"it's not the amount of speakers that will save us"

fragments_shored · 1 hr. agoI don't have a specific edition to offer, but you asked "why don't publishers publish more books with scholar's margins?" and the answer is because it's expensive. More white space means more paper and binding material, longer time for the print run, more customization on the press, heavier and therefore more costly to ship. Book publishing operates on a very thin margin so it's not cost-effective, especially when most consumers don't care about the extra margin space and/or aren't willing to absorb the costs in the purchase price.What can consumers do to encourage publishers to change these practices? Be willing to spend the $80 for the scholar's margins instead of expecting to pay the normal $5 to $10.

Looking for books with wider margins for annotations and notes

ManuelRodriguez331 · 8 hr. agotaurusnoises wrote on Aug 20, 2022: Technik des Wissenschaftlichen Arbeitens by Johannes Erich HeydeThe idea of grouping similar notes together with the help of index cards was mainstream knowledge in the 1920'er. Melvil Dewey has invented the decimal classification in 1876 and it was applied to libraries and personal note taking as well.quote: “because for every note there is a systematically related one in the immediate vicinity. [...] A good, scholarly book can grow out of the mere collection of notes — not an ingenious one, indeed" [1]The single cause why it wasn't applied more frequently was because of the limitation of the printing press. In the year 1900 only 100 scholarly journals were available in the world. There was no need to write more manuscripts and teach the art of Scientific Writing to a larger audience.[1] Kuntze, Friedrich: Die Technik der geistigen Arbeit, 1922

Technik des Wissenschaftlichen Arbeitens by Johannes Erich Heyde

level 2hog8541ssOp · 15 hr. agoVery nice! I am a pastor so I am researching Antinet being used along with Bible studies.

level 1averyswellidea · 15 hr. agoI’ve opted for putting quotes on a different colored paper in the main box. This way they appear in the context of topic I related them to. I’m using green slips for Bible quotes and grey slips for everything else (books, websites, videos, etc.). As I come upon them later, it’s clear where they came from so I don’t mistake someone else’s brilliance (or the Word of God) for my own drivel.

Lader756 · 1 day agoFascinating. Thanks for sharing.Given this post may attract others interested in Zettelkasten workflow by esteemed authors, I'll take the opportunity to ask: does anyone know of a description of Wittgenstein's?

Moser, Johann Jacob . 1773. Vortheile vor Canzleyverwandte und Gelehrte in Absicht aufAkten-Verzeichnisse, Auszü ge und Register, desgleichen auf Sammlungen zu kü nfftigenSchrifften und wü rckliche Ausarbeitung derer Schrifften. T ü bingen: Heerbrandt.

This is particularly important in the Dzogchen mengakde (oral pith instruction) transmission lineage. Different levels of meaning are transmitted, mediated by the master’s recognition of the student’s spiritual maturity and by the student’s ability to ‘hear’ the meaning contained in the words. As my Buddhist teacher would endlessly explain to his western students, brought up to expect ‘new information’: the more and more you listen, the more and more you hear.

Through my long immersion as a student-practitioner in the Tibetan Buddhist knowledge system I am familiar with this process of secrecy and deeper meaning. Unlike the Indigenous Knowledge system, Tibetan Buddhism has a rich textual tradition. But it has also kept alive a strong oral tradition, of knowledge passed by a Buddhist master who is recognised as having not only learning but also spiritual realisation, to his/her student. The teachers talk of the outer, inner and secret meaning, and in terms of the provisional versus the absolute meaning gained through realisation.

Australia’s Indigenous knowledge systems do not separate the secular and the sacred; both are embedded in the idea of Country as an all encompassing term of the materiality of life, landscape and seascape, as well as the spiritual world of the creation ancestors, and the concept of the Jukurrpa, the eternal law/lore of how to live sustainably in accordance with how the world works, which in turn has shaped human social organisation and kinship systems.

The purpose of this secular knowledge system is not intrinsically about wellbeing, ethics and goodness per se; it is about the search for truth and efficacy—be that for competing ideas about what is good, for the purposes of competitive advantage in commerce or national prestige, or for destructive purposes linked to warfare and security.

The Western knowledge system rests on a strong split between secular and religious knowledge.

The strongest clash in values between Indigenous knowledge systems and Western knowledge systems lies in who ‘owns’ the knowledge, who has the right to ‘transmit’ it and who has the right to ‘receive’ it.

the Aboriginal archivist—whom in Western terms we think of as artists in the recording of such knowledge in collaborative artworks by knowledge holders—activate the knowledge embedded in a site so that a kind of mutual knowledge transfer occurs between place, person(s) and history.

the sacred is not some rarefied ‘other’, but completely embedded in the materiality of the world.

The Western archive is characterised by two types of knowledge organisation that are foreign to Indigenous knowledges: Firstly it is based on a strong sense of dualism; the use of oppositional categories such as man/woman; man (human)/nature; mind/matter; spirit/materiality, which again is expressed in time differentiated into past/present/future. Secondly knowledge is objectified; it is knowledge about, not with, and it is highly segmented into different areas of knowledge speciality that are in turn reflected in the education system and the professions and areas of government responsibility.

Margo Neale (featured at right) suggests that the Songlines project can be conceived as a Third Archive, a bridge between the First Archive of Indigenous knowledges, kept alive in the songlines that crisscross Australia, and the Second Archive, that of the Western Knowledge system, imported into Australia through colonisation and settlement and transmitted through our education systems and institutions of government, business and civil society.

This comes at a momentous time in Australia’s history as we confront the devastating consequences of whitefella knowledge systems and ways of thinking that have led inexorably to a combination of global warming and environmental degradation that is threatening the viability of human habitation in vast areas of the world.

Our First Nations people came together in 2017 to look for a path forward in shaping their place in Australian society. They issued the Uluru Statement from the Heart, an invitation to the Australian people to enshrine their Voice in our Constitution and to establish a Makarrata Commission for treaties between First Nations peoples and the Government of Australia, and the truth telling about our history.

“500 and 1000 cards” is a long way before perceiving some benefit. Maybe this is necessary because “mine is more textual and less visual than his [Michalsky’s]”. For me, benefit is visible after approx. 40 new notes, dropped on the canvas of my tool, rearranged and connected.

We might learn something new, if we understood both sides.

Zeynep's law: Until there is substantial and repeated evidence otherwise, assume counterintuitive findings to be false, and second-order effects to be dwarfed by first-order ones in magnitude.

Teachers have long understood that grasping the themes of great literature, while often times challenging, is well within the means of those readers willing to thoughtfully engage the text. Furthermore, teachers have long understood the value of margin notes as a powerful tool in accomplishing this end. Yet despite the collective wisdom of many educators, publishers continue to print the classics in a format little conducive to the kind of "text-grappling" that experts recommended. In listening to students and educators, Gladius Books has heeded the call by publishing a series of the most frequently read classics, each printed with extra-wide margins for convenient annotations. To maximize the value of margin notes, the publisher has also included an appendix with helpful note-taking suggestions.

Annotate Books has added a 1.8-inch ruled margin on every page. The ample space lets you to write your thoughts, expanding your understanding of the text. This edition brings an end to does convoluted, parallel notes, made on minute spaces. Never again fail to understand your brilliant ideas, when you go back and review the text.

In getting my books, I have been always solicitous of an ample margin; this not so much through any love of the thing in itself, however agreeable, as for the facility it affords me of penciling suggested thoughts, agreements and differences of opinion, or brief critical comments in general. Where what I have to note is too much to be included within the narrow limits of a margin, I commit it to a slip of paper, and deposit it between the leaves; taking care to secure it by an imperceptible portion of gum tragacanth paste. — Edgar Allen Poe on marginalia

the task maybe undertaken by any instructor who finds that good notesare necessary for successful work in his course.

Selections from CarlyleEdited by H. W. BOYNTON. i2mo, cloth, 288 pages. Price, 75 cents.

Devices for note-taking. In taking notes of reading,use slips of paper the size of the standard library card(8 x 6 in.). For more extended notes and for typewrittennotes, the standard half-sheet (6% x 8% in.) is usually themost satisfactory sire. For special purposes still larger sheetsare sometimes essential. In any extended investi ation theuse of different colored sli s or different coloref inks forcertain classes of notes w i g often prove a convenient andtime-savin device. It is especially desirable, thus, to dis-tinguish bifliogra hical data from subject matter. Each slipshould contain onyy a single note. Put a topical heading atthe top of each slip of subject notes and a reference to thevolume and page of the authority quoted.

The use o f t h ediphthong is becoming rare.

Useful suggestions in regard tonote-taking will be found in Samuel S . Seward, Note-taking,Boston, 1910; and, especially for more advanced students, inEarle W. DOW, Principles of a note-system for hirton’calstudies, New York, 1924

The instructor may require the submission of the notesas an evidence of pro ress before the writing of the essayis begun, or he may as! for their presentation with the com-pleted essay.

These Directions and suggestions were first cornpiled in1908, and the first edition was printed in 1911 for use in theauthor‘s own classes. The present edition is the result ofthorough revision and is planned for general use.

Mere paraphrasing the work of an-other is as offensive as direct copying. The discovery of ma-terials, the research, the oqanization of the material, theplan of treatment, and the literary composition should eachbe strictly the independent work of the student. H e shouldlearn not merely to collect facts on paper but also to as-similate them in his own mind 4then express them interms of his own thinking, while adhering to strict accuracyin the statement of facts.

The two corresponding dates should be given in case ofOld Style and New Style; of French Revolutionary andGregorian calendars; of Mohammedan and Christian eras;etc. Aid in dealing with these problcms may be convenientlyobtained from John J. Bond, ZIandy book of rules and tablesfor verifying dates rhth the Christian era, 4th cd., London,1889. and other treatises on chronology.

In Italian,however, note the different practice: quattrocento, for es-ample, means the century from 1 January 1400 to 31 Decem-ber 1499.

from primarysources rather than from secondary works. Always give, inn footnote, the exact citation of volume and page of the au-thority quoted. Verify quotations carefully in every detail.A quotation should never be wrenched from its context insuch a way a5 to d o violence or injustice to the views of itswriter.

Forms w e d in footnote citations. The following formsare in standard use in footnote citations: id. (idem, thesame), meaning by the same author as the book last cited;ibid. (ibidem, in the same place), meaning in the same bookas the one last cited; op. cit. (opere citato, in the workcited), meaning in the author’s work cited in an earlier, butnot immediately preceding, footnote in the same chapter; Zoc.cit. (loco citato, in the place cited), meaning the author’sarticle in the periodical or review previously cited in thesame chapter; cf. (confer, compare), meaning compare thestatement in the text with the one cited in the footnote eon-cerned; supra (above) and infra (below) or ante (before)and post (after), used to cite passages earlier or later inthe book or article itself; passim (scattered), sometimesused instead of exact citations when references to the sub-ject are scattered freely through a work; et seq. ( a t sequen-tee, and following), meaning on the several successive pagesfollowing the one cited, but the English abbreviation, ff.(following) is more commonly used instead. In the last twocases, however, it is preferable to give the exact page cita-tions instead of the vague reference.

in biblical citations, instead of Luke, chap. XV, ver.19, write Luke 16:19

The bibliography should be placed nextafter the ta&e of contents, because the instructor alwayswishes to examine it before reading the text of the essay.

(see paragraph 28)

Do not depend on the typistfor any service or assistance except actual copying.

Mechanical form.Use standard size (8t/,xll in.) type-writer pa er or the essay paper in standard use a t the in-stitution. %or typing, use an unruled bond paper of goodquality, such as “Paragon Linen” or “Old Hampshire Mills.”At the left of the page leave a margin of 1% to l’/e inches;and a t the top, bottom, and right of the page, a margin of1 inch. Write only on one side of the paper. In ty in thelines should be double-spaced. Each chapter shouyd feginon a new page. Theses for honors and degrees must be typed;other essays may be typed or legibly written in ink. Whetherthe essay is typed or written, the use of black ink is prefer-able. The original typewritten copy must be presented. Incase two copies of a thesis are required, the second copymust be the first carbon and must be on the same quality ofpaper as the original.

The better students tend to exceed the indicated maximums.

The special considerations which enter into the determina-tlon of the credibility of historical statements are discussed,with considerable fullness, in Hereford B. George, Histori-aal evidence, Oxford, 1909; Allen Johnson, Hhtorian andhistorical evidence, New York, 1926; and Charles G. Crump,Hwtory and historical reeearch, London, 1928. The studentwill receive some aid in handltng the roblems of conflictingauthorities by using Frederic Doncalf and August C. Krey,Parallel source p r o b l e m in medieval history, New York andLondon, 1912 [Harper‘s parallel aource problems], or one ofthe other volumes in the same series.

Mr. York Powell, lateregius professor of modern histor a t Oxford, said: “Theformation and expression of ethicarjudgments . . . is nota thing within the historian’s province.”

Zn&tence on good style. Reasonable care in follow-ing these suggestions with regard to style is essential tothe production of an acceptable essay, and neglect of themwill affect unfavorably the grade to be assigned.

Imitation t o be avoided. Avoid the mannerisms andpersonal peculiarities of method or style of well-knownwriters, such as Carlyle or Macaulay.

The use ofhyphens in compound words is becoming less frequent exceptwhen essential for clarity of meaning. The customary prac-tice is to write such words as coordinate with the dieresisrather than the hyphen.

Perspectiae and continuity. Correct perspective is es-sential t o sound critical malysis and interpretation. Thehistorical writer must always keep the time element clearlyin mind, and must recognize that an estimate of any histori-cal ersonage or event is determined in no small measureby t1e time or the conditions under which the person livedor the event occurred

James 11.Hanford, Malcolm McLeod, and E d g a r C. Knowlton, TheNelaon handbook of English, New York, 1931.

Irony is a dangerous literary device which should beused only with the greatest caution.

The editors of the American historical re-vim suggest t o their reviewers that they should write “witlia scientific rather than a literary intention, and with definite-ness and precision in both praise and dispraise. I t is desiredthat the review of tlie book will be such as will convey t o thereader a clear and comprehensive notion of its nature, ofits contents, of its merits, of its place in the literature ofthe subject, and of the amount of its positive contributionto knowledge.

A tentative oiitline should be prepared as soonas ossible after beginning reading on the subject and modi-f i e f a s the progress of the work requires.

n composition d o not be a slave tothe notes and books: they only furnish the materials fromwhich the essay is t o be constructed.

the slips by the topicalheadings. Guide cards are useful to gdicate the several head-ings and subheadings. Under each heading classif the slipsin writing, discarding any that may not prove useful andmaking cross references for notes which may be needed foruse in more than one lace. This classification will reveal,almost automatically, wiere there are deficiencies in the ma-terials collected which should be remedied. The completedand classified collection of notes then becomes the basis ofcomposition.

Symbols might conveniently have been used for woids ofsuch frequent occurrence as: for, in, of, with, as, to, the,bill, statute, footnote.

works inEnglish are convenient introductions to the prohems andmethods of historical research: Charles V. Langlois andCharles Seignobos, Introduction to the rludy of history, NewYork, 1898; John M. Vincent, Historical research, an outlineof theory and practice, New York, 1911; and, to a morelimited extent, Fred M. Fling, Writing of history, an intro-duction to historical method, New Haven, 1920. The studentwho is specializing in history should early familiarize him-self with these volumes and then acquaint himself with otherworks in the field, notably Ernst Bernheim, hehrbuch derhistorwehen Methode und der Beschichtsplrilosophie, 6th ed.,Leipzig, 1908

While it is a fundamental principle that workscontemporary with an event are presumably more authenticthan later ones, it should be borne in mind that the morerecent secondary works are frequently based on more ma-terials and present new interpretations.

A studentshould learn not to be alarmed by conflicting evidence, con-troversial views, and the mass of detailed information. H eshould rather seek to learn how to deal with them.

111. RESEARC

This pamphlet of direc-tions is not a medical prescri tion to he taken in a singledose: the result might be fataf

Ifthe instructor finds that some of the suggestions seem to beintended for him rather than for the student, the compilerhopes that he may be shriven for relying on his long ex-perience to be so impertinent as to offer the benefit of hisobservations

Technik des wissenschaftlichen Arbeitens by Johannes Erich Heyde( Book )29 editions published between 1931 and 1970 in 3 languages and held by 197 WorldCat member libraries worldwide

Technik des Wissenschaftlichen Arbeitens. Eine anleitung, besonders für Studierende, mit Ausführlichem Schriftenverzeichnis by Johannes Erich Heyde( Book )25 editions published between 1933 and 1951 in German and Undetermined and held by 114 WorldCat member libraries worldwide

Technik des wissenschaftlichen Arbeitens; eine Anleitung, besonders für Studierende by Johannes Erich Heyde( Book )32 editions published between 1931 and 1951 in German and held by 179 WorldCat member libraries worldwide

I'am stressed about relearning every thing about the antinet zettlekasten...

Heyde, Johannes Erich. 1931. Technik des wissenschaftlichen Arbeitens. Zeitgemässe Mittelund Verfahrensweisen: Eine Anleitung, besonders für Studierende, 3rd ed. Berlin: Junkerund Dünhaupt.

Malachy Walsh23 hr agoI'm 75 years old. Unfortunately I rejected the notecard method when it was taught in high school, instead choosing cumbersome notebooks all the way through graduate school...until Richard McKeon at University of Chicago recommended using notecards not only as a record of my reading and other experiences but also as a source of creative and rhetorical invention. This was a mind opening, life changing perspective. His only rule: each card or slip should pose and answer a single question. He recommended organizing all journal entries by one of the following topics: 1. By the so called great ideas in the Syntopticon. 2. By work or business projects, activities and events(I spent my life as an advertising man, juggling many assignments over 30 years, from Frosted Flakes to The Marines to Ford). 3. By great books worthy of Adler's analytical readings. 4. By everyday living topics like family, friends, health, wealth, politics, business, car, house, occasions, etc. This way of working has served me well. I believe a proper book case is half full of books and half full of boxes of notes about those books. Notice that McKeon's advice is not limited to writing and reflecting about the books we read. McKeown also encourages reflection on all areas of experience that are important to us. I guess I have an Aristotelian view that our lives consist of thinking, doing, making, and interacting and that writing offers us a way of connecting our thinking with these other activities. So, the nature, scope, and shape our "note system" should be designed to help us engage successfully in our day to day activities and long term enterprises. How should follow What and Why, connect with Who, and fit with When and Where. Any success I have had in business or personal life I attribute to McKeon's advice.

The video above gives a brief introduction to Scheper’s method, which he promises will help you create “genius-level work” in your chosen domain.

Someone posted the video above about the Zettelkasten method of taking notes pioneered by the 20th century German sociologist Niklas Luhmann.

I see connections between ideas more easily following this approach. Plus, the combinations of ideas lead to even more new ideas. It’s great!

It’s recommended that you summarize the information you want to store in your own words, instead of directly copying the information like you would in a commonplace book.

Below is a two page spread summarizing a Fast Company.com article about the Pennebaker method, as covered in Timothy Wilson’s book Redirect:

“Anticipatory plagiarism occurs when someone steals your original idea and publishes it a hundred years before you were born.” - Robert K. Merton

The real issue with "learning in public" is them emphasis placed on "being an expert," which is *everywhere*. It's a capitalist mindset, convincing people that even as beginners they should consider themselves "experts" bc this is how you get exposure aka how u scale.

Chris Aldrich 00:02:33 um like oh yeah you know the most familiar to you yeah yeah and and he's yeah that guy is uh brilliant if you want to know the the ins and outs and deep history of note taking note-taking and even Beyond commonplace books going 00:02:47 back to the 15th century yeah

Chris Aldrichs Blog ist sehr gefährlich, denn, wenn man einmal darin zu lesen angefangen hat, dann kommt man so schnell nicht mehr davon los. Ich selbst wurde durch einen bestimmten Beitrag angelockt und ertappe mich jetzt immer wieder dabei, dass ich durch sämtliche Beiträge und Pages seines Blogs stöbere. Er selbst nutzt sein Weblog wie folgt: I use this website as my primary hub for online identity and communication. It’s also my online commonplace book. Schon alleine damit ist geklärt, warum man so viele Dinge dort entdecken kann.  Ich komme auf alle Fälle weiterhin regelmäßig dort vorbei und einen seiner Feeds -- alle wären wohl nicht zu händeln -- habe ich in meinem Reader übernommen.

Glad you liked it. That's an example of the "let's let the zettelkasten direct my writing" approach. This is different than the "I have something I'm working on. Let's see if there's anything in the zettelkasten to support/refute it" approach, which I also do. So, I might call one "directive," and the other "supportive." (Although, I'm just making that up).

Littlefeather, who had acted in a few films before her infamous moment, says that the federal government threatened to shut down any talk shows or productions that put her on the air.

A month before the ceremony, the activist organization American Indian Movement had occupied the South Dakota town of Wounded Knee to protest the sustained mistreatment of Native Americans, a standoff that at the time of Littlefeather’s televised appearance at the Oscars was under a U.S. Department of Justice-imposed media blackout.)

She had two promises to keep: not to touch the statuette (Brando’s instructions), and to keep her comments to 60 seconds (an order from show producer Howard Koch, who told Littlefeather minutes before the award presentation that he had security on hand to arrest her if she went past time).

"PDF is where documents go to die. Once something is in PDF, it's like a roach motel for data."

On the Internet there are many collective projects where users interact only by modifying local parts of their shared virtual environment. Wikipedia is an example of this.[17][18] The massive structure of information available in a wiki,[19] or an open source software project such as the FreeBSD kernel[19] could be compared to a termite nest; one initial user leaves a seed of an idea (a mudball) which attracts other users who then build upon and modify this initial concept, eventually constructing an elaborate structure of connected thoughts.[20][21]

The network of trails functions as a shared external memory for the ant colony.

Stigmergy (/ˈstɪɡmərdʒi/ STIG-mər-jee) is a mechanism of indirect coordination, through the environment, between agents or actions.

The term "stigmergy" was introduced by French biologist Pierre-Paul Grassé in 1959 to refer to termite behavior. He defined it as: "Stimulation of workers by the performance they have achieved." It is derived from the Greek words στίγμα stigma "mark, sign" and ἔργον ergon "work, action", and captures the notion that an agent’s actions leave signs in the environment, signs that it and other agents sense and that determine and incite their subsequent actions.[4][5]

I have it in Kindle version. The book is not bad, but for me there wasn't anything new. Probably because I have already read too much about notetaking and "thinking on paper" -- I have read too much, to be honest, it's becoming an obsession.Also, the book is meant for college students as a handbook on writing. I read only the first 7 chapters on notetaking, the rest of the book was about writing well.Little bit disappointed that the book doesn't have a reference/bibliography section at the end, even though he mentions in the book how important it is to reference your sources.

you will never be ridiculous inhelping others— nobody will laugh at you

Mortimer Adler (another independent scholar). “My train of thought greiout of my life just the way a leaf or a branch grows our of a tree.” His thinking and writing occurred as a regular part of his life. In one of his book;Thinking and Working on the Waterfront, he wrote:My writing is'done in railroad yards while waiting for a freight, in the fieldswhile waiting for a truck, and at noon after lunch. Now and then I take aday off to “put myself in order." I go through the notes, pick and discard.The residue is usually a few paragraphs. My mind must always have somethingto chew on. I think on man, America, and the world. It is not as pretentiousas it sounds.

Whitehead once described the mentality of modern science as having beenforged through “the union of passionate interest in the detailed facts with equaldevotion to abstract generalization.”

To conclude,

Furthermore, thisdisparagement and neglect were surely unnecessary. P

The moral is not to abandon useful tools; rather, it is, first, that one shouldmaintain enough perspective to be able to detect the arrival of that inevitable daywhen the research that can be conducted with these tools is no longer important;

Without wishing to exalt the cult of gentlemanlyamateurism, one must nevertheless recognize that the classical issues have aliveliness and significance that may be lacking in an area of investigation thatis determined by the applicability of certain tools and methods, rather than byproblems that are of intrinsic interest in themselves.

formation is not strictly a matter of langue, but is rather assigned to what hecalled parole, and thus placed outside the scope of linguistics proper;

The death-knell of philosophical grammar was soundedwith the remarkable successes of comparative Indo-European studies, whichsurely rank among the outstanding achievements of nineteenth-century science.

Saussure echoed an important critique of Humbold-tian linguistic theory by the distinguished American linguist William DwightWhitney, who evidently greatly influenced Saussure.

yntagmatic – that is,patterns of literal succession in the stream of speech – or paradigmatic – that is,relations among units that occupy the same position in the stream of speech.

Thegreat Swiss linguist Ferdinand de Saussure, who at the turn of the century laidthe groundwork for modern structural linguistics, put forth the view that theonly proper methods of linguistic analysis are segmentation and classification.

To use the terminology Wilhelm von Hum-boldt used in the 1830s, the speaker makes infinite use of finite means. Hisgrammar must, then, contain a finite system of rules that generates infinitelymany deep and surface structures, appropriately related. I