237 Matching Annotations
  1. Last 7 days
    1. Just because there can be issues with CSS in HTML emails doesn’t mean you should abandon efforts to use it. It all comes down to determining which codes are absolutely needed and how to style them so they can be rendered by email platforms.
  2. Apr 2021
    1. The main difference is in the flow of how messages are ultimately sent to devices for output. The standard library Logger logic converts the log entries to strings and then sends the string to the device to be written to a stream. Lumberjack, on the other hand, sends structured data in the form of a Lumberjack::LogEntry to the device and lets the device worry about how to format it. The reason for this flip is to better support structured data logging. Devices (even ones that write to streams) can format the entire payload including non-string objects and tags however they need to.
    1. The four C’s of 21st Century skills are: Critical thinking Creativity Collaboration Communication

      Convenient to have these four share an initial. (My perception is that a tendency to emphasize this type of parallelism has been strengthening over the years. At least, I don't recall this practice being common in French when I grew up.)

    1. Actually, I think your wife's point is quite astute. Once you become very familiar with this game, there is almost too much deep planning in the moves.
  3. Mar 2021
    1. Visible spectrum wrapped to join blue and green in an additive mixture of cyan

      the rainbow as a continuous (repeating) circle instead of semicircle

    1. Mutually exclusive categories can be beneficial. If categories appear several places, it's called cross-listing or polyhierarchical. The hierarchy will lose its value if cross-listing appears too often. Cross-listing often appears when working with ambiguous categories that fits more than one place.
    2. Two of the predominant types of relationships in knowledge-representation systems are predication and the universally quantified conditional.
    1. Finally, any approach to evidence-based man-agement should ensure that the practices suit theindustry and functional context. For example,professionals in a biotechnology company would beexpected to follow and use industry-appropriateevidence-based practices that are likely to bemore rigorous and extensive than those adopted bya fashion-clothing company. Such practices includeencouraging or even requiring their employees todo the following four things (seePfeffer & Sutton,2006): (1) demand evidence for statements thatseem implausible; (2) examine the logic or cause-and-effect reasoning between the evidence andthe statement; (3) as needed, encourage experi-mentation to test the confidence of data and val-idity of statements; and (4) continually repeat andbuild on the first three activities to create anevidence-based learning culture that stifles theproduction and spread of bullshit.
    2. Furthermore, to help encourage and value evi-dence over opinion, managers should be carefulwhom they consult. While they should seek sub-stantive debate about statements and supportingevidence, they should only involve well-informedand value-adding experts. Social media andcrowdsourcing initiatives regularly remind us thatthe wisdom of the crowd is not as judicious as wethink.
    3. Colleagues throughout the organization, andespecially those in administrative and leadershiproles, should also practice it so that evidence canguide key decisions. This is also true in the areas ofmarketing and sales, which thrive on the creationand circulation of bullshit.

      Bill Hicks would have approved of this.

    4. Research byPennycook, Cheyne, Barr, Koehler,and Fugelsang (2015)suggests that an organiza-tion’s capacity to produce and accept workplacebullshit decreases with the prevalence of andvalue placed on critical thinking in that organiza-tion. They outline how individuals have differentsensitivities to bullshit: Those who have the abilityto stop and think analytically about the substanceof statements are less receptive to bullshit, whilethose with lower cognitive skills and less insightare more receptive.

      This is why workplaces must encourage and maintain critical thinking.

    5. What people think and state depends on how theythink. Thus, it is far more dangerous to assumepeople know what they are talking about than it isto assume they do not
  4. Feb 2021
    1. And a word of warning. If you haven’t come across things like monads before, they might seem really… different. Working with tools like these takes a mind shift. And that can be hard work to start with.
    1. a framework containing the basic assumptions, ways of thinking, and methodology that are commonly accepted by members of a scientific community. such a cognitive framework shared by members of any discipline or group:
    1. Dr. Jeremy Dean, VP of Education at Hypothesis says, “I’m especially excited about this project because it brings my work in social annotation back to its origins. I first discovered this technology while teaching composition at UT Austin. I’ve long engaged my students in social annotation, knowing from my own experience that it builds their critical reading and writing skills. With this study, we’ll be able to explore if what I’ve seen happen in my classes plays out at scale: Do students who annotate become better readers, and therefore, better thinkers and writers?”

      I might suggest that this is moving in the right direction, but I would posit that annotation is only the beginning of the process of working with/conversing with texts.

      What happens after the annotation? Can students revisit them easily? Search for them? Can they move their annotations around? Connect them in new and interesting ways?

      These practices may require more flexibility with their Hypothes.is data to reuse and remix it.

    1. class FormsController < ApplicationController class SearchForm < ActiveModel::Form

      I kind of like how they put the form class nested directly inside the controller, although I would probably put it in its own file myself, unless it was quite trivial.

    1. This column and last month's article are about design. Design, by nature, is a series of trade-offs. Every choice has a good and bad side, and you make your choice in the context of overall criteria defined by necessity. Good and bad are not absolutes, however. A good decision in one context might be bad in another.
    2. This article explains why you shouldn't use getters and setters (and when you can use them) and suggests a design methodology that will help you break out of the getter/setter mentality.
    1. Locke’s method proved so popular that a century later, an enterprising publisher named John Bell printed a notebook entitled: “Bell’s Common-Place Book, Formed generally upon the Principles Recommended and Practised by Mr Locke.” Put another way, Bell created a commonplace book by commonplacing someone else’s technique for maintaining a commonplace book. The book included eight pages of instructions on Locke’s indexing method, a system which not only made it easier to find passages, but also served the higher purpose of “facilitat[ing] reflexive thought.”

      This concept here is an interesting one of being "meta".

    1. Sharpe claims that Englishmen “were able to…constitute themselves as political agents” by reading, whether or not they read about state affairs; for politics was “a type of consciousness” and the psyche “a text of politics.” “The Civil War itself became a contested text.” So reading was everything: “We are what we read.”

      The argument here is that much of the English Civil War was waged in reading and writing. Compare this with today's similar political civil war between the right and the left, but it is being waged in social media instead in sound bites, video clips, tweets, which encourage visceral gut reactions instead of longer and better thought out arguments and well tempered reactions.

      Instead of moving forward on the axis of thought and rationality, we're descending instead into the primordial and visceral reactions of our "reptilian brains."

    1. Conversation around Adam Grant's Think Again.

      • Task Conflict vs Relationship Conflict
      • The absence of conflict is not harmony; it is apathy
      • Beliefs vs Values; what you think is true vs what you think is important. Be open around beliefs; be committed to values.
      • Preachers, Prosecutors, Politicians... and Scientists: defend or beliefs, prove the others wrong, seek approval and be liked... hypothesize and experiment.
      • Support Network... and a Challenge Network. (Can we force ourselves to have a Challenge Network by using the Six Thinking Hats?)
      • Awaken curiosity (your own, and other's to help them change their mind)
      • Successful negotiators spend more time looking for common ground and asking questions to understand
      • Solution Aversion: someone rejecting a proposed solution may end up rejecting the existence of the problem itself (e.g. climate change)
  5. parsejournal.com parsejournal.com
    1. non-representationalist understanding of thinking as proposed by Gilles Deleuze and Félix Guattari in their What is Philosophy? (1994). Point of connection is the notion of mise en scène
    2. contemporary performances and installations as examples of thinking understood as a distributed practice
    1. From addiction and weight-loss psychologists, he borrowed a technique called motivational interviewing, in which a counselor asks questions, like a less abrasive Socrates, helping the counseled examine their own uncertainties. From his French pediatrician colleagues, he borrowed the notion of staging such conversations in the maternity ward, within a day of a baby’s birth.

      Bingo! Just like what [[Adam Grant]] mentioned: motivational interviewing.

    2. As a neonatologist from the north of France, an M.D.-Ph.D., and a speaker of clipped European French in a province of slurred consonants, he might’ve come across as slightly snooty. His attitude, though, was anything but. As he prepared to talk vaccines with Étienne-Rousseau — a hardliner, he’d been told — he purposefully set his expert opinions aside. Too often, he felt, doctors try to think on behalf of their patients and alienate them in the process. He hoped he could avoid that trap. “I didn’t want to put any pressure on her,” he said.

      This is related to an article by [[Adam Grant]] on his new book: Think Again.

    1. According to the journalist David Epstein, author of Range, our obsession with specialization has infiltrated the ranks of youth sports coaches and helicopter parents, and it defies logic. Unless your job requires repetitive, routine tasks, being a specialist isn’t an asset. Having a wide range of skills and experiences is more beneficial because it allows you to be nimble and creative.

      I wonder if being a surgeon classified as requiring repetitive, routine tasks? Then being a specialist is an asset.

  6. Jan 2021
    1. Introduce students to the “explode to explain” strategy. When students “explode to explain,” they closely read a key sentence or two in a source, annotate, and practice explaining what they are thinking and learning.

      This is a specific strategy to include in an active reading session.

    1. Was den Aberglauben der Logiker betrifft: so will ich nicht müde werden, eine kleine kurze Thatsache immer wieder zu unterstreichen, welche von diesen Abergläubischen ungern zugestanden wird, — nämlich, dass ein Gedanke kommt, wenn „er“ will, und nicht wenn „ich“ will; so dass es eine Fälschung des Thatbestandes ist, zu sagen: das Subjekt „ich“ ist die Bedingung des Prädikats „denke“. Es denkt: aber dass dies „es“ gerade jenes alte berühmte „Ich“ sei, ist, milde geredet, nur eine Annahme, eine Behauptung, vor Allem keine „unmittelbare Gewissheit“. Zuletzt ist schon mit diesem „es denkt“ zu viel gethan: schon dies „es“ enthält eine Auslegung des Vorgangs und gehört nicht zum Vorgange selbst. Man schliesst hier nach der grammatischen Gewohnheit „Denken ist eine Thätigkeit, zu jeder Thätigkeit gehört Einer, der thätig ist, folglich —“. Ungefähr nach dem gleichen Schema suchte die ältere Atomistik zu der „Kraft“, die wirkt, noch jenes Klümpchen Materie, worin sie sitzt, aus der heraus sie wirkt, das Atom; strengere Köpfe lernten endlich ohne diesen „Erdenrest“ auskommen, und vielleicht gewöhnt man sich eines Tages noch daran, auch seitens der Logiker ohne jenes kleine „es“ (zu dem sich das ehrliche alte Ich verflüchtigt hat) auszukommen.

      It is impossible to say that "I think". The only thing one can say is that "something thinks"

    1. τοῦτο γὰρ λαβεῖν μὲν ἀναγκαῖον, οὐ ῥᾴδιον δέ. φαίνεται δὲ τῶν μὲν πλείστων οὐθὲν ἄνευ τοῦ σώματος πάσχειν οὐδὲ ποιεῖν, οἷον ὀργίζεσθαι, θαρρεῖν, ἐπιθυμεῖν, ὅλως αἰσθάνεσθαι, μάλιστα δ' ἔοικεν ἰδίῳ τὸ νοεῖν· εἰ δ' ἐστὶ καὶ τοῦτο φαντασία τις ἢ μὴ ἄνευ φαντασίας, οὐκ ἐνδέχοιτ' ἂν οὐδὲ τοῦτ' ἄνευ σώματος εἶναι.

      thinking without body

    1. Black and white thinking is the tendency to think in extremes: I am a brilliant success, or I am an utter failure. My boyfriend is an angel, or He’s the devil incarnate. This thought pattern, which the American Psychological Association also calls dichotomous or polarized thinking, is considered a cognitive distortion because it keeps us from seeing the world as it often is: complex, nuanced, and full of all the shades in between. An all-or-nothing mindset doesn’t allow us to find the middle ground.
    1. When you’re convinced that you’re either destined for success or doomed to failure, that the people in your life are either angelic or evil, you’re probably engaging in polarized thinking.
    2. Sometimes called all-or-nothing, or black and white thinking, this distortion occurs when people habitually think in extremes
    1. ἔγρετο δ᾽ ἐξ ὕπνου, θείη δέ μιν ἀμφέχυτ᾽ ὀμφή:

      It's dream which produces thinking

    1. ἐγὼ δ᾽ οὐκ αἴτιός εἰμι, ἀλλὰ Ζεὺς καὶ Μοῖρα καὶ ἠεροφοῖτις Ἐρινύς, οἵ τέ μοι εἰν ἀγορῇ φρεσὶν ἔμβαλον ἄγριον ἄτην, ἤματι τῷ ὅτ᾽ Ἀχιλλῆος γέρας αὐτὸς ἀπηύρων.

      Thinking is not a production of a subject but it comes from gods

  7. Dec 2020
    1. In both cases – speech and writing – the materiality of language undergoes a transformation (to audible sounds or written signs) which in turn produces a mental shift.

      There's surely a link between this and the idea of thought spaces in the blogosphere or the idea of a commonplace book/digital garden/wiki.

    2. The idea that speaking out loud and thinking are closely related isn’t new. It emerged in Ancient Greece and Rome, in the work of such great orators as Marcus Tullius Cicero. But perhaps the most intriguing modern development of the idea appeared in the essay ‘On the Gradual Formation of Thoughts During Speech’ (1805) by the German writer Heinrich von Kleist.

      Some of this is at play with the idea of "rubber ducking" as a means of debugging programs

    3. Like many of us, I talk to myself out loud, though I’m a little unusual in that I often do it in public spaces. Whenever I want to figure out an issue, develop an idea or memorise a text, I turn to this odd work routine. While it’s definitely earned me a reputation in my neighbourhood, it’s also improved my thinking and speaking skills immensely. Speaking out loud is not only a medium of communication, but a technology of thinking: it encourages the formation and processing of thoughts.

      I've noticed speaking out loud also seems to help me in practicing and acquiring a new language.

    1. We're born feeling. It's simple response to a stimulus. But it takes years of effort and discipline to subjugate our emotions to our reason, to be more than a dog salivating at the sound of a bell, to become worthy of the tag homo sapiens.

      Almost universal education and this is still a large scale problem.

    1. It's true that Svelte does not allow you to map over children like React, but its slot API and <svelte:component> provide similarly powerful composition. You can pass component constructors as props and instantiate them with <svelte:component>, and use slots and their let bindings for higher order composition. It sounds like you're thinking in virtual DOM idioms instead of Svelte's.
    2. However, Svelte isn't React or Vue or any other framework, the same approach will not always work and given that Svelte has very different constraints and approach that works well in another framework is not suitable with Svelte. Trying to apply approaches use with other frameworks to Svelte will invariably end in frustration.
    1. Each area requires specific learning and thinking in a certain way. Front-end is user centric, back-end is closer to algorithms and parallel programming, databases require thinking in streams of data based on a model (similar to set theory and model checking).
  8. Nov 2020
  9. Oct 2020
    1. BTech in design engineering or BTech engineering design: Design thinking is a popular concept that spans multiple industries and there are courses, independent of any branch purely focussing on designing products. This is also often referred to as an engineering design course or design engineering course. The idea is to teach how to not just bring in design to develop great products that are aesthetically perfect and ergonomically usable and consumer-focused but also to introduce design as a tool for innovative thinking. The curriculum develops design thinking concepts in a manner basis which students can conceptualise and develop products that are innovative while also boasting of high aesthetic value. These graduates are sought after by all manufacturing industries.

      Design thinking fosters innovative thinking.

      It involes designing user focused, highly utilitarian and aesthetic products.

    1. Clear writing starts with clear thinking:What am I really trying to say?What is the key point I need to make?How can I make that key point easy to understand?We'll explore two tools for increasing clarity: Simple sentencesExamples and counterexamples
    1. I'm afraid there's only so much the docs & tutorials can do about something like this actually. When you first read them, you don't get Svelte well enough (since you're reading a tutorial...) for this to make sense to you. Then you try something, encounter a behaviour, question it, understand better... That's learning.
    1. When I asked Alessio whether her work addressed the possibility that proctoring itself could affect scores, she said it’d make for an interesting study.

      Given all the iGen research about the growing amount of anxiety among students, this seems very interesting indeed.

    1. The data indicate that teachers in this study place tremendous value on research skills, with most reporting assigning a research paper to their students in the 2011-2012 academic year and spending class time teaching various research skills to their students. These lessons are aimed at addressing deficits they see in today’s students. Most notable among these is the inability to judge the quality of information, a skill the vast majority of teachers deem “essential” for their students’ future success.

      AP and National Writing Project teachers emphasize the importance of students' learning research skills, and discuss how they do so. They are most concerned with students learning to judge the quality of information found, but also in coaching students through the process, and dealing with online use restrictions at many schools. Aimed at Middle/ High School students. 8/10

    1. from tuka al-salani 60:48 and well actually it is a question but it's something that will probably 60:52 is out beyond our scope here but how would 60:56 social annotation be used as a research tool so not research into it but how 61:00 would we use it as a research tool

      Opening up social annotation and connecting it to a network of researchers' public-facing zettelkasten could create a sea-change of thought

      This is a broader concept I'm developing, but thought I'd bookmark this question here as an indicator that others are also interested in the question though they may not have a means of getting there (yet).

    1. Luhmann didn’t only write a lot and developed the most complex of all theoretical bodies in the social sciences. He was known for his vast knowledge and deep thinking. He didn’t run to his Zettelkasten when you asked him something. This is because he practiced thinking through writing and processing in the context of the Zettelkasten.

      I read Zettelkasten (German for “slip box”, or “card index”) and immediately think commonplace book!

    1. The complementary principle to dividing isgathering and collecting. Eachnew composition can also be conceived as a place into which culled and rec-ollected matters are gathered. The very concept of reading in Latin is basedonthenotionof‘‘gathering,’’Latinlegere, ‘‘to read’’ having as its root mean-ing ‘‘to collect up, to gather by picking, plucking, and the like.’’ The Greekverblegōhad a similar range of meaning, from ‘‘to lay’’ something down or‘‘to lay asleep’’ to ‘‘to lay [things] in order,’’ hence ‘‘to gather, pick up,’’ ‘‘torelate,’’ ‘‘to speak purposefully.’’ The name of one venerable and essential typeof ancient and medieval encyclopedia puns on these closely allied verbs: theflorilegium, ‘‘flower-culling’’ (with a pun on ‘‘flower-reading’’), a collection ofsayings, maxims, and stories collected from past works, sometimes quotedexactly (though in mnemonically brief segments), but often just summarized.The best known of these through much of the Middle Ages was ValeriusMaximus’sDicta et facta memorabilia(early first century..), but there aremany other examples. Indeed, the premodern encyclopedia itself is a sort ofmemory-book, the flowers of (one’s extensive) reading gathered up in someorderly arrangement for the purpose of quick, secure recollection in connec-tion with making a new composition. After all, this is one essential purposeof encyclopedias even today.

      This seems awfully close to the sort of "digital gardens" I've been reading about recently. They obviously are not a new idea.

      For example see: https://github.com/MaggieAppleton/digital-gardeners

    2. Gardens were also popular, the medieval sort of garden,with orderly beds of medicinal plants and fruit trees separated by grass andsurrounded by a wall. Undoubtedly, gardens became popular with monasticand later writers because of the Song of Songs, a preeminent text for mysticalmeditation. Various other Biblical structures were often used too: the Taber-nacle described in Exodus; the Temple described in  Kings; the Jerusalemcitadel envisioned by Ezekiel and often conflated with the Heavenly City ofthe Apocalypse. We now would never think to organize an encyclopedia ofknowledge on the plan of Noah’s Ark, but for a clerical audience to whomthis text was as familiar as the order of the alphabet is to us—why not? It is asimple (if large), clearly arranged (if imaginary) composition site, containingmany useful compartments with a straightforward route among them, a sortof foundational map to use in arranging your materials (orresin Latin) as yougather them into the location of your new composition from the networksof your experiences, including of course all your experiences of books, music,and other arts. Thus, in the course of an ideal medieval education, in addi-tion to acquiring a great many segments of scriptural and classical texts, onealso would acquire an extensive repertoire of image-schemes in which to putthem, both ‘‘to lay them away’’ and ‘‘to collect them’’ in new arrangementson later occasions.

      Again, another reference to gardens with respect to memorizing information. There's a direct correlation to some of the sorts of thinking tools many are using to create digital gardens or personal wikis. These ideas aren't new! Our predecessors were simply using different structures to store and remember them. Their tools were different, but their goals and general methods were ultimately the same.

    1. Our experience is that many of today’s technology leaders genuinely venerate Engelbart, Kay, and their colleagues. Many even feel that computers have huge potential as tools for improving human thinking. But they don’t see how to build good businesses around developing new tools for thought. And without such business opportunities, work languishes.

      Some of these ideas in this section tangentially touch on the broader problems of EdTech. Technology isn't necessarily the answer.

      They're onto something, but I feel like they're missing a huge grounding in areas of pedagogy, teaching, EdTech history, and even memory and memory research.

    1. Throughout Generous Thinking, one of my interests lies in the effects of, and the need to reverse, the shift in our cultural understanding of education (and especially higher education); where in the mid-twentieth century, the value of education was largely understood to be social, it has in recent decades come to be described as providing primarily private, individual benefits. And this, inevitably, has accompanied a shift from education being treated as a public service to being treated as a private responsibility.
    1. Digital texts embody the intersections between history and biography that Mills (1959) thought inherent to understanding social relations. Content from my blog is a ready example. I have access to the entire data set. I can track its macro discursive moments to action, space, and place. And I can consider it as a reflexive sociological practice. In this way, I have used my digital texts as methodologists use autoethnographies: reflexive, critical practices of social relationship.

      I wonder a bit about applying behavioral economics or areas like System 1/System 2 of D. Kahneman and A. Tversky to social media as well. Some (a majority?) use Twitter as an immediate knee-jerk reaction to content they're reading and interacting with in a very System 1 sense while others use longer form writing and analysis seen in the blogosphere to create System 2 sort of social thinking.

      This naturally needs to be cross referenced in peoples' time and abilities to consume these things and the reactions and dopamine responses they provoke. Most people are apt to read the shorter form writing because it's easier and takes less time and effort compared with longer form writing which requires far more cognitive load and time expenditure.

    1. Some notes on Thinking in Public

      Trying out ideas in public, for/with small networks, in a distinctive way brings compound rewards for you.

      This is definitely a restatement of the idea of blogging as a thought space, but done perhaps in a broader context. Tom's experiments with Discord for creating and documenting online conversations also becomes a method of networked thinking that allows these discussions to aggregate and reach wider audiences.

  10. Sep 2020
    1. Now, if I notice a moment in a past Are.na conversation that highlights the topic, I add it to the topic's channel. Now the text block sits in the middle of a Venn diagram — both part of a chat log and part of a curated selection from conversations I have.

      This sounds a lot like a zettelkasten and the way it branches, it's just being done between multiple people and the zettelkasten instead of just one person.

    1. Incoraggiare gli studenti a impegnarsi nello sviluppo delle idee, creare  opportunità di riflessione e rendere visibile il pensiero e il ragionamento degli studenti sono attività necessarie perché essi passino “da ascolto, memorizzo, ripeto (e poi dimentico)”, a “ragiono su quello che so, mi pongo domande su quello che vorrei conoscere, quindi comprendo i nessi generali in un testo, sintetizzo, vado in profondità, e giungo alla fine a una comprensione a tutto tondo”.

      le routines sono strategie per rendere visibile il pensiero

    1. I’ve seen some version of this conversation happen more times than I can remember. And someone will always say ‘it’s because you’re too used to thinking in the old way, you just need to start thinking in hooks’.

      But after seeing a lot of really bad hooks code, I’m starting to think it’s not that simple — that there’s something deeper going on.

    1. There’s a lot of value in slow thinking. You use the non-lizard side of your brain. You make more deliberate decisions. You prioritize design over instant gratification. You can “check” your gut instincts and validate your hypothesis before incurring mountains of technical debt.

      Slow thinking is vergelijkbaar met Deep Work.

  11. Aug 2020
    1. The real enemy of independent thinking is not any external authority, but our own inertia. We need to find ways to counteract confirmation bias – our tendency to take into account only information that confirms what we already believe. We need to regularly confront our errors, mistakes, and misunderstandings. 
    2. Ahrens notes that “there is no such thing as private knowledge in academia. An idea kept private is as good as one you never had.”
    1. Why am I believing this? Why am I behaving this way? Have I thought it through or am I simply taking a short cut, following the party line, or justifying the effort I put in to join the group?

      These are great questions to ask oneself.

  12. unix.meta.stackexchange.com unix.meta.stackexchange.com
    1. Remember that Unix’s forte (or not, depending on your point of view) has always been that it’s a self-hosted operating system designed to make it easy to develop itself, and the result is (still) that advanced system administration often ends up being programming in one way or another. In such a context, exposure to better tools and techniques is good for everyone.
    1. Acknowledge programmer questions for what they are and wede the scope further by offering a programmer's answer. One written in a proper programming language.
  13. Jul 2020
  14. Jun 2020
    1. But tagging, alone, is still not good enough. Even our many tags become useless if/when their meaning changes (in our minds) by the time we go retrieve the data they point to. This could be years after we tagged something. Somehow, whether manually or automatically, we need agents and tools to help us keep our tags updated and relevant.

      search engines usually can surface that faster (less cognitive load than recalling what and where you store something) than you retrieve it in your second brain (abundance info, do can always retrieve from external source in a JIT fashion)

    1. With that said, the term “tools for thought” has been widely used since Iverson’s 1950s and 1960s work An account may be found in Iverson’s Turing Award lecture, Notation as a Tool of Thought (1979). Incidentally, even Iverson is really describing a medium for thought, the APL programming language, not a narrow tool. introducing the term. And so we shall use “tools for thought” as our catch all phrase, while giving ourselves license to explore a broader range, and also occasionally preferring the term “medium” when it is apt.
  15. May 2020
    1. these words bring up all kinds of questions

      some thoughts when skimming through stream-of-consciousness journals like these

      if I want to absorb the information and "learn" faster, then reading faster or summarising the text is not the solution, because a text is already a compressed lossy encoded form of the initial thought. to decode it further and transfer it into my head would risk too much missing bits of information.

    1. we should never blindly apply dogmatic advice, and that we should use our judgment each and every time.

      menjadi manusia berkesedaran, memiliki pemikiran sendiri, jangan menelan mentah-mentah apa yang dibaca

  16. Apr 2020
    1. 一、利用緩衝說法,表現委婉而確實的說話術二、開始前的提問,決定學習的方向三、把時間優先留給「真正想做的事」四、沒有信賴關係,罵只會帶來反效果五、將「語意記憶」轉換成「情節記憶」更易記住六、寫得愈多,大腦愈活化七、將大腦中的情報,像拍照一樣保存下來八、根據「設計圖」寫作速度最快可以提升三倍九、大方投資可以促使自我成長的「夥伴」十、危機管理,就是盡量減少「跡近錯失」的發生
      • 什麼是情節記憶? 就是聯想
      • 有哪些促使自我成長的夥伴
      • 什麼事跡近錯失?
    2. 你說,這樣不是會忽略掉書中其他有價值的內容嗎?也許是,但是誰在乎?我是為了成長而學習,不是為了看完一本書而閱讀。在大學的時候,也沒有任何一堂課會上完了整本書,不是嗎?


  17. psyarxiv.com psyarxiv.com