527 Matching Annotations
  1. Last 7 days
    1. here are several ways I havefound useful to invite the sociological imagination:

      C. Wright Mills delineates a rough definition of "sociological imagination" which could be thought of as a framework within tools for thought: 1. Combinatorial creativity<br /> 2. Diffuse thinking, flâneur<br /> 3. Changing perspective (how would x see this?) Writing dialogues is a useful method to accomplish this. (He doesn't state it, but acting as a devil's advocate is a useful technique here as well.)<br /> 4. Collecting and lay out all the multiple viewpoints and arguments on a topic. (This might presume the method of devil's advocate I mentioned above 😀)<br /> 5. Play and exploration with words and terms<br /> 6. Watching levels of generality and breaking things down into smaller constituent parts or building blocks. (This also might benefit of abstracting ideas from one space to another.)<br /> 7. Categorization or casting ideas into types 8. Cross-tabulating and creation of charts, tables, and diagrams or other visualizations 9. Comparative cases and examples - finding examples of an idea in other contexts and time settings for comparison and contrast 10. Extreme types and opposites (or polar types) - coming up with the most extreme examples of comparative cases or opposites of one's idea. (cross reference: Compass Points https://hypothes.is/a/Di4hzvftEeyY9EOsxaOg7w and thinking routines). This includes creating dimensions of study on an object - what axes define it? What indices can one find data or statistics on? 11. Create historical depth - examples may be limited in number, so what might exist in the historical record to provide depth.

  2. Sep 2022
    1. “I think it’s such a fascinating story,” Martin said. He also appreciated collecting in an area where there wasn’t a huge amount of established scholarship. “It’s fun to have something to study, to try to understand, to apply your critical eye to without any outside pressure,” he added. “There’s not a lot of promotion about [these] artists. You just have to find it out yourself.”

      Reading and studying it all without any regard to the Indigenous culture. Steve Martin is using Western perspectives to attempt to understand non-Western art which has a different basis.

    1. For the great enemy of the truth is very often not the lie–deliberate,contrived, and dishonest–but the myth–persistent, persuasive, and unrealistic.Too often we hold fast to the clichés of our forebears. We subject all facts toa prefabricated set of interpretations. We enjoy the comfort of opinionwithout the discomfort of thought.Former U.S. President John F. Kennedy, Commencement Address at YaleUniversity, June 11, 1962.
    1. https://danmackinlay.name/about.html

      Dan MacKinlay provides indicators of his uncertainty, usefulness, "roughness", and "novelty" about things he writes about on his website to give readers some additional context about what he's writing about.

    1. I think that’s the biggest thing that I take from this: any text should at least hint at the rich tapestry of things it is resulting from, if not directly discuss it or link to it. A tapestry not just made from other texts, but other actions taken (things created, data collected, tools made or adapted), and people (whose thoughts you build on, whose behaviour you observe and adopt, who you interact with outside of the given text). Whether it’s been GPT-3 generated or not, that holds.

      Useful and likely human written texts show the richness of the context it results from, by showing and linking. Not just to/with 1) other texts, but also 2) other actions (things created, data gathering, experiments, tools adapted) and 3) people (that provided input, you look at, interact with outside the text). Even if such things were generated following up those leads should show its inauthenticity.

    2. No proof of work (to borrow a term) other than that the words have been written is conveyed by the text. No world behind the text, of which the text is a resulting expression. No examples that suggest or proof the author tried things out, looked things up. Compare that to the actual posting

      A text is a result of work, next to itself being work to write it. A text that does not show any of the work that led to writing a text is suspect. Does a text reflect an exploration that it annotates? Does it show social connections, include data points, external examples, artefacts created alongside the text (e.g. lists), references to the wider context/system of what the text discusses, experimental actions.

    1. Therefore, since women will eventually be forced to demand Congressional action in order toequalize the rights of men and women, why not take such action now and thus shorten and ease theprocess?

      She explains how if the rights of men and women will be equal at some point due to specific demands, why can't they fight for equal rights now?

  3. Aug 2022
    1. The History of Our Country and the Theory of Our Government. Ours is a nation born of revolution; ofrebellion against a system of government so securely entrenched in the customs and traditions ofhuman society that in 1776 it seemed impregnable. From the beginning of things nations had beenruled by kings and for kings, while the people served and paid the cost. The American Revolutionistsboldly proclaimed there heresies:

      In this paragraph, context is seen throughout it. The author speaks about how the nation was born, by revolution. Fought about the mistreatment of people under the king's rule.

    1. from primarysources rather than from secondary works. Always give, inn footnote, the exact citation of volume and page of the au-thority quoted. Verify quotations carefully in every detail.A quotation should never be wrenched from its context insuch a way a5 to d o violence or injustice to the views of itswriter.
    2. The bibliography should be placed nextafter the ta&e of contents, because the instructor alwayswishes to examine it before reading the text of the essay.

      Surprising! particularly since they traditionally come at the end.

      Though for teaching purposes, I can definitely see a professor wanting it up front. I also frequently skim through bibliographies before starting reading works now, though I didn't do this in the past. Reading a bibliography first is an excellent way to establish common context with an author however.

    3. Perspectiae and continuity. Correct perspective is es-sential t o sound critical malysis and interpretation. Thehistorical writer must always keep the time element clearlyin mind, and must recognize that an estimate of any histori-cal ersonage or event is determined in no small measureby t1e time or the conditions under which the person livedor the event occurred
    1. The real issue with "learning in public" is them emphasis placed on "being an expert," which is *everywhere*. It's a capitalist mindset, convincing people that even as beginners they should consider themselves "experts" bc this is how you get exposure aka how u scale.

      The public online commons, by means of context collapse, allows people to present themselves as experts within an area without actually being experts.

      Some of these "experts" or "gurus" primarily have expertise in communication or promoting themselves or a small piece of a topic about which they know a little more than the average public.

    1. If you're using JavaScript for writing to a HTML Attribute, look at the .setAttribute and [attribute] methods which will automatically HTML Attribute Encode. Those are Safe Sinks as long as the attribute name is hardcoded and innocuous, like id or class.
    2. If you're using JavaScript for writing to HTML, look at the .textContent attribute as it is a Safe Sink and will automatically HTML Entity Encode.
    1. Come back and read these particular texts, but these look interesting with respect to my work on orality, early "religion", secrecy, and information spread:<br /> - Ancient practices removed from their lineage lose their meaning - In spiritual practice, secrecy can be helpful but is not always necessary


    1. But commission member Kondratiuk, a heraldic expert who served as a military historian for the National Guard and US Army for more than four decades, said such objections are “a misreading of the heraldry.”“That’s the arm of God protecting the Commonwealth,” he said, referring to the upraised sword. “That symbol has been used in European heraldry for hundreds of years.”He added that the Native figure’s downward-facing arrow indicates “peaceful intent.”“The Native American on there is an homage to the Native Americans,” Kondratiuk said, adding he “voted with the pack” to see what recommendations the commission would produce. As for the motto: “That’s an allusion to the monarch,” he continued. “The Founding Fathers would have been very familiar with that.”

      Example of how older traditions have passed from memory and are now re-read (mis-read) in new contexts.

  4. Jul 2022
    1. The effortinvolved in writing a note in their own words, whichinstructional designers like to call a “desirable difficulty”helps shift the idea from short-term to long-termmemory (this is the same reason many note-makers areshifting back to hand-writing on cards rather thandepending on automated apps)

      The work of writing things down or transforming them into pictures, diagrams, song, art, other creates a context shift in the material which requires greater engagement within the brain and may help to improve understanding.

      Compare/contrast the ideas of context shifting with desirable difficulty.

      Note that this use of "context shifting" (within the pedagogy space) is dramatically different to that used by people like Cal Newport and others (within the productivity space).

    2. It’s probably useful to know, however, thatwhen we are hyper-focused and looking for that needleof data, we may be missing something else that might bevaluable in the haystack. That’s not necessarily a problem— we’re usually not planning to burn the haystack afterwe find the needle. We can always return to see whatelse the author might have had to say about other topics.Some of them might be adjacent to the needle topic,others could take us in entirely different directions.

      Sometimes, though more rarely, the balance of a text may dramatically shift the ideas and context in which a particular idea is embedded.

    3. We read different texts for different reasons, regardlessof the subject.

      A useful analogy here might be the idea of having a conversation with a text. Much the way you'd have dramatically different conversations with your family versus your friends, your teachers, or a stranger in line at the store, you'll approach each particular in a different way based on the various contexts in which both they exist and the contexts which you bring to them.

    4. “blank slates”
    5. . I thinkit’s often an issue for people when they first become note-makers: an anxiety about getting the “right” stuff out ofa book, or even “all the stuff”. I don’t think this iscompletely possible, and I think it’s increasingly lesspossible, the better the book.

      In the 1400s-1600s it was a common desire to excerpt all the value of books and attempts were made, though ultimately futile. This seems to be a commonly occurring desire.

      Often having a simple synopsis and notes isn't as useful as it may not spark the same sort of creativity and juxtaposition of ideas a particular reader might have had with their own context.

      Some have said that "content is king". I've previously thought that "context is king". Perhaps content and context end up ruling as joint monarchs.

    1. Ein grofer Teil der Regestenarbeit wird neuerdings demForscher durch besondere Regestenwerke abgenommen, nament-lich auf dem Gebiet der mittelalterlichen Urkunden. Daf diesebevorzugt werden, hat zwei Griinde: erstens sind die Urkundenfur die Geschichte des Mittelalters gewissermafen als festesGerippe von besonderer Wichtigkeit; zweitens sind sie so ver.streut in ihren Fund- und Druckorten, da8 die Zusammen-stellung derselben, wie sie ftir jede Arbeit von neuem erforder-lich wire, immer von neuem die langwierigsten und mtthsamstenVorarbeiten n&tig machen wiirde. Es ist daher von griéStemNutzen, da8 diese Vorarbeiten ein fir allemal gemacht und demeinzelnen Forscher erspart werden.

      Ein großer Teil der Regestenarbeit wird neuerdings dem Forscher durch besondere Regestenwerke abgenommen, namentlich auf dem Gebiet der mittelalterlichen Urkunden. Daß diese bevorzugt werden, hat zwei Gründe: erstens sind die Urkunden fur die Geschichte des Mittelalters gewissermafen als festes Gerippe von besonderer Wichtigkeit; zweitens sind sie so verstreut in ihren Fund- und Druckorten, daß die Zusammenstellung derselben, wie sie ftir jede Arbeit von neuem erforderlich wire, immer von neuem die langwierigsten und mtthsamsten Vorarbeiten nötig machen würde. Es ist daher von größtem Nutzen, daß diese Vorarbeiten ein fir allemal gemacht und dem einzelnen Forscher erspart werden.

      Google translation:

      A large part of the regesta work has recently been relieved of the researcher by special regesta works, especially in the field of medieval documents. There are two reasons why these are preferred: first, the documents are of particular importance for the history of the Middle Ages as a solid skeleton; Secondly, they are so scattered in the places where they were found and printed that the compilation of them, as would be necessary for each new work, would again and again necessitate the most lengthy and laborious preparatory work. It is therefore of the greatest benefit that this preparatory work should be done once and for all and that the individual researcher be spared.

      While the contexts are mixed here between note taking and historical method, there is some useful advice here that while taking notes, one should do as much work upfront during the research phase of reading and writing, so that when it comes to the end of putting the final work together and editing, the writer can be spared the effort of reloading large amounts of data and context to create the final output.

    1. At the same time, like Harold, I’ve realised that it is important to do things, to keep blogging and writing in this space. Not because of its sheer brilliance, but because most of it will be crap, and brilliance will only occur once in a while. You need to produce lots of stuff to increase the likelihood of hitting on something worthwile. Of course that very much feeds the imposter cycle, but it’s the only way. Getting back into a more intensive blogging habit 18 months ago, has helped me explore more and better. Because most of what I blog here isn’t very meaningful, but needs to be gotten out of the way, or helps build towards, scaffolding towards something with more meaning.

      Many people treat their blogging practice as an experimental thought space. They try out new ideas, explore a small space, attempt to come to understanding, connect new ideas to their existing ideas.

      Ton Zylstra coins/uses the phrase "metablogging" to think about his blogging practice as an evolving thought space.

      How can we better distill down these sorts of longer ideas and use them to create more collisions between ideas to create new an innovative ideas? What forms might this take?

      The personal zettelkasten is a more concentrated form of this and blogging is certainly within the space as are the somewhat more nascent digital gardens. What would some intermediary "idea crucible" between these forms look like in public that has a simple but compelling interface. How much storytelling and contextualization is needed or not needed to make such points?

      Is there a better space for progressive summarization here so that an idea can be more fully laid out and explored? Then once the actual structure is built, the scaffolding can be pulled down and only the idea remains.

      Reminiscences of scaffolding can be helpful for creating context.

      Consider the pyramids of Giza and the need to reverse engineer how they were built. Once the scaffolding has been taken down and history forgets the methods, it's not always obvious what the original context for objects were, how they were made, what they were used for. Progressive summarization may potentially fall prey to these effects as well.

      How might we create a "contextual medium" which is more permanently attached to ideas or objects to help prevent context collapse?

      How would this be applied in reverse to better understand sites like Stonehenge or the hundreds of other stone circles, wood circles, and standing stones we see throughout history.

  5. Local file Local file
    1. 'I don't think it's anything—I mean, I don't think it was ever put to anyuse. That's what I like about it. It's a little chunk of history that they'veforgotten to alter. It's a message from a hundred years ago, if one knew howto read it.'

      Walter and Julia are examining a glass paperweight in George Orwell's 1984 without having context of what it is or for what it was used.

      This is the same sort of context collapse caused by distance in time and memory that archaeologists face when examining found objects.

      How does one pull out the meaning from such distant objects in an exegetical way? How can we more reliably rebuild or recreate lost contexts?

      Link to: - Stonehenge is a mnemonic device - mnemonic devices in archaeological contexts (Neolithic carved stone balls

      Some forms of orality-based methods and practices can be viewed as a method of "reading" physical objects.

      Ideograms are an evolution on the spectrum from orality to literacy.

      It seems odd to be pulling these sorts of insight out my prior experiences and reading while reading something so wholly "other". But isn't this just what "myths" in oral cultures actually accomplish? We link particular ideas to pieces of story, song, art, and dance so that they may be remembered. In this case Orwell's glass paperweight has now become a sort of "talking rock" for me. Certainly it isn't done in any sort of sense that Orwell would have expected, presumed, or even intended.

  6. Jun 2022
    1. send off your draft or beta orproposal for feedback. Share this Intermediate Packet with a friend,family member, colleague, or collaborator; tell them that it’s still awork-in-process and ask them to send you their thoughts on it. Thenext time you sit down to work on it again, you’ll have their input andsuggestions to add to the mix of material you’re working with.

      A major benefit of working in public is that it invites immediate feedback (hopefully positive, constructive criticism) from anyone who might be reading it including pre-built audiences, whether this is through social media or in a classroom setting utilizing discussion or social annotation methods.

      This feedback along the way may help to further find flaws in arguments, additional examples of patterns, or links to ideas one may not have considered by themselves.

      Sadly, depending on your reader's context and understanding of your work, there are the attendant dangers of context collapse which may provide or elicit the wrong sorts of feedback, not to mention general abuse.

    2. • Write down ideas for next steps: At the end of a worksession, write down what you think the next steps could be forthe next one.• Write down the current status: This could include your currentbiggest challenge, most important open question, or futureroadblocks you expect.• Write down any details you have in mind that are likely tobe forgotten once you step away: Such as details about thecharacters in your story, the pitfalls of the event you’re planning,or the subtle considerations of the product you’re designing.• Write out your intention for the next work session: Set anintention for what you plan on tackling next, the problem youintend to solve, or a certain milestone you want to reach.

      A lot of this is geared toward the work of re-contextualizing one's work and projects.

      Why do all this extra work instead of frontloading it? Here again is an example of more work in comparison to zettelkasten...

    1. The major issue with much of the data that can be downloaded from web portals or through APIs is that they come without context or metadata. If you are lucky you might get a paragraph about where the data are from or a data dictionary that describes what each column in a particular spreadsheet means. But more often than not, you get something that looks like figure 6.3.

      I think that the reason behind data's lack of context is the reluctance in making extra column for data's description and the inconsiderate and misleading vision that those in technologies hold when they put forth that data should be clean and concise.

      I encountered the insufficient provision of data multiple times and I found it extremely inconvenient when trying to use downloaded online reports and attached them to my work experiences as a way to illustrate the efficient changes in driving audiences for a social media platform (Facebook). I used to help run an facebook page for a student organization. After being done with the role, I went to the "Insights" section of Facebook, hoping to download the report of increases in Page Likes, Visits, and Interactions during the period that I was an admin of the page. It took me several glitches to download the report (because it was a year-long term). When the pdf file was ready to be viewed, I was surprised, because they did not mention the years I was working, the name of the student organization, and other categorizations that should have been highlighted. Apparently, it's not hard to include the years or even the name because they were included in the filter when I wanted to extract certain part of the report and because it was the source where they took the data from, respectively. This laziness in showing competent data for analysis was desperate, and I had to add extra analysis to it. Even after I finished with the "extra work", I started to question to validity of the report I was downloading. Would it be trustworthy anymore, because without my clarification, no analysis could be made even by a person involved in data science field. Even if they could, it would take them a while to collect other external information before making clear of the data presented to them.

      Understanding and constantly being bothered by this ongoing problem gives me justification to call for a more thorough data translation and presentation process. More questions should be raised and answered regarding what might a user wonder about this dataset when encountering it.

    1. The first is: always take notes inyour own words-I mean, of course, facts an1 ideas garneredfrom elsewhere, not statements to be quoted verbatim. The titleof a book, an important phrase or remark, you will copy as theystand. But everything else you reword, for two reasons: in thateffort the fact or idea passes through your mind, instead of goingfrom the page to your eye and thence to your note while you remainin a trance. Again, by rewording you mix something of yourthought with the acquired datum, and the admixture is the be-ginning of your own thought-and-writing about the whole topic.Naturally you take care not to distort. But you will find that notestaken under this safeguard are much closer to you than meretranscripts from other books; they are warm and speak to youlike old friends, becau se by your act of thought they have be-come pieces of your mind.

      Barzun analogies notes as "old friends". He, like many others, encourages note takers to put ideas into their own words.

    1. Conclusion There are decades of history and a broad cast of characters behind the web requests you know and love—as well as the ones that you might have never heard of. Information first traveled across the internet in 1969, followed by a lot of research in the ’70s, then private networks in the ’80s, then public networks in the ’90s. We got CORBA in 1991, followed by SOAP in 1999, followed by REST around 2003. GraphQL reimagined SOAP, but with JSON, around 2015. This all sounds like a history class fact sheet, but it’s valuable context for building our own web apps.
  7. May 2022
    1. The last element in his file system was an index, from which hewould refer to one or two notes that would serve as a kind of entrypoint into a line of thought or topic.

      Indices are certainly an old construct. One of the oldest structured examples in the note taking space is that of John Locke who detailed it in Méthode nouvelle de dresser des recueils (1685), later translated into English as A New Method of Organizing Common Place Books (1706).

      Previously commonplace books had been structured with headwords done alphabetically. This meant starting with a preconceived structure and leaving blank or empty space ahead of time without prior knowledge of what would fill it or how long that might take. By turning that system on its head, one could fill a notebook from front to back with a specific index of the headwords at the end. Then one didn't need to do the same amount of pre-planning or gymnastics over time with respect to where to put their notes.

      This idea combined with that of Konrad Gessner's design for being able to re-arrange slips of paper (which later became index cards based on an idea by Carl Linnaeus), gives us an awful lot of freedom and flexibility in almost any note taking system.

      Building blocks of the note taking system

      • atomic ideas
      • written on (re-arrangeable) slips, cards, or hypertext spaces
      • cross linked with each other
      • cross linked with an index
      • cross linked with references

      are there others? should they be broken up differently?

      Godfathers of Notetaking

      • Aristotle, Cicero (commonplaces)
      • Seneca the Younger (collecting and reusing)
      • Raymond Llull (combinatorial rearrangements)
      • Konrad Gessner (storage for re-arrangeable slips)
      • John Locke (indices)
      • Carl Linnaeus (index cards)
    1. In the case ofLévi-Strauss, meanwhile, the card index continued to serve inimportant ways as a ‘memory crutch’, albeit with a key differencefrom previous uses of the index as an aide-memoire. In Lévi-Strauss’case, what the fallibility of memory takes away, the card index givesback via the workings of chance. As he explains in an interview withDidier Erebon:I get by when I work by accumulating notes – a bitabout everything, ideas captured on the fly,summaries of what I have read, references,quotations... And when I want to start a project, Ipull a packet of notes out of their pigeonhole anddeal them out like a deck of cards. This kind ofoperation, where chance plays a role, helps merevive my failing memory. (Cited in Krapp, 2006:361)For Krapp, the crucial point here is that, through his use of indexcards, Lévi-Strauss ‘seems to allow that the notes may either restorememory – or else restore the possibilities of contingency which givesthinking a chance under the conditions of modernity’ (2006: 361).

      Claude Lévi-Strauss had a note taking practice in which he accumulated notes of ideas on the fly, summaries of what he read, references, and quotations. He kept them on cards which he would keep in a pigeonhole. When planning a project, he would pull them out and use them to "revive [his] failing memory."

      Questions: - Did his system have any internal linkages? - How big was his system? (Manageable, unmanageable?) - Was it only used for memory, or was it also used for creativity? - Did the combinatorial reshufflings of his cards provide inspiration a la the Llullan arts?

      Link this to the ideas of Raymond Llull's combinatorial arts.

    1. in human memory they call it external context um so we have 00:35:59 so the external context for instance is the the spatial cues and the other items that are kind of attached to the note right

      Theory: The external context of one's physical surroundings (pen, paper, textures, sounds, smells, etc.) combined with the internal context, the learner's psychological state, mood, etc., comprises a potentially closed system where each part props up the other for the best learning outcomes.

      Do neurodiversity effects help/hinder this process? What if people are missing one or more of these bits of contextualization? What does the literature look like in this space? Research?

    1. Incubate Our Ideas Over Time

      The actual incubation here is highly dependent on re-visiting our notes for active use and reloading their contexts back into our minds as well as re-arranging them mentally or otherwise. The incubation doesn't happen within the system though the system can help save them for us. We still need to be able to search and interlink them.



    1. Distributed at Faculty Senate, March 6, 2014

      Context: audience, date (timeline in adoption?); purpose, discussion, relevance, influence over implementation (associated revisions based on feedback?)

    1. Consequently, we cannot understand the history of science if we take a narrow (that is, modern) viewof its content, goals, and practitioners.5. Such a narrow view is sometimes called “Whiggism” (an interest only in historical developments thatlead directly to current scientific beliefs) and the implementation of modern definitions andevaluations on the past.

      Historians need to be cautious not to take a whiggist and teleological view of historical events. They should be careful to place events into their appropriate context to be able to evaluate them accurately.

      The West, in particular, has a tendency to discount cultural contexts and view human history as always bending toward improvement when this is not the case.

      link to Dawn of Everything notes

    2. Chief among these is the need to understand scientific study and discoveryin historical context. Theological, philosophical, social, political, and economic factors deeply impact thedevelopment and shape of science.

      Science needs to be seen and understood in its appropriate historical context. Modern culture (and even scientists themselves) often forget the profound impact of theological, philosophical, social, political, and economic factors on how science develops and how we perceive it.

    1. Whig history (or Whig historiography), often appearing as whig history, is an approach to historiography that presents history as a journey from an oppressive and benighted past to a "glorious present".[1] The present described is generally one with modern forms of liberal democracy and constitutional monarchy: it was originally a satirical term for the patriotic grand narratives praising Britain's adoption of constitutional monarchy and the historical development of the Westminster system.[2] The term has also been applied widely in historical disciplines outside of British history (e.g. in the history of science) to describe "any subjection of history to what is essentially a teleological view of the historical process".[3] When the term is used in contexts other than British history, "whig history" (lowercase) is preferred.[3]

      Stemming from British history, but often applied in other areas including the history of science, whig history is a historiography that presents history as a path from an oppressive, backward, and wretched past to a glorious present. The term was coined by British Historian Herbert Butterfield in The Whig Interpretation of History (1931). It stems from the British Whig party that advocated for the power of Parliament as opposed to the Tories who favored the power of the King.

      It would seem to be an unfortunate twist of fate for indigenous science and knowledge that it was almost completely dismissed when the West began to dominate indigenous cultures during the Enlightenment which was still heavily imbued with the influence of scholasticism. Had religion not played such a heavy role in science, we may have had more respect and patience to see and understand the value of indigenous ways of knowing.

      Link this to notes from The Dawn of Everything.

    1. "I didn't fully understand it at the time, but throughout my time as a freshman at Boston College I've realized that I have the power to alter myself for the better and broaden my perspective on life. For most of my high school experience, I was holding to antiquated thoughts that had an impact on the majority of my daily interactions. Throughout my life, growing up as a single child has affected the way am in social interactions. This was evident in high school class discussions, as I did not yet have the confidence to be talkative and participate even up until the spring term of my senior year."

  8. multidimensional.link multidimensional.link
    1. D*nald Trump

      Donald Trump's second impeachment came as a result of the physical attacks on Congress and Capitol Police on Jan 6, 2021.

    2. ”Peaches”, Justin Bieber featuring Daniel Caesar and Giveon
    3. And

      My favorite phrase is "Yes, and..." because it provides hope and an opportunity to change things for the better. <- My personal deeper context.

    4. Wildcard is an unknown or unpredictable factor.

      What deeper context is there to a wildcard? Where does the wildcard's power of unpredictability derive from? Does it come from a system? Why the word "wild"?

    5. Love, Its like a playing card A wild card, Your “lucky card”. You throw it into play Hoping it will land you your win. You throw it wrong, Your hand is forced You have to fold- But it hurts.

      I want to know more...a deeper context to these emotions. Why do you think you need to fold? Are you afraid to be vulnerable? To take a chance? What will ease the pain?

    6. Always design a thing by considering it in its next larger context – a chair in a room, a room, in a house, a house in an environment, an environment in a city plan.

      No product is an island. A product is more than the product. It is a cohesive, integrated set of experiences. Think through all of the stages of a product or service - from initial intentions through final reflections, from first usage to help, service, and maintenance. Make them all work together seamlessly. That's systems thinking.

  9. Apr 2022
    1. It is notinsignificant either that among the illustrations of the Roland Barthes par RolandBarthes there are a series of facsimile reproductions of the author’s handwriting,analogic reproductions of linguistic graphemes, pieces of writing silenced,abstracted from the universe of discourse by their photographic reproduction. Inparticular, as we have seen, the three index cards are reproduced not for the sakeof their content, not for their signified, but for a reality-effect value for which ourexpanding taste, says Barthes, encompasses the fashion of diaries, of testimonials,of historical documents, and, most of all, the massive development of photogra-

      phy. In that sense, the reproduction of these three slips ironically resonates, if on a different scale, with the world tour of the mask of Tutankhamen. It refers, if not to the magic silence of a relic, at least to the ghostly parergonal quality of what French language calls a reliquat.

      Hollier argues that Barthes' reproduced cards are not only completely divorced from their original context and use, but that they are reproduced for the sheen of reality and artistic fashion they convey to the reader. So much thought, value, and culture is lost in the worship of these items in this setting compared to their original context.

      This is closely linked to the same sort of context collapse highlighted by the photo of Chief William Berens seated beside the living stones of his elders in Tim Ingold's Why Anthropology Matters. There we only appreciate the sense of antiquity, curiosity, and exoticness of an elder of a culture that is not ours. These rocks, by very direct analogy, are the index cards of the zettelkasten of an oral culture.

      Black and white photo of a man in Western dress (pants, white shirt, and vest) sits on a rock with a forrest in the background. Beside him are several large round, but generally otherwise unremarkable rocks. Chief William Berens seated beside the living stones of his elders; a picture taken by A. Irving Hallowell in 1930, between Grand Rapids and Pikangikum, Ontario, Canada. (American Philosophical Society)

    1. Kai Kupferschmidt. (2021, December 1). @DirkBrockmann But these kinds of models do help put into context what it means when certain countries do or do not find the the variant. You can find a full explanation and a break-down of import risk in Europe by airport (and the people who did the work) here: Https://covid-19-mobility.org/reports/importrisk_omicron/ https://t.co/JXsYdmTnNP [Tweet]. @kakape. https://twitter.com/kakape/status/1466109304423993348

    1. Neighborhood improvement programs designed to protect Upper Roxbury from urban blight began in 1949 when Freedom House joined with community members to organize neighborhood clean-up projects and playground construction.  Abandoned houses and cars and empty lots were targeted for clean-up by Freedom House and other neighborhood block associations. Bars that were considered a nuisance were routed out of the neighborhood and alcohol licenses were denied due to the efforts of the group.  Freedom House worked closely with the city to improve the services provided to Roxbury and with the police department to improve police-community relations.  At the same time, Boston was beginning a formal urban renewal campaign that did not initially include Roxbury.  A telegram from the Snowdens to Mayor Collins resulted in the inclusion of the Washington Park Urban Renewal Project in Boston's campaign.  By 1963 Freedom House had entered into formal contracts with the Boston Redevelopment Authority (BRA) and the Action Boston Community Development (ABCD) to serve as a liaison between the planners and technicians, and the residents of Washington Park. This relationship, lasted until the Boston Redevelopment Authority withdrew from Roxbury in the late 1960s, leaving much of its work undone.

      This moment in history is featured in the Norman B. Leventhal exhibit "More or Less in Common: Environment and Justice in Human Landscape" https://www.leventhalmap.org/exhibitions/

    1. three steps required to solve the all-importantcorrespondence problem. Step one, according to Shenkar: specify one’s ownproblem and identify an analogous problem that has been solved successfully.Step two: rigorously analyze why the solution is successful. Jobs and hisengineers at Apple’s headquarters in Cupertino, California, immediately got towork deconstructing the marvels they’d seen at the Xerox facility. Soon theywere on to the third and most challenging step: identify how one’s owncircumstances differ, then figure out how to adapt the original solution to thenew setting.

      Oded Shenkar's three step process for effective problem solving using imitation: - Step 1. Specify your problem and identify an analogous problem that has been successfully solved. - Step 2. Analyze why the solution was successful. - Step 3. Identify how your problem and circumstances differ from the example problem and figure out how to best and most appropriately adapt the original solution to the new context.

      The last step may be the most difficult.

      The IndieWeb broadly uses the idea of imitation to work on and solve a variety of different web design problems. By focusing on imitation they dramatically decrease the work and effort involved in building a website. The work involved in creating new innovative solutions even in their space has been much harder, but there, they imitate others in breaking the problems down into the smallest constituent parts and getting things working there.

      Link this to the idea of "leading by example".

      Link to "reinventing the wheel" -- the difficulty of innovation can be more clearly seen in the process of people reinventing the wheel for themselves when they might have simply imitated a more refined idea. Searching the state space of potential solutions can be an arduous task.

      Link to "paving cow paths", which is a part of formalizing or crystalizing pre-tested solutions.

    2. Researchers have demonstrated, for instance, that intentionallyimitating someone’s accent allows us to comprehend more easily the words theperson is speaking (a finding that might readily be applied to second-languagelearning).
    3. And indeed, a study conducted by Roze and his colleagues found that two anda half years after their neurological rotation, medical students who hadparticipated in the miming program recalled neurological signs and symptomsmuch better than students who had received only conventional instructioncentered on lectures and textbooks. Medical students who had simulated theirpatients’ symptoms also reported that the experience deepened theirunderstanding of neurological illness and increased their motivation to learnabout it.
    4. Imitating such forms with one’sown face and body is an even more effective means of learning, maintainsEmmanuel Roze, who introduced his “mime-based role-play training program”to the students at Pitié-Salpêtrière in 2015. Roze, a consulting neurologist at thehospital and a professor of neurology at Sorbonne University, had becomeconcerned that traditional modes of instruction were not supporting students’acquisition of knowledge, and were not dispelling students’ apprehension in theface of neurological illness. He reasoned that actively imitating the distinctivesymptoms of such maladies—the tremors of Parkinson’s, the jerky movementsof chorea, the slurred speech of cerebellar syndrome—could help students learnwhile defusing their discomfort.

      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?

    1. Every work of art can be read, according to Eco, in three distinct ways: the moral, the allegorical and the anagogical.

      Umberto Eco indicates that every work of art can be read in one of three ways: - moral, - allegorical - anagogical

      Compare this to early Christianities which had various different readings of the scriptures.

      Relate this also to the idea of Heraclitus and the not stepping into the same river twice as a viewer can view a work multiple times in different physical and personal contexts which will change their mood and interpretation of the work.

    1. One of his last works, the Aurifodina, “The Mine of All Arts and Sci-ences, or the Habit of Excerpting,” was printed in 1638 (in 2,000 copies) andin another fourteen editions down to 1695 and spawned abridgments in Latin(1658), German (1684), and English.

      Simply the word abridgement here leads me to wonder:

      Was the continual abridgement of texts and excerpting small pieces for later use the partial cause of the loss of the arts of memory? Ars excerpendi ad infinitum? It's possible that this, with the growth of note taking practices, continual information overload, and other pressures for educational reform swamped the prior practices.

      For evidence, take a look at William Engel's work following the arts of memory in England and Europe to see if we can track the slow demise by attrition of the descriptions and practices. What would such a study show? How might we assign values to the various pressures at play? Which was the most responsible?

      Could it have also been the slow, inexorable death of many of these classical means of taking notes as well? How did we loose the practices of excerpting for creating new ideas? Where did the commonplace books go? Where did the zettelkasten disappear to?

      One author, with a carefully honed practice and the extant context of their life writes some brief notes which get passed along to their students or which are put into a new book that misses a lot of their existing context with respect to the new readers. These readers then don't know about the attrition happening and slowly, but surely the knowledge goes missing amidst a wash of information overload. Over time the ideas and practices slowly erode and are replaced with newer techniques which may not have been well tested or stood the test of time. One day the world wakes up and the common practices are no longer of use.

      This is potentially all the more likely because of the extremely basic ideas underpinning some of memory and note taking. They seem like such basic knowledge we're also prone to take them for granted and not teach them as thoroughly as we ought.

      How does one juxtapose this with the idea of humanist scholars excerpting, copying, and using classical texts with a specific eye toward preventing the loss of these very classical texts?

      Is this potentially the idea of having one's eye on a particular target and losing sight of other creeping effects?

      It's also difficult to remember what it was like when we ourselves didn't know something and once that is lost, it can be harder and harder to teach newcomers.

    2. he term originalia was first coined in the thirteenth century to indicate the greater authority of original sources as opposed to ex-cerpts, precisely as these became more widely diffused, in a case of conceptual “back formation.”134
    1. I believe we serve our students better by helping them find a note-taking system that works best for them.

      Are there other methods of encouraging context shifts that don't include note taking (or literacy-based) solutions? What would an orality focused method look like? How might we include those methods in our practices?

    2. Research has shown that when we give students complete, well-written, instructor-prepared notes to review after they take their own notes, they learn significantly more than with their own notes alone (Kiewra, 1985).

      Students who are given well-written, instructor-prepared notes to review after taking their own notes have been shown to learn significantly more than with only using their own notes.

      These notes can provide valuable additional feedback and might also be supplemented with additional texts or books. The issue may be how to encourage students to use these resources appropriately rather than relying on them as a crutch or backstop which may encourage them not to take their own notes? It's the work of making the notes and the forced context shift that are likely creating the most benefit rather than simply reviewing over what they already know.

      Link this to review effects mentioned in Ahrens versus using questions and being forced to manufacture an answer.

    1. Personalized examples are very resistant to interference and can greatly reduce your learning time

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

    2. In the example below you will save time if you use a personal reference rather than trying to paint a picture that would aptly illustrate the question

      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.

    3. One of the most effective ways of enhancing memories is to provide them with a link to your personal life.

      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.

  10. Mar 2022
    1. sometimes it's 00:55:43 not the actual information bit but in a combined order that this is what it's all about and that often makes a difference between yeah you understand it and 00:56:00 you really understand it and um so maybe that's a good reminder that when we write it's it's not so much about new information and yeah don't have to 00:56:15 be too worried about not having the new information but about making this difference to really understanding it as something that 00:56:28 a significant or makes a difference

      For overall understanding and creating new writing output from it, the immediate focus shouldn't be about revealing new information or simple facts so much as it's about being able to place that new information into your own context. Once this has been done then the focus can shift to later being able to potentially use that new knowledge and understanding in other novel and enlightening contexts to create new insights.

    1. Take Smart Notes

      It's important to be able to understand an idea within it's given text fully, but good readers are able to take the idea and place it into other contexts, to extend it, connect it to ideas beyond the text, and ask additional questions that the original author may not have considered or even thought possible.

  11. Feb 2022
    1. Greenland’s Melting Ice Is No Cause for Climate-Change Panic

      Overall scientific credibility: 'very low' according to the scientists who analyzed this article.

      evaluation card

      Find more details in Climate Feedback's analysis

    1. The basic approach is in line with Krashen's influential Theory of Input, suggesting that language learning proceeds most successfully when learners are presented with interesting and comprehensible L2 material in a low-anxiety situation.

      Stephen Krashen's Theory of Input indicates that language learning is most successful when learners are presented with interesting and comprehensible material in low-anxiety situations.

    1. X : You seem concerned. Me : The competition talks maps but shows graphs. That's a problem. X : Why? Me : In maps, space has meaning which is why they are good for mapping spaces whether geographic, economic, social or political. X : Isn't that true with graphs? Me : No.


      maps != graphs

      what are the building blocks at operation with respect to these?

      what pieces of context are built up and how do they add information to become more complex?

    1. "Context" manipulation is one of big topic and there are many related terminologies (academic, language/implementation specific, promotion terminologies). In fact, there is confusing. In few minutes I remember the following related words and it is good CS exam to describe each :p Thread (Ruby) Green thread (CS terminology) Native thread (CS terminology) Non-preemptive thread (CS terminology) Preemptive thread (CS terminology) Fiber (Ruby/using resume/yield) Fiber (Ruby/using transfer) Fiber (Win32API) Generator (Python/JavaScript) Generator (Ruby) Continuation (CS terminology/Ruby, Scheme, ...) Partial continuation (CS terminology/ functional lang.) Exception handling (many languages) Coroutine (CS terminology/ALGOL) Semi-coroutine (CS terminology) Process (Unix/Ruby) Process (Erlang/Elixir) setjmp/longjmp (C) makecontext/swapcontext (POSIX) Task (...)
    1. his suggests that successful problem solvingmay be a function of flexible strategy application in relation to taskdemands.” (Vartanian 2009, 57)

      Successful problem solving requires having the ability to adaptively and flexibly focus one's attention with respect to the demands of the work. Having a toolbelt of potential methods and combinatorially working through them can be incredibly helpful and we too often forget to explicitly think about doing or how to do that.

      This is particularly important in mathematics where students forget to look over at their toolbox of methods. What are the different means of proof? Some mathematicians will use direct proof during the day and indirect forms of proof at night. Look for examples and counter-examples. Why not look at a problem from disparate areas of mathematical thought? If topology isn't revealing any results, why not look at an algebraic or combinatoric approach?

      How can you put a problem into a different context and leverage that to your benefit?

    2. Every intellectual endeavour starts from an already existingpreconception, which then can be transformed during further inquiresand can serve as a starting point for following endeavours. Basically,that is what Hans-Georg Gadamer called the hermeneutic circle

      (Gadamer 2004).

      All intellectual endeavors start from a preexisting set of ideas. These can then be built upon to create new concepts which then influence the original starting point and may continue ever expanding with further thought.

      Ahrens argues that most writing advice goes against the idea of the hermeneutic circle and pretends as if the writer is starting with a blank page. This can prefigure some of the stress and difficulty Ernest Hemingway spoke of when he compared writing to "facing the white bull which is paper with no words on it."

      While it can be convenient to think of the idea of tabula rasa, in practice it really doesn't exist. As a result the zettelkasten more readily shows its value in the writing process.

    3. Permanent notes, on the other hand, are written in a way that canstill be understood even when you have forgotten the context theyare taken from.

      Integrate this into the definition of permanent notes.

      Fleeting notes are context collapse (context apocalypse?) just waiting to happen.

    4. Make permanent notes.

      The important part of permanent notes are generating your own ideas and connecting (linking them densely) into your note system. The linking part is important and can be the part that most using digital systems forget to do. In paper zettelkasten, one was forced to create the first link by placing the note into the system for the first time. This can specifically be seen in Niklas Luhmann's example where a note became a new area of its own or, far more likely, it was linked to prior ideas.

      By linking the idea to others within the system, it becomes more likely that the idea can have additional multiple contexts where it might be used and improve the fact that context shifts will prove more insight in the future.

      Additional links to subject headings, tags, categories, or other forms of taxonomy will also help to make sure the note isn't lost completely into the system. Links to the bibliographical references within the system are helpful as well, especially for later citation. Keep in mind that these categories and reference links aren't nearly as valuable as the other primary idea links.

      One can surely collect ideas and facts into their system, but these aren't as important or as interesting as one's own ideas and the things that are sparked and generated by them.

      Asking questions in permanent notes can be valuable as they can become the context for new research, projects, and writing. Open questions can be incredibly valuable for one's thinking and explorations.

    5. Make literature notes. Whenever you read something, make notesabout the content. Write down what you don’t want to forget or thinkyou might use in your own thinking or writing. Keep it very short, beextremely selective, and use your own words.

      Literature notes could also be considered progressive summaries of what one has read. They are also a form of practicing the Feynman technique where one explains what one knows as a means of embracing an idea and better understanding it.

    6. By adding these links between notes, Luhmann was able to addthe same note to different contexts.

      By crosslinking one's notes in a hypertext-like manner one is able to give them many different contexts. This linking and context shifting is a solid method for helping one's ideas to have sex with each other as a means of generating new ideas.

      Is there a relationship between this idea of context shifting and modality shifting? Are these just examples of building blocks for tools of thought? Are they sifts on different axes? When might they be though of as the same? Compare and contrast this further.

  12. blogs.baruch.cuny.edu blogs.baruch.cuny.edu
    1. ORA. We're to find out if it’s Michael’s they are, some time

      Historically, the knitting patterns of sweaters were used to help identify drowned men

    1. The hermeneutic circle (German: hermeneutischer Zirkel) describes the process of understanding a text hermeneutically. It refers to the idea that one's understanding of the text as a whole is established by reference to the individual parts and one's understanding of each individual part by reference to the whole. Neither the whole text nor any individual part can be understood without reference to one another, and hence, it is a circle. However, this circular character of interpretation does not make it impossible to interpret a text; rather, it stresses that the meaning of a text must be found within its cultural, historical, and literary context.

      The hermeneutic circle is the idea that understanding a text in whole is underpinned by understanding its constituent parts and understanding the individual parts is underpinned by understanding the whole thereby making a circle of understanding. This understanding of a text is going to be heavily influenced by a text's cultural, historical, literary, and other contexts.

    1. Highlighting would be a crude form of knowledge telling. Knowledge transforming involves interpretation on the part of the content producer.

      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.

  13. Jan 2022
    1. We might stumble across the above unanswered HQ&A note. Giving us a starting point can use it as a springboard to make the research and writing process faster. That's all part of achieving more with less by using yesterday's momentum.

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

    1. An over-reliance on numbers often leads to bias and discrimination.

      By their nature, numbers can create an air of objectivity which doesn't really exist and may be hidden by the cultural context one is working within. Be careful not to create an over-reliance on numbers. Particularly in social and political situations this reliance on numbers and related statistics can create dramatically increased bias and discrimination. Numbers may create a part of the picture, but what is being left out or not measured? Do the numbers you have with respect to your area really tell the whole story?

    2. Different people have different responses to technology, even on the same platform. Scholars call this phenomenon “differential susceptibility” to media effects among a subgroup of people, and it holds equally for the differential well-being and mental health impacts of social media on young adults.

      Differential susceptibility is a technical term used to describe the ways that different people and different groups have different responses to technology even on the same platform. Similar versions of it can be applied to other areas outside of technology, which is but one target. Other areas include differential well-being and mental health.

      It could also be applied to drug addiction as some are more susceptible to becoming addicted to nicotine than others. Which parts of this might be nature, nurture, culture, etc.

    1. One could say: there must be a local solution (i.e. connection or internal fit)only. This indicates, accordingly, that the positioning of a special subject within this system of organizationreveals nothing about its theoretical importance — for there are no privileged positions in this web of notes:there is no top and no bottom

      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.

    1. By “progress,” we mean the combination of economic, technological, scientific, cultural, and organizational advancement that has transformed our lives and raised standards of living over the past couple of centuries.

      Is progress necessarily teleological? What differentiates it from simple change? What is the measure(s) that indicates progress?

      One's present context is always going to dictate whether or not an innovation should be considered progress.

    1. This system of short annotations was conceived to de-contextualize information and free it from pre-structured meaning frames that would otherwise remove the possibility of further variety. Moreover, it could be expanded without limits in terms of both number and possible meaning combinations. Finally, it allowed a continuous (and recur-sive) improvement of open-ended combinatory performances, thereby shift-ing the burden of recollection from contents to indexing systems.74

      In a valuable article, Lorraine Daston, ‘Perché i fatti sono brevi?’, Quaderni storici 108 (2001), 745–70, esp. 756–59, noted that a clear analogy exists between these features and the art of excerpting.

      Can one trick oneself into forced context collapse with relation to the material one is reading in such a way so as to force surprise and the creation of new ideas by then re-contextualizing them into one's system of notes?

    2. That is why Francis Bacon was rather skeptical about the possibility that excerpts might be shared among scholars. His opinion was that ‘in general, one man’s Notes will little profit another, because one man’s Conceit doth so much differ from another’s; and because the bare Note itself is nothing so much worth, as the suggestion it gives the Reader’.47

      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)

    1. Most of us simply take it for granted that ‘Western’observers, even seventeenth-century ones, are simply an earlierversion of ourselves;

      It is likely a good broad generality that from a historical perspective, those looking at people from the past do so by considering them simply an earlier version of ourselves.

      This sort of isocultural cognitive bias is something to be very cognizant of particularly in cases without extensive context as it is likely to cause massive context collapse.

    1. Because there’s no need for context/app switching.

      Rebuilding one's earlier context and switching between apps are tremendous sinks of time and energy when writing, thinking, and creating.

      It's better to get as much done as possible in the present so as not to need to do all the work over again later.

  14. Dec 2021
    1. I’d fallen into the trap that the philosopher Jacques Derrida identified in an interview from the mid-nineties. “With the computer, everything is rapid and so easy,” he complained. “An interminable revision, an infinite analysis is already on the horizon.”

      This also ignores the context of a writing space that is optimized for the reading, thinking and writing process.

      Digital contexts often bring in a raft of other problems and issues that may provide too much.

    1. When sending links to a page by email consider following links from the beginning to the page of interest and sending the whole sequence to provide context.

      Interesting to see this same sort of contextual background here as in TiddlyWiki which calls the space a "river". TiddlyWiki does this in a vertical scrolling space where as Federated Wiki does it horizontally.

    1. Possibility of linking (Verweisungsmöglichkeiten). Since all papers have fixed numbers, you can add as many references to them as you may want. Central concepts can have many links which show on which other contexts we can find materials relevant for them.

      Continuing on the analogy between addresses for zettels/index cards and for people, the differing contexts for cards and ideas is similar to the multiple different publics in which people operate (home, work, school, church, etc.)

      Having these multiple publics creates a variety of cross links within various networks for people which makes their internal knowledge and relationships more valuable.

      As societies grow the number of potential interconnections grows as well. Compounding things the society doesn't grow as a homogeneous whole but smaller sub-groups appear creating new and different publics for each member of the society. This is sure to create a much larger and much more complex system. Perhaps it's part of the beneficial piece of the human limit of memory of inter-personal connections (the Dunbar number) means that instead of spending time linearly with those physically closest to us, we travel further out into other spheres and by doing so, we dramatically increase the complexity of our societies.

      Does this level of complexity change for oral societies in pre-agrarian contexts?

      What would this look like mathematically and combinatorially? How does this effect the size and complexity of the system?

      How can we connect this to Stuart Kauffman's ideas on complexity? (Picking up a single thread creates a network by itself...)

    1. Virtually every object suggests a time and place. The Monobloc is one of the few objects I can think of that is free of any specific context. Seeing a white plastic chair in a photograph offers you no clues about where or when you are. I have a hard time thinking of other objects that are equally independent of context.
    1. Hobbes and Rousseau told their contemporaries things that werestartling, profound and opened new doors of the imagination. Nowtheir ideas are just tired common sense. There’s nothing in them thatjustifies the continued simplification of human affairs. If socialscientists today continue to reduce past generations to simplistic,two-dimensional caricatures, it is not so much to show us anythingoriginal, but just because they feel that’s what social scientists areexpected to do so as to appear ‘scientific’. The actual result is toimpoverish history – and as a consequence, to impoverish our senseof possibility.

      The simplification required to make models and study systems can be a useful tool, but one constantly needs to go back to the actual system to make sure that future predictions and work actually fit the real world system.

      Too often social theorists make assumptions which aren't supported in real life and this can be a painfully dangerous practice, especially when those assumptions are built upon in ways that put those theories out on a proverbial creaking limb.

      This idea is related to the bias that Charles Mathewes points out about how we treat writers as still living or as if they never lived. see: https://hypothes.is/a/VTU2lFvZEeyiJ2tN76i4sA

    2. Most of the people we will beconsidering in this book are long since dead. It is no longer possibleto have any sort of conversation with them. We are nonethelessdetermined to write prehistory as if it consisted of people one wouldhave been able to talk to, when they were still alive – who don’t just

      exist as paragons, specimens, sock-puppets or playthings of some inexorable law of history.

      This is similar to a problem that Charles Mathewes has pointed out about history and historical writing: Too often we act as if the writer never died and also we forget that the writer ever lived in the real world.

      Peoples' context matters.

      Cross reference: Lecture 1 of [[[The City of God (Books that Matter)]]

    1. The Lady

      A video analyzing John William Waterhouse's 1888 painting, The Lady of Shalott, giving historical background of the painting and how its influenced by Tennyson's poem. Video

    2. Camelot

      Camelot is mythical city in Great Britain. Its a central symbol in many Tennyson poem's especially The Lady of Shalott. The following link gives information about Camelot and its context in literature. Camelot

    3. Part 2

      In part 1 of The Lady of Shalott, Tennyson takes time to establish the setting of the poem. He describes a castle tower on an island called Shalott, located in a river. Along the river there are beautiful willow trees and small sail boats which travel down the river towards the city of Camelot. In the tower, there is a mysterious lady that no one has ever seen, The Lady of Shalott.

  15. Nov 2021
    1. And then they met— the offspring of Skywoman and the children of Eve— and the land around us bears the scars of that meeting, the echoes of our stories.

      There's a subtle sense of repetition here. She frames the result of the meeting in two different cultures: a Western-centric one and an Indigenous one. The Western result is a "scar", but it's retranslated into "echoes of our stories" from the indigenous perspective.

    2. Our elders say that ceremonies are the way we “remember to remember,”

      The Western word "ceremony" is certainly not the best word for describing these traditions. It has too much baggage and hidden meaning with religious overtones. It's a close-enough word to convey some meaning to those who don't have the cultural background to understand the underlying orality and memory culture. It is one of those words that gets "lost in translation" because of the dramatic differences in culture and contextual collapse.

      Most Western-based anthropology presumes a Western idea of "religion" and impinges it upon oral cultures. I would maintain that what we would call their "religion" is really an oral-based mnemonic tradition that creates the power of their culture through knowledge. The West mistakes this for superstitious religious practices, but primarily because we can't see (or have never been shown) the larger structures behind what is going on. Our hubris and lack of respect (the evils of the scala naturae) has prevented us from listening and gaining entrance to this knowledge.

      I think that the archaeological ideas of cultish practices or ritual and religion are all more likely better viewed as oral practices of mnemonic tradition. To see this more easily compare the Western idea of the memory palace with the Australian indigenous idea of songline.

    1. When context keeps the meaning clear. What the authors talking about. He’s having a clear message. So people understand what is going on. But sometimes the message can be unclear. And people can take it the wrong way. Communication is complicated especially when you are talking to somebody through text. I think it is easier to talk to somebody face-to-face or on the phone or in a zoom meeting. That is a clear message to me. The messages that I can’t translate. Or mostly text, but sometimes to understand what is going on I would have to ask them multiple questions to get the clear answer.Context of everything and we take it for granted.

    1. But the real, and nonpartisan, lesson is this: No one—of any age, in any profession—is safe. In the age of Zoom, cellphone cameras, miniature recorders, and other forms of cheap surveillance technology, anyone’s comments can be taken out of context; anyone’s story can become a rallying cry for Twitter mobs on the left or the right. Anyone can then fall victim to a bureaucracy terrified by the sudden eruption of anger. And once one set of people loses the right to due process, so does everybody else. Not just professors but students; not just editors of elite publications but random members of the public.
    2. Twitter, the president of one major cultural institution told me, “is the new public sphere.” Yet Twitter is unforgiving, it is relentless, it doesn’t check facts or provide context.
    3. But dig into the story of anyone who has been a genuine victim of modern mob justice and you will often find not an obvious argument between “woke” and “anti-woke” perspectives but rather incidents that are interpreted, described, or remembered by different people in different ways, even leaving aside whatever political or intellectual issue might be at stake.

      Cancel culture and modern mob justice are possible as the result of volumes of more detail and data as well as large doses of context collapse.

      In some cases, it's probably justified to help level the playing field for those in power who are practicing hypocrisy, but in others, it's simply a lack of context by broader society who have kneejerk reactions which have the ability to be "remembered" by broader society with search engines.

      How might Google allow the right to forget to serve as a means of restorative justice?

  16. Oct 2021
    1. social annotation

      Had I known about Hypothesis at the time of my collaboration with Ilaria Forte, I likely would have suggested this as a tool for documenting the stream of consciousness, collecting stories in the context of the media that people are experiencing on the web.

    1. lacks any of the signifiers of authority and grandeur. Her history-making rise is not telegraphed by a formal setting, a business suit or a confrontational stance. The only thing that announces the importance of the picture is the woman in it.

      I believe that this clearly explains the issue, the physical print does not portray Kamala Harris as the vice-president of the United States.

  17. Sep 2021
    1. Us canonized for Love.

      Certain 16th-century editions of the Italian poet Petrarch's works were affixed with a woodcut of an urn containing the ashes of lovers, along with a Phoenix. Donne is credited with moving away from a Petrarchan tradition in poetry, and would have been well-acquainted with this work.

      Source: The Poems of John Donne: Volume One, edited by Robin Robbins (Routledge)

    2. eagle and the dove

      The eagle and the dove have been called upon by many different authors to represent a range of relationships. These include "predatory appetite and power versus submissive gentleness," "strength and tender purity," "pleasure and sorrow," and "the active and contemplative lives."

      Source: The Poems of John Donne: Volume One, edited by Robin Robbins (Routledge)

    3. Note on History of Poetry:

      Donne wrote The Canonization around the turn of the 17th century, a time when European poetry was ruled by Petrarchan sonnets. Some attempts, including by C.S. Lewis have been made to categorize poets of this era (Lewis used "drab and "Golden", others; "plain" and "eloquent") but the spectrum of poets defies easy categorization. One important aspect of the time period was the innovation of language itself. Poetry and literature were moving away from Latin and French, and vernacular English continued to develop.

      Source: English Poetry in the Sixteenth Century, Nasrullah Mambrol (Research Scholar, Department of Studies in English, Kannur University)

    4. The Canonization

      The final trick of this Donne poem comes from a historical impact he is unlikely to have predicted. After all, he never published his own poems. And yet, 400+ years later, his lyrics are still studied by scholars and students. He has been canonized in the literary sense. Furthermore, as love poems like this are some of his best-known, his love has in fact been canonized.

    5. General Historical Note:

      Donne likely writes this poem at the very beginning of the 17th century, though it could have been anywhere from the 1590s until the 1620s. This range came at the end of the Elizabethan period and contains the reign of James I, the first Stuart monarch. This was a period of great growth for England, with increasing naval power leading to the formation of the East India company, as well as the colony of Jamestown, expanding the power of the British empire in both hemispheres.

      Sources: The Late Tudors, England 1547-1603; British Museum

    1. One complicating issue when trying to make sense across multiple communities is that not only do different communities have different cultures and practices, but also different epistemologies: different languages to describe their community and the soci(et)al context it operates in, with often different meanings attached to the terminologies used.
    1. Jot down connections and tangential thoughts, underline key passages, and make a habit of building a dialogue with the author(s).

      Some people consider annotations to be a conversation with the author. But you're also having a conversation with yourself and your own thoughts. (Cross reference Niklas Luhmann's having a conversation with himself via his notes.)

      Further, there are platforms like Hypothes.is or social platforms like Twitter where you can move the conversation out of the page and engage with others. However, for this Hypothes.is has more power because it keeps the conversation linked to the original text and the original context (which I'll explicitly translate here as "with the text") to underline the point.


      cum (Latin) : with

      textus (Latin) : tissue, web, texture, fabric, connection, language

      contextus (Latin) : context, connection, coherence, connexion, coherency, text

    2. Book summary services miss the point. A lot of companies charge ridiculous prices for access to vague summaries bearing only the faintest resemblance to anything in the book. Summaries can be a useful jumping-off point to explore your curiosity, but you cannot learn from them the way you can from the original text.*

      Some books only have small bits of wisdom in them to begin with, so summaries can be good.

      However, if one puts the "quality" content in a primary position, then the text itself will often have some incredibly valuable context that may be missing from summaries.

  18. Aug 2021
    1. All consumers that are descendants of a Provider will re-render whenever the Provider’s value prop changes
    1. How does the historian decidewho is, or was, important enough tobe included? That is, who should be at the center of the story,who should be at the periphery, andwho should be left out entirely?

      These are really great questions that are raised by the authors. Prior to this, I have not really considered or questioned who gets chosen to "represent" Psychology or why we are learning about them (e.g. Freud, Watson) over other theorists. This also relates to the reading by Conolly-Smith on Historiography which brings up the importance of questioning "who writes history, with what agenda in mind, and towards what ends?“ demonstrating that there is a purpose to the Psychological knowledge that gets recorded and remembered.