes shouldn't be the end in itself", but they've drawn the completely wrong conclusion about note taking being bad or that this flimsy argument indicates that one shouldn't take notes.

Not everyone who wields a hammer is going to be a master craftsman and it's even less likely that someone who tinkers with one for a few months or even a few years will get there without some significant help. There's no evidence here of anything but desire for methods to work. Where was the deep practice, research into these systems described?

From the start, the featured image in the original article of a crazy person's conception of a massive collection of piles of paper to represent the process is highly illustrative of so many misconceptions.

https://reallifemag.com/rank-and-file/

An interesting example of someone who fell into the trap of thinking that a particular tool or tools would magically make them smarter or help them do a particular line of work without showing any deep evidence of knowing what they were doing. The discussion here flows over a number of mixed note taking domains with no clear thrust for what they were using it pointedly for. The multiple directions and lack of experience likely doomed them to failure here.

Work out mathematically at what rate the accumulation of notes would outstrip one's ability to memorize them solely using spaced repetition of a few generations.

The unused accumulation of notes is the worst travesty. The collector's fallacy run amok.

Why did this person fail here? What was their need/use case? Was it well-defined? Were the tools suited to their purpose?

I appreciate how he puts some priority in note taking, but it does matter what your read.

Better:

It matters both what you read and how you take notes.

With blank backs, French playing cards in the late 1700s were often used as lottery tickets, marriage and death announcements, notepads, and business cards.

https://gingkowriter.com/

This looks like an interesting tool for moving from notes to an outline to a written document. Could be interesting for dovetailing with a zettelkasten.

How to move data from something like Obsidian to Ginko Writer though?

https://every.to/superorganizers/tasting-notes-with-robin-sloan-25629085

A discussion with Robin Sloan about the creativity portion of his writing practice which is heavily driven by his store of creative notes which he takes in a Field Notes waste book and keeps in nvAlt.

Robin Sloan has built a system that will present him with random notes from his archive every time he opens a browser tab.

I like the idea of taking notes as a means of finding one's way towards something which can't be articulated.

This is an interesting way that one could define insight.

https://learningaloud.com/blog/2022/01/30/smart-notes-in-padlet/

It should be recognized that these basic note types are very different than the digital garden framing of 📤 (seedbox), 🌱 (seedling), 🪴 (sapling), 🌲 (evergreen), etc. which are another measure of the growth and expansion of not just one particular idea but potentially multiple ideas over time. These are a project management sort of tool for focusing on the growth of ideas. Within some tools, one might also use graph views and interconnectedness as means of charting this same sort of growth.

Sönke Ahrens' framing of fleeting note, literature note, and permanent note are a value assignation to the types of each of these notes with respect to generating new ideas and writing.

https://www.obsidianroundup.org/ite-not-second-brain/

Eleanor Konik describes why second brain is a terrible term for note taking apps.

https://words.jamoe.org/jump-notes/

meh... similar to sketchnotes

https://words.jamoe.org/up-down-and-across/

meh...

https://interconnected.org/home/2021/02/10/reservoirs

I like that he suggest to watch out for longevity as it's been rare for an app or set up to last longer than 20 years. Portability in note taking is key.

Editing can become a time suck, so don't do it and rely on the system to unearth the things you thought might be important in the future. Accrete ideas and make connections. They'll eventually begin outgassing new ideas (like layers of fermenting trash in the town dump).

https://journals.sagepub.com/doi/abs/10.1177/0956797614524581

https://words.jamoe.org/handwritten-hqa-notes/

Mostly a review of the prior article with little new.

This method also presupposes that one is taking notes solely for memorizing facts and helping to support basic understanding.

What about for analysis, comparison, synthesis, generation of entirely new ideas?

Remembering and being able to more quickly recall prior contexts allows our thinking to build momentum.

They say that HQ&A is for when narrow depth is a priority and Jump Notes for when shallow depth is a priority? What's the difference here? Aren't narrow and shallow really synonyms? This should be clearer.

They sound mostly like they're talking about highlighting facts and then doing progressive summarization.

THIS!!!

However, should we not try to teach things that aren't easily taught? (Also somewhat disagree with it taking a "lifetime," though I think I understand what the author is getting at.)

https://eleanorkonik.com/the-difficulties-of-teaching-notetaking/

A fascinating take on why we don't teach study skills and note taking the way they had traditionally been done in the past. What we're teaching and teaching toward has changed dramatically.

How can we dramatically increase the complexity of our teaching both knowledge and skills so that students need solid note taking skills earlier in their education.

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

of the brain modeled by W.R. Ashby:20 the capacity of the brain does not derive from a huge number of point-to-point-accesses but on the relations between the nodes (i.e. notes).

Evidence that Niklas Luhmann was aware of W. Ross Ashby. The secondary question to be asked here: did they each know of each others' note taking methods and systems which are highly similar?

Index card no. 9/8b of the second collection. (Niklas Luhmann)

While it may be important that there are no privileged positions, hierarchies, or immediate structures within Luhmann's (or others') zettelkasten, this belies the value of making (even by force) at least one link from each new note to the other notes. This helps begin to create the valuable interconnections of the system which are crucial for later use. Without this "linking hierarchy" one is left with just a pile of notes which will need the aforementioned additional work and context.

Previous historical examples of note taking ended up in large scrap heaps that provided value only to their creators, who had at least some knowledge of their context. Those who inherited them found them relatively useless because they required vast amounts of work to make useful. Linking notes and cross referencing or indexing them with subject headings and links to their sources can go a long way to immeasurably increase their value both to the initial user, who may forget these things, but also to subsequent users. The small amounts of work required upfront when making one's notes will pay off immeasurably in the long term.

Link this to the specific examples in Paper Machines (chapter 2) just before the time of Vincentius Placcius.

subjects cannot be described in terms of a strictly hierarchical order, it is rather a form of loose coupling insofar as one can find lower-level subjects which do not fit systematically to the top-level issue but show only marginally connections.

There is something suspiciously similar about the instantiation of a zettelkasten and the idea of small pieces loosely joined.

Perhaps also related to the idea of a small number of primitives which can interact in a small number of ways, but which gives rise to incredible complexity.

How does a set of connected notes create serendipity in a systematic and theoretically informed way?

Merton, Robert King and Barber, Elinor (2004) The Travels And Adventures Of Serendipity : A Study In Sociological Semantics And The Sociology Of Science Princeton, N.J. : Princeton University Press, 2004

https://www.youtube.com/watch?v=1ydqjJiQ4zs

Dan Allosso looks at the graph view of his Obsidian vault in an attempt to clean up orphaned notes and connect them into his larger knowledge base.

He uses a clever Kuiper belt comet analogy to describe bringing these notes into his his solar system.

https://scrapbox.io/product

A note taking tool for groups that also does bi-directional linking.

https://danallosso.substack.com/p/three-basic-elements-of-taking-notes

Allosso outlines a bit about how he dovetails Research Rabbit (discovery), Obsidian (writing, linking), and Zotero (citations, reading).

https://archive.org/details/bub_gb_IgMVAAAAQAAJ/page/n155/mode/2up

On page 138 Placcius shows an (uncredited?) version of Thomas Harrison's Ark of Studies.

p 140:

One's lifetime of notes could be thought of as a hypertext work in progress that is designed to be open-ended.

Mnemonic (mental) storehouses (thesaurus) and written archives are functionally equivalent and serve to store and retrieve information. Their primary difference is in the effort put into how one applies their attention to them. The former requires more mental effort into storing information into the location and then recalling it.

In the case of archives with subject indices, they require less mental effort and visually serve a potential store of variety and ease of creating additional links between bits of knowledge.

73 Cf. Götz Müller, Jean Pauls Exzerpte (Würzburg, 1988), 321–22

I'm not quite sure I understand what the mechanism of this is specifically. Revisit it later. Sounds like it's using the set up the system not only to discover the adjacent possible but the remote improbable.

69 Yeo, ‘Loose Notes’, 336

Robert Boyle kept loose sheets of notes, which he called memorials or adversaria. He didn't have a system of organization for them and tried out variations of colored strings, labels made of letters, and numerical codes. Ultimately his scrap heap failed him for lack of any order and his trust in memory to hold them together failed.

I love the idea of calling one's notes adversaria. The idea calls one to compare one note to another as if they were combatants in a fight (for truth).

Are working with one's ideas able to fit into the idea of adversarial interoperability?

I want to take a look at these systems.

See Bacon’s letter to Greville examined by Vernon Snow, ‘Francis Bacon’s Advice to Fulke Greville on Research Techniques’, Huntington Library Quarterly 23 (1960), 369–78, at 374

This is similar in tone but for slightly differing reasons to Mortimer J. Adler recommending against loaning one's annotated books to other users. (see: https://hypothes.is/a/6x75DnXBEeyUyEOjgj_zKg)

Modern digital indices have the ability to easily create aliases so that similar or related headings might be concatenated. As an example, I might have four different variations of R. Llull's name in my system or English and Latin versions of names like "excerpting" and "ars excerptendi" which can be mapped to the same endpoints without worrying about the existence of synonyms.

Interesting to note here that he suggests a scratch pad rather than index cards here given his own personal use of index cards.

Mortimer J. Adler's method of annotating a text.

He's primarily giving the author and their ideas all the power and importance here.

There is nothing, so far, about immediate progressive summarization. There's also little about the reuse of one's notes for analysis and future synthesis, which I find surprising.

Earlier in the essay he mentions picking the book up later to refresh one's memory, but there's nothing about linking the ideas from one book to another.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'> Alexander Wang </span> in Alexander Wang on Twitter: "After discovering the idea of "A Meta-Layer for Notes" (https://t.co/EioyyptzCb), I started to try reading in this way ↓. https://t.co/lOhRyeytXZ" / Twitter (<time class='dt-published'>01/11/2022 09:15:59</time>)</cite></small>

Sticky notes or Post-It notes create a physical and spatial relationship between the note and its context. This same sort of relationship is recreated by taking notes in Hypothes.is which links the note or idea directly to the part of the web page or document which spurred it. Moving these notes into other platforms (Roam Research, Obsidian, etc.) can be done in a way so as to keep the physical link (using URLs) so that one can quickly and easily revisit the original context if necessary.

This affordance is an incredibly useful one which is generally neglected in the note taking space.

How often in practice is this done though?

There is an interesting difference between artificial intelligence and intelligence automation. Index cards were already doing the second by the early 1940s.

Wall with stickie note sized print outs taped to it. They contain a QR code, presumably linking to the thing they want to read with a Title and author below it.

https://danallosso.substack.com/p/maps-of-content

Seneca on Gathering Ideas by Manfred Kuehn on Monday, December 24, 2007 https://takingnotenow.blogspot.com/2007/12/seneca-on-gathering-ideas.html

archive: https://web.archive.org/web/20201021191724/https://takingnotenow.blogspot.com/2007/12/seneca-on-gathering-ideas.html

A quick look at how some of the ancient ideas of rhetoric may affect one's note taking and thinking. I love that this is one of his first posts on a blog on note taking. Too many miss this history.r

Cross reference origin in

Seneca (2006) Epistles 66-92. With an English translation by Richard G. Gummere. Cambridge, MA: Harvard University Press (Loeb Classical Library), 277-285.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Manfred Kuehn</span> in Taking note: "How to take notes like an 'alpha-geek'" (<time class='dt-published'>12/31/2021 21:44:32</time>)</cite></small>

https://tim.blog/2007/12/05/how-to-take-notes-like-an-alpha-geek-plus-my-2600-date-challenge/

Tim Ferriss discuses some of his take on his note taking process. Nothing new or interesting here, though he seems to focus more on to do lists and follow up material for productivity purposes rather than remembering or connecting details after-the-fact and in the long term.

He does outline and highly recommend having an index, but his version has a quirk of number pages as 1, 1.5, 2, 2.5 instead of a more straightforward whole number system. Presumably this save the time and effort of putting a number on each page, though one could just number either the even or odd pages this way if necessary and presume the missing numbers.

Nothing really mind bending here.

Experience shows that the larger the note taking pad, the less forthcoming a potential interviewee will be.

Is this a cultural thing? Is it related to attorneys using large legal pads for taking notes versus journalists using longer, thinner, and smaller notebooks?

Is there evidence of this in journalistic contexts?

https://web.archive.org/web/20081030052305/http://www.solutionwatch.com/368/fifty-ways-to-take-notes/

Mostly an historical list of online tools for note taking.

No discussion of actual functionality or usefulness. Sounds more like for making to do lists and passing notes rather than long term knowledge management and upkeep. Nothing about the benefits of centralizing data in one place.

meh...

What was the form of his system? From where did he learn it? What does it show about the state of the art for his time?

Likely from Aurifondina artium et scientiarum omnium excerpendi solerti, omnibus litterarum amantibus monstrata. worldcat

h/t: https://hyp.is/tz3lBmznEeyvEmOX-B5DxQ/infocult.typepad.com/infocult/2007/11/future-reading-.html

—Bruno Winck

Reminder to look up Roland Claude. I couldn't find his work in the usual spaces in English or French.

Neo Alphasmart by Manfred Keuhn https://web.archive.org/web/20201021190716/https://takingnotenow.blogspot.com/2007/12/neo-alphasmart.html

Most digital note taking systems have two major advantages of paper versions:

• It's harder to misplace material unless one's system has major flaws or one accidentally deletes content
• Digital search is far more powerful and efficient than manual search

What we Remember by Manfred Kuehn https://takingnotenow.blogspot.com/2007/12/

archive: https://web.archive.org/web/20201021192005/https://takingnotenow.blogspot.com/2007/12/

Dutch psychologist Wilem Wagenaar conducted memory related experiments on recollecting what, where, who, and when for the most interesting experiences of his days. It turned out that the "What?" was most useful followed by where? and who?, but that "when?" was "useless in every instance".

p.116 of Stefan Klein, The Secret Pulse of Time: Making Sense of Life's Scarcest Commodity, Marlowe & Company, 2007, New York.

Despite this, timestamps might serve other functions within a note taking system. The might include conceiving of ideas, temporal order of ideas presented, etc.

Given the diversions of modern digital life, perhaps the best way to do one's writing is to do it at the moment of reading the actual references. Often while reading, one isn't as apt to have their attention diverted by the vagaries of life, instead they are focused on the thing at hand. It is while one has this focused attention that they should let their note taking practice while reading take over.

Even if you are distracted, you can at least maintain focus on a single line of text and your thoughts related to it and write them down in either a summary sentence or with a few related ideas which are sparked by the initial idea.

(This note is such an example.)

Then one can start and complete a small idea at a time and then letting them build over time and space, then recollect them to create a piece which then doesn't need to be written and painfully created, but which may only need an outline structure and some final polish and editing.

The most solid basis of a note taking (reading, thinking, and writing) practice is having a central repository from which all material is linked and readily available. Having separate loci, especially digital ones, is a recipe for failure for the lack of the ability to find what you need when you need it.

What exactly would be the ideal group of features in a writer's perfect tool? There are many out there for a variety of axes of production, but does anything cover it all?

Functionality potentially for:

• taking notes
• collecting examples
• memory
  • search or other means of pulling things up at their moment of need
• outlining functionality
• arranging and rearranging material
• spellcheckers
• grammar checkers
• other?

With

• easy of use
• efficiency
• productivity

I want to look at the original German for this sentence, particularly with respect to the translation of the phrase "secondary memory". Is the translation semantic or literal? Might the original German have been a more literal "second brain"?

Compare this to the one or two other examples of this sort of translation from the German.

Ross Ashby's note taking system, also within the field of systems theory, shows the use of an index card set up for bibliographical notes, however in Ashby's case, the primary notes were placed into notebooks and not onto note cards.

Was there an ancestral link within the systems theory community that was spreading these ideas of note taking or were they (more likely) just so ubiquitous in the academic culture that such a link wouldn't have mattered?

(Earlier ancestors like Beatrice Webb may have been a more influential link.)

Given the use case that Niklas Luhmann had, the translation of zettelkasten into English is better read as "index card file" rather than the simpler and more direct translation "slip box".

While it's not often talked about in the recent contexts, there is a long history of using index cards for note taking in the United States and the idea of an index card file was once ubiquitous. There has been such a long span between this former ubiquity and our digital modernity that the idea of a zettelkasten seems like a wondrous new tool, never seen before. As a result, people in within social media, the personal knowledge management space, or the tools for thought space will happily use the phrase zettelkasten as if it is the hottest and newest thing on the planet.

During the 16th century there was a transition in educational centers from using the natural and artificial memories to the methodical use of notebooks and commonplace books as a secondary memory saved by means of writing.

This allows people in some sense to "forget" what they've read and learned and be surprised by it again later. They allow themselves to create liminal memories which may be refreshed and brought to the center later. Perhaps there is also some benefit in this liminal memory for allowing ideas to steep on the periphery before using them. Perhaps combinatorial creativity happens unconsciously?

Cross reference: learning research by Barbara Oakley and Terry Sejnowski.

Alberto Cevolini argues that Niklas Luhmann was unaware of the prior tradition of excerpting, however even his complex numbering system shows incredibly high similarity to the numbering system of houses used in 1770 Vienna near the time at which Konrad Gessner delineated his note taking system which also used excerpting.

cross reference Markus Krajewski in Paper Machines, chapter 3, page 28:

By 1777, the government of Lower Austria starts a renewed numbering of houses. “ As many new houses were built after the last conscription which have no number yet, this is also an opportunity for the rectification of the house numbers.” New entries are to be treated as follows: “If for instance three new houses are found between numbers 12 and 13, the first is to be 12a, the second 12b, the third 12c.”

Given this evidence, it's more likely that Luhmann was taught this system, he researched it, or perhaps like the broader ideas, it was floating around so heavily in the culture of his time and place from centuries earlier that it was simply a natural fit. More evidence about the prevalence for street numbering may be needed from his time period to know how common this general numbering system was.

I've been thinking it for a while, but have needed to write it down for ages---particularly from my experiences with older manuscripts.

In an age of print-on-demand and reflowing text, why in goodness' name don't we have the ability to print almost anything we buy and are going to read in any font size and format we like?

Why couldn't I have a presentation copy sized version of The Paris Review?

Why shouldn't I be able to have everything printed on bible-thin pages of paper for savings in thickness?

Why couldn't my textbooks be printed with massively large margins for writing notes into more easily? Why not interleaved with blank pages even? Particularly near the homework problem sections?

Why can't I have more choice in a range of fonts, book sizes, margin sizes, and covers?

https://danallosso.substack.com/p/obsidian-book-club-the-dawn-of-everything

What a great idea!

According to one of his students, Leibniz used his note cabinet both for excerpts that he took from his reading as well as notes an ideas he came up separately from his reading.

Most of the commonplace book tradition consisted of excerpting, but when did note taking practice begin to aggregate de novo notes with commonplaces?

https://www.amazon.com/dp/B09MT6T4CG

Several things to notice here:

• learning in public
• posting knowledge on a personal website as a means of sharing that knowledge with a broader public
• specifically not hiding the work of reading in notebooks which are unlikely to be read by others.

https://www.amazon.com/10-000-Hours-Journal-Beginner/dp/1926892364

The form of this is a lot like a commonplace book or zettelkasten, but focused on one particular end-goal. Also a little bit like a journal of things read, listened to, watched, etc.

https://www.amazon.com/Indexing-Paper-Create-Indexes-Stuff/dp/1926892267/

This really could be quite useful to those with a paper commonplace book or zettelkasten

https://www.amazon.com/Marginalia-Paper-Very-Margin-Notebook/dp/192689202X/

Marginalia Paper, you know, for annotating your own writing...

A must-have for the Hypothes.is fan who wants to go the hipster route.

https://www.amazon.com/s?i=stripbooks&rh=p_27%3AProductive+Luddite&s=relevancerank&text=Productive+Luddite&ref=dp_byline_sr_book_1

Productive Luddite makes some other interesting custom notebooks...

https://www.myscript.com/

I find something very appealing about this user interface as a way to create a website: https://paperwebsite.com/.

A micropub client that could do this would be fascinating...

This passage reminds me of a conversation on 2021-11-16 at Liquid Margins with Will T. Monroe (@willtmonroe) about using Sönke Ahrens' book Smart Notes and Hypothes.is as a structure for getting groups of people (compared to Ahrens' focus on a single person) to do collection, curation, and creation of open education resources (OER).

Here Jeffrey Todd Knight sounds like he's looking at it from the perspective of one (or maybe two) creators in conjunction (curator and binder/publisher) while I'm thinking about expanding behond

This sort of pattern can also be seen in Mortimer J. Adler's group zettelkasten used to create The Great Books of the Western World series as well in larger wiki-based efforts like Wikipedia, so it's not new, but the question is how a teacher (or other leader) can help to better organize a community of creators around making larger works from smaller pieces. Robin DeRosa's example of using OER in the classroom is another example, but there, the process sounded much more difficult and manual.

This is the sort of piece that Vannevar Bush completely missed as a mode of creation and research in his conceptualization of the Memex. Perhaps we need the "Inventiex" as a mode of larger group means of "inventio" using these methods in a digital setting?

Jeffrey Todd Knight in Bound to read: Compilations, Collections, and the Making of Renaissance Literature examines the works of various writers to dispel the notion of literary texts as static. He shows how the evolution of early print culture helped to foster the idea as interactive and malleable. This at a time when note takers and writers would have been using commonplacing techniques at even smaller scales for creating their own writing thus creating a similar pattern from the smaller scale to the larger scale.

This pattern of small notes building into larger items with rearrangement which is seen in Carl Linnaeus' index card-based notes as well as his longer articles/writings and publication record over time as well.

In the early history of printing, books weren't as we see them now, instead they were issued in loose sheets or with temporary stitching allowing the purchaser or retailer to collect, organize, and bind them. This pattern occurs at a time when one would have been thinking about collecting, writing, and organizing one's notes in a commonplace book or other forms. It is likely a pattern that would have influenced this era of note taking practices, especially among the most literate who were purchasing and using books.

https://threadreaderapp.com/thread/1459547762517688327.html

Anthony Baker experimenting with ideas from Necromant and Eleanor Konik to cross link digital notes with physical paper notes.

I've thought about doing something similar to this with my physical notebooks in the past, though hadn't done block level linking as a means of potentially pulling in and linking pieces in the future.

Often for more important linked things, I'll simply import the physical version into my digital copy at the time of first use/reference, but this could be interesting for large bodies of notes which aren't digital.

https://calmernotes.com/

I like that the underlying idea behind the design here is "calm" as well as attempting to get an 80% solution rather than get-it-all.

https://en.wikipedia.org/wiki/List_of_personal_information_managers

An example of someone taking notes in public to model the process. Also an example of the time it takes to make notes.

Has Dan Allosso (@danallosso) done something along these lines as an example on his YouTube channel?

Here's a good example of someone asking if the time it takes to make good reading notes is worth it.

Even early in the history of note taking treatises Jeremias Drexel acknowledges the idea that good note taking, and particularly excerpting, takes work.

Modern students seem to have now lost both the ars memoria as well as the note taking arts which helped supplant it. We really need to be able to regain both of these traditions, but it will obviously take commitment to do the work.

Jeremias Drexel is certainly a writer who complains about the work of the ars memoria, particularly for long term memory and supplants it with writing/note taking.

On Erasmus’s preference for “study, order and care” over places and images, see Erasmus,De ratione studii(1512), quoted in Yates,The Art of Memory,p. 127

What other pedagogues were hostile to memory?

This is another point in the decline of memory traditions from the 1500s onward.

What effect did cheaper books and paper have on this decline?

Keep in mind that Erasmus had written a treatise on commonplacing which was also a point in the history of note taking though Blair doesn't acknowledge his contributions in her list here. Also Agricola and Melanchthon

Religious and national divides were likely very important here as authority from above would have been even more important than in modern time. Related to this is the change in mnemonic traditions due to religious and political mores around the time of Peter Ramus.

references

references to look up

Mortimer J. Adler, eat your heart out.

The first manuals of advice about how to take notes began in the early modern period during the fifteenth century.

Most recently, the emergence of the fact has been attributed to methods of commercial recordkeeping (and double-entry bookkeeping in particular).

Reference to read/look into with respect to accounting and note taking.

Francis Bacon compared one of his notebooks to a merchant's wastebook.

References to the merchant’s two notebooks as a model for student note taking was common among early modern authors, and the notion of the merchant as a model to imitate persisted through changes to new techniques.

Might be interesting to look at this reference to see what she's referring to specifically.

It would be interesting to see how note taking is changing with even newer digital tools like Hypothes.is, Diigo, Twitter, Readwise, etc.

Perhaps the growth of digital gardens in public may be a place for study as well? Though one would need to be wary of the idea of performative note taking as these are often done specifically in public as opposed to private as is more common in the past.

This is still too often the case in the general public as evinced by watching the Obsidian and Roam Research spaces.

Where exactly do we situate note taking? Certainly within the space of rhetoric, but also as Ann M. Blair suggests within the history of reading.

What else? manuscript studies, psychology, others?

What is the date of this manuscript by Abraham Ortelius (1527-98)? It shows the pattern of gluing slips of paper into books.

One's personal notes can be considered a mental fingerprint of one's thoughts and desires.

Francis Bacon preferred commonplaces (quotes under topical headings) to adversaria (summaries) as they were "of far more profit, and use".

Note that other references equate these two types of notes: https://en.wiktionary.org/wiki/adversaria

Quoted in Vernon F Snow “Ftrancis Bacon's Advice to Fulke Greville on Research Techniques," Huntington Library Quarterly 23, no.4 (1960): 370.

Ann M. Blair categorizes four variations of note taking which she calls the four Ss:

• storing
• sorting
• summarizing
• selecting

(In a modern context, one might also expand this to a fifth and include sharing.)

Written in 2004, this is on the cusp of the growth of blogging and obviously predates the general time frame of social media and the rise of social annotation. Personal notes can now be shared more widely and have much larger publics.

Blair, Ann. 2004. Note taking as an art of transmission. Critical Inquiry 31, no 1: 85-107. http://dx.doi.org/10.1086/427303

Citable link: http://nrs.harvard.edu/urn-3:HUL.InstRepos:3226475

[[Antonin Sertillanges]]' book ''The Intellectual Life'' is published in 1918 in which he outlines in chapter 7 the broad strokes a version of the zettelkasten method, though writing in French he doesn't use the German name or give the method a specific name.<ref>{{cite book |last1=Antonin |first1=Sertillanges |author-link1= Antonin_Sertillanges |title=The Intellectual Life: Its Sprit, Conditions, Methods |date=1960 |publisher=The Newman Press |location=Westminster, Maryland |translator-last1= Ryan |translator-first1= Mary |translator-link1= |pages=186-198 |edition=fifth printing |language=English}}</ref> The book was published in French, Italian, and English in more than 50 editions over the span of 40 years. In it, Sertillanges recommends taking notes on slips of "strong paper of a uniform size" either self made with a paper cutter or by "special firms that will spare you the trouble, providing slips of every size and color as well as the necessary boxes and accessories." He also recommends a "certain number of tagged slips, guide-cards, so as to number each category visibly after having numbered each slip, in the corner or in the middle." He goes on to suggest creating a catalog or index of subjects with division and subdivisions and recommends the "very ingenious system", the decimal system, for organizing one's research. For the details of this refers the reader to ''Organization of intellectual work: practical recipes for use by students of all faculties and workers'' by {{interlanguage link|Paul Chavigny|fr}}<ref>{{cite book |last1=Chavigny |first1=Paul |title=Organisation du travail intellectuel: recettes pratiques à l'usage des étudiants de toutes les facultés et de tous les travailleurs |date=1918 |publisher=Delagrave |language=French}}</ref>. Sertillanges recommends against the previous patterns seen with commonplace books where one does note taking in books or on slips of paper which might be pasted into books as they don't "easily allow classification" or "readily lend themselves to use at the moment of writing."

So here we have in print (we may need to double check the original French from 1921) an indicator of a note taker recommending using serial numbers on slips before Niklas Luhmann's birth.

Antonin Sertillanges recommends his reader to use a decimal system for organizing their slip box system based on that in L'Organisation du Travail intellectuel, by Dr. Paul Chavigny, Fellow of the Val de Grace, Delagrave, 1918.

This is still solid advice today; advice I have dispensed to others without having seen it written before by others.

So very few modern sources describe annotation or note taking in these terms.

I find often in my annotations, the most recent one just above is such a one, where I start with a tiny kernel of an idea and then my brain begins warming up and I put down some additional thoughts. These can sometimes build and turn into multiple sentences or paragraphs, other times they sit and need further work. But either way, with some work they may turn into something altogether different than what the original author intended or discussed.

These are the things I want to keep, expand upon, and integrate into larger works or juxtapose with other broader ideas and themes in the things I am writing about.

Sadly, we're just not teaching students or writers these tidbits or habits anymore.

Sönke Ahrens mentions this idea in his book about Smart Notes. When one is asked to write an essay or a paper it is immensely difficult to have a perch on which to begin. But if one has been taking notes about their reading which is of direct interest to them and which can be highly personal, then it is incredibly easy to have a starting block against which to push to begin what can be either a short sprint or a terrific marathon.

This pattern can be seen by many bloggers who surf a bit of the web, read what others have written, and use those ideas and spaces as a place to write or create their own comments.

Certainly this can involve some work, but it's always nicer when the muses visit and the words begin to flow.

I've now written so much here in this annotation that this note here, is another example of this phenomenon.

With some hope, by moving this annotation into my commonplace book (or if you prefer the words notebook, blog, zettelkasten, digital garden, wiki, etc.) I will have it to reflect and expand upon later, but it'll also be a significant piece of text which I might move into a longer essay and edit a bit to make a piece of my own.

With luck, I may be able to remedy some of the modern note taking treatises and restore some of what we've lost from older traditions to reframe them in an more logical light for modern students.

I recall being lucky enough to work around teachers insisting I use note cards and references in my sixth grade classes, but it was never explained to me exactly what this exercise was meant to engender. It was as if they were providing the ingredients for a recipe, but had somehow managed to leave off the narrative about what to do with those ingredients, how things were supposed to be washed, handled, prepared, mixed, chopped, etc. I always felt that I was baking blind with no directions as to temperature or time. Fortunately my memory for reading on shorter time scales was better than my peers and it was only that which saved my dishes from ruin.

I've come to see note taking as beginning expanded conversations with the text on the page and the other texts in my notebooks. Annotations in the the margins slowly build to become something else of my own making.

We might compare this with the more recent movement of social annotation in the digital pedagogy space. This serves a related master, but seems a bit more tangent to it. The goal of social annotation seems to be to help engage students in their texts as a group. Reading for many of these students may be more foreign than it is to me and many other academics who make trade with it. Thus social annotation helps turn that reading into a conversation between peers and their text. By engaging with the text and each other, they get something more out of it than they might have if left to their own devices. The piece I feel is missing here is the modeling of the next several steps to the broader commonplacing tradition. Once a student has begun the path of allowing their ideas to have sex with the ideas they find on the page or with their colleagues, what do they do next? Are they being taught to revisit their notes and ideas? Sift them? Expand upon them. Place them in a storehouse of their best materials where they can later be used to write those longer essays, chapters, or books which may benefit them later?

How might we build these next pieces into these curricula of social annotation to continue building on these ideas and principles?

When reading and taking notes, one should have a reason or purpose in mind and endeavor to stick to it. While you're absorbing what the writer has written, allow the unnecessary portions with respect to your goal flow through the sieve of your mind and only catch and annotate the portions which supplement your end goal. Keep and elaborate on these.

A few days after your reading and annotating, go back through your notes with a keen eye toward expanding on those important things to your goal or interests and set aside (or even discard) all the other less interesting pieces.

Naturally there are other pieces which may be important for remembering the shape of the things you read or facts which you've highlighted and want to remember or memorize. Save these things also in a separate space from the bigger ideas you're working on creating. They're useful, but of an entirely different nature than the ideas.

Two broad different types of notes:

• facts to remember
• ideas which can have sex with other ideas

Solid advice for note taking.

This reasoning seems to be missing from writers like Ryan Holiday who just give the advice without the underlying reason why.

This seems to be a common complaint I see of people in the Zettelkasten space. They're constantly asking themselves "Why am I doing this? What good is it?"

Notes allow us to forget, but they're also a foothold for future memorization.

What is the source of Montaigne calling notes "paper memory"?

This whole section looks the most interesting and promising to me: reading, memory, and notes!

I'll likely read these first and at best skim the rest depending on content.

https://play.google.com/store/apps/details?id=com.xodo.pdf.reader&hl=en_US&gl=US

https://www.squidnotes.com/