47 Matching Annotations
  1. Sep 2022
    1. All rights reserved. Printed in the United States of America. No partof this book may be reproduced in any manner whatsoever withoutpermission except in the case of brief quotations embodied in criti-cal articles and reviews.—U.S. copyright notice

      The traditional U.S. copyright notice that appears in the front of most books ("No part of this book may be reproduced in any manner whatsoever without permission except in the case of brief quotations embodied in critical articles and reviews.") is the result of the centuries long intellectual history of ars excerpendi.



    1. Sometimes it will be enoughto have analysed the text mentally : it is not alwaysnecessary to put down in black and white the wholecontents of a document ; in such cases we simplyenter the points of which we intend to make use.But against the ever-present danger oi substitutingone's personal impressions for the text there is onlyone real safeguard ; it should be made an invariablerule never on any account to make an extract froma document, or a partial analysis of it, without

      having first made a comprehensive analysis of it mentally, if not on paper.

    1. This space that remained empty for decades now becomes a place; a distinction between space and place, where spaces gain authority not from space appreciated mathematically but place appreciated through human experience. The whole of the interior is painted in black a symbolic act of obliterating the signs of the past and then it is lit up with Black lights in a bold gesture of re- evoking urban memory. The interior building’s structure is re-traced by lines which eventually turns into Mais’ own words glowing in black light, re-animating his workshop and turning it into a beacon of light. This urban structure is torn out of the dust of oblivion for all to see, remember, read and be animated by; a subjective dialogue on social conditions between people and their changing society is created rising from the ground and lighting- up from within.

      I wonder if any of the zettelkasten fans might blow their slips up and decorate their walls with them? Zettelhaus anyone?

    2. The latin, Ars Excerpendi defines, the Art of compiling abstracts or summaries so as to retain such knowledge as is judged indispensable, and to let marginal information fall by the wayside.

      the use of marginal here is wholly unadvisable and causes me stress in this definition...

  2. Aug 2022
    1. Moser, Johann Jacob . 1773. Vortheile vor Canzleyverwandte und Gelehrte in Absicht aufAkten-Verzeichnisse, Auszü ge und Register, desgleichen auf Sammlungen zu kü nfftigenSchrifften und wü rckliche Ausarbeitung derer Schrifften. T ü bingen: Heerbrandt.

      Heavily quoted in chapter 4 with respect to his own zettelkasten/excerpting practice.

      Is there an extant English translation of this?

    1. Symbols might conveniently have been used for woids ofsuch frequent occurrence as: for, in, of, with, as, to, the,bill, statute, footnote.



  3. May 2022
  4. Apr 2022
    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. Judging from the copies now extant, the number of compilations, especially florilegia and encyclopedic compendia, continued to grow as more writers engaged in selecting and summarizing for their own use and that of others.16

      There is a parallel between these practices and the same sort of practices seen in social media posting, annotating, and bookmarking, however in the digital realm the user interface is so simple that one needn't put very much thought into the process and the results become almost instantaneously meaningless. Was this the case in the medieval context as well, or did the readers/compilers get more out of their practices?

    3. Even if the Speculum was copied only in parts, Vincent of Beauvais exposed the reader to multiple opinions on any topic he discussed. Neither the concordance nor the encyclo-pedic compendium resolved the textual difficulties or contradictions that they helped bring to light. Vincent explicitly left to the reader the task of reaching a final conclusion amid the diversity of authoritative opinions that might exist on a question: “I am not unaware of the fact that philosophers have said many contradictory things, especially about the nature of things. . . . I warn the reader, lest he perhaps be horrified, if he finds some contradictions of this kind among the names of diverse authors in many places of this work, especially since I have acted in this work not as an author, but as an excerptor, that I did not try to reduce the sayings of the philosophers to agreement but report what each said or wrote on each thing; leaving to the judgment of the reader to decide which opinion to prefer.”161

      Interesting that Vincent of Beauvais indicates that there were discrepancies between the authors, but leaves it up to the reader to decide for themself.

      What would the reader do in these cases in a culture before the scientific method and the coming scientific revolutions? Does this statement prefigure the beginning of a cultural shift?

      Are there other examples of (earlier) writers encouraging the the comparison of two different excerpts from "expert" or authoritative sources to determine which should have precedence?

      What other methods would have encouraged this sort of behavior?

    4. Some florilegia focused on poetic excerpts and were used to teach prosody, others specialized in prose. Both kinds were likely used in teaching at many levels—from the young boys (pueri) mentioned in the Opus prosodiacum of Micon Centulensis in the mid- ninth century to the twenty- year- old Heiric who wrote under dictation from Lupus of Ferrières, ca. 859–62, a Col-lectanea comprising excerpts from Valerius Maximus and Suetonius, followed by philosophical and theological sententiae.104

      Some florilegia were used as handbooks to teach composition. Those with poetic excerpts were used to teach prosody while others specialized in prose.

      Examples of these sorts of florilegia include Micon Centulensis' Opus prosodiacum from the mid-ninth century and a Collectanea by Heiric who wrote under dictation from Lupus of Ferrières, ca. 859–62.

    5. Rouse and Rouse (1982), 165–68 for the medieval titles, based on the flower metaphor or others, including liber scintillarum (book of sparks) or pha-retra (quiver).

      In addition to florilegium, the descriptors liber scintillarum (book of sparks) and pharetra (quiver) in addition to other flower metaphors were also used in the medieval period to describe the genre of books in which the best passages from authoritative sources were compiled.

    1. Renaissance revival of the art of note-taking, that is, the art of making excerpts from readings (the old ars excerpendi)

      In case I've not explicitly saved the idea of ars excerpendi into the notebook.

    2. Instead of imagination, Drexel recommended training the art of excerpting. Thus, he reversed the ancient rule, according to which knowledge should be entrusted to personal memory rather than to the library, and stored in the mind rather than in a closet upside down.

      Jeremias Drexel became one of the earliest educators and reformers to recommend against the ars memoria and instead use the art of excerpting as a means external written memory.

    3. In the 1740s, Thomas Harrison invented a wooden filing cabinet in which the file cards could be hooked on little tin plates. On each of these plates was written the name of the entry (i.e., the re-spective subject heading), and the plates were arranged in strictly alphabeti-cal order.22

      Thomas Harrison, a TK, invented a wooden filing cabinet in the 1740's for storing slips of paper. Each slip could be hooked onto tin plates which contained the topical or subject headings that were arranged in alphabetical order.

      Harrison's description was anonymously published with corrections and improvements by Vincent Placcius in De arte excerpendi. Vom gelehrten Buchhalten liber singularis (Stockholm/Hamburg, 1689), 124–59, in his hand-book on excerpting systems.

    4. In his manuscript, Harrison spoke of machina with respect to his filing cabinet and named his invention ‘Ark of Studies’. In rhetorical culture, ‘ark’ had been a metaphor that, among many others, denoted the virtual store-house that orators stocked with vivid images of memorable topics (res) and words (verba). In Harrison’s manuscript, ‘ark’ instead became a synonym for ‘mechanical’ memory. In turn, in the distinction between natural and artificial memory, consciousness was compelled to leave its place and to shift to the op-posing side.

      Thomas Harrison used the word machina to describe his 'Ark of Studies', a filing cabinet for notes and excerpts from other works. This represents part of a discrete and very specific change on the continuum of movement from the ars memoria (artificial memory) to the ars excerptendi (note taking). Within the rhetorical tradition relying on creating memorable images for topics (res) and words (verba) the idea of an ark was often used as a memory palace as seen in Hugh of St. Victor's De arca Noe mystica, or ‘‘The Ark of Noah According to the Spiritual Method of Reading" (1125–30). It starts the movement from natural and artificial memory to a form of external and mechanical memory represented by his physical filing cabinet.

      Reference Yates and Carruthers for Hugh of St. Victor.

  5. Mar 2022
  6. Feb 2022
    1. Elon Musk tweets, then deletes, Holocaust joke

      Ars Technica libeled Elon Musk by reporting that Musk "tweeted, then deleted holocaust joke".

      While Hitler presided over a holocaust, the joke had nothing to do with that and everything to do with the fact that both Hitler and Trudeau are tyrants.

      The joke itself, which Ars Technica found so offensive that they felt they should mirror it; didn't reference the holocaust in any way and thus does not pass muster as a "holocaust joke", so since they can't do anything productive like run successful automakers or aerospace companies they need to sit on the sidelines and lie about Musk to try to achieve a sense of faux superiority. 🙄

    1. Make literature notes.

      Related to literature notes, but a small level down are the sorts of basic highlights that one makes in their books/reading. For pedagogy's sake they're a sort of fleeting note that might be better rewritten in a progressive summarization form. Too often they're not, but sit there on the page in a limbo between the lowest form of fleeting note and a literature note.

      Hierarchy of annotations and notes: - fleeting notes - highlights - marginalia marks: ?, !, ⁕, †, ‡, ⁂, ⊙, doodles, phatic marks, tags, categories, topic headings, etc., - very brief annotations - literature notes (progressive summaries) - permanent notes

    1. R e c o m m a n d at i o n n ° 2 7 La Défenseure des droits recommande aux directions territoriales de la protection judiciaire de la jeunesse et aux agences régionales de santé de construire des partenariats entre les structures locales de pédopsychiatrie et les centres éducatifs fermés (CEF), afin de renforcer l’accès aux soins de santé des enfants en CEF
    2. La Défenseure des droits recommande de nouveau aux présidents des conseils départementaux de solliciter l’agence régionale de santé dont il dépend et l’ensemble des partenaires de l’offre de soins pour mettre en œuvre l’organisation d’un bilan de santé conforme aux préconisations du Haut conseil de la santé publique pour tout jeune exilé en phase d’évaluation
    3. La Défenseure des droits recommande aux présidents des conseils départementaux, des directeurs territoriaux de la Protection judiciaire de la jeunesse (PJJ) et aux directeurs des ARS la signature de protocoles opérationnels portant sur la santé des enfants confiés en protection de l’enfance.
  7. Jan 2022
    1. R e c o m m a n d at i o n n ° 8 La Défenseure des droits recommande au Gouvernement d’évaluer la faisabilité et l’opportunité de créer des maisons des enfants, en lien avec les CMP et CMPP, sur le modèle éprouvé des maisons des adolescents.
    1. He also jotted down, as Johannes Schmidt has found in his research, a few keywords along with the respective page num-bers (in early modern Europe, this excerpting system was called adversaria or lemmata).83

      In early modern Europe the system of excerpting from reading material was called adversaria or lemmata.

    2. The matter is not sim-ply, as in the case of libraries and archives, handling the usually rather tricky language of the indexer,

      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.

    3. Just Christoph Udenius, for example, sug-gested leaving thirty or forty blank pages at the end of a commonplace book to be filled in with a well-made subject index, or devoting a separate in-octavo booklet for this essential task;

      Just Christoph Udenius, Excerpendi ratio nova (Nordhausen, 1687), 62–3; Placcius, De arte excerpendi, 84–5; Drexel, Aurifodina, 135.

      What earlier suggestions might there have been for creating indices for commonplaces?

    1. There are all kinds of devices for marking a book intelligently and fruitfully. Here's the way I do it: • Underlining (or highlighting): of major points, of important or forceful statements. • Vertical lines at the margin: to emphasize a statement already underlined. • Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom comer of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.) • Numbers in the margin: to indicate the sequence of points the author makes in developing a single argument. • Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, belong together. • Circling or highlighting of key words or phrases. • Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated discussion to a simple statement; recording the sequence of major points right through the books. I use the end-papers at the back of the book to make a personal index of the author's points in the order of their appearance.

      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.

    1. My composition is greatly aided both 20 years' worth of mnemonic slurry of semi-remembered posts and the ability to search memex.craphound.com (the site where I've mirrored all my Boing Boing posts) easily. A huge, searchable database of decades of thoughts really simplifies the process of synthesis.

      Cory Doctorow's commonplace makes it easier to search, quote, and reuse in his process of synthesis.

  8. Dec 2021
    1. the advantage of forgetting was recognized by scholars with increasing enthusiasm between the second half of the sixteenth and the first half of the seventeenth centuries.



  9. Nov 2021
    1. Excerpting requires effort and thus combats natural laziness; inhis regimen there is no reading without taking notes, which would be idleand vain, and no time wasted because every free moment can be put to usereading over one’s notes (seeA,p. 84).

      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.

    2. Drexel emphasizesthe difficulty of image-based arts of memory and how short-lived are theirresults: “Great labor places so many images of things in this treasury ofmemory; but no amount of labor has managed to preserve them there forlong without excerpts” (A, p. 3). Instead, for Drexel excerpting is the onlysure way to retain material for the long term. Drexel insists too that, farfrom detracting from memory, note taking is the best aid to memory.

      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.

  10. Oct 2021
  11. Jun 2021
  12. Apr 2021
    1. Mission bien-être et santé des jeunes (ARS IdF) 11.05.2018 Dans le cadre de la mobilisation nationale en faveur de la jeunesse, l'ARS IdF s'engage au côté des Académies de l’Éducation nationale, autour d'une réflexion partagée avec les acteurs de l'éducation, de la prévention, du soin et du social.
    1. l passe par l’élaboration de partenariats stratégiques visant à construire une vision partagée des problèmes et des stratégies d’intervention mutuellement bénéfiques

      Peut-on consulter ce document ?

    2. consultation publique

      Quelles preuves peut donner l'ARS de la consultation des RPE?

    3. instances de démocratie en santé

      Qui sont nos représentants?

    4. Finalités de l’action sur la période du PRS 2Nous souhaitons peser pour un environnement social et éducatif favorable à la santéS’agissant des adolescents, une action déterminée pour un processus éducatif favorable à la santé est nécessaire. Elle inclue à la fois une action sur l’environnement et le climat scolaire, qui conditionne les processus d’assurance et de confiance en soi, et une action autour du parcours éducatif. De façon plus générale, il est nécessaire d’intervenir quand c’est possible autour des interfaces entre la santé des jeunes et son insertion, son cadre et ses contraintes familiales (notamment en termes de logement et de revenus), et autour de leur accès aux droits à chacune des étapes.
  13. Oct 2020
  14. Sep 2020