Based on yesterday's discussion at Dan Allosso's Book Club, we don't include defense spending into the consumer price index for calculating inflation or other market indicators. What other things (communal goods) aren't included into these measures, but which potentially should be to take into account the balance of governmental spending versus individual spending. It seems unfair that individual sectors, particularly those like defense contracting which are capitalistic in nature, but which are living on governmental rent extraction, should be free from the vagaries of inflation?

Throwing them into the basket may create broader stability for the broader system and act as a brake via feedback mechanisms which would push those corporations to work for the broader economic good, particularly when they're taking such a large piece of the overall pie.

Similarly how might we adjust corporate tax rates with respect to the level of inflation to prevent corporate price gouging during times of inflation which seems to be seen in the current 2023 economic climate. Workers have seen some small gains in salary since the pandemic, but inflationary pressures have dramatically eaten into these taking the gains and then some back into corporate coffers. The FED can increase interest rates to effect some change, but this doesn't change corporate price gouging in any way, tax or other policies will be necessary to do this.

Why do we devalue education? Is it such a commodity now that its transmission value is worth pennies on the dollar?

Is Government requirement and support for education part of what causes the devaluation of the "educational market"? If so, how would one decouple this process to increase the wages of educators? Is a capitalistic version the best way to go, or is it better to socialize it further and inject more money into it versus other choices?

Major nationwide strike forming minimum wage with variances for local consumer indices and city/state costs of living? Something which would drive competition for child care and teaching spaces? Wages that would push up the social value of education? Create a market for competition for teachers at the local level as well as between areas?

Link to: https://hypothes.is/a/lV19ytGBEe2ynWMu34UKUg

This depreciation is done at the lowest level of exchange and caused the system to collapse rather quickly. What level is our current exchange done at such that the inequalities are pushed up multiple levels making the system seem more stable? How is instability introduced? How could it be minimized?

Our current system is valued both by time and skill (using the measure of payment per hour).

Compare this with salespeople who are paid on commission rather than on an hourly basis. They are then using their skill of sales ability and balancing time (and levels of chance) to create their outcomes, but at the same time, some of their work is built on the platform that sales management or the company provides. Who builds this and how do they get paid for it? Who provides sales leads? How is this calculated into the system costs?

How do these ideas fit into the Bullshit Jobs thesis?

The labour exchange at Gray's Inn Road which began on September 3, 1832, which was based on Robert Owen's idea in The Crisis (June 1832), eventually collapsed in 1834 as the result of Greshham's Law in which "bad money drives out good." In this case, rather than money the object was the relative value of goods which were exchanged based on Labour notes. Labour notes were used to exchange unsaleable stock in shops for labour notes which were then used to purchase more valuable goods. This caused depreciation of the labor notes ultimately causing the experiment to collapse in 1834.

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

The Sagrada Familia basilica began construction in 1882, in Barcelona Spain. The art nouveau building designed by Antonio Gaudi is expected to be completed in 2026.

Edward Pressman, Film Producer Who Bet on Unsung Talent, Dies at 79<br /> by Neil Genzlinger

One of my favorite producers...

Tom Luddy, a Behind-the-Scenes Force in Cinema, Dies at 79 <br /> Penelope Green

Tom Luddy ran a film society while in college at the University of California, Berkeley.

"religion of filmmaking"

Tom Luddy introduced George Lucas to Federico Fellini's I Vitelloni before he made American Graffiti.

One of the Luckiest Lightning Strikes Ever Recorded<br /> by Nicholas Bakalar

https://www.nytimes.com/live/2023/03/30/nyregion/trump-indictment-news

Kanban vs. Scrum: What's the Difference?

To capture a Youtube video screenshot without the player controls, use the Hyde browser extension and the keystroke Ctrl+M to hide/unhide the controls.

Further, one can use the Windows Snipping Tool via Win-Shift-S to effect a screenshot to the clipboard for saving and editing.

https://youtubedownload.minitool.com/youtube/how-to-hide-youtube-bar.html

https://www.3m.co.uk/3M/en_GB/post-it-notes/ideas/articles/make-the-leap-from-to-do-to-done-with-the-scrum-methodology/

"The Scrum method" described here, similar to the Kanban method, the Memindex method, tickler systems, or other card index as productivity systems, seems to be a productized name for selling Post-it Notes.

Scrum method consists of a project broken down into "story" rows with "to do" items in columns which progress along to "in process", "to verify", and finally "done".

Other productized names (particular to the note taking space): Antinet zettelkasten, Linking Your Thinking, Second Brain, etc.

Seeing this, I can't help but think about some of the ads from the early 1900s for filing cabinets and card indexes which had similar named methodologies for productivity, but which were also advertisements for purchasing the associated physical goods.

Examples: Shaw-Walker, Yawman & Erbe, etc.

The Lost Art of Library Card Catalogues<br /> by Claire Voon

Broadly a synopsis/advertisement for The Card Catalog: Books, Cards, and Literary Treasures (Chronicle, 2017), which I've put on my to read list.

Werberger, Raleigh. “Using Old Tech (Not Edtech) to Teach Thinking Skills.” Edutopia (blog), January 28, 2015. https://www.edutopia.org/blog/old-tech-teach-thinking-skills-raleigh-werberger.

link to: https://boffosocko.com/2022/11/05/55811174/ for related suggestion using index cards rather than Post-it Notes.

This process is also a good physical visualization of how Hypothes.is works.

(free of this context, but I need somewhere just to place this potential title/phrase...)

Purpose Driven Zettelkasten

I do my thinking with pen on paper. Digital tools, even (or especially?) the note-taking ones, are just not for me. <br><br>They may be easy to access or carry around, but what’s the point if they constrain the output?

— Julia Pappas (@JuliaPappasJoy) March 30, 2023

A common issue of many digital note taking apps is that while they may have ease for cutting and pasting data into them, moving data around, visualizing it in various forms, and exporting it into a final product may be much more difficult. At the opposite end of the spectrum, physical index cards are much easier to sort, resort, and place into an outline form to create output.

Of course, some of the private, individual practice can be terribly formed and generally useless for many, so it becomes imperative that students have some strong modeling here from the rhetorical side. What exactly do "good" and "useful" practices look like? How are these annotations used after-the-fact? What purposes do they serve? Can they be reused? Even with open annotations, there is still a lot of additional practice and use which happens beyond the visible annotation which is hidden.

How can we leverage the open annotation and the following process (for example that of Ahrens2017 or Eco2015, 1977) to show more of the workflows of not only learning/understanding/sensemaking, but then taking that material to apply, analyze, evaluate, and then subsequently create new material?

I see a lot of this sort of community sensemaking in the fora for digital note taking tools like Roam Research, Obsidian, Tana, etc. People there may sometimes be more focused on workflows for productivity sake, but there's a lot of subtle learning about note taking practice which is also going on between the lines.

DeRosa, Robin. Interdisciplinary Studies: A Connected Learning Approach. Rebus Communities, 2016. https://press.rebus.community/idsconnect/.

found via <br /> Sheridan, Victoria. “A Pedagogical Endeavor.” Inside Higher Ed, August 9, 2017. https://www.insidehighered.com/digital-learning/article/2017/08/09/robin-derosas-oer-pedagogical-endeavor.

On first blush it looks like I've read portions of some of these chapters as blogposts on the authors' original websites. Should be interesting to see how those are linked/credited.

Given the writing contained in the book it would be interesting to see Pressbooks and/or the Rebus Community allow support for having the lead of a project be credited as an "editor" on the front page rather than to default them as an "author".

Hypothesis Animated Intro, 2013. https://www.youtube.com/watch?v=QCkm0lL-6lc.

This was an early animation for Hypothes.is as a tool. It was on one of their early homepages and is (still) a pretty good encapsulation of what they do and who they are as a tool for thought.

Sheridan, Victoria. “A Pedagogical Endeavor.” Inside Higher Ed, August 9, 2017. https://www.insidehighered.com/digital-learning/article/2017/08/09/robin-derosas-oer-pedagogical-endeavor.

continuing from https://hypothes.is/a/ddn4qs8mEe2gkq_1T7i3_Q

Potential assignments:

Students could be tasked with finding new material or working off of a pre-existing list.

They could individually be responsible for indexing each individual sub-text within a corpus by: - providing a full bibliography; - identifying free areas of access for various versions (websites, Archive.org, Gutenberg, other OER corpora, etc.); Which is best, why? If not already digitized, then find a copy and create a digital version for inclusion into an appropriate repository. - summarizing the source in general and providing links to how it fits into the broader potential corpus for the class. - tagging it with relevant taxonomies to make it more easily searchable/selectable within its area of study - editing a definitive version of the text or providing better (digital/sharable) versions for archiving into OER repositories, Project Gutenberg, Archive.org, https://standardebooks.org/, etc. - identifying interesting/appropriate tangential texts which either support/refute their current text - annotating their specific text and providing links and cross references to other related texts either within their classes' choices or exterior to them for potential future uses by both students and teachers.

Some of this is already with DeRosa's framework, but emphasis could be on building additional runway and framing for helping professors and students to do this sort of work in the future. How might we create repositories that allow one a smörgåsbord of indexed data to relatively easily/quickly allow a classroom to pick and choose texts to make up their textbook in a first meeting and be able to modify it as they go? Or perhaps a teacher could create an outline of topics to cover along with a handful of required ones and then allow students to pick and choose from options in between along the way. This might also help students have options within a course to make the class more interesting and relevant to their own interests, lives, and futures.

Don't allow students to just "build their own major", but allow them to build their own textbooks and syllabi with some appropriate and reasonable scaffolding.

Perhaps of interest here, would not be a specific OER text, but an OER zettelkasten or card index that indexes a variety of potential public domain or open resources, articles, pieces, primary documents, or other short readings which could then be aggregated and tagged to allow for a teacher or student to create their own personalized OER text for a particular area of work.

If done well, a professor might then pick and choose from a wide variety of resources to build their own reader to highlight or supplement the material they're teaching. This could allow a wider variety of thinking and interlinking of ideas. With such a regiment, teachers are less likely to become bored with their material and might help to actively create new ideas and research lines as they teach.

Students could then be tasked with and guided to creating a level of cohesiveness to their readings as they progress rather than being served up a pre-prepared meal with a layer of preconceived notions and frameworks imposed upon the text by a single voice.

This could encourage students to develop their own voices as well as to look at materials more critically as they proceed rather than being spoon fed calcified ideas.

https://docs.google.com/presentation/d/1gR4gyZxr9CAc8KoN0Cdlpjpp0305CZ8ZpNWRHfMq83w/edit#slide=id.g228c93eec09_0_0

TAG Feedback Protocol Prompts for responding to classmates - Tell some things you like - Ask thoughtful questions - Give suggestions

(Source: https://learninginhand.com/blog/feedbackchat)

Via: https://hypothes.is/a/8iTBtM8dEe29byc2oLQk-w

Liquid Margins 39 - Inclusivity and Social Annotation: Fostering Diverse Learning Environments

Attended from the halfway point onward.

What would a list of prompts for teaching creatively look like if it were created using Brian Eno's Oblique Strategies as a model?

Inspired by Sophia Rahming (~09:48)

The massive zettelkasten which powers the Thesaurus Linguae Latinae is befittingly housed on the top floors of the Residenz, the former palace of the Bavarian royal family, now a part of the Bavarian Academy (Bayerische Akademie der Wissenschaften) in Munich, Germany.

Thesaurus Linguae Latinae - Society for Classical Studies

basic details, particularly administrative ones about the structure of the editors, fellows, et al and funding for attending

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

How much of the 1935 Stakhanovite movement was propaganda vs. reality and how much of it used the ideas of scientific management from the late 1800s/early 1900s?

reply to Christoph Thiede at https://norden.social/@LinqLover/110011970287271976

@LinqLover@norden.social @academia@a.gup.pe @zettelkasten@a.gup.pe @zettelkasten@mobilize.berlin @academicchatter@a.gup.pe @academicsunite@a.gup.pe If I understand your question properly, you're presumably using a paper zettelkasten and not a digital one? The issue is that of "multiple storage". Niklas Luhmann solved this by numbering his cards (using a Dewey-like system) and then creating an index for the subjects to be able to find them. John Locke did roughly the same thing with his indexing method for commonplace books.

cf. https://hypothes.is/users/chrisaldrich?q=tag%3A%22multiple+storage%22 and https://publicdomainreview.org/collection/john-lockes-method-for-common-place-books-1685

In the digital domain I rely on relational databases or heavy tagging and digital search. For an example, see again the Hypothesis link above.

"Classical" ZK prior to Luhmann simply made multiple copies and distributed them, though updating them was nearly impossible.

https://baty.net/2022/personal-knowledge-management

🤪

—Detlef Stern, 2023-03-21, https://mastodon.social/@t73fde/110062851811483123

A note not referenced by another note is not a note. (translation mine)

Smith, Chris. “Thesaurus Linguae Latinae: How the World’s Largest Latin Lexicon Is Brought to Life.” De Gruyter Conversations, July 5, 2021. https://blog.degruyter.com/thesaurus-linguae-latinae-how-the-worlds-largest-latin-lexicon-is-brought-to-life/.

Basic overview article without much direct data/insight

We need more scholarship which leaves open thinking spaces for future scholars.

Antiquae linguae Britannicae thesaurus being a British, or Welsh-English dictionary<br /> https://www.library.wales/discover-learn/digital-exhibitions/europeana-rise-of-literacy/dictionaries-and-grammars/antiquae-linguae-britannicae#?c=&m=&s=&cv=&xywh=-1596%2C-267%2C5574%2C4321

Pinkerton, Byrd. “The Ultimate Latin Dictionary: After 122 Years, Still At Work On The Letter ‘N.’” NPR, May 14, 2016, sec. Parallels. https://www.npr.org/sections/parallels/2016/05/14/476873307/the-ultimate-latin-dictionary-after-122-years-still-at-work-on-the-letter-n.

Interesting to see a reference the branching nature of the meanings of an individual word which has multiple ways of being categorized.

The TLL categorizes words alphabetically first and then by chronologically second. The rest of the structure shakes out from there as editors write articles for each of the words.

This Latin Thesaurus Has Been in Progress Since 1894<br /> by Maris Fessenden

very basic surface level article

Kathleen Coleman, “The Thesaurus Linguae Latinae” Paideia Lectures 2022, 2022. https://www.youtube.com/watch?v=s98hTIOW1Ug.

https://www.youtube.com/watch?v=s98hTIOW1Ug

The TLL was moved to a monastery in Bavaria during WWII because they were worried that the building that contained the zettelkasten would be bombed and it actually was.

The slips have been microfilmed and a copy of them is on store at Princeton as a back up just i case.

[01:17:00]

Roberta Stewart of Dartmouth has written a description (available on the website) of how an article for the TLL is generally written. [01:10:26]

Remember the Thesaurus is a work of the human brain and therefore it is fallible. —Kathleen M. Coleman

replace Thesaurus with zettelkasten...

Following volumes I and II (a and b) the editors of the TLL separated out the occurrence of proper names into a supplement, called the Onomasticon, which includes the words beginning with "C" and "D". Following D, they began leaving out proper names because their inclusion was slowing down the progress of the thesaurus and there are other resources like encyclopedias for discussion and inclusion of these. [24:48]

For rare words in Latin, articles may include all surviving attestations of those words. Typically only a representative selection of attestations are included in most articles which is indicated in the text by two "crossed cigars" before the lemma (or headword).

Within the TLL's work they consider the work on each headword to be an "article" which are also individually credited.

The TLL contains every instance of every know Latin word in every known medium from the beginning of the language down to the 2nd century CE and from then on, every lexicographically significant instance from that time until the 6th century CE. [22:32]

Basic statistics regarding the TLL: - ancient Latin vocabulary words: ca. 55,000 words - 10,000,000 slips - ca. 6,500 boxes - ca. 1,500 slips per box - library 32,000 volumes - contributors: 375 scholars from 20 different countries - 12 Indo-European specalists - 8 Romance specialists - 100 proof-readers - ca. 44,000 words published - published content: 70% of the entire vocabulary - print run: 1,350 - Publisher: consortium of 35 academies from 27 countries on 5 continents

Longest remaining words: - non / 37 boxes of ca 55,500 slips - qui, quae, quod / 65 boxes of ca. 96,000 slips - sum, esse, fui / 54.5 boxes of ca. 81,750 slips - ut / 35 boxes of ca 52,500 slips

Note that some of these words have individual zettelkasten for themselves approaching the size of some of the largest personal collections we know about!

[18:51]

It took approximately five years of collecting and excerpting material before the researchers of the TLL began writing articles.

The Thesaurus Linguae Latinae didn't excerpt every single word in written Latin, just what they thought was lexicographically significant. As an example, they didn't excerpt all of Augustine for had they, the collection would have been approximately 50% larger because he was such a prolific writer. [t=891]

San/sand (? what is the correct word?) box invented with a hinge which moves forward allowing one to more easily thumb through the slips in their box.

The Thesaurus Linguae Latinae used the Meusel system for creating Zettel by utilizing double folio sheets onto which they copied text in hectographic ink which can be reproduced by lithography before cutting them up into slips.

Done alphabetically and then secondarily by chronological time. (Indicated in a box on the top left of each slip.) The number of copies of each slip is written in the bottom left hand corner and circled.

https://www.abandonedamerica.us/remington-arms-munition-factory

https://jamaicanpatwah.com/term/Criss/1303#.ZCLoWKQpCDY

Forschung: Der Thesaurus linguae Latinae. Munich, Germany: Bayerische Akademie der Wissenschaften, 2019. https://www.youtube.com/watch?v=C3Eqt2QBKNs.

https://www.youtube.com/watch?v=C3Eqt2QBKNs

How to promote my podcast <br /> by Jeremy Cherfas

Jon Udell's Tag Rename tool for Hypothes.is.

use of theausaurus to limit subject headings...

Heyde, Johannes Erich. Technik des wissenschaftlichen Arbeitens. (Sektion 1.2 Die Kartei) Junker und Dünnhaupt, 1931.

annotation target: urn:x-pdf:00126394ba28043d68444144cd504562

(Unknown translation from German into English. v1 TK)

The overall title of the work (in English: Technique of Scientific Work) calls immediately to mind the tradition of note taking growing out of the scientific historical methods work of Bernheim and Langlois/Seignobos and even more specifically the description of note taking by Beatrice Webb (1926) who explicitly used the phrase "recipe for scientific note-taking".

see: https://hypothes.is/a/BFWG2Ae1Ee2W1HM7oNTlYg

first reading: 2022-08-23 second reading: 2022-09-22

I suspect that this translation may be from Clemens in German to Scheper and thus potentially from the 1951 edition?

Heyde, Johannes Erich. Technik des wissenschaftlichen Arbeitens; eine Anleitung, besonders für Studierende. 8., Umgearb. Aufl. 1931. Reprint, Berlin: R. Kiepert, 1951.

It would seem that the word treasure here is being used to modify one's attention. Historically in books about "knowledge work" or commonplacing, the word was used with respect to one's storehouse of knowledge itself and not one's attention. Some of the effect is the result of the break in historical tradition being passed down from one generation to another. It's also an indication that the shift in value has moved not from what one knows or has, but that the attention itself is more valued now, even in a book about excerpting, thinking, and keeping knowledge!

Oh how far we have fallen!

It's also an indication of the extremes of information overload we're facing that the treasure is attention and not the small tidbits of knowledge and understanding we're able to glean from the massive volumes we face on a daily basis.

We can imagine mining the information we encounter, following veins and seams underground, then smelting and refining the ore into useful metals. Occasionally we might come across gems that are nearly perfect when we discover them, perhaps needing only a bit of cutting and setting to reveal their beauty. But mostly the work involves patience and effort, as we go through the steps of finding, collecting, refining, and concentrating information from a raw material into exactly what we need for our structure

I love these two new clever metaphors (mining and refining and cooking) for note taking for building knowledge. They're a welcome addition to the older and more classical metaphor of bees (Latin: apes) collecting pollen to make honey in the commonplace tradition.

https://tllpod.podbean.com/

Based on the history and usage of horreum here in this first episode of the Thesaurus Linguae Latinae podcast, a project featuring a 10+ million slip zettelkasten at its core, I can't help but think that not only is the word ever so apropos for an introduction, but it does quite make an excellent word for translating the idea of card index in English or Zettelkasten from German into Latin.

My horreum is a storehouse for my thoughts and ideas which nourishes my desire to discover and build upon my knowledge.

This seems to be just the sort of thing that Jeremy Cherfas might appreciate on multiple levels.

https://mcdn.podbean.com/mf/download/nxm28u/Horreum.mp3

Project: Thesaurus linguae Latinae<br /> from Bayerische Akademie der Wissenschaften

Dictionary covers ancient Egypt’s everyday language<br /> by William Harms - Chicago

duplicate of https://scienceblog.com/56681/scholars-finish-dictionary-of-ancient-egyptian-language/

University of Chicago. “Scholars Finish Dictionary of Ancient Egyptian Language.” Substack newsletter. ScienceBlog.com, September 19, 2012. https://scienceblog.com/56681/scholars-finish-dictionary-of-ancient-egyptian-language/.

The Chicago Assyrian Dictionary was completed in 2011 after 90 years of work.

The Chicago Demotic Dictionary compiled by the Oriental Institute at the University of Chicago was facilitated by computers compared with the Chicago Assyrian Dictionary which relied on index cards.

Hayes, William C. Review of Historical Records of Rameses III, by William F. Edgerton and John A. Wilson. American Journal of Archaeology 40, no. 4 (1936): 558–59. https://doi.org/10.2307/498809.

https://www.jstor.org/stable/498809

...have been diligently consulted and compared with the present versions and the authors have also availed themselves of the invaluable material contained in the Zettelkasten of the Berlin Wirterbuch der...

This is the oldest appearance of the word "Zettelkasten" appearing in a journal article which I could find on JSTOR.

I'm not surprised it's in a journal in the humanities and specifically on archaeology.

Update: even better, this has introduced me to a massive new ZK: Wörterbuch der ägyptischen Sprache!

Where is Indiana Jones' zettelkasten?!

https://aaew.bbaw.de/thesaurus-linguae-aegyptiae

https://aaew.bbaw.de/erman-grapow-wb

Wörterbuch der ägyptischen Sprache by Adolph Erman and Hermann Grapow can be viewed online using the Wb. browser at https://aaew.bbaw.de/tla/servlet/WbImgBrowser. Links from reference points within the dictionary go directly to corresponding slips of paper in the digitized slip archive.

https://aaew.bbaw.de/digitalisiertes-zettelarchiv

The Digitized Card Archive ( DZA ) of the Dictionary of the Egyptian Language (Wörterbuch der ägyptischen Sprache) has been available on the Internet since 1999. The archive can be searched at: https://aaew.bbaw.de/tla/servlet/DzaIdx.

Since 2004, the materials and query functions have been integrated into the larger Thesaurus Linguae Aegyptiae project at https://aaew.bbaw.de/thesaurus-linguae-aegyptiae.

The Wörterbuch der ägyptischen Sprache was an international collaborative zettelkasten project begun in 1897 and finally published as five volumes in 1926.

https://en.wikipedia.org/wiki/W%C3%B6rterbuch_der_%C3%A4gyptischen_Sprache

Structures and Transformations of the Vocabulary of the Egyptian Language: Text and Knowledge Culture in Ancient Egypt. “Altägyptisches Wörterbuch: Berlin-Brandenburgische Akademie der Wissenschaften 1999,” 2007. https://web.archive.org/web/20180627163317/https://aaew.bbaw.de/wbhome/Broschuere/index.html.

With support from the German Research Foundation, the 1.5 million sheets of the Wörterbuch der ägyptischen Sprache began to be digitized and put online in 1997.

Google translation:

The sheer quantity exceeds the possibilities of book publication, the complex, multidimensional structure of a networked information base cannot be reproduced in print, and finally the dynamic of a constantly growing and constantly correcting material does not fit into the rigid rhythm of book production, in which each expanded and corrected new edition is associated with an incalculable amount of effort. A book publication could only offer a snapshot of such a database, reduced to a specific perspective. This too can be very useful from time to time, but it does not solve the problem of publishing the entire material.

While the writing criticism of "dumping out one's zettelkasten" into a paper, journal article, chapter, book, etc. has been reasonably frequent in the 20th century, often as a means of attempting to create a linear book-bound context in a local neighborhood of ideas, are there other more complex networks of ideas which we're not communicating because they don't neatly fit into linear narrative forms? Is it possible that there is a non-linear form(s) based on network theory in which more complex ideas ought to better be embedded for understanding?

Some of Niklas Luhmann's writing may show some of this complexity and local or even regional circularity, but perhaps it's a necessary means of communication to get these ideas across as they can't be placed into linear forms.

One can analogize this to Lie groups and algebras in which our reading and thinking experiences are limited only to local regions which appear on smaller scales to be Euclidean, when, in fact, looking at larger portions of the region become dramatically non-Euclidean. How are we to appropriately relate these more complex ideas?

What are the second and third order effects of this phenomenon?

An example of this sort of non-linear examination can be seen in attempting to translate the complexity inherent in the Wb (Wörterbuch der ägyptischen Sprache) into a simple, linear dictionary of the Egyptian language. While the simplicity can be handy on one level, the complexity of transforming the entirety of the complexity of the network of potential meanings is tremendously difficult.

link to https://hypothes.is/a/U95jEs0eEe20EUesAtKcuA

Is this phenomenon of "complex narratives" related to misinformation spread within the larger and more complex social network/online network? At small, local scales, people know how to handle data and information which is locally contextualized for them. On larger internet-scale communication social platforms this sort of contextualization breaks down.

For a lack of a better word for this, let's temporarily refer to it as "complex narratives" to get a handle on it.

For some research the book form is just not conducive to the most productive work. Both the experiences of Beatrice Webb (My Apprenticeship, Appendix C) and Adolph Erman (on Wb) show that database forms for sorting, filtering, and comparing have been highly productive and provide a wealth of information which simply couldn't be done otherwise.

Correcting a text within a digital archive or database allows the change to propagate to all portions of the collection compared with a physical card index which has the hurdle of multiple storage and requires manual changes on all of the associated copies.

This sort of affordance can be seen in more modern note taking tools like Obsidian which does this sort of work with global search and replace of double bracketed words which change everywhere in the collection.

In the early twentieth century one might have created a card index to study a large textual corpus, but in the twenty first one is more likely to rely on a relational database instead.

Google translation:

Every Egyptology student learns in their first semester that the Egyptian word pt (pronounced pet) means "heaven". The collection of documents in the dictionary archive comprises around 6,000 document slips. In the order of this material one learns that the Egyptian heaven has gates and ways, waters and banks, sides, pillars and chapels. This makes it tangible that the Egyptians had something completely different in mind when they heard the word "heaven" than modern Westerners do, namely a mythical space in which gods and spirits of the dead dwell.

This is a fantastic example of context creation for a dead language as well as for creating proper historical context.

In looking at the uses of and similarities between Wb and TLL, I can't help but think that these two zettelkasten represented the state of the art for Large Language Models and some of the ideas behind ChatGPT

Alternate sort orders for the slips for the Wb include chronological, grammatical, semantic, and graphic, but for teasing out the meanings the original sort order was sufficient. Certainly other sort orders may reveal additional subtleties.

The preposition m "in" appears more than 60,000 times in the corpus, a fact which becomes a bit overwhelming to analyze.

The benefit of creating such a massive key word in context index for the Wörterbuch der ägyptischen Sprache meant that instead of using an ad hoc translation method (guessing based on limited non-cultural context) for a language, which was passingly familiar, but not their mother tongue, Adolph Erman and others could consult a multitude of contexts for individual words and their various forms to provide more global context for better translations.

Other dictionaries like the Oxford English Dictionary attempt to help do this as well as provide the semantic shift of words over time because the examples used in creating the dictionary include historical examples from various contexts.

The method used for indexing the Wörterbuch der ägyptischen Sprache and the Thesaurus Linguae Latinae is now generally known as a key word in context (KWIC) index.

questions:

• What were the exact sizes of the slips? Had they been standardized at the time?

The Wörterbuch der ägyptischen Sprache slip box collection is almost 17 times the size of Niklas Luhmann's by number of slips (1,500,000/90,000 = 16.67) and 58.81 times the size in number of boxes (1588/27).Though keep in mind that due to the multiple storage here each card was copied ~40 times, so if only only counts individual cards then the collection would have been (1.5M/40) 375,000 slips, which is still more than 4 times the size of Luhmann's collection of slips.

See: https://hypothes.is/a/QMYAQMztEe2disvmvCAEAA for source of Wb number source.

The zettelkasten for the Wörterbuch der ägyptischen Sprache comprises approximately 1.5 million slips for words and the card archive fills 1588 boxes.

Once made, the initial note excerpts were copied 40 times using a lithography process. Then each word in the original slip was underlined in red on respective copies to be filed away alphabetically. At the top right corner of each slip was written down the phonetic sound of the rubricated word's Egyptian transcription. Within the collection certain special words were also separated for the names of people, kings, gods, and places to allow for additional study.

Talk about a problem of multiple storage!!

The structure of the filing system for the Wörterbuch der ägyptischen Sprache was designed based on the work done for the Thesaurus Linguae Latinae started in 1894. Texts in the collection were roughly divided into passages of about 30 words and written in hieroglyphic form on postcard-sized slips of paper. The heading contained the designation of the text and the body included the texts' context (inscriptions, etc.) as well as a preliminary translation of the passage.

These passages were then cross-referenced with other occurrences of the hieroglyphics to provide better progressive translations which ultimately appeared in the final manuscript. As a result some of the translations on the cards were incomplete as work proceeded and cross-comparisons of individual words were puzzled out.

A slip showing a passage of text from the victory stele of Sesostris III at the Nubian fortress of Semna. The handwriting is that of project leader Adolf Erman, who had "already struggled with the text as a high school student".

Out of a total of 201 notebooks, Kurt Sethe's work on the Wörterbuch der ägyptischen Sprache comprised 27 notebooks with 3240 pages of notes on hieroglyphic copies from his travels and research.

Kurt Sethes' philosophy was encapsulated as "I only work when I like. But I always like to work." (Translation from German mine.)

The Berlin dictionary project combined the work of more than 60 scholars headed by Adolph Erman with the help of the academies at Berlin, Göttingen, Leipzig and Munich and the International Orientalist Congress.

Kaiser Wilhelm II appropriated 70,000 M in 1897 to help fund the estimated 11 year dictionary project that would be known as the Wörterbuch der ägyptischen Sprache.

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

!!

McCauley, Edward Y. “A Dictionary of the Egyptian Language.” Transactions of the American Philosophical Society 16, no. 1 (1883): 1–241. https://doi.org/10.2307/1005403.

Prior to the Wörterbuch der ägyptischen Sprache, but nothing brilliant with respect to use of a zettelkasten to create.

Hayes, William C. Review of Historical Records of Rameses III, by William F. Edgerton and John A. Wilson. American Journal of Archaeology 40, no. 4 (1936): 558–59. https://doi.org/10.2307/498809.

Tagged this because it's the first appearance of Zettelkasten in an English language setting in the JSTOR repository.

see also: https://hypothes.is/a/RYZOssqXEe2H5wtABI0puA

Started on 2023-03-24; finished on 2023-03-27.

Did our word "ray" (as in ray of sunshine) derive from the ancient Egyptian word for their god "Ra"?

ägyptischen Sprache.

This is the first use of the word Zettelkasten in an English (non-German) context in JSTOR that I've been able to find.

Still likely not the first appearance, but reasonably early...

What a searing insult carefully couched here!

National libraries began to more commonly acquire the working papers (nachlass) of authors and researchers after the mid-19th century.

Blair, Ann M. “The Rise of Note-Taking in Early Modern Europe.” Intellectual History Review 20, no. 3 (August 4, 2010): 303–16. https://doi.org/10.1080/17496977.2010.492611.

Annotation target: urn:x-pdf:202007e9836543a7b69e7045c81f5965

Hypothes.is: https://hypothes.is/users/chrisaldrich?q=url%3Aurn%3Ax-pdf%3A202007e9836543a7b69e7045c81f5965

The split between the ideas of commonplace book and zettelkasten may stem from the time period of the Anglicization of the first. If Gessner was just forming the tenets of a zettelkasten practice in 1548 and the name following(?) [what was the first use of zettelkasten?] while the word commonplace was entering English in 1531 using a book format, then the two traditions would likely have been splitting from that point forward in their different areas.

Apparently Cole Steel manufactured typewriters in the 1960s.

reply to u/zleonska at https://www.reddit.com/r/commonplacebook/comments/1223a2e/comment/jdp8nbl/?utm_source=reddit&utm_medium=web2x&context=3

Thanks for sharing this u/zleonska! More people might consider using a card index to index their commonplace books for future search and discovery. The first person I'd ever come across doing this was W. Ross Ashby whose commonplace and index have been digitized and are now searchable online at http://www.rossashby.info/journal/index/index.html. It seems a nice change of pace to have a centralized index over keeping one in each book and having to search in multiple books over time as described in John Locke's commonplacing method, though it obviously seems to have made a significant impact.<br /> If folks find it interesting/useful I did come across https://www.indxd.ink, a digital, web-based index tool for your analog notebooks. Ostensibly allows one to digitally index their paper notebooks (page numbers optional). It emails you weekly text updates, so you've got a back up of your data if the site/service disappears. This could potentially be used by those who have analog commonplace/zettelkasten practices, but want the digital search and some back up of their system.

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.

• We don't have everything we need, e.g., information, resources, etc.

• We're tired, overwhelmed, frustrated, and/or burnt out.

• We're waiting until we have more motivation. Future me will be brimming with motivation and get so much done

• We lack urgency. This can wait until tomorrow.

• We lack a big enough why. Why does this project even matter?

• We've hit the project's boring/tedious/difficult bits.

• We're surrounded by tantalizing distractions

• We struggle to get started because we'll just be interrupted in a few minutes, breaking our flow.

• We feel overwhelmed by the enormity of the project.

• We struggle with perfectionism

• We get sucked into distraction spirals. A 5-minute Reddit break turns into two hours.

• We do many urgent but unimportant tasks, so there's no time/energy for the important stuff.

• We seek distractions to quiet the monkey brain. (If we could snap our fingers and silence the mental chatter, we'd be more productive.)

• We dream of creating something amazing and perfect. Once we start the work, the ability to create something perfect disappears. As long as we don't start, perfection feels possible.

• We talk about projects and daydream a lot. These feel good and feel like progress. But these good feelings diminish our motivation to actually get started.

• We dream of doing so many things. It's hard to commit to one project because it means saying No to a dozen others. Not starting on a project means we're keeping our options open.

• We seek out distractions to soothe negative emotions.

• We fear judgment and criticism.

• We fear making mistakes.

• We fear failing

• We have imposter syndrome.

• We have too many concurrent projects/responsibilities. This causes us to constantly switch contexts and/or feel overwhelmed. This kills any chance of getting into a flow state.

• We feel like other people don't have to work as hard, and it's not fair that things take so much effort for us.

• We don't have anyone to cheer us on, celebrate tiny wins and small victories, etc

• We don't have anyone holding us accountable.

• We're surrounded by people who procrastinate, so it feels normal to put things off. Who wants to be the only person not procrastinating?

• We feel lonely, so it's hard to find the motivation to do stuff.

via u/clumsyAmeba on https://www.reddit.com/r/productivity/comments/121pe2x/ive_identified_27_causes_of_procrastinationwhich/

https://www.youtube.com/watch?v=geChDY3MQj8

Similar to TUL disk bound notebooks.

Paper is nice for fountain pens.

On the expensive side.

https://williamhannah.com/

https://plotterusa.com/

reply to u/deafpolygon at https://www.reddit.com/r/PKMS/comments/121ihrj/other_pkm_forums_places_to_discuss/

The space is fragmented broadly by both tools (some with specific workflows) and philosophies, so you may have to hunt/peck (or subscribe/filter) for the types of pieces you're searching for. Here's some resources you might appreciate. In the fora section things are ordered roughly by relation to the topic as well as frequency of posting/activity.

Fora

• https://www.reddit.com/r/Zettelkasten/
• https://forum.zettelkasten.de/
• Tools for Thought Rocks https://lu.ma/community/com-mmvGpDTZoRDsxou
• https://www.reddit.com/r/NoteTaking/
• https://www.reddit.com/r/ObsidianMD/
• https://forum.obsidian.md/
• https://forum.eastgate.com/
• https://www.reddit.com/r/productivity
• https://www.reddit.com/r/antinet/
• https://www.reddit.com/r/commonplacebook/
• https://www.reddit.com/r/DigitalGardens/

Sites

• https://jarango.com/ and related podcast
• https://rheingold.com/
• https://zettelkasten.de/
• https://writing.bobdoto.computer/
• https://boffosocko.com/category/note-taking/
• https://www.lesswrong.com/ (Not entirely focused but frequently has related material to the space)

Discord

For some communities like Obsidian, Logseq, etc. you're also likely to find discord servers with some reasonable sub-channels and activity as well. A good non-product specific Discord with related material is The Productivists at https://discord.gg/m2bP2hh3. There's also one for Zettelkasten https://discord.gg/bYrVm9sr.

And of course as you visit all these locales, be sure to mention r/PKMS and maybe more will learn that this location is a better catch-all for in-depth conversations and questions.

https://www.reddit.com/r/shorthand/comments/122gsma/is_there_a_qwerty_keyboard_shorthand_system/

reply to u/taurusnoises at https://www.reddit.com/r/Zettelkasten/comments/11ov8qp/comment/jbvdyx8/?utm_source=reddit&utm_medium=web2x&context=3

Thanks for the tip Bob, JSTOR was a reasonably quick/easy search (compared to the larger list I've got that'll take some manual digging.) The vast majority of instances I found within JSTOR were in full German contexts, and many definitely were in a negative contextual light (generally as an epithet—one went so far as to mention a smell— describing authors' poor structure, over-reliance on ZK, argument, or writing style, potentially as not providing appropriate context.) Fascinatingly the number of appearances of zettelkasten in any language began in the early 1900s and have grown from a dozen every decade to 150 this past decade with a marked increase in the 1980s and 90s.

The oldest one I found in an English language article was from:

Hayes, William C. Review of Historical Records of Rameses III, by William F. Edgerton and John A. Wilson. American Journal of Archaeology 40, no. 4 (1936): 558–59. https://doi.org/10.2307/498809. (JSTOR https://www.jstor.org/stable/498809)

All available earlier copies and parallel texts have been diligently consulted and compared with the present versions and the authors have also availed themselves of the invaluable material contained in the Zettelkasten of the Berlin Wörterbuch der ägyptischen Sprache.

Potentially not the very first English appearance, but 1936 is reasonably early. I wasn't surprised that it appeared in an archaeology journal.

Of particular interest is that it provides an indication that the "Berlin Dictionary" or the Dictionary of the Egyptian Language, which was begun in 1897 just two years after the beginning of the Mundaneum by Paul Otlet and Henri La Fontaine, began life as a multi-user zettelkasten. For those who are looking for the rare versions of collaborative zettelkasten, this is a new version for folks to research.

Süss, Wilhelm. Karl Morgenstern (1770-1852), eloquentiae, I - ll. Gr. et Lat., antiquitatum, aesthetices et historiae litterarum atque artis p.p.o. simulque bibliothecae academicae praefectus : ein kulturhistorischer Versuch. Dorpat : Mattiesen. Accessed March 24, 2023. https://jstor.org/stable/community.32963350.

Karl Morgenstern (1770-1852), eloquence, I - ll. Gr. and Lat., antiquities, aesthetics and history of literature and art ppo and at the same time in charge of the academic library: ein kulturhistorischer Versuch<br /> 1928<br /> Sweet, William<br /> Karl Morgenstern (1770-1852), eloquence, I - ll. Gr. and Lat., antiquities, aesthetics and history of literature and art ppo and at the same time in charge of the academic library: ein kulturhistorischer Versuch,

... the ancient ones etc., his note boxes filled with quotations He compares the nations, speaks of the Germans who, since Gellert, “read and write and read what. has, eyes.. other nation has one, Leipziger which boasts such staid mass catalogues?” But not the word interpreters of the ancients, who the ...

Stroebe, Lilian L. “Die Stellung Des Mittelhochdeutschen Im College-Lehrplan.” Monatshefte Für Deutsche Sprache Und Pädagogik, 1924, 27–36. https://www.jstor.org/stable/44327729

The place of Middle High German in the college curriculum<br /> Lilian L. Stroebe<br /> Monthly magazines for German language and pedagogy (1924), pp. 27-36

... of course to the reading material. Especially in the field of etymology it is easy to stimulate the pupils' independence. For years I have had each of my students create an etymological card dictionary with good success, and I see that at the end of the course they have this card box ...

Müller, A., and A. Socin. “Heinrich Thorbecke’s Wissenschaftlicher Nachlass Und H. L. Fleischer’s Lexikalische Sammlungen.” Zeitschrift Der Deutschen Morgenländischen Gesellschaft 45, no. 3 (1891): 465–92. https://www.jstor.org/stable/43366657

Title translation: Heinrich Thorbecke's scientific estate and HL Fleischer's lexical collections Journal of the German Oriental Society

... wrote a note. There are about forty smaller and larger card boxes , some of which are not classified, but this work is now being undertaken to organize the library. In all there may be about 100,000 slips of paper; Of course, each note contains only one ...

Example of a scholar's Nachlass which contains a Zettelkasten.

Based on this quote, there is a significant zettelkasten example here.

Review: [Untitled] Roman und Satire im 18. Jahrhundert: Ein Beitrag zur Poetik by Jörg Schönert Review by: J. D. Workman Monatshefte, Vol. 62, No. 4 (Winter, 1970), pp. 420-421 https://www.jstor.org/stable/30156502

...form of the period for which there are no classical "rules." Schinert musters his evidence in an interesting and generally very lucid manner, although at times he may seem somewhat overzealous, if not indeed repetitious, in assembling all the data: at times one detects the faint odor of the Zettelkasten...

faint odor! ha! and in an English language document.