reply to u/marco89lcdm at https://www.reddit.com/r/antinet/comments/17m7ggz/comment/k839k22/?utm_source=reddit&utm_medium=web2x&context=3

The way you're currently thinking is a top down approach in which you already know everything and you're attempting to organize it to make it easier for others who know nothing about the ideas to find them. The Luhmann model supposes you know nothing about anything to begin with and you're attempting to create order from the bottom up, solely by putting related ideas you're building on close to each other and giving them numbers so that you might find them again when you need them.

If your only use is for those two topics and closely related subtopics and nothing else, then consider not using a Luhmann-artig model? Leave off the numbers and create two tabbed cards with those headings (and possibly related subheadings) and then sort your related cards behind them. (This is closer to the commonplace book tradition maintained on index cards and used by those like Mortimer J. Adler et al., Robert Greene, Ryan Holiday and Billy Oppenheimer. Example: https://billyoppenheimer.com/notecard-system/)

Otherwise the mistake you may be making is mentally associating the top level numbers with the topics. Break this habit! The numbers are only there so you can index ideas against them to be able to find them again! These numbers aren't like the Dewey Decimal system where 510.### will always mean something to do with math. You'll specifically want to intermingle disparate topics, so the only purpose the numbers provide is the ability to find what you're looking for by using the index which will give you a neighborhood in which you'll find the ideas you know are going to be hiding there or very near by.

Cards that are near to each other (using the numbers as an idea of ordering and re-finding) create a neighborhood of related ideas, even if they're disparate in topics. This might allow you to intermingle two related ideas, one which is in anthropology and another from mathematics for example, but which would otherwise potentially be thousands of cards away from each other if done in a Dewey-like system.

Or to take your example, what do you do with an idea that relates to both management AND personal growth? If it's closer to an idea on management you might place it near a related idea on that branch rather than in the personal growth section where it may be potentially less useful in the future. (You can always cross index them if need be, but place it where it creates the closest link and thus likely the greatest value for building on top of your previous ideas.)

For more on this, try: https://boffosocko.com/2022/10/27/thoughts-on-zettelkasten-numbering-systems/

I suspect that Scheper suggests using the Academic Outline of Disciplines as a numbering structure because it's an early choice he made for himself and it provides a perch to give people a concrete place to start. Sadly this does a disservice because it's closer to the older commonplace topical method rather than to the spirit of the ordering that Luhmann was doing. It's especially difficult for beginners who have a natural tendency to want to do this sort of top-down approach.

reply to u/drogers8 at https://www.reddit.com/r/antinet/comments/13eyg8p/extended_numbering_and_why_use_outline_of/

Based on my research, Scott Scheper was the one of the original source for people adopting the Academic Outline of Disciplines. I've heard him say before that he recommends it only as a potential starting place for people who are new to the space and need it as a crutch to get going. It's an odd suggestion as almost all of the rest of his system is so Luhmann-based. I suspect it's a quirk of how he personally started and once moving it was easier than starting over. He also used his own ZK for showing others, and it's hard to say one thing in a teaching video when showing people something else. Ultimately it's hard to mess up on numbering choices unless you're insistent on using only whole numbers or natural numbers. I generally wouldn't suggest complex numbers either, but you might find some interesting things within your system if you did. More detail: https://boffosocko.com/2022/10/27/thoughts-on-zettelkasten-numbering-systems/ The only reason to have any standardized base or standardized numbers would be if you were attempting to have a large shared ZK with others. If this is your intent, then perhaps look at the Universal Decimal Classification, though a variety of things might also work including Dewey Decimal.

It's not just me who's noticed this.

Interesting that for someone propounding Luhmann's zettelkasten system that Scheper has done this. Was it because he did it himself and then didn't want to change (likely) or because he spent time seeing others' problems with Luhmann's numbering system and designed a better way (less likely)?

As you scroll down on the website, you can see the disciplines they offer at the clinic - massage and chiropractic. I like that they show this on the front page so that you know if they are offering what you are looking for. I also think it would be beneficial to include the types of treatment they offer as well. Such as acupuncture, shockwave, laser therapy, and hot stone massage.

Fascinating. I've often interpreted appeals to citation in ed tech discourse as something between name-dropping and appeals to authority but it's interesting to reconsider that dialogue as canon formation.

In cog psych, this shows up as a small-to-moderate effect of being able to remember better when the conditions of retrieval (testing) align with the conditions of knowledge aquisition. In some studies, learning word pairs underwater and later being tested underwater was superior compared to learning word pairs underwater and being tested on the surface.

Ref: https://www.proquest.com/docview/1293702195?pq-origsite=gscholar&fromopenview=true

There is something to this.

Cailin O’Connor. (2020, November 10). Using agent-based methods we show how even modest contact between disciplines can allow better methods to spread. This is because outsiders can award academic credit to those using good methods, leading to their uptake. 5 [Tweet]. @cailinmeister. https://twitter.com/cailinmeister/status/1326229762533060608

Nous avons été prof de français. Sommés de nous offusquer des fautes d'orthographe, nous avons été pris pour les curés de la langue. Nous avons écrit pour dédramatiser, pour réfléchir ensemble et puis aussi parce qu'on a toujours pensé que l'Académie Française avait un vrai potentiel comique. "Les deux belges qui veulent simplifier la langue française" : tout est faux dans cette phrase. Pas "simplifier" mais bien faire preuve d'esprit critique, se demander si tout se vaut dans notre orthographe. Pas deux belges, mais bien deux curieux qui veulent transmettre le travail des linguistes de toute la francophonie, pas même la "langue française", seulement son orthographe. Car l'orthographe, c'est pas la langue, c'est juste le code graphique qui permet de la retranscrire. Passion pour les uns, chemin de croix pour les autres, elle est sacrée pour tous. Et pourtant, il ne s'agit peut-être que d'un énorme malentendu. Arnaud Hoedt et Jérôme Piron sont linguistes de formation. Ils ont vécu 25 ans sans se connaître, mais c’était moins bien. Ils ont ensuite enseigné pendant 15 ans dans la même école. Quand Arnaud participe à la rédaction des programmes de français en Belgique, Jérôme se spécialise en médiation culturelle. En 2016, ils écrivent et mettent en scène le spectacle « La Convivialité », au Théâtre National de Bruxelles. Ce spectacle conférence qui traite de la question du rapport dogmatique à l’orthographe tourne depuis 3 ans dans toute la francophonie. Dans la foulée, ils publient l’ouvrage « La faute de l’orthographe », aux éditions Textuel. Ils se définissent comme suit : « Linguistes dilet(t)antes. Pédagogues en (robe de) chambre. Tentent de corriger le participe passé. Écrivent des trucs. Vrais-Faux Comédiens. Bouffeurs d’Académicien ». A la question « est-ce que ça se dit ? « , Arnaud et Jérôme répondent invariablement « oui, tu viens de le faire ». This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx

How initiators of discursive practices are different from founders of scientific schools or disciplines.