http://cleamc11.vub.ac.be/ASHBBOOK.html

Purchased July 2008.

some of Bill Joy's intellectual history here mirrors much of my own...

gradual change is always the way with evolution...

I always recommend people to read: Hillis, W. Daniel. The Pattern on the Stone. Revised edition. Science Masters. 1998. Reprint, Basic Books, 2015.

https://forum.zettelkasten.de/discussion/1120/a-notebook-zettelkasten/p1

Read [Zeb Larson]] in The Second Ku Klux Klan: How It Gained Social and Political Power Among White Protestants

https://ashby.info/journal/index.html

Note that the URL http://www.rossashby.info/index.html has moved.

machine translation:

The remarkable thing about this statement is that it clearly expresses what we might call, in systems theory terms, the production of complexity by selection. The basic idea is that the Zettelkasten, when set up correctly, must be able to generate much more complexity than was introduced into the Zettelkasten. This is precisely the case if its internal structure, as Luhmann (1992a, p. 66) put it, enables “independent combinatorial performances”, so that what the Zettelkasten has to communicate with each query is always much more than that user himself had in mind.

Perhaps a usable quote to support my own theory, but certainly nothing new to me.

Perhaps some interesting overlap with Ashby's law of requisite variety here? Perhaps an inverse version for creating variety and complexity?

Not large enough for most index card collections, but you have to love this listing for this photo of a man snuggling up to his card index:

Original photo from their website:

Ashby's law of requisite variety may also be at play for overloading our system 1 heuristic abilities with respect to misinformation (particularly in high velocity social media settings). Switching context from system 1 to system 2 on a constant basis to fact check everything in our (new digital) immediate environment can be very mentally and emotionally taxing. This can result in both mental exhaustion as well as anxiety.

It would seem that people who spend too much time online experience more anxiety. Could it be that we've evolved to only be able to manage so many inputs and amounts of variety of those inputs? The experiencing of too much variety in our environments and the resultant anxiety may be a result of the limits of Ross Ashby's law of requisite variety within human systems.

This may also be why chaos machines like Donald Trump are effective at creating anxiety in a populace whose social systems are not designed to handle so many crazy ideas at once.

Implications for measurements of resilience?

https://digital.library.illinois.edu/items/8a40d1b0-29aa-0136-4d81-0050569601ca-9

https://archives.library.illinois.edu/thought-collective/cyberneticians/w-ross-ashby/

https://www.reddit.com/r/AcademicBiblical/comments/zeoxsn/need_recommendation_for_gospel_parallels/

Some of the benefits of multiple-choice tests.

Barzun misses the fact that these are not just easy for teachers to grade, but they're easier for mass grading by machines in a century dominated by standardization of knowledge in a world dominated by standardized mechanization for a mass-production oriented society.

Cross reference educational reforms of Eliot following the rise of Taylorism.

https://www.nytimes.com/2023/10/21/magazine/climate-anxiety-therapy.html

https://udenver.zoom.us/meeting/register/tZcuceuspzkuE9VomnEaGva1HH1ra_iS4Eua?ref=jessestommel.com#/registration

Some related ideas that are suggesting some sort of thesis for improving the idea of ungrading: - We measure the things we care about. - In Education, we care about learning and understanding, but measuring these outside of testing and evaluation is difficult at best (therefor ungrading). - No one cares about your GPA six months after you graduate. - Somehow we've tied up evaluations and grades into the toxic capitalism and competition within US culture. Some of this is tied into educational movements related to Frederick Winslow Taylor and Harvards Eliot. - Hierarchies instituted by the Great Chain of Being have confounded our educational process.

2 dimensions to the living experience, but what do they mean

Impacts the economy and residents in surrounding neighborhood, but how?

Obviously there was an effect on communities in previous instances, but what are the effects?

Do the black communities not want infrastructural improvements in their communities?

Does the community not want improvements to their community?

Benjamín Labatut also falls into this genre.

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

related to ideas I've had with respect to Werner R. Loewenstein?

Is this like using someone's own words against them?

What other ways are they talking about in the paragraph before?

I don't really know what they mean by this.

Harl, Kenneth W. The Vikings: Course Guidebook. Vol. 3910. The Great Courses. Chantilly, VA: The Teaching Company, 2005.

Vikings. Streaming Video. Vol. 3910. The Great Courses. Chantilly, VA, 2005. https://www.thegreatcourses.com/courses/vikings.

annotation URL: urn:x-pdf:e17d7b3a22a4a56be07f2afb64548410<br /> search

Started 2023-09-18

I don't understand this

Where did the funding for all these changes come from, it was originally said three weren't fund for anything and now so much is implemented at once.

How did the protest escalate to this?

Completely agree, and I wonder why this isn't a normal thing.

I wonder what the point of this statement is?

Was it just elite whites or all whites

I wonder why he is using this adjective after saying that Harlem is dumb and complacent.

I wonder what the he means by the proper education of the negro race. Does that mean the same education as the white people.

It seems like the entire area just isn't the same as it once was. I wonder if it was because of a change in the culture.

People are gone, jobs are terrible, I wonder how him leaving made so much of an impact.

Virgil. Aeneid. Translated by Stanley Lombardo. 1st ed. Hackett Classics. 19BC. Reprint, Indianapolis, IN: Hackett Publishing Co., Inc., 2005. https://www.amazon.com/Aeneid-Hackett-Classics-Virgil/dp/0872207323/.

https://www.reddit.com/r/AYearOfMythology/comments/15xnahs/the_aeneid_by_virgil_quick_translation_guide/

List of translations of Virgil's The Aeneid.

Missing older translations including: - James Rhoades (The Great Books) - H. Rushton Fairclough (Harvard Classics) - J. W. Mackail (Modern Library)

• Title
  • Zen and deep evolution: The optical delusion of separation
• Author
  • Fred W. Allendorf
• Date
  • 2018

• Source

  • https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6099813/

• Abstract

  • The Buddha taught that everything is connected and constantly changing.
• These fundamental observations of the world are shared by ecology and evolution.
  • We are living in a time of unprecedented rates of extinction.
• Science provides us with the information that we need to address this extinction crisis.
  • However, the problems underlying extinction generally do not result from a lack of scientific understanding, -but they rather result from an unwillingness to take the needed action.
  • I present mindfulness and meditative aspects of Zen practice
    • that provide the deeper “knowing,” or awareness that we need to inspire action on these problems.

This quote and example enhanced my understanding and views of Wikipedia. I'm happy the article included Daniel Jonah Goldhagen's wikipedia page for reference because by telling me that it has been revised 607 times and there is no evidence of anything rude, or inaccurate makes me trust wikipedia and the volunteers a lot more. I attached the history list of Daniel Goldhagen. as further proof

Comment of HTTP SEARCH now renamed HTTP QUERY.

https://www.bartleby.com/lit-hub/hc/

u/zleonska in discussing their paper notebook commonplace practice reports that finding their material within multiple notebooks isn't difficult but that, like W. Ross Ashby, they use index cards to index their commonplaces.

https://patentimages.storage.googleapis.com/9c/1b/c4/42ee9bd28aae7d/US1196269.pdf

https://patents.google.com/patent/US1196269A/en?assignee=memindex&oq=memindex

Patent for Memex, but not for the original system.

Arch Wilkinson Shaw<br /> https://en.wikipedia.org/wiki/Arch_Wilkinson_Shaw

• Founder of Shaw-Walker with Louis C. Walker,
• publisher of System: The Magazine of Business which was sold to McGraw-Hill Company in 1927/8 and renamed Business Week which was later renamed Bloomberg Business Week.

In the December 1906 issue of System, a magazine which would eventually become Bloomberg Business Week), W. K. Kellogg, the President of the Toasted Corn Flake Company is quoted touting the invaluable nature of the Shaw-Walker filing system at a time when his company was using 640 drawers of their system.

https://catalog.hathitrust.org/Record/100006275<br /> System: The Magazine of Business Published: Shaw-Walker Co., [1900]-1927. Muskegon, Mich.

Later Business Week and then Bloomberg Business Week

Journal of W. Ross Ashby

ss

Walter Freeman's barbaric obsession and fervent practice of the miracle cure for mental illness that is the "transorbital lobotomy"

https://www.thecrimson.com/article/2023/2/2/donovan-forced-leave-hks/

This is a massive loss for HKS, but a potential major win for the school that picks the project up.

It seems to be a sad use of "rules" to shut down a project which may not jive with an administrations' perspective/needs.

Read on Fri 2023-02-03 at 7:14 PM

https://s3.amazonaws.com/plan9-bell-labs/7thEdMan/index.html<br /> Unix Seventh Edition Manual

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Brandon Rhodes</span> in Semantic Linefeeds (<time class='dt-published'>12/27/2022 11:35:19</time>)</cite></small>

—Brian W. Kernighan, 1974 “UNIX for Beginners” [PDF] as Bell Labs Technical Memorandum 74-1273-18 on 29 October 1974.

For easier editing and reuse of sentences, or even portions of lines of text, one can (and should) write sentences or sentence fragments on their own lines in digital contexts.

This way future edits or the ability to more easily cut and paste will far easier in addition to keeping your version control files simpler and easier to read and visually track your changes. (That is in many version control systems, instead of a change appearing to affect an entire paragraph, it will only show on the single line that was changed thereby making the change easier to see.)

This particular affordance may be a particularly useful one for note takers who expect to regularly reuse their notes in other contexts. Many forms of software (including Tex, LaTeX, and even markdown) will autowrap newlines so that a sentence broken up into clauses on multiple lines will properly wrap back into a proper looking single line when printed. Take care that in many Markdown versions adding two spaces at the end of a line will automatically create a newline in your text.

https://www.youtube.com/watch?v=Q8Xaw72ESdA

According to researcher Danny Hatcher, the "Feynman Technique" was coined by Scott H. Young in the August 22, 2011 YouTube video Learn Faster with The Feynman Technique and the subsequent 2022-09-01 article Learn Faster with Feynman Technique, ostensibly in a summarization of Gleick, James (1992). Genius: The Life and Science of Richard Feynman. Pantheon Books. ISBN 0-679-40836-3. OCLC 243743850.

The frequently quoted Einstein that accompanies many instances of the Feynman Technique is also wrong and not said by Einstein.

The root Einstein quote, is apparently as follows:

that all physical theories, their mathematical expressions apart ought to lend themselves to so simple a description 'that even a child could understand them.' —Ronald W. Clark, p418 of Einstein: His Life and Times (1972)

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

https://danallosso.substack.com/p/the-aha-atlantic-history-discussion

https://www.bartleby.com/hc/

https://twitter.com/friendsofdarwin/status/1584936047929982976

https://social.ayjay.org/2022/09/27/the-workshop.html

This fundamental illusion of immediacy lay at the root of our ignorance in the world. We mistaken our mental states to exist intrinsically instead of conventionally. We don't think they depend on language, but they do, in a very deep way.

From a Deep Humanity perspective, even our instantly arisen mental states are part of the symbolosphere..mediated by the years of language conditioning of our culture.

!- critical insight of : Buddhist philosophy - we take our mental states to exist intrinsically rather than conventionally - this illusion is pervasive, instinctive and profoundly self-alienating and lay at the root of all suffering Our language symbols are our model through which we interpret reality. We inhabit the symbolosphere but we mistaken it for intrinsic reality.

Artykuł na temat mediów społecznościowych wykorzystywanych przez instytucje kultury i organizacje pozarządowe; o ich roli, charakterze i sposobie podejścia do pracy z treściami tam publikowanych.

Dwoma podstawowymi rolami mediów społecznościowych są: - przekazywanie treści, - budowanie społeczności.

Dlatego istotnym elementem jest komunikacja z publicznością, do tego tak, często, jak często wymaga tego dane zagadnienie, a także bez zbędnego dystansu (zwracamy się "na ty"), czyli z naciskiem na społecznościowy charakter.

Zatem rozmawiamy z ludźmi, jesteśmy blisko nich, tworzymy z nimi przyjazną przestrzeń do wspólnej dyskusji.

It seems broadly true in the new millennium and potentially much earlier that students are not taught broader reading strategies within academic settings. The history of note taking strategies and teaching would indicate that this wasn't always true.

In prior centuries there was more focus in earlier education on grounding in the trivium and quadrivium including rhetoric. These pieces and their fundamentals are now either glossed over or skipped altogether to focus more training on what might be considered more difficult and more important material. It would seem that educational reforms from the late 1500s shifted the focus on some of these prior norms to focus on other materials, and in particular reforms in the early 1900s (Charles William Eliot , et al) which focused on training a workforce for a more industrialized and capitalistic society weaned many of these methods out of earlier curricula. This results in students dramatically under-prepared for doctoral research, analysis, and writing.

It's interesting that these students work communal land owned by the school while Washington continues to express the importance of bending tot he will of a capitalist system.

Is he saying that black people still need a professional class, but should go through the same mental training first as anybody who is in the working class too?

Doesn't this contradict what Washington just said on the previous page about not needing to teach or train in the subject of agriculture?

Why do they not need training in agriculture? Does he think this because their family members/ancestors may have taught them training in agriculture already? If so, I feel as though that might not be the case.

Why don't more schools apply this technique? I feel as though students learn best when they are instructed and then can apply that instruction to real world situations.

Why are the domestic classes only offered to the women? I feel as though men and women could have benefitted from all of the classes the Institute had to offer, not just the ones that matched the stereotypical gender roles.

I wonder what the author means by this. The black race needs to know how agriculture works in order to have worth and success in the current world? The education system of the universities described above include agriculture therefore it is not being ignored.

Could this be considered a liberal arts education? It is an education pulling from various categories that could make for a well-rounded person.

I wonder how many lives were completely changed and positively impacted by these programs.

I am confused by what Washington means when he says "the service which the race demands." Is he encouraging the stereotypical jobs for each race?

Would that be because they were escaping the labor once forced upon their ancestors? Do those of color believe they have to do more than what their ancestors did in order to make up for what they were not allowed to do?

I wonder if there were women instructors for the classes dedicated to women's gender roles such as dressmaking or if males taught all the classes?

Why can't the sister and the brother both have an education?

I wonder if when this happened, Southern white men regretted their actions? They forced African Americans into accomplishing their physical labor instead of learning to do so themselves, so when slavery was abolished, there were few left to run the work on the plantations (many slaves left as their first act of freedom and the Southern white men didn't know how to do the work themselves).

I wonder why there were few people to replace those in the workplace that had passed away. Were they trained on just one skill instead of multiple leaving them with just one job focus?

I wonder why the white men did not help during this process. Slavery had ended but the black men were still the ones doing all of the hard labor work.

I wonder if my previous inference was right or if the slaveowners did in fact train their slaves for certain jobs.

I wonder why in the forty years since slaves were freed nobody was able to understand or figure out how to properly begin development? Was it because the white race was used to being free while other races were not?

A singular session of school? Not week after week of school?

If Du Bois longs for his little school, then why did he leave? Was it unsuccessful because the children had to work?

I wonder why town is put in quotations? Could it be because it isn't truly town if people of color felt unwelcome there?

I wonder why Du Bois put mean in quotation marks? Is it to emphasize that their discrimination and racism was much worse than mean, but that the statement is coming from an innocent child?

Would this be considered a reversal in gender roles during the time?

this makes me question the author, were they not mean or is this a term used in place of another

I wonder if the author meant this in a degrading way.

I wonder why the author described one girl out of the whole community as being half witted.

I wonder what caused Josie to pass away. Was it sickness?

I wonder what made the author leave the little school and small country town.

I wonder how many slaves continued working for white men after they were freed from slavery because that's what they had always been used to.

I wonder why the author put mean in quotation marks. Discrimination and racism was present during this time so it wouldn't be uncommon for them to be mean.

When the teachers left the Institute to hunt for schools were they officially qualified teachers?

Could this be due to Washington's emphasis on industrial education, preparing African Americans to do gritty physical labor in the country?

Is a big part of this reconciliation between the North and South Washington's doing with the "Atlanta Compromise"?

Does Washington do this because he knows it is not the right time to fight for civil and political rights with so many changes regarding race already happening?

Was this new close contact between different races a contributor to the racism and prejudice that would soon intensify?

I wonder how Washington even came up with this idea after never haven seen it work successfully in the history of the world.

When and how did the switch from Douglass as a leader to Washington occur?

Is Washington now not getting "feedback" or getting his own people to agree with him now?

Does this mean conversation between leaders and followers?

I wonder if this is because African Americans wanted to push for more civil and political rights, but Washington encouraged them not to for the time being?

I wonder how Washington's voice was able to stand out among thousands of others and gain such a large audience?

Self inflicted?

Did Washington believe that African Americans should not push for their civil and political rights? Was this because he believed so much change was occurring already with abolition that it would be too much to push for more for the time being?

I wonder why he faced opposition by his own people, did he go about it in a way that would only benefit some maybe?

Dow, Earle Wilbur. Principles of a Note-System for Historical Studies. Century Company, 1924.

reply to: https://www.reddit.com/r/antinet/comments/wvn38a/using_notebooks_with_your_antinet/

Ross Ashby, a systems theorist like Luhmann, had a sophisticated hybrid notebook/index card system that some here might find an interesting and usable model, particularly if they're enamored of the notebook format. It's been digitized and is online for perusal: http://www.rossashby.info/

He's read Langlois/Seignobos and Bernheim, but doesn't recommend/reference them for note taking, but points to Seward and Dow instead.

What are the differences between the four methods?

Note that this advice is in 1931, a few years after Beatrice Webb's My Apprentice which has a section on note taking that prefers the first two without mention of the latter two.

It would appear that Seward is the brother of William Henry Seward. see: https://hypothes.is/a/MwspfCBOEe2YCpesAgwiGQ

Historical Hypermedia: An Alternative History of the Semantic Web and Web 2.0 and Implications for e-Research. .mp3. Berkeley School of Information Regents’ Lecture. UC Berkeley School of Information, 2010. https://archive.org/details/podcast_uc-berkeley-school-informat_historical-hypermedia-an-alte_1000088371512. archive.org.

https://www.ischool.berkeley.edu/events/2010/historical-hypermedia-alternative-history-semantic-web-and-web-20-and-implications-e.

https://www.ischool.berkeley.edu/sites/default/files/audio/2010-10-20-vandenheuvel_0.mp3

Interface as Thing - book on Paul Otlet (not released, though he said he was working on it)

• W. Boyd Rayward 1994 expert on Otlet
• Otlet on annotation, visualization, of text
• TBL married internet and hypertext (ideas have sex)
• V. Bush As We May Think - crosslinks between microfilms, not in a computer context
• Ted Nelson 1965, hypermedia

t=540

• Michael Buckland book about machine developed by Emanuel Goldberg antecedent to memex
• Emanuel Goldberg and His Knowledge Machine: Information, Invention, and Political Forces (New Directions in Information Management) by Michael Buckland (Libraries Unlimited, (March 31, 2006)
• Otlet and Goldsmith were precursors as well

four figures in his research: - Patrick Gattis - biologist, architect, diagrams of knowledge, metaphorical use of architecture; classification - Paul Otlet, Brussels born - Wilhelm Ostwalt - nobel prize in chemistry - Otto Neurath, philosophher, designer of isotype

Paul Otlet

• wrote bibliography on law
• book: Something on Bibliography #wanttoread
• universal decimal classification system
• mundaneum
• Le Corbusier - architect worked with Otlet for building for Mundaneum; See: https://socks-studio.com/2019/05/05/the-shape-of-knowledge-the-mundaneum-by-paul-otlet-and-henri-la-fontaine/

Otlet was interested in both the physical as well as the intangible aspects of the Mundaneum including as an idea, an institution, method, body of work, building, and as a network.<br /> (#t=1020)

Early iPhone diagram?!?

(roughly) armchair to do the things in the web of life (Nelson quote) (get full quote and source for use) (circa 19:30)

compares Otlet to TBL

Michael Buckland 1991 <s>internet of things</s> coinage - did I hear this correctly? https://en.wikipedia.org/wiki/Internet_of_things lists different coinages

Turns out it was "information as thing"<br /> See: https://hypothes.is/a/kXIjaBaOEe2MEi8Fav6QsA

sugane brierre and otlet<br /> "everything can be in a document"<br /> importance of evidence

The idea of evidence implies a passiveness. For evidence to be useful then, one has to actively do something with it, use it for comparison or analysis with other facts, knowledge, or evidence for it to become useful.

transformation of sound into writing<br /> movement of pieces at will to create a new combination of facts - combinatorial creativity idea here. (circa 27:30 and again at 29:00)<br /> not just efficiency but improvement and purification of humanity

put things on system cards and put them into new orders<br /> breaking things down into smaller pieces, whether books or index cards....

Otlet doesn't use the word interfaces, but makes these with language and annotations that existed at the time. (32:00)

Otlet created diagrams and images to expand his ideas

Otlet used octagonal index cards to create extra edges to connect them together by topic. This created more complex trees of knowledge beyond the four sides of standard index cards. (diagram referenced, but not contained in the lecture)

Otlet is interested in the "materialization of knowledge": how to transfer idea into an object. (How does this related to mnemonic devices for daily use? How does it relate to broader material culture?)

Otlet inspired by work of Herbert Spencer

space an time are forms of thought, I hold myself that they are forms of things. (get full quote and source) from spencer influence of Plato's forms here?

Otlet visualization of information (38:20)

S. R. Ranganathan may have had these ideas about visualization too

atomization of knowledge; atomist approach 19th century examples:S. R. Ranganathan, Wilson, Otlet, Richardson, (atomic notes are NOT new either...) (39:40)

Otlet creates interfaces to the world - time with cyclic representation - space - moving cube along time and space axes as well as levels of detail - comparison to Ted Nelson and zoomable screens even though Ted Nelson didn't have screens, but simulated them in paper - globes

Katie Berner - semantic web; claims that reporting a scholarly result won't be a paper, but a nugget of information that links to other portions of the network of knowledge.<br /> (so not just one's own system, but the global commons system)

Mention of Open Annotation (Consortium) Collaboration:<br /> - Jane Hunter, University of Australia Brisbane & Queensland<br /> - Tim Cole, University of Urbana Champaign<br /> - Herbert Van de Sompel, Los Alamos National Laboratory annotations of various media<br /> see:<br /> - https://www.researchgate.net/publication/311366469_The_Open_Annotation_Collaboration_A_Data_Model_to_Support_Sharing_and_Interoperability_of_Scholarly_Annotations - http://www.openannotation.org/spec/core/20130205/index.html - http://www.openannotation.org/PhaseIII_Team.html

trust must be put into the system for it to work

coloration of the provenance of links goes back to Otlet (~52:00)

Creativity is the friction of the attention space at the moments when the structural blocks are grinding against one another the hardest. —Randall Collins (1998) The sociology of philosophers. Cambridge, MA: Harvard University Press (p.76)

Auden himself kept a commomplace book of his own notes which was published as A Certain World: A Commonplace Book #, so we can read some of his notes! :)

https://niklas-luhmann-archiv.de/bestand/zettelkasten/zettel/ZK_2_SW1_001_V

One may notice that Niklas Luhmann's index within his zettelkasten is fantastically sparce. By this we might look at the index entry for "system" which links to only one card. For someone who spent a large portion of his life researching systems theory, this may seem fantastically bizarre.

However, it's not as as odd as one may think given the structure of his particular zettelkasten. The single reference gives an initial foothold into his slip box where shuffling through cards beyond that idea will reveal a number of cards closely related to the topic which subsequently follow it. Regular use and work with the system would have allowed Luhmann better memory with respect to its contents and the searching through threads of thought would have potentially sparked new ideas and threads. Thus he didn't need to spend the time and effort to highly index each individual card, he just needed a starting place and could follow the links from there. This tends to minimize the indexing work he needed to do regularly, but simultaneously makes it harder for the modern person who may wish to read or consult those notes.

Some of the difference here is the idea of top-down versus bottom-up construction. While thousands of his cards may have been tagged as "systems" or "systems theory", over time and with increased scale they would have become nearly useless as a construct. Instead, one may consider increasing levels of sub-topics, but these too may be generally useless with respect to (manual) search, so the better option is to only look at the smallest level of link (and/or their titles) which is only likely to link to 3-4 other locations outside of the card just before it. This greater specificity scales better over time on the part of the individual user who is broadly familiar with the system.

Alternatively, for those in shared digital spaces who may maintain public facing (potentially shared) notes (zettelkasten), such sparse indices may not be as functional for the readers of such notes. New readers entering such material generally without context, will feel lost or befuddled that they may need to read hundreds of cards to find and explore the sorts of ideas they're actively looking for. In these cases, more extensive indices, digital search, and improved user interfaces may be required to help new readers find their way into the corpus of another's notes.

Another related idea to that of digital, public, shared notes, is shared taxonomies. What sorts of word or words would one want to search for broadly to find the appropriate places? Certainly widely used systems like the Dewey Decimal System or the Universal Decimal Classification may be helpful for broadly crosslinking across systems, but this will take an additional level of work on the individual publishers.

Is or isn't it worthwhile to do this in practice? Is this make-work? Perhaps not in analog spaces, but what about the affordances in digital spaces which are generally more easily searched as a corpus.

As an experiment, attempt to explore Luhmann's Zettelkasten via an entryway into the index. Compare and contrast this with Andy Matuschak's notes which have some clever cross linking UI at the bottoms of the notes, but which are missing simple search functionality and have no tagging/indexing at all. Similarly look at W. Ross Ashby's system (both analog and digitized) and explore the different affordances of these two which are separately designed structures---the analog by Ashby himself, but the digital one by an institution after his death.

This is a key statement: how we experience the world depends on the perceptual and cognitive lens used to filter the world through.

Francis Heylighen proposes a nondual system based on causal dependency relationships to serve as the foundation for distributed cognition.(collective intelligence).

https://hyp.is/go?url=https%3A%2F%2Fbafybeicho2xrqouoq4cvqev3l2p44rapi6vtmngfdt42emek5lyygbp3sy.ipfs.dweb.link%2FNon-dualism%2520-%2520Mind%2520outside%2520Brain%2520%2520a%2520radically%2520non-dualist%2520foundation%2520for%2520distributed%2520cognition.pdf&group=world

The course Marginalia in Books from Christopher Ohge is just crying out to have an annotated syllabus.

Wish I could follow along directly, but there's some excellent reference material hiding in the brief outline of the course.

Perhaps a list of interesting people here too for speaking at https://iannotate.org/ 2022 hiding in here? A session on the history of annotation and marginalia could be cool there.

Online

• https://ies.sas.ac.uk/people/matthew-fay

Short Bio

Over the years, Matthew has turned his hand to several disciplines, from high school teaching to theatre directing, before taking the MA in the History of the Book at London University. He is now undertaking research for a PhD on an archive formed by his great-grandfather, Frank Fay (1870-1930), an Irish actor and producer, who collaborated with W. B. Yeats and Lady Gregory on the plays that were performed at the Abbey Theatre in Dublin. Matthew is interested in the provenance of books and theatre history.

Bibliography

• Thesis: ‘The Fay Archive: Towards a Checklist and Copy-specific Analysis of Key Research Items by W. B. Yeats, J. M. Synge and Lady Gregory.’ (in progress)

Sorry, just seeing this now. It's assuredly a sliderule, which would have been a common tool for engineers and mathematicians of his era to have had. They became less common with the advent and proliferation of calculators.

Our genetic make-up is pre-determined. Our external and even certain genetic mutations but the environment plays a huge role on how each of our personalities are shaped, validated, molded and how we perceive ourselves and accept ourselves.

https://www.sciencenews.org/blog/context/amateur-who-helped-einstein-see-light

This sounds a lot like the management philosophy of W. Edwards Deming who encouraged managers to empower workers to take ownership of their craft and work.

https://threadreaderapp.com/thread/1494102154839306240.html

On Yale not giving tenure to Michael W. Kraus...

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

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

I am a little bit worried about scientific papers.

It seems at odds to use Charles W. Eliot as an example here as his writings described by Cathy Davidson in The New Education indicates that Eliot was specifically attempting to create standards in education that are counter to Menand's argument here.

Brief history of the "great books".

—Charles W. Eliot

And here I thought I was original in thinking this... :)