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

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

@M.AKilic50

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Currently I am inclined to go for the latter.

( ~8:00 )

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

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

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

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

( ~1:40)

Suggested to train analytical reading in high school.

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

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

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

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

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

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

(~8.55)

It is argued by Mortimer Adler and Charles van Doren that to fully grasp a book (part of analytical reading), one should make their own analytical table of contents, outlining not just the chapters but also the content. I need to look into how to make those.

Some of the missing piece here is knowing a method for extracting and subsequently building. Without the recipe in hand, it's difficult to bake a complex cake.

Not mentioned here as something which may be missing, but which Adler & Van Doren identify as strength and ability to read at multiple levels including inspectionally, analytically, and ultimately syntopically.

To some extent, the knowledge of the method for excerpting and arranging will ultimately allow the interested lifelong learner the ability to read syntopically even if it isn't the sort of targeted exercise it might be within creating a thesis.

SINGLE SENTENCE, OR AT MOST A FEW SENTENCES ( A SHORT PARAGRAPH )

p. 75-76

Conceptual notes are made during the analytical reading of a book and "give answers to questions about the truth and significance of the book."

note that they're incorrectly capitalizing these types of reading to indicate their importance.

the [[four rules to [[analytical reading]]]]

From the linked article

Full ownership of a book only comes when you have made it a part of yourself, and the best way to make yourself a part of it— which comes to the same thing— is by writing in it.

Really love that quote - the idea of [[marginalia]] is to write in the margins, take notes as you read - to ask questions and answer them, and context around the highlights.

In turn, [[make the book your own]]

[[analytical reading]] is one of the [[four levels of reading]] - the goal is to get to know a particular text very well.