- Oct 2024
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genizaprojects.princeton.edu genizaprojects.princeton.edu
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Quite sad that his handwriting is so bad... I would love to see what stuff he wrote to get inspired for my own process...
His writing is even harder to read than Niklas Luhmann's in some instances.
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genizalab.princeton.edu genizalab.princeton.edu
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Elon Goitein
Will he become as successful as Elon Musk?
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www.youtube.com www.youtube.com
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"The Stoic Practice is a Dialogue With The Self" -- Ryan Holiday (~7:58)
I think this is also true for Zettelkasten. You write for yourself. Only you need to understand your notes, nobody else.
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"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.)
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"If you do one or two positive contributions a day, it adds up." - Ryan Holiday
Perhaps this is the essence of both Zettelkasten and Commonplace books; Marginal Gains.
Exponentional Increase over time. Upon first glance, it seems linear (1+1 = 2)... However, the formula is different because, at least in Zettelkasten, a new note means N new possible connections as this new note can virtually be connected to all other notes. In a Zettelkasten this is explicit, in a commonplace book connections are implicit.
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www.youtube.com www.youtube.com
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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.
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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.
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Watching this now, I am reminded that I really want to read more. To become erudite.
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- Jun 2024
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docdrop.org docdrop.org
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Philip Gleason, who has written on the history of Catholichigher education, argued that neoscholasticism formed the “centralelement” in a 1930s Catholic revival.
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- Apr 2024
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www.theatlantic.com www.theatlantic.com
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That problem has its origins in the fourth century C.E., when Roman Emperor Constantine converted to Christianity and then imposed it on his subjects. For more than 1,000 years afterward, Church and state in Constantinople “were seen as parts of a single organism,” according to the historian Timothy Ware, under a doctrine called sinfonia, or “harmony.”
church:education:scholasticism::church:state:sinfonia
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a young man named Mykola Kosytskyy, a Ukrainian linguistics student and a frequent visitor to Athos. He had brought with him this time a group of 40 Ukrainian pilgrims. Kosytskyy talked about the war—the friends he’d lost, the shattered lives, the role of Russian propaganda. I asked him about the Moscow-linked Church that he’d known all his life, and he said something that surprised me: “The Ukrainian Orthodox Church”—meaning the Church of Kirill and Putin—“is the weapon in this war.”All through his childhood, he explained, he had heard priests speaking of Russia in language that mixed the sacred and the secular—“this concept of saint Russia, the saviors of this world.” He went on: “You hear this every Sunday from your priest—that this nation fights against evil, that it’s the third Rome, yes, the new Rome. They truly believe this.” That is why, Kosytskyy said, many Ukrainians have such difficulty detaching themselves from the message, even when they see Kirill speaking of their own national leaders as the anti-Christ. Kosytskyy told me it had taken years for him to separate the truth from the lies. His entire family joined the new Ukrainian Church right after Bartholomew recognized it, in 2018. So have millions of other Ukrainians.
Example of a church mixing religion with social and political order and resultant problems.
See also: scholasticism
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- Feb 2024
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Local file Local file
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scholastic learning
How much different things may have been if the state, and not the Church, had been the progenitor and supporter of the early university?
How might education have been different if it came out of itself (or something like curiosity or even society in general) without the influences on either church or state?
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scholastic learning would favour externaldemonstration over inner revelation, intellectual agility over endlessmeditation.
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centralizing reforms of Pope Gregory VII calledfor a more professionalized clergy. Church officials should now betrained administrators, versed not only in the scriptures but also inthe principles of accounting and law. A papal decree of 1079 orderedthat cathedrals should establish schools for the training of priests,
Tags
- open questions
- Dennis Duncan
- meditation
- church vs. state
- history of education
- Pope Gregory VII
- universitites
- 1079
- definitions
- internal vs. external
- accounting
- educational reform
- law
- papal decrees
- history of universities
- religious reforms
- professionalization
- XI
- quotes
- scholasticism
- church and state
Annotators
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en.wikipedia.org en.wikipedia.org
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I'm curious if anyone frames their zettelkasten practice in terms of disputation via the scholastic tradition? <br /> context: https://en.wikipedia.org/wiki/Disputation
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- Dec 2023
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Local file Local file
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Today it is almost heresy to suggest that scientific knowledge is notthe sum of all knowledge.
Note the use of the word "heresy" here, which is most often used in the framing of religion at a time when the establishment is moving from religion-based mechanisms into scientific based ones.
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- Aug 2023
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If leisure and political power requirethis education, everybody in America now requires it, andeverybody where democracy and industrialization penetratewill ultimately require it. If the people are not capable ofacquiring this education, they should be deprived of politicalpower and probably of leisure. Their uneducated politicalpower is dangerous, and their uneducated leisure is degrad-ing and will be dangerous. If the people are incapable ofachieving the education that responsible democratic citizen-ship demands, then democracy is doomed, Aristotle rightlycondemned the mass of mankind to natural slavery, and thesooner we set about reversing the trend toward democracythe better it will be for the world.
This is an extreme statement which bundles together a lot without direct evidence.
Written in an era in which there was a lot of pro-Democracy and anti-Communist discussion, Hutchins is making an almost religious statement here which binds education and democracy in the ways in which the Catholic church bound education and religion in scholasticism. While scholasticism may have had benefits, it also caused a variety of ills which took centuries to unwind into the Enlightenment.
Why can't we separate education from democracy? Can't education of this sort live in other polities? Hasn't it? Does critical education necessarily lead to democracy?
What does the explorable solution space of admixtures of critical reasoning and education look like with respect to various forms of government? Could a well-educated population thrive under collectivism or socialism?
The definition of "natural slavery" here is contingent and requires lots of context, particularly of the ways in which Aristotle used it versus our current understanding of chattel slavery.
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Democracy and Education was written before the assemblyline had achieved its dominant position in the industrialworld and before mechanization had depopulated the farmsof America.
Interesting history and possible solutions.
Dewey on the humanization of work front running the dramatic changes of and in work in an industrial age?
Note here the potential coupling of democracy and education as dovetailing ideas rather than separate ideas which can be used simultaneously. We should take care here not to end up with potential baggage that could result in society and culture the way scholasticism combined education and religion in the middle ages onward.
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- Jul 2022
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Local file Local file
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Yet not all of the sciences use (or require) mathematics to the same extent, for example, the lifesciences. There, the descriptive, analytical methods of Aristotle remain important, as does the(somewhat casual) recourse to final causes.
Is the disappearance of the Aristotelian final cause in modern science part of the reason for the rise of an anti-science perspective for the religious right in 21st century America?
People would seem to want or need a purpose to underlie their lives or they otherwise seem to be left adrift.
Why are things the way they are? What are they for?
Is the question: "why?" really so strong?
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During the seventeenth century, this associative view vanished and was replaced by more literallydescriptive views simply of the thing as it exists in itself.
The associative emblematic worldview prevalent prior to the seventeenth century began to disappear within Western culture as the rise of the early modern period and the beginning of the scientific revolution began to focus on more descriptive modes of thought and representation.
Have any researchers done specific work on this shift from emblematic to the descriptive? What examples do they show which support this shift? Any particular heavy influences?
This section cites:<br /> William B. Ashworth, Jr. “Natural History and the Emblematic World View,” in Reappraisals of the Scientific Revolution, David C. Lindberg and Robert S. Westfall, eds #books/wanttoread<br /> which could be a place to start.
Note that this same shift from associative and emblematic to descriptive and pedantic coincides not only with the rise of the scientific revolution but also with the effects of rising information overload in a post-Gutenberg world as well as the education reforms of Ramus (late 1500s) et al. as well as the beginning of the move away from scholasticism.
Is there any evidence to support claims that this worldview stemmed from pagan traditions and cultures and not solely the art of memory traditions from ancient Greece? Could it have been pagan traditions which held onto these and they were supplemented and reinforced by ecclesiastical forces which used the Greek traditions?
Examples of emblematic worldview: - particular colors of flowers meant specific things (red = love, yellow = friendship, etc.) We still have these or remants - Saints had their associative animals and objects - anniversary gifts had associative meanings (paper, silver, gold, etc.) We still have remnants of these things, though most are associated with wealth (gold, silver, platinum anniversaries). When did this tradition actually start? - what were the associative meanings of rabbits, turtles, and other animals which appear frequently in manuscript marginalia? (We have the example of the bee (Latin: apes) which where frequently used this way as being associated with the idea of imitation.) - other broad categories?
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- Dec 2021
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twitter.com twitter.com
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The unwritten rule of Cybernetics seems to be - Maintain the homeostasis until you break it for the better. #Cybernetics #Ashby
This is a good rule of thumb for political science as well. Some of our issue in America right now is that we're seeing systemic racism and many want to change it, but we're not sure yet what to replace it with.
The renaissance created scholasticism which created a new system, but too tightly wound religion into the humanist movement. Similarly Englightement Europe and America subsumed the indigenous critique, which opened up ideas about equality and freedom which hadn't existed, but they still kept the structures of hierarchy which have caused immeasurable issues. These movements are worth studying to see how the new systems were created, but with an eye toward more careful development so as not to make things even worse generations later.
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