https://en.wikipedia.org/wiki/Lieu_de_m%C3%A9moire

What about the idea of "social ignorance" or maybe "social blindness" as American seems to have done with slavery in the post-Civil War to roughly the early 1990s?

for - neuroscience - human understanding - what makes us excel? - forgetting and getting distracted!

for - neuroscience - why brains forget - active forgetting

neuroscience -active forgetting - leaves behind a small set of salient ideas

for - annotate - forgetting and remembering

Harrison defined his Ark of Studies as a machine.

first sighting: sign-in: problem: forgetting whether an account has been created or not, and in which way

• for: evolution - forgetting our non-self nature, adjacency - evolution - non-self - Fransisco Verella, adjacency - evolution - no-self - Fransisco Verella

• adjacency between

  • evolution
  • non-self
  • Francisco Verella
• adjacency statement
  • Verella makes the interesting claim that evolution designer is to be blind to our lack of self
  • in fact, major evolutionary transitions in individuality embed the creation of a new higher order individual at each major stage of transition.
  • More fundamentally, major evolutionary transitions to individuals at each level need to define a biological self through a new physiological boundary between what constitutes a new unitary individual "self" (our inner world) and the rest of the environment ( our new outer world)
  • It will be interesting to see how Verella's claim reconcile with that

reply to u/drogers8 at https://www.reddit.com/r/antinet/comments/14ot4na/inserting_a_maincards_with_lack_of_memory/

I would submit that your first sentence is wildly false.

What topic(s) cover your newly made cards? Look those up in your index and find where those potentially related cards are (whether you remember them or not). Go to that top level card listed in your index and see what's there or in the section of cards that come after it. Find the best card in that branch and file your new card(s) as appropriate. If necessary, cross-index them with sub-topics in your index to make them more findable in the future. If you don't find one or more of those topics in your index, then create a new branch and start an index entry for one or more of those terms. (You'll find yourself making lots of index entries to start, but it will eventually slow down—though it shouldn't stop—as your collection grows.)

Ideally, with regular use, you'll likely remember more and more, especially for active areas you're really interested in. However, take comfort that the system is designed to let you forget everything! This forgetting will actually help create future surprise as well as serendipity that will actually be beneficial for potentially generating new ideas as you use (and review) your notes.

And if you don't believe me, consider that Alberto Cevolini edited an entire book, broadly about these techniques—including an entire chapter on Luhmann—, which he aptly named Forgetting Machines!

The frequent educational quote "Tell me and I forget, teach me and I remember, involve me and I learn.", often misattributed to Benjamin Franklin, is most attributable to 3rd century Confucian philosopher Kunzi (Xun Kuang or 荀子) who wrote:

Not having heard of it is not as good as having heard of it. Having heard of it is not as good as having seen it. Having seen it is not as good as knowing it. Knowing it is not as good as putting it into practice. Learning arrives at putting it into practice and then stops . . .

The translation of which appears in Xunzi: The Complete Text, Translated by Eric L. Hutton, Chapter 8: The Achievements of the Ru, Quote Page 64, Princeton University Press, Princeton, New Jersey. 2014.

Variations of the sentiment and attributions have appeared frequently thereafter.

I would argue that it is more subtle than this. It allows you to forget, but the aim is to allow you to learn, remember, and slowly build.

While the Syntopicon ultimately appears in book form, one must recall that it started life as a paper slip-based card index (Life v24, issue 4, 1948). This index can be queried in some of the ways one might have queried a library card catalog or more specifically the way in which Niklas Luhmann indicated that he queried his zettelkasten (Luhmann,1981). Unlike a library card catalog, The Syntopicon would not only provide a variety of entry places within the Western canon to begin their search for answers, but would provide specific page numbers and passages rather than references to entire books.

The Syntopicon invites the reader to make on the set whatever demands arise from his own problems and interests. It is constructed to enable the reader, no matter what the stages of his reading in other ways, to find that part of the Great Conversation in which any topic that interests him is being discussed. (p. 85)

While the search space for the Syntopicon wasn't as large as the corpus covered by larger search engines of the 21st century, the work that went into making it and the depth and focus of the sources make it a much more valuable search tool from a humanistic perspective. This work and value can also be seen in a personal zettelkasten. Some of the value appears in the form of having previously built a store of contextualized knowledge, particularly in cases where some ideas have been forgotten or not easily called to mind, which serves as a context ratchet upon which to continue exploring and building.

Primary care physician Gavin Francis reviews two books on the importance of forgetting, as part of a larger reflection on memory.

—u/spanchor

google translate:

The Zettelkasten always tends to know less than you do, but always as much as we have written on cards.

—Eagles, Hotel California, track 1 on the album Hotel California<br /> https://genius.com/Eagles-hotel-california-lyrics

In many oral societies, dance is a common tool for memory in much the same way that we might pick up a pen and write. Though written in and performed in one of the most literate societies in human history, one might replace "dance" in Hotel California with other forms like writing: "Some write to remember; Some write to forget".

The first half might be interpreted by the majority as a tautology, but others write in their diaries as a means to purge their memories and let go of them. Similarly the idea of "morning pages" are designed to allow one to purge their surface thoughts so that they can clear their mind for other work: writing to forget.

(Without hearing this song this morning, I kept (diffuse) thinking about the two line endings "...to remember / ...to forget" until I made the connection to the lyrics and then immediately bridged this to orality.)

https://threadreaderapp.com/thread/1558759168659554304.html

He says this, but his advice on how to use them is too scant and/or flawed. Where are they held? How are they indexed? How are they linked so that finding and using them in the future? (especially, other than rote memory or the need to have vague memory and the ability to search for them in the future?)

For Twyla Tharp, the most important feature of her project boxes is the fact that they free her from the worry of forgetting her ideas.

One's note taking is not only a conversation with the text or even the original author, it is also a conversation you're having with your future self. This feature is accelerated when one cross links ideas within their note box with each other and revisits them at regular intervals.

Example of someone who uses Roam Research and talks about the prevalence of using it as a "conversation with your future self."

This is very similar to the same patterns that can be seen in the commonplace book tradition, and even in the blogosphere (Cory Doctorow comes to mind), or IndieWeb which often recommends writing on your own website to document how you did things for your future self.

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.

How much history is covered here?

Will mnemotechniques be covered here? Spaced repetition? Note taking methods in the commonplace book or zettelkasten traditions?

While placing our ideas into external memory devices like notebooks or zettelkasten may allow us to forget them, mnemotechniques allow us to perform a similar task, but provides us hooks upon which they might be hung by means of association with other ideas. These hooks and association can be reactivated at later times when the ideas may be needed.

The zettelkasten allows us to do multiple things. It encourages us to clarify our ideas by writing them down, we extend them by linking them to other contexts, we actively write towards a multitude of interesting goals, by writing, we can forget the original ideas which we can later serendipitously re-link to new concepts.

Previous historical examples of note taking ended up in large scrap heaps that provided value only to their creators, who had at least some knowledge of their context. Those who inherited them found them relatively useless because they required vast amounts of work to make useful. Linking notes and cross referencing or indexing them with subject headings and links to their sources can go a long way to immeasurably increase their value both to the initial user, who may forget these things, but also to subsequent users. The small amounts of work required upfront when making one's notes will pay off immeasurably in the long term.

Link this to the specific examples in Paper Machines (chapter 2) just before the time of Vincentius Placcius.

Note that this article is a revised and shortened form of a chapter in Cevolini's Forgetting Machines. I'm tempted to just read that instead...

The Lost Arts of Memory by Daniel J. Boorstin The Wilson Quarterly, Spring 1984 104-113

Pedagogical cultrues:

• cultures taught orally
• cultures taught to remember
• cultures taught to learn by rote
• cultures taught to forget

Is there a (linear) progression? How do they differ? How are they they same? Is there a 1-1 process that allows them to be equivalence classes?

During the 16th century there was a transition in educational centers from using the natural and artificial memories to the methodical use of notebooks and commonplace books as a secondary memory saved by means of writing.

This allows people in some sense to "forget" what they've read and learned and be surprised by it again later. They allow themselves to create liminal memories which may be refreshed and brought to the center later. Perhaps there is also some benefit in this liminal memory for allowing ideas to steep on the periphery before using them. Perhaps combinatorial creativity happens unconsciously?

Cross reference: learning research by Barbara Oakley and Terry Sejnowski.

Possibly worth reading for some of my research?

Fazio, L., Hong, M. K., & Dias, N. (2020). Debunking rumors around the French election: The memorability and effectiveness of misinformation debunks [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6mjbz

Brashier, N. M., & Schacter, D. L. (2020). Aging in an Era of Fake News. Current Directions in Psychological Science, 0963721420915872. https://doi.org/10.1177/0963721420915872

Yuan, L. (2020, May 27). Amnesia Nation: Why China Has Forgotten Its Coronavirus Outbreak. The New York Times. https://www.nytimes.com/2020/05/27/business/china-coronavirus-amnesia.html

Robert Penn Warren: "When one is happy in forgetfulness, facts get forgotten."

Yeah, if the memory is maintained. I can't even keep my iTunes library from disintegrating. If your hard drive crashes, you lose it all, unless it's backed up, in which case you're creating copies that too will differ and degrade.

This passage evoked Lyotard's The Differend.

This seems like kind of a big slippage (between forgetting & repression), imho.