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. Remove Boice from the equation, and the existing literature on scholarly writing offerslittle or no conclusive evidence that academics who write every day are any more prolific,productive, or otherwise successful than those who do not.
There is little if any research that writing every day has any direct benefits.
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Sword, Helen. “‘Write Every Day!’: A Mantra Dismantled.” International Journal for Academic Development 21, no. 4 (October 1, 2016): 312–22. https://doi.org/10.1080/1360144X.2016.1210153
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www.reddit.com www.reddit.com
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Posted byu/jackbaty4 hours agoCard sizes .t3_xib133._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; } I've been on-again/off-again with paper for PKM, but one thing remains consistent each time: I don't enjoy using 4x6 index cards. I much prefer 3x5-inch cards. I realize that it's irrational, but there it is.My question is if I dive into building an antinet, will I regret using 3x5 cards? I already have hundreds of them. I have dividers, holders, and storage boxes for them. I just prefer how they _feel_, as weird as that sounds.I'd like to hear if people are using 3x5 cards successfully or if you've come to regret it.
While it may be slightly more difficult to find larger metal/wood cases for the 4x6 or 5x8 cards, it's a minor nuisance and anyone who wants them will eventually find the right thing for them. Beyond this, choose the card size that feels right to you.
If you don't have an idea of what you need or like, try things out for 10-20 cards and see how it works for you, your handwriting size, and general needs. People have been using 3x5, 4x6, and even larger for hundreds of years without complaining about any major issues. If Carl Linnaeus managed to be okay with 3x5, which he hand cut by the way, I suspect you'll manage too.
Of course I won't mention to the Americans the cleverness of the A6, A5, A4 paper standards which allows you to fold the larger sizes in half to get the exact next smaller size down. Then you might get the benefit of the smaller size as well as the larger which could be folded into your collection of smaller cards, you just have to watch out for accidentally wrapping ("taco-ing") a smaller card inside of a larger one and losing it. I suppose you could hand cut your own 5" x 6" larger cards to do this if you found that you occasionally needed them.
For the pocketbook conscious, 3x5 does have the benefit of lower cost as well as many more options and flexibility than larger sizes.
At least commercial card sizes are now largely standardized, so you don't have deal with changing sizes the way Roland Barthes did over his lifetime.
My personal experience and a long history of so many manuals on the topic saying "cards of the same size" indicates that you assuredly won't have fun mixing different sized slips together. I personally use 3x5" cards in a waste book sense, but my main/permanent collection is in 4x6" format. Sometimes I think I should have done 3 x 5, but it's more like jealousy than regret, particularly when it comes to the potential of a restored fine furniture card catalog. But then again...
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IntertextsAs Jonathan Culler writes: “Liter-ary works are not to be consideredautonomous entities, ‘organicwholes,’ but as intertextual con-structs: sequences which havemeaning in relation to other textswhich they take up, cite, parody,refute, or generally transform.” ThePursuit of Signs (Ithaca, NY: CornelUniversity Press, 1981), 38.
Throughout Rewriting: How To Do Things With Texts (Utah State University Press, 2006) Joseph Harris presents highlighted sidebar presentations he labels "Intertexts".
They simultaneously serve the functions of footnotes, references, (pseudo-)pull quotes, and conversation with his own text. It's not frequently seen this way, but these intertexts serve the function of presenting his annotations of his own text to model these sorts of annotations and intertextuality which he hopes the reader (student) to be able to perform themselves. He explicitly places them in a visually forward position within the text rather than hiding them in the pages' footnotes or end notes where the audience he is addressing can't possibly miss them. In fact, the reader will be drawn to them above other parts of the text when doing a cursory flip through the book upon picking it up, a fact that underlines their importance in his book's thesis.
This really is a fantastic example of the marriage of form and function as well as modelling behavior.
cc: @remikalir
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All rights reserved. Printed in the United States of America. No partof this book may be reproduced in any manner whatsoever withoutpermission except in the case of brief quotations embodied in criti-cal articles and reviews.—U.S. copyright notice
The traditional U.S. copyright notice that appears in the front of most books ("No part of this book may be reproduced in any manner whatsoever without permission except in the case of brief quotations embodied in critical articles and reviews.") is the result of the centuries long intellectual history of ars excerpendi.
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As I write this book, for instance, I am sitting in a small room, beforea laptop computer, surrounded by books, papers, and magazines—all ofwhich I am, in some metaphorical sense, “in conversation with” (in muchthe same way I am also in conversation with you, my imagined reader).But what I am actually doing is working with a set of materials—lookingfor books on my shelves and flipping through them, folding pages over ormarking them with Post-its, retyping passages, filing and retrieving print-outs and photocopies, making notes in margins and on index cards, and,of course, composing, cutting, pasting, formatting, revising, and printingblocks of prose. I am, that is, for the most part, moving bits of text and paperaround.
Joseph Harris uses a mélange of materials to make his writing including books, papers, magazines, from which he is copying sections out, writing in margins, making notes on index cards and then moving those pieces of text and pieces of paper (the index cards, and possibly Post-it notes) around to create his output.
He doesn't delineate a specific process for his excerpting or note taking practice. How does he organize his notes? Is he just pulling them from piles around him? Is there a sense of organization at all?
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Harris, Joseph. Rewriting: How To Do Things With Texts. Logan: Utah State University Press, 2006. https://muse.jhu.edu/book/9248
Tags
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twitter.com twitter.comTwitter1
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@BenjaminVanDyneReplying to @ChrisAldrichI wish I had a good answer! The book I use when I teach is Joseph Harris’s “rewriting” which is technically a writing book but teaches well as a book about how to read in a writerly way.
Thanks for this! I like the framing and general concept of the book.
It seems like its a good follow on to Dan Allosso's OER text How to Make Notes and Write https://minnstate.pressbooks.pub/write/ or Sönke Ahrens' How to Take Smart Notes https://amzn.to/3DwJVMz which includes some useful psychology and mental health perspective.
Other similar examples are Umberto Eco's How to Write a Thesis (MIT, 2015) or Gerald Weinberg's The Fieldstone Method https://amzn.to/3DCf6GA These may be some of what we're all missing.
I'm reminded of Mark Robertson's (@calhistorian) discussion of modeling his note taking practice and output in his classroom using Roam Research. https://hyp.is/QuB5NDa0Ee28hUP7ExvFuw/thatsthenorm.com/mark-robertson-history-socratic-dialogue/ Perhaps we need more of this?
Early examples of this sort of note taking can also be seen in the religious studies space with Melanchthon's handbook on commonplaces or Jonathan Edwards' Miscellanies, though missing are the process from notes to writings. https://www.logos.com/grow/jonathan-edwards-organizational-genius/
Other examples of these practices in the wild include @andy_matuschak's https://www.youtube.com/watch?v=DGcs4tyey18 and TheNonPoet's https://www.youtube.com/watch?v=_sdp0jo2Fe4 Though it may be better for students to see this in areas in which they're interested.
Hypothes.is as a potential means of modeling and allowing students to directly "see" this sort of work as it progresses using public/semi-public annotations may be helpful. Then one can separately model re-arranging them and writing a paper. https://web.hypothes.is/
Reply to: https://twitter.com/BenjaminVanDyne/status/1571171086171095042
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aldrich.gsumun.ca aldrich.gsumun.ca
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www.youtube.com www.youtube.com
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https://www.youtube.com/watch?v=P2HegcwDRnU
Makes the argument that note taking is an information system, and if it is, then we can use the research from the corpus of information system (IS) theory to examine how to take better notes.
He looks at the Wang and Wang 2006 research and applies their framework of "complete, meaningful, unambiguous, and correct" dimensions of data quality to example note areas of study notes, project management notes (or to do lists) and recipes.
Looks at dimensions of data quality from Mahanti, 2019.
What is the difference between notes and annotations?
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Courtney, Jennifer Pooler. “A Review of Rewriting: How to Do Things with Texts.” The Journal of Effective Teaching 7, no. 1 (2007): 74–77.
Review of: Harris, Joseph. Rewriting: How To Do Things With Texts. Logan: Utah State University Press, 2006. https://muse.jhu.edu/book/9248.
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Joseph Harris' text Rewriting: How to do things with texts (2006) sounds like a solid follow on text to the ideas found in Sönke Ahrens (2017) or Dan Allosso (2022).
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Murray, D. M. (2000). The craft of revision (4th ed.). Boston: Harcourt College Publish-ers.
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Elbow, P. (1999). Options for responding to student writing. In R. Straub (Ed.), Asourcebook for responding to student writing (pp. 197-202). Cresskill, NJ: Hampton.
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many students andteachers confuse revising with editing.
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Harris suggests a possible link for the weakening in stu-dents’ ability to include outside material to the testing movement that began in the 1990s,which has now encouraged a culture that rewards fast production;
rewards for fast production (see influencer culture) can also be seen in the broader social media space which doesn't provide space for the depth of potential rhetoric of Harris' five "moves".
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Countering represents a writer attempting to “suggest a different way ofthinking” as opposed to attempting to “nullify” a writing (p. 57).
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All five moves focus on the necessity of incorporating outside voicesinto a student’s own writings,
I can't help but think about the older practice of writing texts as dialogues.
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Harris further illustrates hisown idea of voices adding to an author’s text; each chapter contains multiple “intertexts,”which are small graphics with citation references to outside materials addressed nearby inthe text. These intertexts reinforce the practice of adding voices to the author’s docu-ment. These illustrations are effective; essentially, Harris is reflecting and modeling thepractice.
I quite like the idea of intertexts, which have the feeling of annotating one's own published work with the annotations of others. A sort of reverse annotation. Newspapers and magazines often feature pull quotes to draw in the reader, but why not have them as additional voices annotating one's stories or arguments.
This could certainly be done without repeating the quote twice within the piece.
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too often students arelocked into a restricted win/lose view of academic writing.
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“you need to push beyond the sorts of bipolar oppositions that framemost of the arguments found on editorial pages and TV talk shows” (p. 26)
Some of the popular note taking space is a bit too dogmatic in how the work should be done. Some espouse a handwriting mode only, while others prefer digital methods. We need more space for all of the above.
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The need for students to participate in the larger conversations around subject mattershelps writers creating more intellectual prose, but this becomes difficult in a “culture
prone to naming winners and losers, rights and wrongs. You are in or out, hot or not, on the bus or off it. But academics seldom write in an all-or- nothing mode” (p. 26).
Our culture is overly based on the framing of winners or losers and we don't leave any room for things which aren't a zero sum game. (See: Donald J. Trump's framing of his presidency.) We shouldn't approach academic writing or even schooling or pedagogy in general as a zero sum game. We need more space and variety for neurodiversity as teaching to the middle or even to the higher end is going to destroy the entire enterprise.
Politics is not a zero sum game. Even the losers have human rights and deserve the ability to live their lives.
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This text fills a gap in the professional literature concerning revision because currently,according to Harris, there is little scholarship on “how to do it” (p. 7).
I'm curious if this will be an answer to the question I asked in Call for Model Examples of Zettelkasten Output Processes?
Tags
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- modelling behavior
- note taking
- game theory
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- Donald Murray
- revising
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- voices
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- winners and losers
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- creators
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www.thatericalper.com www.thatericalper.com
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www.billboard.com www.billboard.com
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ionafyfe.bandcamp.com ionafyfe.bandcamp.com
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One of the most well-known of Aberdeenshire songs, I got this from the singing of Sam Kelly, who recorded 'The Bonnie Lass of Fyvie' on his album titled “Pretty Peggy”.
In addition to tracing the roots of the song Bonnie Lass of Fyvie, Iona Fyfe credits her direct source Sam Kelly.
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'Pretty Peggy O' was collected by Cecil Sharp from Mrs Combs, Knott County Kentucky in 1908.
There's an interesting parallel to the knowledge that Cecil Sharp collected the song from Mrs. Combs in Knott County Kentucky in 1908 and the same sorts of citations given by indigenous peoples who often indicate where they learned a piece of knowledge.
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projects.fivethirtyeight.com projects.fivethirtyeight.com
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web.archive.org web.archive.org
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https://web.archive.org/web/20080412071219/http://eastgate.com/catalog/Briefcase.html
Eastgate systems used to make a "3x5 Card Briefcase" to capture short notes on the go which could later "be scanned or transcribed to Tinderbox."
Tinderbox was one of the first digital tools to be used in a way very similar to zettelkasten of old, particularly by academics, who are a large portion of their power user base.
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www.connectedtext.com www.connectedtext.com
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By the way, Luhmann's system is said to have had 35.000 cards. Jules Verne had 25.000. The sixteenth-century thinker Joachim Jungius is said to have had 150.000, and how many Leibniz had, we do not know, though we do know that he had one of the most ingenious piece of furniture for keeping his copious notes.
Circa late 2011, he's positing Luhmann had 35,000 cards and not 90,000.
Jules Verne used index cards. Joachim Jungius is said to have had 150,000 cards.
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In writing my dissertation and working on my first book, I used an index card system, characterized by the "one fact, one card" maxim, made popular by Beatrice Webb.
Manfred Keuhn indicates that Webb popularized the idea of "one fact, one card", (and perhaps she may have helped re-popularize the idea in the 20th century) but Konrad Gessner (Pandectarum sive Partitionum Universalium. Zurich: Christoph Froschauer, 1548) had already advised "A new line should be used for every idea." Since Gessner then says that each line was to be cut up into an individual slip, the ideas are equivalent.
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The Size of Thoughts of 1996.
details that might be of interest with respect to atomic note definitions?
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I have found that the "size of a thought" is usually not much larger than 500 words. Nicholson Baker, who has written an essay on "The Size of Thoughts" thinks that "most are about three feet tall, with the level of complexity of a lawnmower engine, or a cigarette lighter, or those tubes of toothpaste that, by mingling several hidden pastes and gels, create a pleasantly striped product." Mine are a lot smaller. It takes between 50 and 500 words for me to express one thought or one idea (or perhaps better a fragment of a thought or an idea, because thoughts and ideas usually are compounds of such fragments). See also Steven Berlin Johnson on his experiences with an electronic outliner, called Devonthink: http://www.stevenberlinjohnson.com/movabletype/archives/000230.html.
What is the size of a single thought?
500 words is about the size of a typical blog post. It's also about the size of a minimum recommended post for SEO purposes.
Nice to see his link to Steven Johnson here as I think this is where I've seen similar thoughts recently myself.
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The idea that analysis must precede synthesis is old, of course. Galileo Galilei and René Descartes already thought it was necessary to distinguish between an analytic and a synthetic step in dealing with any problem.
Langlois/Seignobos talk about this in their text Introduction aux études historiques (1879) as well, focusing especially on the analysis portion to have a solid base of historical information from which to build and create a synthesis.
Tags
- Niklas Luhmann
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- zettelkasten
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- Gottfried Wilhelm von Leibniz
- zettelkasten examples
- Joachim Jungius
- slips
- synthesis
- atomic notes
- library furniture
- Beatrice Webb
Annotators
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www.spiegel.de www.spiegel.de
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So entstanden 98 Bände, hergestellt nach einem Zettelkasten-System (Verne hinterließ 25 000 Stichwort-Karten), zum größeren Teil geschrieben in dem Turm zu Amiens, den Verne innen wie ein Schiff ausgestattet hatte.
Google translation:
The result was 98 volumes, produced according to a Zettelkasten system (Verne left 25,000 keyword cards), mostly written in the tower at Amiens, the interior of which Verne had decorated like a ship.
Jules Verne had a zettelkasten which he used to write 98 volumes.
Given that he was French we should cross check his name with "fichier boîte".
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www.theguardian.com www.theguardian.com
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www.getfrictionless.com www.getfrictionless.com
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Capture Cards (red) 4.00 Beautifully Useful 3″ x 5″ Index Cards (Pack of 100)I created my Capture Cards to help make it easier for me to capture ideas, make notes, and record tasks as they happen. Good tools have a way of removing frustration and stress from a workflow, and for me, these cards do just that.Just enough structure to help you capture, but not enough to get in the way.They’re printed full-bleed on 70lb (heavy and durable) premium smooth white cover stock, and you get 100 2-sided cards in each pack. They feel great in your hand, yet hold up well in your pocket.
https://web.archive.org/web/20140707053048/http://www.getfrictionless.com/products/capture-cards-red
Simple index cards, but sold with a purpose in mind: capturing notes!
One is reminded here of waste books and fleeting notes.
Image:<br />
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unclutterer.com unclutterer.com
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This post is a classic example of phenomenon that occurs universally. One person devises something that works perfectly for them, be it a mouse trap design, a method of teaching reading or … an organisation system. Other people see it in action and ask for the instructions. They try to copy it and … fail. We are all individuals, and what works for one does not work for all. Some people reading this post go “wow, cool!” Others go “What…???” One size does not fit all. Celebrate the difference! The trick is to keep looking for the method that works for you, not give up because someone else’s system makes your eyeballs spin!
all this, AND...
some comes down to the explanations given and the reasons. In this case, they're scant and the original is in middling English and large chunks of Japanese without any of the "why".
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This method, devised by Japanese economist Noguchi Yukio, utilizes manilla envelopes and the frequency with which you work on certain projects to organize your projects.
The Noguhchi Filing System is a method developed by Noguchi Yukio, a Japanese economist, that organizes one's projects using envelopes and sorts them based on the frequency upon which you work on them.
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Two weeks ago, I started an exploration of lesser-know filing systems with the Noguchi system.
Lesser known by whose estimation? Certainly lesser known in America in 2014 (and even now in 2022), but how popular was/is it in Japan or other locations?
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web.archive.org web.archive.org
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This is the first post of what would become the https://zettelkasten.de site/blog dated 2013-06-20.
(This is the first archived version on Archive.org dated 2013-09-16)
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mleddy.blogspot.com mleddy.blogspot.com
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I've been spelunking through your posts from roughly the decade from 2005 onward which reference your interest in index cards. Thanks for unearthing and writing about all the great index card material from that time period. Have you kept up with your practices?
I noticed that at least one of your posts had a response by MK (Manfred Kuehn, maintainer of the now defunct Taking Note blog (2007-2018). Was it something you read at the time or kept up with?
Have you been watching the productivity or personal knowledge management space since roughly 2017 where the idea of the Zettelkasten (slip box or card index) has taken off (eg. https://zettelkasten.de/, Sonke Ahren's book How to Take Smart Notes, Obsidian.md, Roam Research, etc.?) I'd be curious to hear your thoughts on them or even what your practice has meant over time.
Thanks again.
Cheers! -CJA
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The casting director Marion Dougherty, in the documentary Casting By (dir. Tom Donahue, 2012): “I would keep the three-by-five card. I would put down anything that hit my mind.” The card for Dustin Hoffman (whose first screen appearance was in an episode of Naked City) notes Bob Duval’s (Robert Duvall’s) judgment that Hoffman is “v.g.” — very good. Notice the name of Blair Brown in the third screenshot. The Days and Nights of Molly Dodd is an Orange Crate Art and Musical Assumptions favorite.
The documentary Casting By (2012) shows casting director Marion Dougherty's 3 x 5" index card collection which she used for casting notes. In particular they show an example card for Dustin Hoffman with his details. In Hoffman's case, his card included the older telephone numbers with exchanges (EN2-6933 or Endicott2 6933), so these cards may have also served a contact purpose similar to more modern rolodexes. Different from them however, Dougherty's also included heights, credits, and other observations relevant to the casting process.
Screen capture from the movie
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www.43folders.com www.43folders.com
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http://www.43folders.com/2004/09/03/introducing-the-hipster-pda
The original Hipster PDA post? May have been coined before, but this certainly helped to popularize it.
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www.flickr.com www.flickr.com
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indexcard (情報カード).
Japanese translation of index card
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web.archive.org web.archive.org
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Noguchi Yukio had a "one pocket rule" which they first described in “「超」整理法 (cho seiri ho)”. The broad idea was to store everything in one place as a means of saving time by not needing to search in multiple repositories for the thing you were hunting for. Despite this advice the Noguchi Filing System didn't take complete advantage of this as one would likely have both a "home" and an "office" system, thus creating two pockets, a problem that exists in an analog world, but which can be mitigated in a digital one.
The one pocket rule can be seen in the IndieWeb principles of owning all your own data on your own website and syndicating out from there. Your single website has the entire store of all your material which makes search much easier. You don't need to recall which platform (Twitter, Facebook, Instagram, et al.) you posted something on, you can save time and find the thing much more quickly by searching one place.
This principle also applies to zettelkasten and commonplace books (well indexed), which allow you to find the data or information you put into them quickly and easily.
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musicalassumptions.blogspot.com musicalassumptions.blogspot.com
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Michael Leddy</span> in Orange Crate Art: Writing and index cards (<time class='dt-published'>09/15/2022 10:38:15</time>)</cite></small>
Elaine Fine is Michael Leddy's wife.
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mleddy.blogspot.com mleddy.blogspot.com
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https://mleddy.blogspot.com/2005/03/writing-and-index-cards.html
Looser tradition here for using index cards for writing. Comment have some interesting potential examples from circa 2005
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mleddy.blogspot.com mleddy.blogspot.com
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Isak Dinesen said that she wrote a little every day, without hope and without despair.
source? date? (obviously on/before 2005-09-22)
Any relation to Robert Boice's work on writing every day?
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The Field Notes journal serves as RAM, the index cards as HDD, metaphorically speaking...(brain is CPU).
Den analogizes their note taking system to computing on 2010-11-11 8:43 PM.
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www.takenote.space www.takenote.space
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I didn't see/couldn't find this image in the Life archive, but it was obviously contemporanous to the others
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mleddy.blogspot.com mleddy.blogspot.com
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https://mleddy.blogspot.com/2009/11/nabokovs-unfinished.html
Nice short review with some cultural touchstones which may have been alluded to in the text, but whose context may be missing in years to come.
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web.archive.org web.archive.org
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mleddy.blogspot.com mleddy.blogspot.com
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Levenger though is its tendency to turn any human endeavor into a sham--a mere exercise in conspicuous consumption. Consider its new product line: Bookography™, an array of reading-journals and accessories.
https://web.archive.org/web/20050525173720/http://www.levenger.com/PAGETEMPLATES/NAVIGATION/PRDPREVIEW.ASP?Params=category=17-722|level=2-3|pageid=4209|CatID=17-722|Lvl=2-3|Special=featured
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https://mleddy.blogspot.com/2005/05/tools-for-serious-readers.html
Interesting (now discontinued) reading list product from Levenger that in previous generations may have been covered by a commonplace book but was quickly replaced by digital social products (bookmark applications or things like Goodreads.com or LibraryThing.com).
Presently I keep a lot of this sort of data digitally myself using either/both: Calibre or Zotero.
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mleddy.blogspot.com mleddy.blogspot.com
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MK said... Nabokov repurposed shoeboxes as card indexes.Manfred December 05, 2015 4:01 PM
This is a comment from Manfred Kuehn! :)
While the profile doesn't resolve anymore (he took his site down in 2018) and the sole archive copy is inconclusive, the profile ID number matches exactly with the author profile from archived copies of his Taking Note Now blog.
I'm curious what his source was for the shoeboxes?
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mleddy.blogspot.com mleddy.blogspot.com
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Pen + Gear Graph-Ruled Index Cards. They’re a bit on the thin side, but they take ink well, without feathering or bleeding through. And they’re printed with a very fine light-blue grid (five squares to the inch) that doesn’t get in the way of what one is writing or drawing or mapping. These cards are much better than Oxford or Staples grid cards, and a fraction of the cost of Exacompta: 48¢ for 100 cards. Highly recommended.
https://mleddy.blogspot.com/2017/08/index-card-recommendation.html
Walmart has these index cards, but only in 3x5" format.
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twitter.com twitter.com
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Originality has three dimensions: new sources, new arguments, and/or new audiences.
Originality has many facets including:<br /> - new arguments - new sources - new audiences
What other facets may exist? Think about communication theory to explore this.
I particularly like the new audiences aspect as there are dramatically different audiences for different pieces. (Eg: academic articles, newspapers, magazines, books, blog posts, social media, etc.) A plethora of audiences may be needed to reach the right audiences.
Compare this with Terry Tao's list of mathematical talents which includes communication.
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But having a conversation partner in your topic is actually ideal!
What's the solution: dig into your primary sources. Ask open-ended questions, and refine them as you go. Be open to new lines of inquiry. Stage your work in Conversation with so-and-so [ previously defined as the author of the text].
Stacy Fahrenthold recommends digging into primary sources and using them (and their author(s) as a "conversation partner". She doesn't mention using either one's memory or one's notes as a communication partner the way Luhmann does in "Kommunikation mit Zettelkästen" (1981), which can be an incredibly fruitful and creative method for original material.
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www.tandfonline.com www.tandfonline.com
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Sword, Helen. “‘Write Every Day!’: A Mantra Dismantled.” International Journal for Academic Development 21, no. 4 (October 1, 2016): 312–22. https://doi.org/10.1080/1360144X.2016.1210153.
Preliminary thoughts prior to reading:<br /> What advice does Boice give? Is he following in the commonplace or zettelkasten traditions? Is the writing ever day he's talking about really progressive note taking? Is this being misunderstood?
Compare this to the incremental work suggested by Ahrens (2017).
Is there a particular delineation between writing for academic research and fiction writing which can be wholly different endeavors from a structural point of view? I see citations of many fiction names here.
Cross reference: Throw Mama from the Train quote
A writer writes, always.
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twitter.com twitter.com
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via
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>slide from tonight's class - when to write pic.twitter.com/6VjgdsUYNs
— Sister Sarah (@sarahdoingthing) June 20, 2017
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www.youtube.com www.youtube.com
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www.youtube.com www.youtube.com
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www.youtube.com www.youtube.com
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www.nytimes.com www.nytimes.com
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every billionaire is a policy failure
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www.youtube.com www.youtube.com
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theconversation.com theconversation.com
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James I and James V of Scotland were accomplished poets. James VI (and I of England) wrote prose in the language and indeed continued to speak the language when he ascended to the thrones of Ireland and England.
James I, James V of Scotland and James VI (and I of England) all spoke and wrote Scots.
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Queen Elizabeth spoke the Doric.
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The classic local greeting is “Fit like?”, the stereotypical answer being “Jist tyaavin awaa”, (“Just struggling along”).
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One shibboleth, or highly marked feature, of North-East Scots is that “wh” is in fact pronounced “f”.
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“Doric” is a term used across Europe during the Renaissance to refer to rougher, but more genuine forms of language, in comparison to the “Attic” of the cities, smart but corrupt.
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www.re-collect.ai www.re-collect.ai
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You consume information constantly.Let’s put it to work. We're building an automatic
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mleddy.blogspot.com mleddy.blogspot.com
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mleddy.blogspot.com mleddy.blogspot.com
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https://mleddy.blogspot.com/2010/01/card-file-steals-scene-in-tv-debut.html
The card index in the episode of “Betty, Girl Engineer,” from the second season of Father Knows Best, first aired on April 11, 1956, is ostensibly a rolodex, though the teacher hands out the cards without copying them.
Lots of sexism in this episode...
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www.washingtonpost.com www.washingtonpost.com
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>MICHAEL LEDDY </span> in Orange Crate Art: Reservations by notecard (<time class='dt-published'>09/14/2022 14:44:37</time>)</cite></small>
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mleddy.blogspot.com mleddy.blogspot.com
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I’m not sure how to explain the photograph — that might be a cardfile, not a shoebox. The number of blue lines per card in the Pale Fire passage suggests that John Shade used 6 x 4 cards. It looks like Nabokov in the car has 6 x 4s too.
What size index cards did Vladimir Nabokov use?
See also: series of Nabokov photos of him and index cards.
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After a leisurely lunch, prepared by the German cook who came with the house, I would spend another four-hour span in a lawn chair, among the roses and mockingbirds, using lined index cards and a Blackwing pencil, for copying and recopying, rubbing out and writing anew, the scenes I had imagined in the morning. Foreword to Lolita: A Screenplay (1973)
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The manuscript, mostly a Fair Copy, from which the present text has been faithfully printed, consists of eighty medium-sized index cards, on each of which Shade reserved the pink upper line for headings (canto number, date) and used the fourteen light-blue lines for writing out with a fine nib in a minute, tidy, remarkably clear hand, the text of this poem, skipping a line to indicate double space, and always using a fresh card to begin a new canto. Pale Fire (1962) [From Charles Kinbote's foreword to his edition of John Shade's poem.]
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images.google.com images.google.com
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Uladimir Nabokov Ithaca, New YorkDate taken:1958Photographer:Carl Mydans
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images.google.com images.google.com
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Uladimir Nabokov Ithaca, New YorkDate taken:1958Photographer:Carl Mydans
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www.reddit.com www.reddit.com
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Posted byu/piloteris16 hours agoCreative output examples .t3_xdrb0k._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; } I am curious about examples, if any, of how an anti net can be useful for creative or artistic output, as opposed to more strictly intellectual articles, writing, etc. Does anyone here use an antinet as input for the “creative well” ? I’d love examples of the types of cards, etc
They may not necessarily specifically include Luhmann-esque linking, numbering, and indexing, but some broad interesting examples within the tradition include: Comedians: (see https://en.wikipedia.org/wiki/Zettelkasten for references/articles) - Phyllis Diller - Joan Rivers - Bob Hope - George Carlin
Musicians: - Eminem https://boffosocko.com/2021/08/10/55794555/ - Taylor Swift: https://hypothes.is/a/SdYxONsREeyuDQOG4K8D_Q
Dance: - Twyla Tharpe https://www.amazon.com/gp/product/B000SEOWBG/ (Chapter 6)
Art/Visual - Aby Warburg's Mnemosyne Atlas: https://warburg.sas.ac.uk/archive/archive-collections/verkn%C3%BCpfungszwang-exhibition/mnemosyne-materials
Creative writing (as opposed to academic): - Vladimir Nabokov https://www.openculture.com/2014/02/the-notecards-on-which-vladimir-nabokov-wrote-lolita.html - Jean Paul - https://www.tandfonline.com/doi/abs/10.1080/00168890.2018.1479240 - https://journals.co.za/doi/abs/10.10520/EJC34721 (German) - Michael Ende https://www.amazon.com/Michael-Endes-Zettelkasten-Skizzen-Notizen/dp/352271380X
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warburg.sas.ac.uk warburg.sas.ac.uk
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Knowing about Aby Warburg's zettelkasten use, I'd noticed that the Mnemosyne Atlas looked suspiciously like a visual version of a zettelkasten, but with images instead of index cards or slips. Apparently I'm not the first...
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www.nytimes.com www.nytimes.com
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This year, the University of Southern California pulled its education school out of the rankings because of inaccuracies that went back five years.
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Can the quality of a college be ranked by a single number, the way critics rate movies with stars?
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threadreaderapp.com threadreaderapp.com
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McConnell said it’s up to the Republican candidates in various Senate battleground races to explain how they view the hot-button issue. (function () { try { var event = new CustomEvent( "nsDfpSlotRendered", { detail: { id: 'acm-ad-tag-mr2_ab-mr2_ab' } } ); window.dispatchEvent(event); } catch (err) {} })(); “I think every Republican senator running this year in these contested races has an answer as to how they feel about the issue and it may be different in different states. So I leave it up to our candidates who are quite capable of handling this issue to determine for them what their response is,” he said.
Context: Lindsey Graham had just proposed a bill for a nationwide abortion ban after 15 weeks of pregnancy.
McConnell's position seems to be one that choice about abolition is an option, but one which is reserved for white men of power over others. This is painful because that choice is being left to people without any of the information and nuance about specific circumstances versus the pregnant women themselves potentially in consultation with their doctors who have broad specific training and experience in the topics and issues at hand. Why are these leaders attempting to make decisions based on possibilities rather than realities, particularly when they've not properly studied or are generally aware of any of the realities?
If this is McConnell's true position, then why not punt the decision and choices down to the people directly impacted? And isn't this a long running tenet of the Republican Party to allow greater individual freedoms? Isn't their broad philosophy: individual > state government > national government? (At least with respect to internal, domestic matters; in international matters the opposite relationships seem to dominate.)
tl;dr:<br /> Mitch McConnell believes in choice, just not in your choice.
Here's the actual audio from a similar NPR story:<br /> https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/09/20220914_me_gop_sen_lindsey_graham_introduces_15-week_abortion_ban_in_the_senate.mp3#t=206
McConnell is also practicing the Republican party game of "do as I say and not as I do" on Graham directly. He's practicing this sort of hypocrisy because as leadership, he's desperately worried that this move will decimate the Republican Party in the midterm elections.
There's also another reading of McConnell's statement. Viewed as a statement from leadership, there's a form of omerta or silent threat being communicated here to the general Republican Party membership: you better fall in line on the party line here because otherwise we run the risk of losing power. He's saying he's leaving it up to them individually, but in reality, as the owner of the purse strings, he's not.
Thesis:<br /> The broadest distinction between American political parties right now seems to be that the Republican Party wants to practice fascistic forms of "power over" while the Democratic Party wants to practice more democratic forms of "power with".
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I've recently run across a few examples of a pattern that should have a name because it would appear to dramatically change the outcomes. I'm going to term it "decisions based on possibilities rather than realities". It's seen frequently in economics and politics and seems to be a form of cognitive bias. People make choices (or votes) about uncertain futures, often when there is a confluence of fear, uncertainty, and doubt, and these choices are dramatically different than when they're presented with the actual circumstances in practice.
A recent example was a story about a woman who was virulently pro-life who when presented with a situation required her to switch her position to pro-choice.
Another relates to choices that people want to make about where their children might go to school versus where they actually send them, and the damage this does to public education.
Let's start collecting examples of these quandaries at all levels of making choices in the real world.
What is the relationship to this with the mental exercise of "descending into the particular"?
Does this also potentially cause decision fatigue in cases of voting spaces when constituents are forced to vote for candidates on thousands of axes which they may or may not agree with?
Tags
- power with
- decisions based on possibilities rather than realities
- behavioral economics
- democracy
- choice
- cognitive bias
- information overload
- Democratic party
- Lindsey Graham
- omerta
- descending into the particular
- abortion
- power over
- hypocrisy
- decision making
- economics
- examples
- decision fatigue
- read
- Mitch McConnell
- Republican party
- legislating behavior
- facism
Annotators
URL
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forum.zettelkasten.de forum.zettelkasten.de
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I have a strong feeling it's just as experimental and playful in design as writing with a Zettelkasten
In February 2018, Christian Tietze noted some similarities to Luhmann's zettelkasten methods and that of Gerald Weinberg's Fieldstone wall method of writing.
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victorianweb.org victorianweb.org
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https://victorianweb.org/index.html
Found via Mark Bernstein: https://www.markbernstein.org/NeoVictorian.html
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Bjorn, Genevive A., Laura Quaynor, and Adam J. Burgasser. “Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature.” Impacting Education: Journal on Transforming Professional Practice 7, no. 1 (January 14, 2022): 47–58. https://doi.org/10.5195/ie.2022.237
Found via:
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>#AcademicTwitter I survived crushing reading loads in grad school by creating a straightforward method for analyzing primary literature, called #CERIC. Saved my sanity and improved my focus. @PhDVoice. Here’s the free paper - https://t.co/YehbLQNEqJ
— Genevive Bjorn (@GeneviveBjorn) September 11, 2022I'm curious how this is similar to the traditions of commonplace books and zettelkasten from a historical perspective.
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Comparison of Software Applications’ Functions for Managing Categorical Reading Notes
I'd love to see a broader selection of more modern tools included here including Obsidian, Roam Research, Logseq, et al. Also missing are several writing specific apps which have been commonplace in academia for these purposes in the past including Tinderbox (Eastgate Systems, Watertown, MA) and DEVONthink (DEVONtechnologies, Coeur d’Alene, ID).
Google Suite includes several sub-applications that could appear here as stand alone options.
A good list can be found here: https://hyp.is/km4ZItbCEeyQtvfpTb-0Xg/www.buildingasecondbrain.com/resources
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Students' annotations canprompt first draft thinking, avoiding a blank page when writing andreassuring students that they have captured the critical informationabout the main argument from the reading.
While annotations may prove "first draft thinking", why couldn't they provide the actual thinking and direct writing which moves toward the final product? This is the sort of approach seen in historical commonplace book methods, zettelkasten methods, and certainly in Niklas Luhmann's zettelkasten incarnation as delineated by Johannes Schmidt or variations described by Sönke Ahrens (2017) or Dan Allosso (2022)? Other similar variations can be seen in the work of Umberto Eco (MIT, 2015) and Gerald Weinberg (Dorset House, 2005).
Also potentially useful background here: Blair, Ann M. Too Much to Know: Managing Scholarly Information before the Modern Age. Yale University Press, 2010. https://yalebooks.yale.edu/book/9780300165395/too-much-know
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categorical reading method
Not well defined. What do they mean specifically by categorical reading methods? CERIC may be one, but what are others? Are they standardized?
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no
Saying that Microsoft Word doesn't have export seems disingenuous as the program defaults to file ownership from the start.
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In combination with SCA, CERICoffers freedom from the transmission model of learning, where theprofessor lectures and the students regurgitate. SCA can help buildlearning communities that increase students’ agency and power inconstructing knowledge, realizing something closer to a constructivistlearning ideal. Thus, SCA generates a unique opportunity to makeclassrooms more equitable by subverting the historicallymarginalizing higher education practices centered on the professor.
Here's some justification for the prior statement on equity, but it comes after instead of before. (see: https://hypothes.is/a/SHEFJjM6Ee2Gru-y0d_1lg)
While there is some foundation to the claim given, it would need more support. The sage on the stage may be becoming outmoded with other potential models, but removing it altogether does remove some pieces which may help to support neurodiverse learners who work better via oral transmission rather than using literate modes (eg. dyslexia).
Who is to say that it's "just" sage on the stage lecturing and regurgitation? Why couldn't these same analytical practices be aimed at lectures, interviews, or other oral modes of presentation which will occur during thesis research? (Think anthropology and sociology research which may have much more significant oral aspects.)
Certainly some of these methods can create new levels of agency on the part of the learner/researcher. Has anyone designed experiments to measure this sort of agency growth?
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Astructured approach to reading the primary literature creates a moreequitable learning environment when integrated into existingcoursework and learning activities.
There doesn't seem to be any evidence in this paper to support this assertion.
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Critical reading methods, such asCERIC, make hidden expectations of doctoral programs explicit.
Are some of the critical reading methods they're framing here similar to or some of the type found at Project Zero (https://pz.harvard.edu/thinking-routines)?
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Whichever tools are selected, criticalreading skills, like other cognitive skills, benefit from spaced andinterleaved practice (Brown et al., 2014).
Curious to see what Brown et al have to say.
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press. http://ebookcentral.proquest.com/lib/jhu/detail.action?docID=3301452
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Tagsare simple yet powerful forms of categorizing used in social mediathat further organize categorical information according to user needsand preferences (Shimic, 2008). Tags help people find and situateideas, providing a mode of peripheral social collaborativeparticipation (Lave & Wenger, 2012). Tags also create flexiblesearch tools, not available with traditional annotation tools, thatsupport reading-for-writing by making the process of retrieval fasterand more straightforward.
This discussion seems to miss the broader intellectual historical background of tags in prior generations. There's not even a nod to commonplaces, topic headings, subject headings, indices, etc.
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Traditionally, doctoral students are expected to implicitly absorb thisargument structure through repeated reading or casual discussion.
The social annotation being discussed here is geared toward classroom work involving reading and absorbing basic literature in an area of the sort relating to lower level literature reviews done for a particular set of classes.
It is not geared toward the sort of more hard targeted curated reading one might do on their particular thesis topic, though this might work in concert with a faculty advisor on a 1-1 basis.
My initial thought on approaching the paper was for the latter and not the former.
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The primary motivation behind categorical reading methods isto dissect each paper's structure and central argument using theabove conceptual model (Figure 1).
This appears to be the closed definition in the paper for the idea of categorical reading methods. They only provide one example without any comparison or contrast for better contextualization.
What is a more concrete idea for this particular term?
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Inreality, many students focus on the publication sections, such asabstract, methods, results, and discussion, instead of evaluating themain argument, which is the root of poorly constructed literaturereviews described by Boote and Beile (2005).
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Notion
bit surprised not to see some of the other new options discussed here including Roam Research, Obsidian, Logseq, et al.
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high distraction
by what measure? I find it to be either moderate, or generally low distraction.
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With faster retrieval and less crashing, having myown words and thinking readily sortable and searchable routedaround the mentally paralyzing block of not knowing where to start.Sorting and seeing every previously paraphrased summary of aparticular topic bridged the tender transition between thinking andfirst draft. Thus, the sorted annotations served as first draft thinkingfor papers. Later I added keyword tags to enhance the sortingprocess
She has seemingly independently recreated a commonplace book in a spreadsheet including subject headings/tags! :)
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Google Forms and Sheets allow users toannotate using customizable tools. Google Forms offers a graphicorganizer that can prompt student-determined categorical input andthen feeds the information into a Sheets database. Sheetsdatabases are taggable, shareable, and exportable to other software,such as Overleaf (London, UK) for writing and Python for coding.The result is a flexible, dynamic knowledge base with many learningapplications for individual and group work
Who is using these forms in practice? I'd love to see some examples.
This sort of set up could be used with some outlining functionality to streamline the content creation end of common note taking practices.
Is anyone using a spreadsheet program (Excel, Google Sheets) as the basis for their zettelkasten?
Link to examples of zettelkasten as database (Webb, Seignobos suggestions)
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A review of the early scholarship on social annotationconcluded that the benefits to learners are positive overall (Cohn,2018). A more recent comprehensive review of social collaborativeannotation in the published literature included 249 studies, of whichthe authors analyzed 39 studies with empirical designs. Most ofthese studies focused on undergraduate or K-12 classrooms, andonly two studies focused on graduate students (Chen, 2019; Hollett& Kalir, 2017). Interestingly, both studies with graduate studentscompared, in different ways, two social app tools, Slack (SanFrancisco, CA) and Hypothes.is (San Francisco, CA), for annotationgeneration and management. Both studies found increasedengagement with academic texts and high quality discussionsrelated to use of the social app tools.
Research on social annotation
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throughout an individual's schooling, the activity of readinglacks a coherent or explicit relationship to work that is assessed,unlike writing (Du Boulay 1999; Saltmarsh & Saltmarsh, 2008)
Du Boulay, 1999; Saltmarsh & Saltmarsh, 2008<br /> Noticing that they've left these references off of the end of the paper.
If we measure what we care about, why don't we do more grading and assessment of students' evidence of reading in addition to their writing? If we looked more closely at note taking and understanding first and foremost, would the ultimate analysis sort itself out? Instead we look only at the end products instead of the process. Focus more on the process and first class work here and the results will take care of themselves.
cross reference:
take care of the pennies and the pounds will take care of themselves (see: https://en.wiktionary.org/wiki/take_care_of_the_pennies_and_the_pounds_will_take_care_of_themselves)
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Not related to this text, but just thinking...
Writing against a blank page is dreadful and we all wish we would be visited by the muses. But writing against another piece of text can be incredibly fruitful for generating ideas, even if they don't necessarily relate to the text at hand. The text gives us something to latch onto for creating work.
Try the following exercise:<br /> Write down 20 things that are white.<br /> (Not easy is it?)
Now write down 20 things in your refrigerator that are white?<br /> (The ideas come a lot easier don't they, even if you couldn't come up with 20.)
The more specific area helped you anchor your thoughts and give them a positive direction. Annotating against texts in which you're interested does this same sort of anchoring for your brain when you're writing.
Is there research on this area of concentration with respect to creativity?
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the Toulmin model isprominent for teaching evidence-based argumentation in manydisciplines (Osborne et al., 2004). The Toulmin model centers on thefactual basis for an argument, resulting claims, and counter-claims.
The Tolumin model is an evidence based method of teaching argumentation.
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Another strategy improves criticalthinking skills using “think like a scientist” methods, such as theCREATE method that focuses on a learning sequence, Consider,Read, Elucidate hypotheses, Analyze and interpret data, Think of thenext Experiment (Gottesman & Hoskins, 2013; Hoskins et al., 2007;Kararo & McCartney, 2019)
CREATE - Consider - Read - Elucidate hypotheses - Analyze and interpret data - Think of the next - Experiment
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One strategy researched inundergraduate education focuses on teaching undergraduatestudents how to navigate and understand primary literature: theEvaluating Scientific Research Literature (ESRL) method (Letchfordet al., 2017; Lie et al., 2016)
Evaluating Scientific Research Literature (ESRL) is a method for teaching students how to navigate and understand primary literature. (typically undergraduates)
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However, the ongoing struggle to develop literature synthesis at thedoctoral level suggests that students’ critical reading skills are notsufficiently developed with commonly used strategies and methods(Aitchison et al., 2012; Boote & Beile, 2005).
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More effective structured note-taking systems,such as Cornell Notes or REAP, increase students' critical readingskills, including synthesis, analysis, and evaluation (Ahmad, 2019)
More effective than what? Just highlighting? What does Ahmad show? Is there a hierarchy of strategies that have been cross tested with larger groups? What effect does a depth and breadth of neurodiverse subjects show, for example?
This is the my first encounter with REAP.
REAP is an acronym for Read, Encode, Annotate, Ponder.
Has anyone done direct research on commonplacing or zettelkasten techniques to show concrete data to compare them with other currently more popular techniques like Cornell notes or REAP?
Read for potential methods and set up for a potential meta study: Ahmad, S. Z. (2019). Impact of Cornell Notes vs. REAP on EFL secondary school students’ critical reading skills. International Education Studies, 12(10), 60-74
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Even with interactive features,highlighting does not require active engagement with the text, suchas paraphrasing or summarizing, which help to consolidate learning(Brown et al., 2014)
What results do Brown et al show exactly? How do they dovetail with the citations and material in Ahrens2017 on these topics?
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press. http://ebookcentral.proquest.com/lib/jhu/detail.action?docID=3301452
Ahrens, doesn't provide a full citation of Brown, but does quote it for the same broad purpose (see: https://hypothes.is/a/8ewTno3pEeydaHscXVaIzw) specifically with respect to the idea that highlighting doesn't help in the learning process, yet students still actively do it.
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Unfortunately, many graduate and professional students rely onreading strategies taught in high school or college for their academicwork. One example is taking notes only during lectures andhighlighting passages of academic texts
It seems broadly true in the new millennium and potentially much earlier that students are not taught broader reading strategies within academic settings. The history of note taking strategies and teaching would indicate that this wasn't always true.
In prior centuries there was more focus in earlier education on grounding in the trivium and quadrivium including rhetoric. These pieces and their fundamentals are now either glossed over or skipped altogether to focus more training on what might be considered more difficult and more important material. It would seem that educational reforms from the late 1500s shifted the focus on some of these prior norms to focus on other materials, and in particular reforms in the early 1900s (Charles William Eliot , et al) which focused on training a workforce for a more industrialized and capitalistic society weaned many of these methods out of earlier curricula. This results in students dramatically under-prepared for doctoral research, analysis, and writing.
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This method centers on active, categorial reading to deconstruct arguments inthe primary literature by identifying claim, evidence, reasoning, implications, and context (CERIC), which canserve as a critical reading pedagogy in existing courses, reading clubs, and seminars.
- Claim
- Evidence
- Reasoning
- Implications
- Context
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with socialcollaborative annotation (SCA).
I super curious about how one does social collaborative annotation at the doctoral level? Doesn't the reading at this level get very sparce for these sorts of techniques?
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The purpose of this essay is to describe how the primary author used herexperience as an EdD student, science teacher, and writer to develop a method that addresses doctoralreading challenges. The novel method
a novel method?!? do tell...
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Synthesizing academic literature into new knowledge through writing is a core skill that doctoral studentsengaged in research must learn.
Some might expect that this is the sort of skill that should begin in high school and expanded at the undergraduate level. Waiting to the point of the doctorate might be too late...
Tags
- note taking affordances
- tags
- Hypothes.is
- writing process
- reading practices
- argumentation
- note taking is learning
- neurodiversity
- grading
- interleaved study
- critical thinking
- definitions
- evaluations
- sage on the stage
- want to read
- doctoral education
- Charles W. Eliot
- Cornell notes
- zettelkasten method
- tools for creativity
- zettelkasten
- education preparedness
- read
- taxonomies
- data export
- zettelkasten as database
- annotations
- engagement
- references
- tools for thought affordances
- acronyms for systems
- card index as database
- Excel
- thesis writing
- commonplace books
- REAP
- literature review
- note taking applications
- subject headings
- Sönke Ahrens
- Project Zero
- summarizing
- CERIC
- categorical reading methods
- equitable learning environments
- equity
- excerpting vs. progressive summarization
- measuring what we care about
- open questions
- ESRL
- Toulmin model
- dyslexia
- note taking export
- rhetoric
- spaced repetition
- orality vs. literacy
- critical reading strategies
- anchoring effect
- Google Sheets
- agency
- CREATE
- specificity
- creativity
- paraphrasing
- literature reviews
- potential studies
- pedagogy
- topical headings
- concentration
- social annotation
- active reading
- tools for thought
- education reform
- Niklas Luhmann's zettelkasten
- workflows
- tools for thought
Annotators
URL
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forum.zettelkasten.de forum.zettelkasten.de
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www.bbc.co.uk www.bbc.co.uk
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https://www.bbc.com/news/live/uk-62834633
This was my live news coverage source on the morning that Elizabeth died. 2022-09-08
Tags
Annotators
URL
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www.reddit.com www.reddit.com
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level 1mambocab · 2 days agoWhat a refreshing question! So many people (understandably, but annoyingly) think that a ZK is only for those kinds of notes.I manage my slip-box as markdown files in Obsidian. I organize my notes into folders named durable, and commonplace. My durable folder contains my ZK-like repository. commonplace is whatever else it'd be helpful to write. If helpful/interesting/atomic observations come out of writing in commonplace, then I extract them into durable.It's not a super-firm division; it's just a rough guide.
Other than my own practice, this may be the first place I've seen someone mentioning that they maintain dual practices of both commonplacing and zettelkasten simultaneously.
I do want to look more closely at Niklas Luhmann's ZKI and ZKII practices. I suspect that ZKI was a hybrid practice of the two and the second was more refined.
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deafplushomeschool.blogspot.com deafplushomeschool.blogspot.com
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https://deafplushomeschool.blogspot.com/2022/09/a-childs-zettelkasten.html
Example of a child's zettelkasten
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www.independent.co.uk www.independent.co.uk
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Jeff Bezos should know better than to punch down like this. Uju Anya got put in Twitter jail for not deleting her post which Twitter took down anyway.
Twitter taking down Dr. Anya's post is disingenuous with respect to the tons of crap that they leave up... and much of that far worse than the content here.
read on 2022-09-09 at 1:58 PM
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www.youtube.com www.youtube.com
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many of us have myself included it's a temptation often referred to these days as the collector's fallacy which is the misguided belief that the way to increase one's knowledge is simply to collect as much information as possible
I'm hearing lots of these points, but they sound like disingeuous canned versions of things that are in other sources on Zettelkasten rather than things that the presenter has either learned or experienced for himself. My issue with this is that the parroting of the "precise" methods may be leading others astray when there's the potential that they might move outside of those guidelines to better potential methods for themselves. Note making methods should be a fervent religious experience this way.
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nicholas lumen the german sociologist who appears to be the one to have invented the zettelkostn method or at least popularized
Earlier he uses the phrase "old school" to describe the zettelkasten (presumably Luhmann's version), and not the much older old school ones from Gessner on....
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forum.zettelkasten.de forum.zettelkasten.de
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Andy 10:31AM Flag Thanks for sharing all this. In a Twitter response, @taurusnoises said: "we are all participating in an evolving dynamic history of zettelkasten methods (plural)". I imagine the plurality of methods is even more diverse than indicated by @chrisaldrich, who seems to be keen to trace everything through a single historical tradition back to commonplace books. But if you consider that every scholar who ever worked must have had some kind of note-taking method, and that many of them probably used paper slips or cards, and that they may have invented methods relatively independently and tailored those methods to diverse needs, then we are looking at a much more interesting plurality of methods indeed.
Andy, I take that much broader view you're describing. I definitely wouldn't say I'm keen to trace things through one (or even more) historical traditions, and to be sure there have been very many. I'm curious about a broad variety of traditions and variations on them; giving broad categorization to them can be helpful. I study both the written instructions through time, but also look at specific examples people have left behind of how they actually practiced those instructions. The vast majority of people are not likely to invent and evolve a practice alone, but are more likely likely to imitate the broad instructions read from a manual or taught by teachers and then pick and choose what they feel works for them and their particular needs. It's ultimately here that general laziness is likely to fall down to a least common denominator.
Between the 8th and 13th Centuries florilegium flouished, likely passed from user to user through a religious network, primarily facilitated by the Catholic Church and mendicant orders of the time period. In the late 1400s to 1500s, there were incredibly popular handbooks outlining the commonplace book by Erasmus, Agricola, and Melancthon that influenced generations of both teachers and students to come. These traditions ebbed and flowed over time and bent to the technologies of their times (index cards, card catalogs, carbon copy paper, computers, internet, desktop/mobile/browser applications, and others.) Naturally now we see a new crop of writers and "influencers" like Kuehn, Ahrens, Allosso, Holiday, Forte, Milo, and even zettelkasten.de prescribing methods which are variously followed (or not), understood, misunderstood, modified, and changed by readers looking for something they can easily follow, maintain, and which hopefully has both short term and long term value to them.
Everyone is taking what they want from what they read on these techniques, but often they're not presented with the broadest array of methods or told what the benefits and affordances of each of the methods may be. Most manuals on these topics are pretty prescriptive and few offer or suggest flexibility. If you read Tiago Forte but don't need a system for work or project-based productivity but rather need a more Luhmann-like system for academic writing, you'll have missed something or will only have a tool that gets you part of what you may have needed. Similarly if you don't need the affordances of a Luhmannesque system, but you've only read Ahrens, you might not find the value of simplified but similar systems and may get lost in terminology you don't understand or may not use. The worst sin, in my opinion, is when these writers offer their advice, based only on their own experiences which are contingent on their own work processes, and say this is "the way" or I've developed "this method" over the past decade of grueling, hard-fought experience and it's the "secret" to the "magic of note taking". These ideas have a long and deep history with lots of exploration and (usually very little) innovation, but an average person isn't able to take advantage of this because they're only seeing a tiny slice of these broader practices. They're being given a hammer instead of a whole toolbox of useful tools from which they might choose. Almost none are asking the user "What is the problem you're trying to solve?" and then making suggestions about what may or may not have worked for similar problems in the past as a means of arriving at a solution. More often they're being thrown in the deep end and covered in four letter acronyms, jargon, and theory which ultimately have no value to them. In other cases they're being sold on the magic of productivity and creativity while the work involved is downplayed and they don't get far enough into the work to see any of the promised productivity and creativity.
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forum.zettelkasten.de forum.zettelkasten.de
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Whoa, I just noticed that Manfred Kuehn's PhD is from McGill University, which is where Mario Bunge taught! I wonder if they crossed paths?
Mario Bunge September 21, 1919 – February 24, 2020
Manfred Kuehn August 19, 1947
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wissenschaft
roughly translated as the systematic pursuit of knowledge, learning, and scholarship (especially in contrast with application).
It was roughly similar to our current "science" but retains a broader meaning which includes the humanities.
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Cf. Mario Bunge (2012), Evaluating Philosophies, Dordrecht: Springer-Verlag, p. 182: The preceding pages suggest an objective yardstick to measure the worth of philosophies: By their fruits ye shalt know them: Tell me what your philosophy is doing for the search for truth or the good, and I will tell me what it is worth.
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en.wikipedia.org en.wikipedia.org
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Robert King Merton
Mario Bunge indicated that he was directly influenced by American Sociologist Robert Merton.
What particular areas did this include? Serendipity? Note taking practices? Creativity? Systems theory?
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Bunge was a prolific intellectual, having written more than 400 papers and 80 books
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twitter.com twitter.com
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Jeff Miller@jmeowmeowReading the lengthy, motivational introduction of Sönke Ahrens' How to Take Smart Notes (a zettelkasten method primer) reminds me directly of Gerald Weinberg's Fieldstone Method of writing.
reply to: https://twitter.com/jmeowmeow/status/1568736485171666946
I've only seen a few people notice the similarities between zettelkasten and fieldstones. Among them I don't think any have noted that Luhmann and Weinberg were both systems theorists.
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gitjournal.io gitjournal.io
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notes.andymatuschak.org notes.andymatuschak.org
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www.reddit.com www.reddit.com
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SCAMPER (Substitute, Combine, Adapt, Magnify/Minify, Put to Another Use, Eliminate, Reverse)
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quizlet.com quizlet.com
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Local file Local file
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Sometimes it will be enoughto have analysed the text mentally : it is not alwaysnecessary to put down in black and white the wholecontents of a document ; in such cases we simplyenter the points of which we intend to make use.But against the ever-present danger oi substitutingone's personal impressions for the text there is onlyone real safeguard ; it should be made an invariablerule never on any account to make an extract froma document, or a partial analysis of it, without
having first made a comprehensive analysis of it mentally, if not on paper.
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By bringing the statementstogether we learn the extent of our information onthe fact; the definitive conclusion depends on therelation between the statements.
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Experience here, as in the tasksof critical scholarship,^ has decided in favour of thesystem of slips.
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The analysis of documents —The method of slips—Complete-ness necessary
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The second is the fact that, formany persons, the tasks of critical scholarship arenot without their charm; nearly every one findsin them a singular satisfaction in the long runand some have confined themselves to these taskswho might, strictly speaking, have aspired to higherthings.
what about people who may have been on the spectrum, and naturally suited to these endeavors, but who may have wished to hide from the resultant fame or notoreity? Those researchers surely existed in the past.
What about the quickening of these research databases in the digital era that allow researchers like Thomas Piketty to do work on the original sources, but still bring them into a form that allows the analysis and writing critically about them over the span of their own lifetimes? How many researchers are there like this?
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In the two first cases the expediency of a divisionof labour does not come in question. But take thethird case. A man of abihty discovers that thedocuments which are necessary for the treatmentof a point of history are in a very bad conditionthey are scattered, corrupt, and untrustworthy. Hemust take his choice ; either he must abandon thesubject, having no taste for the mechanical opera-tions which he knows to be necessary, but which,as he foresees, would absorb the whole of his energy ;or else he resolves to enter upon the preparatorycritical work, without concealing from himself thatin all probability he will never have time to utilisethe materials he has verified, and that he will there-fore be working for those who will come after him.
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Such was the opinion of Mark Pattison,who said, History cannot he written from manuscripts,which is as much as to say : " It is impossible fora man to write history from documents which heis obliged to put for himself into a condition inwhich they can be used."
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We need not interpret in the Jewish oretymological sense the dictum of Renan : " I do notthink it possible for any one to acquire a clearnotion of history, its limits, and the amount ofconfidence to be placed in the different categoriesof historical investigation, unless he is in the habitof handling original documents." ^
Renan, Essais de morale et de critique, p. 36
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There is only one argumentfor the legitimacy and honourable character ofthe obscure labours of erudition, but it is a de-cisive argument: it rests on their indispensability.No erudition, no history. " Non sunt contemnendaquasi parva" says St. Jerome, ''sine quihus magnaconstare non possunt"
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In the absence of a predetermined logical order, and when thechronological order is not suitable, it is sometimes an advantage toprovisionally group the documents (that is, the slips) in the alpha-betical order of the words chosen as headings {Scfdagworter). Thisis what is called the *' dictionary system."
Schlagwörter is translated as "tags", "headwords", or "catchwords" in addition to "topical headings" within our context. Note the traditional use of arranging them by alphabetical order or "dictionary system".
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if there is occasion for it, and a heading^ in anycase; to multiply cross-references and indices; tokeep a record, on a separate set of slips, of all thesources utilised, in order to avoid the danger ofhaving to work a second time through materialsaheady dealt with. The regular observance of thesemaxims goes a great way towards making scientifichistorical work easier and more solid.
But it will always be well to cultivate the mechanical habits of which pro- fessional compilers have learnt the value by experi- ence: to write at the head of evey slip its date,
Here again we see some broad common advice for zettels and note taking methods: - every slip or note should have a date - every slip should have a (topical) heading - indices - cross-references - lists of sources (bibliography)
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arranged according to their subject-matter ;" that" epigraphic monuments belonging to the sameterritory mutually explain each other when placedside by side ;" and, lastly, that " while it is all butimpossible to range in order of subject-matter ahundred thousand inscriptions nearly all of whichbelong to several categories ; on the other hand,each monument has but one place, and a verydefinite place, in the geographical order."
Similar to the examples provided by Beatrice Webb in My Apprenticeship, the authors here are talking about a sort of scientific note taking method that is ostensibly similar to that of the use of a modern day computer database or spreadsheet function, but which had to be effected in index card form to do the sorting and compiling and analysis.
Do the authors here use the specific phrase scientific note taking? It appears that they do not.
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The systematic order, or arrangement by sub-jects, is not to be recommended for the compilationof a Corpus or of regesta.
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Here wehave the four categories of time, place, species, andform ; by superposing, then, we obtain divisions ofsmaller extent. We may undertake, for example, tomake a group of all the documents having a givenform, of a given country, and lying between twogiven dates (French royal charters of the reignof Phihp Augustus) ; or of all the documents of agiven form (Latin inscriptions) ; or of a given species(Latin hymns) ; of a given epoch (antiquity, themiddle ages).
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It would be very interesting to have information on the methodsof work of the great scholars, particularly those who undertooklong tasks of collection and classification. Some information ofthis kind is to be found in their papers, and occasionally in theircorrespondence. On the methods of Du Cange, see L. Feugfere, Mudesur la vie et les ouvrages de Du Gomge (Paris, 1858, 8vo), pp. 62 sqq_,
Indeed! I find myself having asked this particular question in a similar setting/context before!!!
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We distinguish between the historian whoclassifies verified documents for the purposes ofhistorical work, and the scholar who compiles" Regesta'' By the words " Regesta " and " Corpus ''we understand methodically classified collections ofhistorical documents. In a " Corpus " documentsare reproduced in extenso ; in " Regesta " they areanalysed and described.
a few technical words to clearly define within this context versus other related contexts.
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of private librarianship which make up the half ofscientific work." ^
Renan speaks of "these points
Renan, Feuilles detachees (Detached leaves), p. 103
Who is Renan and what specifically does this source say?
It would seem that, like Beatrice Webb, the authors and Renan may all consider this sort of note taking method to have a scientific underpinning.
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It isrecommended to use slips of uniform size and toughmaterial, and to arrange them at the earliest oppor-tunity in covers or drawers or otherwise.
common zettelkasten keeping advice....
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Again, in virtue of their very detachability,the slips, or loose leaves, are liable to go astray ; andwhen a slip is lost how is it to be replaced ? Tobegin with, its disappearance is not perceived, and,if it were, the only remedy would be to go rightthrough all the work already done from beginningto end. But the truth is, experience has suggesteda variety of very simple precautions, which we neednot here explain in detail, by which the drawbacksof the system are reduced to a minimum.
Slips can become lost.<br /> One won't necessarily know they're lost.
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The method of slips is not without its drawbacks.
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Each slip ought to be furnished with precise refer-ences to the source from which its contents havebeen derived ; consequently, if a document has beenanalysed upon fifty different slips, the same refer-ences must be repeated fifty times. Hence a slightincrease in the amount of writing to be done. Itis certainly on account of this trivial complicationthat some obstinately cling to the inferior notebooksystem.
A zettelkasten may require more duplication of effort than a notebook based system in terms of copying.
It's likely that the attempt to be lazy about copying was what encouraged Luhmann to use his particular system the way he did.
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the method of slips is the only one mechanicallypossible for the purpose of forming, classifying, andutiUsing a collection of documents of any greatextent. Statisticians, financiers, and men of letterswho observe, have now discovered this as well asscholars.
Moreover
A zettelkasten type note taking method isn't only popular and useful for scholars by 1898, but is useful to "statisticians, financiers, and men of letters".
Note carefully the word "mechanically" here used in a pre-digital context. One can't easily keep large amounts of data in one's head at once to make sense of it, so having a physical and mechanical means of doing so would have been important. In 21st century contexts one would more likely use a spreadsheet or database for these types of manipulations at increasingly larger scales.
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The notes from each document are entered upon aloose leaf furnished with the precisest possible in-dications of origin. The advantages of this artificeare obvious : the detachability of the slips enablesus to group them at will in a host of different com-binations ; if necessary, to change their places : it iseasy to bring texts of the same kind together, andto incorporate additions, as they are acquired, in theinterior of the groups to which they belong. As fordocuments which are interesting from several pointsof view, and which ought to appear in several groups,it is sufficient to enter them several times over ondifferent slips ; or they may be represented, as oftenas may be required, on reference-slips.
Notice that at the bottom of the quote that they indicate that in addition to including multiple copies of a card in various places, a plan which may be inefficient, they indicate that one can add reference-slips in their place.
This is closely similar to, but a small jump away from having explicit written links on the particular cards themselves, but at least mitigates the tedious copying work while actively creating links or cross references within one's note taking system.
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Every one admits nowadays that it is advisable tocollect materials on separate cards or slips of paper.
A zettelkasten or slip box approach was commonplace, at least by historians, (excuse the pun) by 1898.
Given the context as mentioned in the opening that this books is for a broader public audience, the idea that this sort of method extends beyond just historians and even the humanities is very likely.
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tions will not always fit without inconvenience intotheir proper place ; and the scheme of classification,once adopted, is rigid, and can only be modifiedwith difficulty. Many librarians used to draw uptheir catalogues on this plan, which is now uni-versally condemned.
Others, well understanding the advantages of systematic classification, have proposed to fit their materials, as fast as collected, into their appropriate places in a prearranged scheme. For this purpose they use notebooks of which every page has first been provided with a heading. Thus all the entries of the same kind are close to one another. This system leaves something to be desired; for addi
The use of a commonplace method for historical research is marked as a poor choice because:<br /> The topics with similar headings may be close together, but ideas may not ultimately fit into their pre-allotted spaces.<br /> The classification system may be too rigid as ideas change and get modified over time.
They mention that librarians used to catalog books in this method, but that they realized that their system would be out of date almost immediately. (I've got some notes on this particular idea to which this could be directly linked as evidence.)
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There is a still more barbarous method, whichneed not receive more than passing mention. Thisis simply to register documents in the memorywithout taking written notes. This method hasbeen used. Historians endowed with excellentmemories, and lazy to boot, have indulged thiswhim, with the result that their quotations andreferences are mostly inexact. The human memoryis a delicate piece of registering apparatus, but it isso little an instrument of precision that such pre-sumption is inexcusable.
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The materials collected must be classifiedsooner or later
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Thefirst impulse of most men who have to utilise anumber of texts is to make notes from them, oneafter another, in the order in which they studythem. Many of the early scholars (whose paperswe possess) worked on this system, and so do mostbeginners who are not warned beforehand ; the latterkeep, as the former kept, notebooks, which thgy fillcontinuously and progressively with notes on thetexts they are interested in. This method is utterlywrong.
A warning that linear note taking is "utterly wrong."
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The first half of the book has been wi'itten byM. Langlois, the second by M. Seignobos; but thetwo collaborators have constantly aided, consulted,and checked each other.^Paris, August 1897.^ M. Langlois wrote Book I., Book II. as far as Chapter VI., thesecond Appendix, and this Preface ; M. Seignobos the end ofBook II., Book III., and the first Appendix. Chapter I. in thesecond book, Chapter V. of the third book, and the Conclusion,were written in common.
A relatively clear delineation of who wrote which portions of the book.
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As for the public, which reads the works of histo-rians, is it not desirable that it should know howthese works are produced, in order to be able tojudge them better?We do not, therefore, like Professor Bernheim,write exclusively for present and future specialists,but also for the public interested in history.
Tags
- order
- Ernest Renan
- card index as database
- criticism
- commonplace books
- note taking affordances
- historiography
- failures of memory
- compilation
- research methods
- laziness
- zettelkasten affordances
- original documents
- personal impressions
- arrangement
- Saint Jerome
- neurodiversity
- quotes
- Mark Pattison
- don't repeat yourself
- slips
- pros and cons of commonplace books
- corpus
- memory vs. note taking
- history
- open questions
- duplication
- note taking
- zettelkasten endorsements
- audience
- juxtaposition
- legacy
- Thomas Piketty
- problems with zettelkasten
- regesta
- comparing notes
- spreadsheets
- primary sources
- manuscripts
- copies
- erudition
- scientific note taking
- mental bandwidth
- note taking advice
- collective intelligence
- classification
- zettelkasten history
- zettelkasten method
- zettelkasten
- commonplace books vs. zettelkasten
- topical headings
- taxonomies
- in extenso
- historians
- Niklas Luhmann's zettelkasten
- private librarianship
- ars excerpendi
Annotators
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www.nytimes.com www.nytimes.com
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Is it possible that she kept two separate versions? One at home in 3x5 and another at the office in 4x6? This NYTimes source conflicts with the GQ article from 2010: https://hypothes.is/a/jj5SdNqkEeufEFOWifCRjg
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But Ms. Rivers did do some arranging. She arranged the 52 drawers alphabetically by subject, from “Annoying habits” to “Zoo.” In the T’s, one drawer starts with “Elizabeth Taylor” and goes as far as “teenagers.” The next drawer picks up with “teeth” and runs to “trains.” A drawer in the G’s begins with “growing older” and ends with “guns.” It takes the next drawer to hold all the cards filed under “guys I dated.” Inevitably — this was Joan Rivers, after all — there are categories with the word “sex,” including “My sex life,” “No sex life,” “No sex appeal.”AdvertisementContinue reading the main storyImage
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Here it is probably necessary to explain that lots of things were once typed — on machines called typewriters — during a period of human history after stone tablets and before laptops and cellphones. It is probably also necessary to explain that reference to a card catalog in the first paragraph. A card catalog was an inventory of what was in a library before all the holdings were listed, and maybe available, online.
A bit tongue-in-cheek, the New York Times describes for the technically inadept what a typewriter and a card catalog are.
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Images of Joan Rivers files and index cards:
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www.marist.edu www.marist.edu
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The list is compiled each year by the Marist Mindset team of Professor Tommy Zurhellen, Associate Professor of English; Dr. Vanessa Lynn, Assistant Professor of Criminal Justice; and Dr. Joyce Yu-Jean Lee, Assistant Professor of Art and Digital Media.
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www.preposterousuniverse.com www.preposterousuniverse.com
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I have a long list of ideas I want to pursue in cosmology, quantum mechanics, complexity, statistical mechanics, emergence, information, democracy, origin of life, and elsewhere. Maybe we’ll start up a seminar series in Complexity and Emergence that brings different people together. Maybe it will grow into a Center of some kind.
https://www.preposterousuniverse.com/blog/2022/03/06/johns-hopkins/
Somehow I missed that Sean Carroll had moved to Johns Hopkins? Realized today when his next book showed up on my doorstep with his new affiliation.
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Nick Milo: REDACTED
An ideaverse is the entire universe of idea that exists between you and every place you think.
In Nick's conceptualization it's linked digital notes...
Translation: songlines...
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Joey Cofone: Are there laws to creativity?
Joey Cofone, author of the upcoming book The Laws of Creativity, is selling the idea of "float" (in comparison to Mihaly Csikzentmihaly's "flow"), which is ostensibly similar to Barbara Oakley's diffuse thinking framework, Nassim Nicholas Taleb's flâneur framing, and a dose of the Zeigarnik effect.
I'm concerned that this book will be broadly prescriptive without any founding on any of the extant research, literature, or science of the past. I'll think more highly of it if it were to quote/reference something like Merton and Barber's The Travels and Adventures of Serendipity: A Study in Sociological Semantics and the Sociology of Science.
Following on the above:
David Allen (of GTD fame) indicates that one should close all open loops to free up working memory, but leaving some open for active thought, follow up, and potential future insight creation can be a useful pattern too. (2022-09-09 9:05 AM)
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Priya Mohan: Design Thinking Strategies to solve complex problems in STEM
DICE Discover Ideate Create Evaluate
Mostly this was a tour through the DICE framing while using Obsidian for STEM.
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en.wikipedia.org en.wikipedia.org
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Renan's definition of a nation has been extremely influential. This was given in his 1882 discourse Qu'est-ce qu'une nation? ("What is a Nation?"). Whereas German writers like Fichte had defined the nation by objective criteria such as a race or an ethnic group "sharing common characteristics" (language, etc.), Renan defined it by the desire of a people to live together, which he summarized by a famous phrase, "avoir fait de grandes choses ensemble, vouloir en faire encore" (having done great things together and wishing to do more).
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The book's controversial assertions that the life of Jesus should be written like the life of any historic person, and that the Bible could and should be subject to the same critical scrutiny as other historical documents caused controversy[19] and enraged many Christians,[20][21][22][23] and Jews because of its depiction of Judaism as foolish and absurdly illogical and for its insistence that Jesus and Christianity were superior.[17]
Ernest Renan argued in Life of Jesus that Jesus should be studied and written about like any other historic person or process. His life and the history and writings around it should be open to critical scrutiny just like any other biography or autobiography.
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docdrop.org docdrop.org
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Hypothes.is “Are Your Students Doing the Reading? Seven Strategies for Motivating Students to Complete the Course Reading.” Hypothes.is, August 22, 2022. https://docdrop.org/pdf/Are-Your-Students-Doing-the-Rea---Hypothes.is-gaulj.pdf/
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danmackinlay.name danmackinlay.name
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https://danmackinlay.name/about.html
Dan MacKinlay provides indicators of his uncertainty, usefulness, "roughness", and "novelty" about things he writes about on his website to give readers some additional context about what he's writing about.
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web.hypothes.is web.hypothes.is
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Download our e-book containing 7 strategies for using social annotation in your teaching.
Or annotate it right now: https://docdrop.org/pdf/Are-Your-Students-Doing-the-Rea---Hypothes.is-gaulj.pdf/
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A decade ago
Has it already been that long?!
Apparently my account dates to January 18, 2012, so I apparently missed an important anniversary.
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www.retrievalpractice.org www.retrievalpractice.org
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docdrop.org docdrop.org
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https://www.youtube.com/watch?v=3FipKTzkTD4
A lot of this sounds similar to some of Benjamin Franklin's old planning system and values...
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