500 Matching Annotations
  1. Oct 2024
    1. This guy discovers music through Beatport.

      Main principle: Look through artists, producers and labels of music you like.

      This way you discover new but similar music to what you already like and increase your awareness.

      Custom edits can be useful too, but requires more domain know-how

    1. Ways to discover music organically: - 1) Check out the producer of the song - 2) Check out artist features (who features on them and who they feature for. - 3) Check out playlists by favorite artist. - 4) Keep up with critics/publications of music - 5) Genre Reddit communities - 6) Rate Your Music -> IMDB for music - 7) AlbumOfTheYear - 8) Physical Record Stores - 9) Discover Music through Friends Warning: Not for Loners!!! - 10) Local Music Venues

    1. Best methods for mixing: - Same number, same letter - Same number, different letter This is the absolute best method for mixing compatibility for a tonal shift - Same letter, 1 difference in number (+1/-1)

      Other Methods (less reliable but still useful at times): - Semitone Shift (+7 number, same letter) - Full tone shift (+/- 2 number, same letter) - Compatible tone shift: -3 number, different letter - Diagonal switch (+/- 1 number, different letter


      All this is due to the overlap in notes within the respective scales. Most of this is also dependent on the tracks being played and their notes.

    2. Best video I have seen on the camelot wheel and mixing keys.

    1. An example of this would be if you were mixing in F-major, which is 7B on the Camelot Wheel, you can transition by 3 spaces to its counterpart to F-minor, which is 4A on the Camelot system. In other words, to get from F-Major to F-minor, you subtract 3 and switch letters.

      Subtract (or add) 3 and switch letters

    2. A simple technique when it comes to harmonic mixing is by simply going from a major key to a minor, or a minor to a major key, whilst staying in the same relative key. For example, if a DJ is mixing in the key of 8B-C major, then he/she can transition to 8A-A minor or vice versa. Just keep the number the same (in this example it is 8) whilst changing the letter (B to A).

      Number same, letter different.

    1. The dancehall deejays of the 1980s and ’90s who refined the practice of “toasting” (rapping over instrumental tracks) were heirs to reggae’s politicization of music. These deejays influenced the emergence of hip-hop music in the United States and extended the market for reggae into the African American community. At the beginning of the 21st century, reggae remained one of the weapons of choice for the urban poor, whose “lyrical gun,” in the words of performer Shabba Ranks, earned them a measure of respectability.
    2. Marley’s career illustrates the way reggae was repackaged to suit a rock market whose patrons had used marijuana and were curious about the music that sanctified it. Fusion with other genres was an inevitable consequence of the music’s globalization and incorporation into the multinational entertainment industry.

      Why was marijuana so popular and mainstream in the past???

    3. “Lover’s rock,” a style of reggae that celebrated erotic love, became popular through the works of artists such as Dennis Brown, Gregory Issacs, and Britain’s Maxi Priest.
    4. During this period of reggae’s development, a connection grew between the music and the Rastafarian movement, which encourages the relocation of the African diaspora to Africa, deifies the Ethiopian emperor Haile Selassie I (whose precoronation name was Ras [Prince] Tafari), and endorses the sacramental use of ganja (marijuana). Rastafari (Rastafarianism) advocates equal rights and justice and draws on the mystical consciousness of kumina, an earlier Jamaican religious tradition that ritualized communication with ancestors.

      Diaspora: the jews living outside Israel (https://www.merriam-webster.com/dictionary/diaspora)

      Interesting musical roots for Reggae... Wonder if this is still present?

      Mystical roots.

      (Note, I give this the fiction tag because I might want to look into this mystical religion for fiction writing as inspiration)

      Logical that marijuana (a drug) is correlated with the mystical concept of communicating with diseased spirits for marijuana makes you hallucinate (or perhaps it's demonic in nature?)

    5. the music became a voice for the poor and dispossessed
    6. Among those who pioneered the new reggae sound, with its faster beat driven by the bass, were Toots and the Maytals, who had their first major hit with “54-46 (That’s My Number)” (1968), and the Wailers—Bunny Wailer, Peter Tosh, and reggae’s biggest star, Bob Marley—who recorded hits at Dodd’s Studio One and later worked with producer Lee (“Scratch”) Perry. Another reggae superstar, Jimmy Cliff, gained international fame as the star of the movie The Harder They Come (1972).

      Main early pioneers: - Toots and the Maytals (band) - Wailers (band)

      Notable members of these bands: Toots and Maytals - Paul Douglas - Radcliffe "Dougie" Bryan - Jackie Jackson - Carl Harvey - Marie "Twiggi" Gitten - Stephen Stewart - Charles Farquarson - Frederick "Toots" Hibbert - Henry "Raleigh" Gordon - Nathaniel "Jerry" Matthias - Hux Brown - Harold Butler - Michelle Eugene - Winston Wright - Winston Grennan - Andy Bassford - Leba Hibbert - Thomas Copied from: https://en.wikipedia.org/wiki/Toots_and_the_Maytals

      Wailers: * Aston Barrett Jr. * Owen "Dreadie" Reid * Josh David Barrett * Glen DaCosta * Andres Lopez * Junior Jazz * Aston "Familyman" Barrett * Donald Kinsey * Junior Marvin * Carlton Barrett * Alvin "Seeco" Patterson * Tyrone Downie * Earl "Wire" Lindo * Al Anderson * Gary "Nesta" Pine * Joe Yamanaka * Elan Atias * Anthony Watson * Chico Chin * Everald Gayle * Irvin "Carrot" Jarrett * Brady Walters * Basil Creary * Keith Sterling * Kevin "Yvad" Davy * Ras Mel Glover * "Drummie Zeb" Williams * Audley Chisholm * Koolant Brown * Dwayne Anglin * Ceegee Victory * Javaughn Bond * Shema McGregor Copied from: https://en.wikipedia.org/wiki/The_Wailers_Band


      Other notable pioneers: - Bob Marley

    7. Reggae evolved from these roots and bore the weight of increasingly politicized lyrics that addressed social and economic injustice.

      Reggae is known to have depth and meaning to its tracks due to tackling of social and economic issue as well as injustice in general.

    8. In the mid-1960s, under the direction of producers such as Duke Reid and Coxsone Dodd, Jamaican musicians dramatically slowed the tempo of ska, whose energetic rhythms reflected the optimism that had heralded Jamaica’s independence from Britain in 1962

      Reggae came to be during a time of subjugation to Britain?

    9. reggae, style of popular music that originated in Jamaica in the late 1960s

      Emerged in Jamaica

    10. By the 1970s it had become an international style that was particularly popular in Britain, the United States, and Africa. It was widely perceived as a voice of the oppressed.

      Mainstream perception of Reggae Music

    1. Jamaica's first political parties emerged in the late 1920s, while workers association and trade unions emerged in the 1930s. The development of a new Constitution in 1944, universal male suffrage, and limited self-government eventually led to Jamaican Independence in 1962 with Alexander Bustamante serving as its first prime minister.

      Jamaica became independent in 1962

    1. This guy learns music creation efficiently, by learning the theory first and really analyzing worked examples (the masters). Positively surprises me. I rarely come across a non-learning expert who intuitively uses proper processes for skill acquisition.

    2. Levels of understanding genres: - 0) No understanding Like the song, never heard anything like it before, but no idea about anything. - 1) Basic Understanding Knowing a bit about the name of the genre and subgenres, but you can be wrong. - 2) Immersion Really dive into subgenres and flavors of the main genre... Also a bit of history about the genre. Research. - 3) Structure Breaking down the structure of the tracks in the genre. For example through DAW. Basically first-principles thinking.

      To level 1: Song Analyzer tools (for example musicstax or AI). The author recommends everynoise.com too to gain a basic understanding of genres.

      To level 2: Find similar songs and artists for your playlists with that genre. Perhaps playlists. Important to understand the origin of the genre.

    1. Can mix by energy and key... Have software show related key and bpm. Filter by your own energy tags.

    2. Chris M. recommends to use a layered system for music categorization:

      • Layer 1) Genres / Subgenres
      • Layer 2) Energy
      • Layer 3) Vibe

      Genre itself is the main overall (and broad) genre. Subgenres are tag-like and related to when you want to play it more granularly.

      Energy is a measurement of the average energy of the song.

      Vibes refer to the emotions and memories it brings up to you and potentially others you play it for. Some questions he asks: - 1) How does it make me feel? - 2) What does it remind me of? - 3) Where would I play it? - 4) When would I play it? - 5) Why would I play it? - 6) Who would I play it for?

    3. When looking for songs in the library, it's very important to answer a few questions to filter. Not just to save storage space, but also to ensure the quality of one's library.

      Chris M. recommends a SHORT LIST... Music you come across that you like and think about downloading, you put in there. Then wait for 24h before listening again to it. Finally, ask 3 questions before deciding to add it: - 1) Do I still like it? - 2) Would I play it out? - 3) Would I pay money for it?

    4. Great video about music library organization.

    1. Chris M. suggests to keep track of emotions/vibes to build certain kinds of playlists easier.

    2. Can also categorize by time... Mostly related to music energy.

    3. Chris M. suggests to start building a playlist with the end in mind. This is logical because it's easier to backtrack transitions then to do it forward.

      Edit: This he suggested in a different video, not this one.

    4. Playing into the idea of transitions... Perhaps it's useful to keep small playlists with only a handful of songs (3-5) that are PERFECT together. This can be used as a sort of repository for the creation of larger playlists later to save time.

    5. Good videos about playlists.

    1. Transitions he mentions: - A) Instant RAGE Slower Song -> Instant Drop Instant Drop = a song that immediately pulls up the speed. - B) Slow Down, Speed Up Hype song with a gradual slow down, leading into an immediate speed up. Kick or beat drop from track 2. - C) Vibez to Vibez Track 1 to Track 2 while remaining energy (energy the same) but switching the genres. - D) Get up and Dance Weird ending that you CAN'T dance to leading into something that you HAVE to dance to. - E) The SLOW DOWN Song pace doesn't matter. Slow Ending to a Slow Beginning. - F) The Lit Switch Lead one LIT song seamlessly into another LIT song, regardless of genre. It maintains hype level. - G) Is that the same X Have a similar sounding X playing at the end of track 1 and at the beginning of track 2... X can be anything, for example an instrument/guitar. - H) Weird BUT Effective Track 2 starts with a sound effect and you use that to transition seamlessly with track 1. - I) The Dip/The Rip Track A with decent pace to Track B (slowest song of the 3) to Track C which starts slow but picks up the pace again Can be reversed into the hip... Then the middle song is the fastest song.

    2. The distinguisher between a great playlist and a normal playlist is the flow between each songs. In other words, the transitions.

    3. Excellent video on the creation of playlists.

    1. Quite sad that his handwriting is so bad... I would love to see what stuff he wrote to get inspired for my own process...

      His writing is even harder to read than Niklas Luhmann's in some instances.

    1. Books are about large blocks of uninterrupted time...

      ( ~13:00)

      Perhaps. I don't think so. With a Zettelkasten I believe you can write without 4-hour deep work blocks... However, maybe he is right... I haven't really written yet so I can't be certain.

    2. Ryan Holiday says that our society struggles with accepting that we owe things to other people...

      This reminds me of Simone Weil's notion of "no rights, only responsibilities"... A right by itself has no power, only obligation has. A right is an obligation toward us fulfilled. Only other people have rights, and we have obligations.

      Getting into this frame of mind allows one to live a far more righteous and fulfilled as well as calm life. Once you acknowledge that you have no rights, you can not cling to them, and thus you don't view things as unfair to you.

    3. "The Stoic Practice is a Dialogue With The Self" -- Ryan Holiday (~7:58)

      I think this is also true for Zettelkasten. You write for yourself. Only you need to understand your notes, nobody else.

    4. Stoicism is about taking the thorn out of your own eye before throwing stones at others.

      ( ~5:58)

    5. "You get surprised even by your own notes."

      Yes, that's exactly what Niklas Luhmann mentioned as the prerequisite for effective communication (with a Zettelkasten).

    6. "You can see I have quite a lot notes I have to make."

      This is a difference in mentality between Ryan Holiday and me (as well as Muhammed Ali Kilic)

      @M.AKilic50

      Our mentality (inspired by GTD and other standard productivity stuff, mostly Flow) is to avoid creating homework.

      You don't HAVE to make notes on something. You select what you deem valuable and are interested in working with at the moment.

      Because of the marginal gains effect I wrote about earlier, it doesn't matter if you don't make a lot of notes. Besides, you can always return later--especially with a proper bib card and potentially a custom index/ToC for a book.

      A Zettelkasten is the lazy man's path to excellence.

      (this is an ironic statement of mine because a Zettelkasten asks a lot of work over time. However, it doesn't have to be on a day to day basis. Plus you work only on what you want, hence it doesn't require that much discipline.)

    7. "If you do one or two positive contributions a day, it adds up." - Ryan Holiday

      Perhaps this is the essence of both Zettelkasten and Commonplace books; Marginal Gains.

      Exponentional Increase over time. Upon first glance, it seems linear (1+1 = 2)... However, the formula is different because, at least in Zettelkasten, a new note means N new possible connections as this new note can virtually be connected to all other notes. In a Zettelkasten this is explicit, in a commonplace book connections are implicit.

    1. Engaging in a Zettelkasten/Commonplace book in this way is equal to inherent spaced repetition and recall perhaps?

      Especially if you allow some time of rumination... Read book, wait a few days to a few weeks before processing it. The book's contents remain in the back of your mind.

      Then when processing you get engaged with the substance again and therefore interrupt the ebbinghaus curve.

    2. Perhaps I need to argue more with the authors and the content, as Adler & van Doren also recommend.

      This might be a limitation in (the way I do) Zettelkasten. Because I am not writing in the margins and not engage in "tearing up" the book, I am less inclined to argue against/with the work.

      Maybe I need to do this more using bib-card. Further thought on implementation necessary...

      Perhaps a different reason is that I like to get through most books quickly rather than slowly. Sometimes I do the arguing afterward, within my ZK.

      I need to reflect on this at some point (in the near future) and optimize my processes.

    3. Watching this now, I am reminded that I really want to read more. To become erudite.

    1. Very often the text gives no or no clear answer to this question about the otherside of its statement. But then you have to help it on its feet with your ownimagination. Scruples with regard to hermeneutical defensibility or even truthwould be out of place here. First of all, it's just a matter of writing things down,looking for something worth remembering, and learning to read

      Learning and Intellectualism can both be found in the act of comparison, or more broadly, analysis. One must do this perpetually when reading to dissect and gain most (long-term) (syntopical) value out of it.

    2. The ongoing “placing”of the notes is then another work process that takes time; but also an activity thatgoes beyond the sheer monotony of reading and, as it were, incidentally trains thememory.

      Elaborative Encoding/Rehearsal; highly useful. Networked thought. See Bloom's and Solo's

    3. he problem of reading scientific texts seems to lie in the fact that here one needsnot a short-term memory but a long-term memory in order to gain reference pointsfor distinguishing the essential from the unessential and the new from the merelyrepetitive. But one cannot remember everything. That would be memorization. Inother words, you have to be able to read highly selectively and pull out widelyinterconnected references. One must be able to understand recursions. But howdoes one learn this, if no instructions can be given; or at best aboutconspicuousness (as in the previous sentence for example “recursions”, but not“must”)?Perhaps the best method is to take notes – not excerpts, but condensedreformulations of what has been read. The re-description of what has already beendescribed leads almost automatically to the training of an attention for “frames”,for schemes of observation or even for conditions that lead to the text offeringcertain descriptions and not others. In doing so, it is useful to always consider:What is not meant, what is excluded, when something specific is asserted? Whentalking about “human rights”: What does the author distinguish his statementsfrom? From non-human rights? From human obligations? Or culturallycomparatively or historically from populations that do not know human rights andcan live with them quite well?

      In other words, Luhmann is urging to engage in pattern recognition.

      True intellectual work using the Zettelkasten demands pattern recognition when reading. Domain specific knowledge + pattern recognition = efficient reading; for it allows to distinguish signal from noise, value from trash.

    4. Another possibility is read texts on certain topics – liability fordefects in civil law, socialization theory, risk research, etc. – in parallel. Then onegradually develops a feeling for what is already known and knows the “state of theart”. New things then stand out. But you learn something that is mostly veryquickly outdated and then to unlearn again.

      Is this a criticism by Luhmann on the conventional notion of syntopical reading in Adlerian terms? Probably without knowing Adler's work.

      Because science/truth work (knowledge) is constantly in revision, conventional syntopical reading on a topic of science is without necessary value?

      Perhaps unless stored and expanded upon in a ZK?

      Further thought is required to disseminate this paragraph.

    5. Beginners, especially first-year students, initially find themselves confronted with asentence-ordered set of words that they can read sentence by sentence andunderstand according to sentence meaning. But what does it come down to?What is to be “learned”? What is important, what is merely incidental? After a fewpages of reading, one can hardly remember what one has read. Whatrecommendations could be made here?
    6. Beginners' courses or introductory texts are also designed in this way.What one does not or hardly learn, however, are conceptual contexts and, aboveall, problems to which the texts try to give an answer.

      One must read analytically (cf Adler & van Doren) in order to grasp the meaning behind text. Or perhaps syntopically by default if one performs the Zettelkasten method.

      Conventional Syntopical Reading is "immediate" and project-based, at least in Adlerian terms, that is.

      However, when doing Zettelkasten work, one is perpetually reading syntopically and therefore I would call it Delayed Syntopical Reading

    7. When I read a book, forexample, I proceed as follows: I always have a piece of note paper at hand onwhich I write down certain ideas for specific pages. On the back, I write down thebibliographic information. When I have read through the book, I go through thesenotes and think about what can be evaluated for which notes that have alreadybeen written and how. So I always read with an eye to the possibility of writingnotes to the books. Maybe it is simply a collecting instinct I have.
  2. Sep 2024
    1. Perhaps both learning and research can often be used in the same process... Learning first to inform what is the most vital to include in the Zettelkasten for research synthesis.

      Maybe what to use when, in my personal case, should not be objective but rather subjective based on what I like and prefer? This requires further thought. Complex matter.

    2. Criteria for Choosing the Right Approach Goal: Research: When your primary goal is to discover new information, analyze existing knowledge, or synthesize different perspectives to gain a deeper understanding of a complex topic. Learning: When your focus is on acquiring and retaining specific knowledge or skills that you'll need to apply directly. Both: When you need to both deeply understand a topic and be able to actively utilize and apply that knowledge. Depth of Understanding Required: Research: When you need a nuanced and multi-faceted understanding of a topic, perhaps to identify gaps in current knowledge or develop original ideas. Learning: When you need a solid foundational understanding of a topic, enough to be able to use it effectively in your work. Both: When you need a foundational understanding coupled with the ability to critically analyze and synthesize information. Timeframe: Research: Best suited for longer-term projects where in-depth exploration and analysis are essential. Learning: Can be more effective for acquiring specific knowledge or skills within a shorter timeframe. Both: Appropriate when you have a moderate timeframe and need to balance both in-depth understanding and practical application. Outcome: Research: Often results in new insights, theories, or frameworks that can be shared with others or contribute to your Zettelkasten. Learning: Typically leads to improved skills or the ability to perform specific tasks more effectively. Both: Can result in both new insights and improved skills, depending on the specific goals of the project. Personal Preference: Research: Might be preferred by individuals who enjoy diving deep into complex topics, analyzing information, and synthesizing different perspectives. Learning: Could be preferred by individuals who are more goal-oriented and enjoy acquiring new skills and knowledge that they can apply directly. Both: Some individuals may find a balance between research and learning to be most fulfilling, allowing them to pursue both intellectual curiosity and practical application.

      Research: Theorization, Synthesis, etc.

      Learning: Acquisition and Retention of Knowledge or Application of Skill

      Both: When there is need of both and/or when research techniques don't give the necessary mastery quick enough for the material; too dense (i.e., neuroscience book)

    1. Important to understand is that caffeine does not remove sleepiness, instead it offsets the time at which you become sleepy. You "borrow" the energy. You don't create more energy. So after the caffeine effects wear off you are MORE tired than you would be without caffeine, or at least you FEEL more tired.

    2. ( ~36:32)

      caffeine is an adenosine antagonist which reduces fatigue and lethargy (verbatim copy of Muhammed's annotation)

      It will temporarily park receptors for the sleep inducing neurochemical of adenosine. Kind of making those receptors sleep themselves. Which reduces if not eliminated the influence of that chemical for a while.

    3. Caffeine has the reinforcing effects (dopamine and others) not just for activities consumed during and after the intake, but also for a period before (about 30 minutes). Good to take into account.

    4. Caffeine not only produces dopamine but it also exponentially increases the effects of dopamine (by increasing dopamine receptors).

      So definitely avoid caffeine when doing pleasurable activities you don't want to do anymore (such as porn).

    5. ( ~26:00)

      What if you drink caffeine during tasks you don't like, will you then come to like said task because of the associated dopamine? Just like caffeine can make you like a mug...

    6. (~21:00)

      Apparently caffeine can help to enjoy experience more, including the person who is with us. So, in a way, a caffeine drink can act as a sort of love potion (although it's not that potent)--but it can certainly enhance a person's enjoyment of that experience with you.

    7. (~19:20)

      According to Huberman, there is a positive causal relationship between caffeine and reduced reaction time, increasing both speed and accuracy of recall. Thus useful to take in a certain amount of caffeine 30-60 minutes before an important exam or test.

    8. Recommended to take caffeine about 30 minutes before you want peak performance (effects start 5 minutes beforehand). Peak performance ends after roughly 60 minutes, but effects stay in the system for far longer.

      Conditions are not high blood glucose levels and not a very full stomach. Also assumes to drink an entire caffeinated drink in a short period of time.

      (~18:00)

      Because of effects related to caffeine and sleep, maybe recommended to do the most mentally or physically intensive tasks earlier in the day depending on sleep schedule.

    9. Recommended to drink a cup or two of Yerba Maté early in the morning if you do drink it.

    10. Yerba Maté tea (non-smoked) as a tool for fasting to reduce the feeling of hunger?

      Also useful for weight loss as it converts white fat (adipose) cells into brown and beige adipose cells which are useful fat cells used for heat generation, stored around the neck and clavicle. This is done through a process of thermogenesis.

    11. GLP-1 as idea for the Wolf/Bear cross in my Fiction Worldbuilding...

      Makes creatures more resilient to food scarcity (might even be useful for the scarcity in summer due to fire rains).

      ( ~4:55)

    12. Caffeine is good for performance, both physical and mental. It's good for awareness and neuroprotection. It's good also for antidepression.

      ( ~2:00)

    13. Caffeine is kind of addicting (~1:10)

      It's a reinforcer. It's the dopamine of food.

  3. Aug 2024
    1. His library contains more than 30k books for sure.

      He said: "When I arrived 25 years ago, they were 30,000... I have no more time to count them."

      Seems logical that his library contained more than 30k books for this reason.

      ( ~9:25)

    2. Lol Umberto Eco was evicted from one of his houses because the engineers thought the floors would collapse because of his books.

      ( ~9:00)

    3. Apparently, Eco was interested in occultism, or at least in understanding it.

      ( ~7:10)

    4. Umberto Eco was apparently so famous and conceptualized as a master, and great person that hundreds (if not thousands) of people came to his funeral in a castle.

      ( ~4:16)

    5. At the beginning of this video, Umberto Eco is seen walking in his library (0:48)

    1. Interesting perspective as interpretation where Jack says at the moment the song says "Who made up words, who made up numbers? Who wrote the Bible, who wrote the Q'uran" it might not even be a call to reflect and think for yourself (although this is absolutely a recurring theme in the song) but maybe they are implying all the science traces back not to the West (Europe) but to the East (Egypt, Africa). This interpretation aligns with the album this song was produced in, which is about Africa.

    2. Patience reaction video

    1. The song's criticism on mass media is mainly related to sensationalism.

      "Good" things are usually not sensational. They do not demand attention, hence why the code of known/unknown based on selectors for attention filters it out.

      Reference Hans-Georg Moeller's explanations of Luhmann's mass media theory based on functionally differentiated systems theory.

      Can also compare to Simone Weil's thoughts on collectives and opinion; organizations (thus most part of mass media) should not be allowed to form opinions as this is an act of the intellect, only residing in the individual. Opinion of any form meant to spread lies or parts of the truth rather than the whole truth should be disallowed according to her because truth is a foundational, even the most sacred, need for the soul.

      People must be protected against misinformation.

    2. Patience reaction vid

    1. On a general level, the song is not just about criticizing society, but also about stimulating independence... and not just in thought and identity, but in everything.

      Don't be dependent on external factors.

    2. Unrelated to the song itself. It is interesting that different people interpret the song's meaning differently. Likely due to individual differences in perspective, history, culture, etc.

      Makes me reflect. Is knowledge/wisdom contained solely in content and words? Or is knowledge/wisdom rather contained in the RELATIONSHIP, the INTERACTION, between past experience, previous knowledge (identity) and substance?

      Currently I am inclined to go for the latter.

    3. The idea of growing wiser vs. growing tall is likely not meant for the individual but for society as a whole or the world at large. The full context of the song. But it might have double meaning and refer to both individual and society.

      Reminds me of Taleb's concept of Epistemic Arrogance (overvaluing that which we know)

    4. Songwriters don't criticize keeping zoo animals. They criticize prioritizing the zoo animals over the youth/humans (take in the full context bro)... Prioritize money over humanity.

    5. Reaction vid to patience

    1. When switching, do this only at the end of a chapter, not in media res (in the middle of action).

      Also summarize the last thing that happened/got explained for an easy refresher the next time you get back.

      Bib-Card? Potentially Marginaelia? Feeling more like a dedicated notebook for this. Need to work out.

      Vashik does this summary of a chapter on index cards... Useful to do in a Zettelkasten, or too much effort?

    2. Vashik recommends to keep a list of books to read. I can do this on Obsidian, but I also keep a reading log like Parker Settecase recommends.

    3. For parallel reading, read multiple different genres/topics to prevent confusion and boredom.

    4. Due to this time/mood conundrum, you can read books that you do feel like reading.

    5. Interesting, when we say "I don't have time", you can in some, if not most, cases replace it with "I am not in the mood for this", because you prioritize other things you feel more like doing.

    1. Hoe ziet jouw eerste les eruit?Ben jij klaar om de cyclus van last-minute leren te doorbreken en leerlingen te ondersteunen in effectief leren?De eerste les van het schooljaar... start ik natuurlijk minimaal met een cognitieve inspanner!Wat mij scherp houdt, is het formuleren van de kernwaarden van mijn onderwijs in duidelijke uitgangspunten.In mijn lessen is (minimaal) aandacht voor:📘 Effectief leren🧠 Effectieve leerstrategieën🏅 Effectief leergedrag💡 Cognitieve inspanners📝 TaalDit probeer ik elke les na te streven.Ik deel hier mijn uitgewerkte voorbeeld.Vind je het iets of helemaal niets? Laat het gerust weten!Ik heb de infographic over effectief leren in een eerdere bijdrage gedeeld, maar ik ben deze aan het finetunen en aanvullen met een set reflectieve vragen. Dat komt in de loop van de tijd (geen vaste planning), net als de door mij aangehaalde methodiek.Wil je de infographic met reflectieve vragen ontvangen nog voordat ik het op LinkedIn plaats? Laat maar weten in het commentaar, afhankelijk van de reacties zal ik dat proces al dan niet versnellen!🖊 Ik ben Gertina en ik heb een passie voor effectief en duurzaam leren!

      Nice focus on learning strategies, this is rare in formal education.

    1. Interesting. I prefer to use emergent "categories" rather than a predetermined set. Similar to how Luhmann did it originally. Most of my top-level cats are pertaining to my Grand Theory of Optimal Education but this is not a rule. Additionally, I do indeed get away from the topical content the further down I go naturally. 7 = Lifelong Learning 71 (or 7.1 for readability) = Reading 71/1e2 = Intellectualism vs. Learning with regards to critical analysis and thinking 71/1e2a = Original Thought I could've created original thought as its own branch but I found it related enough to a card on reading I made (particularly with regards to intellectualism) to insert it there. Warm regards, Mr. Hoorn

      Reply to Kathleen Spracklen's video

    2. Thank you for your wise and compassionate advice. Every moment of the video is worth watching at least once. From minute 12 to the end, you illustrate a motto of @AnthonyMetivierMMM, "If content is King, context is God." Your video doesn't need further interpretation, but I indulge myself in offering mine, anyway. Doing so helps me solidify all that I learn from you. When the squid card comes into existence by way of your deep interest in calligraphy and ink, and you don't even have marine biology represented in your Zk, that is a contextual cue. You didn't get to squid via your study of marine biology, you got to it via calligraphy and ink. That context is precious. By preserving that primary lineage in your Zk, your Zk represents your mind more faithfully than if you pretend otherwise with a category scheme that serves a different need. If you get inspired to study marine biology, let that area grow in the same way that Calligraphy has grown. You'll have a little easter egg in your Zk where the squid that links these two areas memorializes the birth of a new interest. People who already think in terms of library categories don't have the problem that you address in this video. They're not hung up worrying what system they should use, because they've got one in their minds already.

      Useful line of thought about the use of Folgezettel in Zettelkasten.

    1. Matthew van der Hoorn So, you are instantly in the meta-world of having to grapple with making a choice while you are still defining the meaning and the criteria of choosing. My world is far simpler. A thought is worth including if it is delightful to think about. If I put my academic hat on, I would still use the same criteria, even while recognizing that not all delightful thoughts are publishable. I would hold onto the hope that delightful thoughts lead to original contributions, which, after some delay, might well be publishable.... in case that helps.

      About the originality of thought.

      Reply to me:

      Kathleen Spracklen An example would be useful there. Future video?

      I am grappling the difficult concept of what constitutes an "original thought". I think it is easy to grasp conceptually, but once you start thinking about it formally and try to put it to words, it becomes very confusing.

      Although this might be my own experience and not that of others.

      The reason I am trying to think about it is for my current research project on intellectualism.

    1. KS keeps a bibliography section for her own works... Interesting, very useful.

    2. Doesn't this method of bib-card IDs get cumbersome to write? I simply use the author's last name... In the case of Adler it would be "Adler/1" and "Adler/1(b)" for the bib-card... Referencing the source on a main note would be "Adler, page number" If I then read another source by Adler, for example "Intellect: Mind over Matter" which I plan to read, it would be "Adler1/1", "Adler1/1(b)" and "Adler1, page number" Seems much easier to remember for me, and also more readable.
    3. Kathleen Spracklen keeps an index specific to the bibliography, detailing all the works in the bib-box. This is quite useful, and an index card is not too big to need alphabetical sorting, which would be cumbersome on paper.

      I will adopt this practice most likely.

      The additional benefit is that you can see which bib-card IDs you have already used, preventing duplicate entries.

    4. The people box is used to: - Keep collections of authors and their works located within the bib-box - Keep cards on other people than sources in the book Such as friends and contacts.

      Useful to see at a glance how many sources you have read from an author and what the author writes a lot about.

      Also useful to find the bib-card codes for any particular work by an author.

    1. He recommends to read in the following order, because of thematic significance, I have to determine if I'll do the same.

      Books: - A Defence of Classical Education, R. W. Livingstone - Weapons of Mass Instruction, John Taylor Gatto - The Republic, Plato - The Social Contract, Jean-Jacques Rousseau - The Abolition of Man, C.S. Lewis - Discourse on Voluntary Servitude, Étienne de La Boétie - The Road to Serfdom, F. A. Hayek - The Political Theory of the American Founding, Thomas G. West

    2. (~2:10)

      Fascinating. Rob Pierri mentions that there had been a shift in education from the development of the soul to the development of monetizable skills... Keep society manageable.

      The question that remains for me is, what will ultimately leave society better and advance it? In the end, what matters more, the material or the immaterial? Why?

    3. (~3:50)

      Rob argues that a decline of consensus on morality makes liberty vanish. A society is not a society if they do not adhere to moral law.

      What role does formal education play in the development of morality?

    4. Rob Pirie argues that if one doesn't understand the foundational principles of their society, in the case of the American Republic, the ancient Greek and Roman history, with a consensus on the foundational virtues for society, the society cannot sustain itself.

      Thus, he argues, there is a need for classical (self-)education

    5. Interesting series which I'll be following along by Rob Pierie. Might even read the books myself as part of my intellectualism project.

      He'll dive into how the demise of education and morality affects society and ultimately leads to serfdom

    1. Useful advice. I will not integrate it into notebooks most likely though, I'll use the principles to add certain sections to my slip-box. Doing this in a Zettelkasten manner allows me to: A) Bypass page size limitations, I do not have to think about how many pages to leave free as I can simply add more index cards to the sequence B) Have both the treasury and manuscript style at the same time... C) Reference everything whenever I need it for my overall research for my Grand Theory of Optimal Education, and other writing/research projects. For the treasury I can simply thumb through "Wise Saying" collection cards without any particular organization/order (although I might add one, I have to think about this)... And for the manuscript I can just reference the unique IDs of those sayings and then write about them. This is the ideal scenario for me.
    2. Doing commonplace books using index cards (Zettelkasten) also bypasses a page limit, no need to think about amount of pages to leave free.

    3. Of course if you write the quotes/sayings in your Zettelkasten you can have both the treasury & manuscript style commonplace book at the same time. For treasury you just look through the sayings, but for manuscripting, you reference the notes and then write about it. Ideal situation.

    4. Useful tip to collect wise sayings; mark them in the book and write "Proverb" next to them, or a symbol...

      Can also then write the page number on your bib card, or perhaps a dedicated index card to proverbs per book.

    5. Those different types of commonplace books can be integrated into a notebox as well instead of a notebook... Give them all a unique ID and integrate them into a ZK.

      Especially the wise sayings "Pocket Proverbs" one this would be cool.

    6. Aspects of commonplace books by Parker Settecase: - Scope: General or topic-bound; specific? - Purpose: Treasury or Manuscript

      A treasury is used whenever you like, simply a collection. A manuscript you add your own context, thoughts, observations, etc.

    1. Fascinating and troublesome is the idea that older books are being edited to be less "offensive" in modern times. This alters the meaning of the past. Do not do this.

      Keep it original.

    2. This person argues that one should cultivate a personal library, the tangibleness of the physical, to safeguard knowledge and prevent information control from falling to a single institution or person, so that they may never control the past.

      I think he should go deeper into his argument, I do not fully understand what he means.

    3. Interesting thought. This guy relates the upcome of AI (non-fiction) writing to the lack of willingness people have to find out what is true and what is false.

      Similar to Nas & Damian Marley's line in the Patience song -- "The average man can't prove of most of the things that he chooses to speak of. And still won't research and find the root of the truth that you seek of."

      If you want to form an opinion about something, do this educated, not based on a single source--fact-check, do thorough research.

      Charlie Munger's principle. "I never allow myself to have [express] an opinion about anything that I don't know the opponent side's argument better than they do."

      It all boils down to a critical self-thinking society.

    1. Lol seriously? How serendipitous I came across your channel then. Yes I am in the Scheper tribe, but I am not active as much over there--as well as the fact that I do not pay for the newsletter anymore due to finances.

      Reply to LibraryLin

    2. @productivity6693  Hi There! I don't have a community for myself, but I am in Scott Schepler's Antinet Zettelkasten community. Are you there as well?

      Interesting. LibraryLin is a Scheperian as well.

    1. ( ~19:15 )

      Johannes Schmidt calls Luhmann: "Without a doubt the most important German sociologist of the 20th century."

    1. ( ~8:00 )

      This explanation of why to read books in a certain order in dependency of each other is analogous to why a Zettelkasten (in Luhmannian sense) cannot be used collaboratively.

      In order for someone else to understand your notes (not meant to be published), they would have to understand both the source text you are referencing and the implicit references you make. Things you understand instinctively and do not need to write down.

      Because others do not have your experiences and worldview, it is more difficult for them, perhaps impossible, to completely comprehend your Zettels, your notes.

    2. ( ~5:00 ) Reading Aids should be used after initial interpretation. This is to prevent framing bias.

    3. ( ~1:40)

      Suggested to train analytical reading in high school.

  4. Jul 2024
    1. He misses the point of wisdom. Wisdom is about mindset and uplifting each other, to care and empathize... It's not about objective correctness; truth or false, this is science... Nor is it about the correctness of living life, that is ethics and morality...

      Wisdom is thus about mindset and empathy.

    1. A critique on the Mass Media... The problem is that they want the Mass Media system to operate on the code of "True/False" rather than "Known/Unknown"... But if it were to be so, it would not be Mass Media anymore, but rather the Science System.

      For Mass Media to be Mass Media it needs to be concerned with selection and filtering, to condense and make known, not to present "all the facts". Sure, they need to be concerned with truth to a certain degree, but it's not the primary priority.


      This is a reflection based on my knowledge of Luhmann's theory of society as functionally differentiated systems; as explained by Hans-Georg Moeller (Carefree Wandering) on YouTube.

    2. Today while listening to the song I am reminded, through reflection, upon the fact that it takes quite some self-awareness and intellectual humility to prevent the rigorous defense of uneducated opinion, especially in online intellectual communities.

      "Real knowledge is to know the extent of one's ignorance." -- Confucius

      Something that intellectuals must be aware of. We must be flexible in opinion and not defend that which we actually have no knowledge of.

      We can debate for Socratic sakes; to deepen our understanding, but not to persuade... Pitfall is one might come to believe beyond doubts that which one debates for.

      Key is to becoming more aware of our debate behavior and stop ourselves when we realize we can't actually prove that which we think.

      This is especially critical for someone in position of teacher or great advisor; he who is looken up to. People are easier to take their opinion for granted based on "authority". As an ethical intellectual we must not abuse this, either on purpose or by accident. With great power comes great responsibility.

    1. Heiress to one of the world’s most powerful families. Her grandfather cut her out of the $15.4 BILLION family fortune after her scandal. But she fooled the world with her “dumb blond” persona and built a $300 MILLION business portfolio. This is the crazy story of Paris Hilton:

      Interesting thread about Paris Hilton.

      Main takeaway: Don't be quick to judge. Only form an opinion based on education; thorough research, evidence-based. If you don't want to invest the effort, then don't form an opinion. Simple as that.

      Similar to "Patience" by Nas & Damian Marley.

      Also Charlie Munger: "I never allow myself to have [express] an opinion about anything that I don't know the opponent side's argument better than they do."

    1. Whenever a teacher orally explains something to a class or a pupil, wheneverpupils talk to each other or hear speech, the information presented is transient. Byits very nature, all speech is transient. Unless it is recorded, any spoken informationdisappears. If it is important information for the learner, then the learner must tryto remember it. Remembering verbal information often can be more easily achievedif it is written down. Writing was invented primarily to turn transient oral informa-tion into a permanent form. In the absence of a permanent written record, thelearner may need to use a mental rehearsal strategy to keep information alive inworking memory before it dissipates. The more information there is to learn, themore difficult it becomes to remember, unless it is written down, or students haveadditional access to a permanent record. Furthermore, if spoken informationrequires complex processing, then the demands made on working memory becomeeven more intrusive. For example, if a teacher explains a point using several spokensentences, each containing information that must be integrated in order to under-stand the general gist, the demands made on working memory may be excessive.Information from one sentence may need to be held in working memory whileinformation from another sentence is integrated with it. From this perspective, suchinformation will create a heavy cognitive load. Accordingly, all spoken informationhas the potential to interfere with learning unless it is broken down into manageableproportions or supported by external offloads such as written notes.

      Note to self: - Transient = Fading - Non-Transient = Permanent

    1. ( ~ 9:36)

      Luhmann got his doctoral and habilitation thesis in one year, in 1966; but the books he used for this had been written in 1964, according to Dr. Schmidt.

    2. ( ~9:15 )

      I am quite similar to Luhmann in the sense that we both prefer theoretical research over practical research. However, I think Schmidt here refers to the overall conception of a Grand Theory, seeming to be descriptive rather than prescriptive. This is where I depart with Luhmann as my whole goal rests on the practicality of optimizing education.

      So while I prefer theoretical research, the end is to improve something in a practical sense.

    1. ( ~ 6:25-end )

      Steps for designing a reading plan/list: 1. Pick a topic/goal (or question you want to answer) & how long you want to take to achieve this. 2. Do research into the books necessary to achieve this goal. Meta-learning, scope out the subject. The number of books is relative to the goal and length of the goal. 3. Find the books using different tools such as Google & GoodReads & YouTube Recommendations (ChatGPT & Gemini are also useful). 4. Refine the book list (go through reviews, etc., in Adlerian steps, do an Inspectional Read of everything... Find out if it's truly useful). Also order them into a useful sequence for the syntopical reading project. Highlight the topics covered, how difficult they are, relevancy, etc. 5. Order the books (or download them)


      Reminds me a bit of Scott Young's Metalearning step, and doing a skill decomposition in van Merriënboer et al.'s 10 Steps to Complex Learning

    2. Off-topic, I also like this guy's voice/accent

    3. ( ~0:30 )

      Good point; formal education should build up the skill of lifelong learning and not keep "spoon feeding"

      At the end of formal education (preferably at the end of HS already) you should be able to learn independently the most complex of skills using evidence based/informed learning techniques.

      Scaffold. Build up complexity over time.

    1. ( ~11:00 )

      Another misconception, for sure because of Ahrens, namely that a Zettel should be able to stand on its own, Atomic thought... Explain without context.

      This is not what Luhmann did at all.

      In fact, it is the COMPLETE OPPOSITE.

      Luhmann quite literally said that the value of a note is ONLY with regards to the other notes in the system. He wrote in thought sequences, and more often than not, a single note was not intelligible without the context of the other notes.

      PLEASE PEOPLE, LEARN FROM MULTIPLE PRIMARY SOURCES, NOT JUST AHRENS :(

    2. ( ~4:40)

      Where the peep did he get the idea of writing dates as part of the alphanumeric ID? Ahrens?

      It's a bad habit, it has nearly no value and when writing a lot of cards in a day this quickly becomes cumbersome.

      Stick to the normal alphanumeric IDs.

    3. ( ~ 2:57)

      False overview of how a ZK would look visually. A ZK is more interlinked, and at the same time more "linear". It's trains of thought.

      This is closer to the Bubblegraphboiz

    1. (9/8a2) Zettelkasten als Klärgrube – nicht nur abgeklärte Notizen hineintun. Aufschieben des Prüfens und Entscheidens – auch eine Tempofrage. Zettelkasten as a septic tank – don’t put just treated notes in. Suspending of examination and decision making – also a question of speed.

      I have always misinterpreted this idea.

      I thought it referred to the rumination of ideas... Don't put notes you just made in it (from any source, like reading a book), instead let it ruminate.

      I was wrong. I realized this when chatting with Gemini Advanced.

      But either way, the DeepL translation of this paragraph: "Slip box as a clarification pit - don't just put clarified notes in it. Postponing reviewing and deciding - also a question of speed."

      It is moreso related to the idea of fleeting notes and unprocessed ideas. Have to think a bit more about what Luhmann meant. Maybe @chrisaldrich knows something.

    1. Hello Mr. Hoorn, How great to have a fellow Antinetter. Thank you for your kind greeting. I used the sticky notes because I wanted to be able to show you certain pages that caught my interest when I was pre-reading. After recording my podcast I took them all out. I should have mentioned that. Thank you for pointing that out.
    2. I notice you put sticky markers into the book... Two questions. A) Does this not take too much effort/time for an inspectional read a la Adler? B) What is the purpose of the sticky markers? Warm regards, Mr. Hoorn -- Fellow Antinetter
    3. ( ~ 10:20)

      Kathleen recommends as part of an inspectional reading to find out who the author is. This is valuable and I believe not something Adler & van Doren mentioned in their book.

      Knowing who the author is gives more context to the book and potentially some information about credibility.

      Will implement this.

    4. (~5:40)

      It appears she put some sticky notes at important points/structure references while reading inspectionally...

      Does this not take too much effort/time for an inspectional read a la Adler?

    1. ( ~ 10:45)

      This is basically layered learning and making use of the creation of prior knowledge.

    2. (~10:00)

      It's not just about your domain knowledge on a subject, it's also about your reading skill in general and how difficult a book is written.

    3. This video tells me I need to spend more time actually reflecting on the table of contents and title. As well as with the pigeonholing; classify in the mind in what categories this book falls.

    4. ( ~1:55)

      Interesting sentiment. Library Lin supposes that most people who do not like reading don't like it because of bad reading habits and that when they improve on their reading habits, they will start liking it.

    5. Off-topic, I love this woman's accent.

    1. ( ~15:00)

      You cannot know God except for on His terms. This knowing of God is not accessible to those who have not been humble enough to try it out and accept Him.

      It is why I say that I lie when I say God does not exist, even though I cannot prove that He exists; He has proven it to me.

    2. ( ~12:50 )

      The difference being faith and atheism is one of ultimate hope & justice. Hope for life after "the end".

    3. ( ~ 9:00 )

      You cannot say why something was created, its purpose, without knowing its maker. No matter how smart you are. You cannot infer this from the matter.