Systematic skimming, in other words,anticipates the comprehension of a book's structure.

A better formula is this : Every book should be readno more slowly than it deserves, and no more quickly than youcan read it with satisfaction and comprehension.

the primarytask-recognized as such by all speed reading courses-is tocorrect the fixations and regressions that slow so many readersdown

The tremendous pleasure that can come from readingShakespeare, for instance, was spoiled for generations of highschool students who were forced to go through Julius Caesar,As You Like It, or Hamlet, scene by scene, looking up all thestrange words in a glossary and studying all the scholarly footnotes. As a result, they never really read a Shakespearean play.

The answer lies in an important and helpful rule of reading that is generally overlooked.That rule is simply this: In tackling a difficult book for the firsttime, read it through without ever stopping to look up orponder the things you do not understand right away.

You will be surprised to find out howmuch time you will save, pleased to see how much more youwill grasp, and relieved to discover how much easier it all canbe than you supposed.

Skimming or pre-reading is thefirst sublevel of inspectional reading.

there are two types ofinspectional readin

David Brooks talks about what he calls the “theory of maximum taste.” It’s similar to what Murphy is saying. “Exposure to genius has the power to expand your consciousness,” Brooks writes. “If you spend a lot of time with genius, your mind will end up bigger and broader than if you [don’t].”

Teachers’ Use of Technology in Elementary Reading Lessons

the author must not merely articulate his sources; he mustdigest them. A long passage quoted or closely followed "remainsan undigested bit of foreign matter." "Over quotation may meanunder thought."

Conversely, even before the mainstream began leeching off alternative cultures, the underground satirically appropriated from the mainstream.

Invariably, early expressions of sub- or alternative cultures are the most fertile sampling grounds

Commercial culture depends on the theft of intellectual property for its livelihood.

It wasn’t zealous in that we were told exactly what to read and what to think about the books, but it was conveyed to us that certain books really did matter and that you were involved in some rearguard action for the profound human values in these books. This was conveyed very powerfully—that the way to learn how to live and to live properly was to read English literature—and it worked for me. I was taught close, attentive reading, and to ironize the ambitions of grand theory. I was educated to believe that A.E. Housman was more interesting than Hegel, and I do.

typographic experimentation.

To this day, most institutions of higher learning either do not know how to instructstudents in reading beyond the elementary level, or lack thefacilities and personnel to do so.

Intellectual readiness involves a minimumlevel of visual perception such that the child can take in andremember an entire word and the letters that combine to formit. Language readiness involves the ability to speak clearly andto use several sentences in correct order.

method," and the method known variously as the "see-say,""look-say," "look-and-say," or "word method." Doubtless experiments are now being undertaken in methods and approaches that differ from all of these. It is perhaps too earlyto tell whether any of these is the long-sought panacea forall reading ills.

A youngman or woman who cannot read very well is hindered in hispursuit of the American dream

analytical rather than synthetic, originated in Germany and was advocated by HoraceMann and other educators after about 1840. This involvedteaching the visual recognition of whole words before givingany attention to letter-names or letter-sounds.

This method wasespecially popular during the 1920's and 30's, which period wasalso characterized by the shift in emphasis from oral readingto silent reading. It was found that ability to read orally didnot necessarily mean ability to read silently and that instruction in oral reading was not always adequate if silent readingwas the goal.

Thus, syllablessuch as ab, ac, ad, ib, ic were practiced for the sake of masteryof the language. When a child could name all of a determinednumber of combinations, he was said to know his ABC's.

The fourth and highest level of reading we will call Syntopical Reading.

Francis Bacon once remarked that "some booksare to be tasted, others to be swallowed, and some few to bechewed and digested."

The third level of reading we will call Analytical Reading.

The second level of reading we will call InspectionalReading.

The first level of reading we will call Elementary Reading.

. The goal a reader seeks-be itentertainment, information or understanding-determines theway he reads.

I am Joaquín/Yo Soy Joaquín: An Epic of the Mexican American People by Rodolfo Gonzales (1972)

Sincecopying is a chore and a bore, use of the cards, the smaller thebetter, forces one to extract the strictly relevant, to distill from thevery beginning, to pass the material through the grinder of one’s ownmind, so to speak.

Lamenting that ‘I have only two eyes, and, unfortunately cannot use themso as to read two books at the same time’,

level 1tristanjuricek · 4 hr. agoI’m not sure I see these products as anything more than a way for middle management to put some structure behind meetings, presentations, etc in a novel format. I’m not really sure this is what I’d consider a zettlecasten because there’s really no “net” here; no linking of information between cards. Just some different exercises.If you actually look at some of the cards, they read more like little cues to drive various processes forward: https://pipdecks.com/products/workshop-tactics?variant=39770920321113I’m pretty sure if you had 10 other people read those books and analyze them, they’d come up with 10 different observations on these topics of team management, presentation building, etc.

My notes seem to be of two sorts. In reading certainvery important books 1 try to grasp the structure of thewriter's thought, and take notes accordingly. But morefrequently, in the last ten years, I do not read whole books,but rather parts of many books, from the point of view ofsome particular theme in which I am interested, and con-cerning which I usually have plans in my file. Therefore, Itake notes which do not fairly represent the books 1 read. Iam using this particular passage, this particular experi-ence, for the realization o f my own projects. Notes takenin this way form the contents o f memory upon which Imay have to call.

Merely to name an item of experience often invitesus to explain it; the mere taking of a note from a book isoften a prod to reflection.

E veryone seriously concerned with teaching complainsthat most students do not know how to do indepen-dent work. They do not know how to read, they do notknow how to take notes, they do not know how to set up aproblem nor how to research it. In short, they do not knowhow to work intellectually.

One of the first consequences of the so-called attention economy is the loss of high-quality information.

Above all, a fresh and original intellectual approach is needed, avoid-ing all standard solutions.

A striving for order can, and must, also be expressed inasymmetrical form.

Thetypographer must take the greatest care to study how his work is read andought to be read.

Evenin good central-axis composition the contents are subordinated to “beautifulline arrangement.”

the rigidity of central-axis setting hardly allows work tobe carried out with the degree of logic we now demand.

This utmost clarity is necessarytoday because of the manifold claims for our attention made by the extraor-dinary amount of print, which demands the greatest economy of expression.

• Daily writing prevents writer’s block.• Daily writing demystifies the writing process.• Daily writing keeps your research always at the top of your mind.• Daily writing generates new ideas.• Daily writing stimulates creativity• Daily writing adds up incrementally.• Daily writing helps you figure out what you want to say.

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.

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.

categorical reading method

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.

Critical reading methods, such asCERIC, make hidden expectations of doctoral programs explicit.

The primary motivation behind categorical reading methods isto dissect each paper's structure and central argument using theabove conceptual model (Figure 1).

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)

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.

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)

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)

More effective structured note-taking systems,such as Cornell Notes or REAP, increase students' critical readingskills, including synthesis, analysis, and evaluation (Ahmad, 2019)

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)

Must You Read Books?

I think that’s the biggest thing that I take from this: any text should at least hint at the rich tapestry of things it is resulting from, if not directly discuss it or link to it. A tapestry not just made from other texts, but other actions taken (things created, data collected, tools made or adapted), and people (whose thoughts you build on, whose behaviour you observe and adopt, who you interact with outside of the given text). Whether it’s been GPT-3 generated or not, that holds.

No proof of work (to borrow a term) other than that the words have been written is conveyed by the text. No world behind the text, of which the text is a resulting expression. No examples that suggest or proof the author tried things out, looked things up. Compare that to the actual posting

No links! No links, other than sporadic internal links, is the default in the media, I know. Yet hyperlinks are the strands the Web is made of. It allows pointing to side paths of relevance, to the history and context of which the posting itself is a result, the conversation it is intended to be part of and situated in. Its absence, the pretense that the artefact is a stand alone and self contained thing, is a tell. It’s also a weakness in other online texts, or any text, as books and journals can be filled with links in the shape of footnotes, references and mentions in the text itself)

But the real goal of a Great Books reading program is to experience the minds of these authors (something the Schoolmen called connatural knowledge) and imprint whatever value we find there on our souls (i.e. will and intellect). This can only be done through a process of intentional re-reading.

The narrator considers this as vandalism and finds it hard to believe how anyone "educated enough to have access to a university library should do this to a book." To him "the treatment of books is a test of civilized behaviour."

Looking for books with wider margins for annotations and notes

111. RESEARC

Every book I read is also broken up and digested on these cards, which are all loosely by themed.

Not saying I agree or disagree with this, but the existence of a class system in tech jobs is the OP’s central point.

A good reading exercise directs the learners’ attention to features ofthe text that can be found in almost any text, or to strategies fordealing with any text, with the aim “to develop in the languagelearner the ability to comprehend texts, not to guide him to com-prehension of a text”

First, the features given attention to may be anuncontrolled mixture of useful and not very useful items. That is, highfrequency and low frequency vocabulary, frequent grammatical items andvery infrequent or irregular grammatical items may get equal attention.Second, the topic of the text determines the salience of the items and theteaching gets directed towards this text rather than what will be useful in arange of texts.

The first one is Synchronous Active Reading, where you have your index cards, notebook or Roam database open alongside the text and immediately write down the quotes and thoughts you have. The opposite is Asynchronous Active Reading, where you only have your book/paper and a pen or highlighter. If you do Asynchronous Active Reading, you'll need to return later to copy over the notes you took in the margins and the parts you copied over to your final storage medium.

stock rotation

i read that book 00:11:08 in the translation by garfield and it was a shock for me it's an incredible it's a it's just a fantastic book so it really blew away my mind and i 00:11:21 spent a while as a a summer uh immersed in that book trying to read everything i could get nakatuna and thinking about that and i ended up with two ideas um which i just would put on the table and to to 00:11:35 discuss one smaller one larger one smaller is that in nagarjuna there are some basic ideas which are helpful uh to make sense of about quantum mechanics not not because the cartridge 00:11:48 knew anything about quantum physics of course it didn't uh but i think that to do science we need we need ideas and philosophy is very useful and uh we get from philosophy uh 00:12:01 conceptual structure way of thinking uh that as usual to make sense of of of better ways of understanding about the world and and and what is useful in nagarjuna is the idea 00:12:14 of uh what you do for quantum physics is the idea that uh it's it's better to think of the world not as entities or substance or or things of god or 00:12:27 whatever matter uh that has its own properties but only um through the interdependence of of things so you don't understand anything by itself if not connected to the others 00:12:39 that's uh in fact it's even more i think what nagarjuna shows that uh if you think that their relations with you think that things affect one another that's the only way of thinking so the idea of 00:12:52 of a thing by itself of things existing uh independently of anything else of a fundamental reality it's uh it's not useful and it's 00:13:08 i think the guardian argues contradictory that's a that's a specific idea this is the bigger idea which i i found uh wonderful and that completely captured me 00:13:20 is that uh this is a for me fascinating philosophical perspective because it starts from the day of separating uh sort of a conventional reality and 00:13:31 and an ultimate ultimate reality uh which is very common uh in in a very common perspective also in science and western philosophy um 00:13:44 you can also read some of the evolution of science or western philosophy trying to search for this ultimate life is that matter is that god is that spirit is that the mind is that language is that there are many other circles is that phenomenology or 00:13:58 the whosoever whatever you want and nagarjuna the book of nagarjuna is not a positive construction it's a negative destruction every chapter takes away something look this by itself doesn't stay together 00:14:12 this there's a state together it takes away it takes somebody takes something and so the suggestion here is that maybe the question is wrong um we should look for the ultimate value the ultimate value doesn't exist in a 00:14:24 sense it's the same thing as a as a conventional reality that i found fantastic it's a it's a dissolving um it's dissolving a fake problem in a 00:14:36 sense and opening up a sudden uh uh coherence as i read it and with all my superficiality it's not denying reality right it is here i mean this pen is his pen 00:14:48 it it denies the fact that this is ultimate reality in this pen or in something on which this pen is based including the mind which is uh there's a superficial buddhism a view of 00:15:01 beauties in the west uh which is just everything is the mind the mind is it's everything is is uh if you think it's a self and everything you know um where you were born in hollywood so 00:15:12 the illusory aspect of the walls i wonder if you got it from buddhism from hollywood i don't know but this is this idea that you know the the world is a big cinema and everything is is in the mind of berkeley 00:15:25 and this is a there's a chapter in in in nagarjuna which denies that completely because the mind itself is not um it's not uh doesn't have an ultimate reality so you cannot found anything on the mind nor on the dharma or the 00:15:39 on anything up to the point and then i conclude so my reason of my fascination throwing my fascination from the guardian on the table in this passage about the view this uh 00:15:51 this comments the emptiness of emptiness which was the real moment in which the guardian captured uh captured me so it's a point in which uh you know translated the way i read it or probably superficially is that all 00:16:04 right so everything is empty in the sense of doesn't not having an intrinsic reality so therefore this emptiness is the foundation of everything and regardless of the words no no no wait this is this 00:16:16 is a this is the view uh which you which is itself empty in the sense that it depends on else this is suddenly extremely liberating i think uh and i found it it hadn't 00:16:31 impacted me intellectually suddenly i have a i have a way to take take away from my intellectual search and anguish finding the foundations uh which i find liberating and even 00:16:43 personally i mean it's thinking about myself not as an entity but as a combination of other things uh has definitely an effect on me on a on a on a human being 00:16:55 and uh so i guess what what finally fascinated me in a gardener is this anti-foundational aspect it's taking away the starting point um it's absolute radicality 00:17:08 uh when he says that nirvana and samsara themselves are sort of illusioned in some sense empty in his own sense devoid of intrinsic reality

Reading Strategies for CopingWith Information Overloadca. 1550-1700

“The mind is dulled, not fed, by inordinate reading, it is made gradually incapable of reflection and concentration, and therefore of production…. Never read when you can reflect; read only, except in moments of recreation, what concerns the purpose you are pursuing; and read little, so as not to eat up your interior silence.”

Reading encourages us to put outside reality on hold, to construct a parallel world in our minds, and retreat into it.

Those who read with pen in hand form a species nearly extinct. Those who read the marginal notes of readers past form a group even smaller. Yet when we write in antiphonal chorus to what we’re reading, we engage in that conversation time and distance otherwise make impossible.

Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.

"The implicit feel of where you are in a physical book turns out to be more important than we realized," says Abigail Sellen of Microsoft Research Cambridge in England and co-author of The Myth of the Paperless Office. "Only when you get an e-book do you start to miss it. I don't think e-book manufacturers have thought enough about how you might visualize where you are in a book."

In turn, such navigational difficulties may subtly inhibit reading comprehension.

I very much appreciate your commitment to growth and learning. I also think it's nice to have colorful posts here vs. a ghost town. My feedback would be to gear your posts towards how to use an Antinet to produce written output. Specifically what main note you created, with pictures of the main note, and then elaborate on what they actually mean, and share a written post about the idea. You've done several of these posts, and I'd say lean even more towards sharing the most powerful thought/the most powerful maincard you've developed all week. For frequency, I'd say one post a week on this would be great.My main point is this: the primary use of Luhmann's Antinet was written output. The thoughts he shared were deep and developed because of the Antinet process. We're not in the PKM space, we're in the AKD space. Analog Knowledge Development, focusing on written output. The paradox is, when changing your mindset to written output, you actually become more of a learning machine.

very meta activity of having people annotate about right reading online

Chrome extension that adds to your browsing experience by showing you relevant discussions about your current web page from Hacker News and Reddit.

But systems of schooling and educational institutions–and much of online learning– are organized in ways that deny their voices matter. My role is to resist those systems and structures to reclaim the spaces of teaching and learning as voice affirming. Voice amplifying.

there is clear evidence that explicitly teaching reading strategies to students improves their overall academic performance, such instruction is often limited to developmental reading or study skills courses (Saxby 2017, 37-38).

Archaeology of Reading project

Alessio Antonini (Open University)

Around 1941, Barzun took on a larger classroom, becoming the moderator of the CBS radio program “Invitation to Learning,” which aired on Sunday mornings and featured four or five intellectual lights discussing books. From commenting on books, it was, apparently, a short step to selling them. In 1951, Barzun, Trilling, and W. H. Auden started up the Readers’ Subscription Book Club, writing monthly appreciations of books that they thought the public would benefit from reading. The club lasted for eleven years, partly on the strength of the recommended books, which ranged from Kenneth Grahame’s “The Wind in the Willows” to Hannah Arendt’s “The Human Condition,” and partly on the strength of the editors’ reputations.

Traditionally, Lectio Divina has four separate steps: read; meditate; pray; contemplate. First a passage of scripture is read, then its meaning is reflected upon. This is followed by prayer and contemplation on the Word of God.

“A writer only begins a book. A reader finishes it.” ― Samuel Johnson, Works of Samuel Johnson

The highlights you made in FreeTime are preserved in My Clippings.txt, but you can’t see them on the Kindle unless you are in FreeTime mode. Progress between FreeTime and regular mode are tracked separately, too. I now pretty much only use my Kindle in FreeTime mode so that my reading statistics are tracked. If you are a data nerd and want to crunch the data on your own, it is stored in a SQLite file on your device under system > freetime > freetime.db.

The student doesn’t have a strong preference for any of these archetypes. Their notes serve a clear purpose that’s often based on a short-term priority (e.g, writing a paper or passing a test), with the goal to “get it done” as simply as possible.

A 20-year age difference (for example, from 20 to 40, or from 30 to 50 years old) will, on average, correspond to reading 30 WPM slower, meaning that a 50-year old user will need about 11% more time than a 30-year old user to read the same text.

Users’ age had a strong impact on their reading speed, which dropped by 1.5 WPM for each year of age.

We have to endlessly scroll and parse a ton of images and headlines before we can find something interesting to read.

…and they are typically sorted: chronologically: newest items are displayed firstthrough data: most popular, trending, votesalgorithmically: the system determines what you see through your consumption patterns and what it wants you to seeby curation: humans determine what you seeby taxonomy: content is displayed within buckets of categories, like Wikipedia Most media entities employ a combination of the above.

Instead read this gems brief source code completely before use OR copy the code straight into your codebase.

TL;DR: Incremental Reading is about spacing your reading materials so you don’t necessarily have to finish reading in one setting.

For students, historical habits of mind constitute majorintellectual hurdles. Students see their professors' thoughts asfinished products, tidied up and packaged for publicpresentation in books, articles, and lectures

solo thinking isrooted in our lifelong experience of social interaction; linguists and cognitivescientists theorize that the constant patter we carry on in our heads is a kind ofinternalized conversation. Our brains evolved to think with people: to teachthem, to argue with them, to exchange stories with them. Human thought isexquisitely sensitive to context, and one of the most powerful contexts of all isthe presence of other people. As a consequence, when we think socially, wethink differently—and often better—than when we think non-socially.

In case you’re interested in understanding how to safely implement a future combinator function using stack pinning yourself, take a look at the relatively short source of the map combinator method of the futures crate and the section about projections and structural pinning of the pin documentation.

The Jesuit Francesco Sac-chini, in contrast, commended the interruption in reading that resulted fromstopping to copy a passage into one’s notebook: it slowed down reading and aidedretention.44

The first manual solely devoted to excerpting, or note-taking fromreading, was composed for students in the advanced or rhetoric class at Jesuitcolleges by Francesco Sacchini (1570–1625), professor of rhetoric at the CollegioRomano. De ratione libros cum profectu legendi libellus (A Little Book on Howto Read with Profit) was published in 1614 and in a further six editions, followedby a translation into French in 1786 (for the use of Calvinists, judging from thededication to a pastor in Geneva) and into German in 1832.34

James Boswell (1740–95) defended the state of learning in his day: “It has been maintained that this superfoetation, this teeming of the press in modern times, is prejudicial to good literature, because it obliges us to read so much of what is of inferiour value, in order to be in the fashion; so that better works are neglected for want of time, because a man will have more gratification of his vanity in conversation, from having read modern books, than from having read the best works of antiquity. But it must be con-sidered that we now have more knowledge generally diffuse; all our ladies read now, which is a great extension.”

A study of Samuel Johnson (1709–84) has identified four different kinds of reading in which Johnson described himself engaging: “hard study” for learned books read with pen in hand, “perusal” for purposeful consultation in search of information, “curious reading” for engrossment in a novel, and “mere reading” for browsing and scanning “without the fatigue of close attention.”216

More detailed work in the history of reading has cast aside the strict periodization and the suddenness of change implied in the notion of a “reading revolution.”215 Rather than sudden shifts, I trace the development and spread of new methods of reading along-side the continuation of older options. Consultation reading existed among the learned in earlier centuries, and in an unbroken line of transmission at least as far back as the thirteenth century, so the most distinctively new kind of reading in the eighteenth century was not consultation reading but rather engrossment in the novels that were a new and successful genre. Conversely, “intensive reading,” classically identified with repetitive meditation on the Bible, was also practiced in the eighteenth century, in religious circles at least, for example, among Pi-etists, Methodists, and in Catholic religious orders. (Witness the 1786 publica-tion of Sacchini’s recommendation for intensive reading, which I discuss in the next chapter.) Proficient readers engaged in different kinds of reading depending on the text and their purpose in reading it.

Even as he was critical of overabundance, Gesner exulted in it, seeking exhaustiveness in his accumulation of both themes and works from which others could choose according to their judgment and interests.

to develop concepts for thinking about how programmable attention systems can extend beyond productivity (which is where these systems are most prolific, as can be seen from above examples)

serendipity that sends the user down a rabbit hole to find new ideas and the links between them