how does this element relate to steam education/art influence?

novel idea

Apparently this is often misattributed to Voltaire

Why was there a trade-off between connectivity in S1/M1 and "other brain regions"?

Why not simply an improvement in S1/M1 & no change in "other brain regions"?

see below: "compensational strategy of the ageing brain [42], [53]"

Is there a way to convert the actions associated with the AE Group into a more "personal integrative experience"?

a writing task? an assignment to consider it on own time?

What mechanisms does the production of visual art involve?

Is this because art exposes us to different points of view?

gets the ball rolling, trains to pay attention

Does this have more to do with the training in attention?

What if the reason for the arts is something more important than being a "complete person" or more human?

i.e. the insight, the brain connections, the resiliency

What is the evidence that the arts aren't just an extracurricular activity?

Is it broadly true that the first person and cognates are the last acquisitions of children and among the first losses of aphasiacs?

courses on effective imitation.

If imitation is so effective, what would teaching imitation to students look like in a variety of settings including, academia, business, and other areas?

Is teaching by way of imitation the best method for the majority of students? Are there ways to test this versus other methods for broad effectiveness?

How can we better leverage imitation in teaching for application to the real world?

Rhetorical questions asking what the future generations will think of them, and how will they be remembered. Will they have a legacy of being indifferent or helping others.

Ton has asked some good questions about social annotation using @Hypothes_is. I've annotated with some of my ideas. I'm also curious what others' practices look like.

https://twitter.com/ton_zylstra/status/1513219186524368896

Come give your answers in the margins: https://via.hypothes.is/https://www.zylstra.org/blog/2022/04/three-questions-about-annotating-in-hypothesis/

syndication links: - twitter - zylstra.org

https://www.zylstra.org/blog/2022/04/three-questions-about-annotating-in-hypothesis/

Thanks for asking these questions Ton! I've been meaning to spend some time writing up my use cases and methods for this for a while, and your questions have created a scaffold for getting a large chunk of it done in some bite sized pieces. Now I should be able to roll up my answers into an article, do some light editing and be on my way.

In an interview with Le Monde in 1973, Barthes indicated that while his note taking practice was somewhat akin to that of a commonplace book where one might collect interesting passages, or quotations, he was also specifically writing down ideas which came to him, but doing so in "in the rhythm of a sentence, so that from that moment on, things are already taking on an existence as writing." This indicates that he's already preparing for future publications in which he might use those very ideas and putting them into a more finished form than most might think of when considering shorter fleeting notes used simply as a reminder. By having the work already done, he can easily put his own ideas directly into longer works.

Was there any evidence that his notes were crosslinked or indexed in a way so that he could more rapidly rearrange his ideas and pre-written thoughts to more easily copy them into longer articles or books?

If Bernard of Clairvaux had secretaries take notes during his sermons for later revision and circulation, how did he compose them in the first place? Were they outlined and delivered mnemonically/orally with some extemporaneous embellishment?

Are there other methods of encouraging context shifts that don't include note taking (or literacy-based) solutions? What would an orality focused method look like? How might we include those methods in our practices?

Students who take notes by hand learn more than those who do so on a laptop.

Exactly how were these studies laid out? What sorts of revision and follow up were followed in each case? Was it truly an apples to apples comparison?

1. How did martial arts serve as an ethnic marker?

2. What were the various social contexts in North America in which martial arts were utilized by enslaved Africans and their descendants? Apart from honor, what advantages (and possibly disadvantages) did the enslaved from using martial arts in these contexts?

3. In what ways did martial arts serve as a useful resource in pursuing/defending honor?

Some discussion of doing research on zettelkasten methods and workflows.

What do note taking methods and processes look like for individual people?

What questions would one ask for this sort of research in an interview setting (compared to how one would look at extant physical examples in document-based research)? #openquestions

Link this to the work of Earle Havens on commonplace books through portions of history.

Understanding the sorts of questions an author is looking at and attempting to answer are often more important than going through a checklist of biases which may come into play.

Coming to a text with too rigid a set of questions or preconceived categories may cause you to be blinded by what you expect to get out of it rather than allowing the text to surprise you with new and interesting insights you may not have anticipated.

https://uxdesign.cc/the-power-of-seeing-only-the-questions-in-a-piece-of-writing-8f486d2c6d7d

I read this last week, but didn't log it. Fascinating tool here.

https://www.linkedin.com/pulse/incorrect-use-information-theory-rafael-garc%C3%ADa/

A fascinating little problem. The bigger question is how can one abstract this problem into a more general theory?

How many questions can one ask? How many groups could things be broken up into? What is the effect on the number of objects?

Highlights of some important humanist problems that haven't had nearly enough work on the internet. Instead we allow rampant capitalism of certain areas without forcing companies to spend time working at the harder problems.

A list of all the questions that Vannevar Bush poses in the piece:

• What are the scientists to do next?
• Of what lasting benefit has been man's use of science and of the new instruments which his research brought into existence?
• Is this all fantastic?
• Will there be dry photography?
• What would it cost to print a million copies?
• The preparation of the original copy?
• To consider the first stage of the procedure, will the author of the future cease writing by hand or typewriter and talk directly to the record?
• Is it not possible that some day the path may be established more directly?
• Might not these currents be intercepted, either in the original form in which information is conveyed to the brain, or in the marvelously metamorphosed form in which they then proceed to the hand?
• Is it not possible that we may learn to introduce them without the present cumbersomeness of first transforming electrical vibrations to mechanical ones, which the human mechanism promptly transforms back to the electrical form?
• True, the record is unintelligible, except as it points out certain gross misfunctioning of the cerebral mechanism; but who would now place bounds on where such a thing may lead?
• Must we always transform to mechanical movements in order to proceed from one electrical phenomenon to another?

Manuela Macedonia and co-authors found that pairing new foreign words with gestures created activity in the motor cortex which helped to improve the associative memory for the words and the movements. Using images of the words did not create the same motor cortex involvement.

It's not clear which method of association is better, at least as written in The Extended Mind. Was one better than the other? Were they tested separately, together, and in a control group without either? Surely one would suspect that using both methods together would be most beneficial.

—Woff-Michael Roth

Actively attempting to express oneself is one of the best methods of evolving one's understanding.

Link this to the ideas related to being forced to actively manufacture the answer to a question is one of the best ways to learn.

https://only-the-questions.glitch.me/

A tool for extracting all the questions out of a particular text.

Via: https://uxdesign.cc/the-power-of-seeing-only-the-questions-in-a-piece-of-writing-8f486d2c6d7d

Link to [[searching for questions while reading]]

Ask and ye shall receive!

https://uxdesign.cc/the-power-of-seeing-only-the-questions-in-a-piece-of-writing-8f486d2c6d7d

I made a web tool that takes a piece of writing and strips out everything but the questions: https://t.co/i8FsoFwPt4<br><br>Here's the first chapter of Moby Dick<br><br>Quite fascinating to see this aspect of a literary style pic.twitter.com/tHrHA7jsdW

— Clive Thompson (@pomeranian99) February 27, 2022

Link to [[searching for questions while reading]]

Curated list of basic to advanced C Interview Questions to ace your interview from InterviewBit

https://curatella.com/reviewing-notes-while-deep-reading/

These questions (I believe) are coming from a place of validating certifications. Experts publish these as helpful guides to understand if and to what degree certifications are trustworthy. In other words, are they worth the paper they're printed on? In the case of micro-credentials, most questions are likely overkill for the proposal process, etc. Given the central role and importance of TRUST however, perhaps providing a version of these questions to stakeholders seeking to propose micro-credentials could be beneficial in pushing their thinking, or at least centering these themes in their thinking.

How wisdom is superior than knowledge

...in order to not involve in the trouble that is happening in front of the eyes, whether he is a wise person

https://twitter.com/grabe/status/1493723795281956867

Our natural associative memories make learning easier when we can associate a new piece of knowledge into our previously existing framework of knowledge and understanding.

Associative questions can help us to assume new knowledge. Try some of the following:

How does this new fact X fit into my conception of Y?

How can new phenomenon be explained by theory Z?

Is this new idea contradictory with this prior theory or do they complement and reinforce each other?

Is this new argument similar to that one? Is one subsumed into or abstracted by the other?

This sounds familiar, haven't I heard this before?

What does x mean for y?

No evidence for this statement, but does bring up some good questions:

When does learning start?

What does the process look like?

What are the ingredients or building blocks?

How do we define learning?

How do we better encourage learning

The build up of complexity which results in the creation of life with increasing complexity must certainly be endergonic if the process is to last for any extensive length of time. Once the process becomes exergonic or reaches homeostasis, then the building of complexity and even life itself will cease to exist.

Must this always be true? Proof? Counter examples?

Is there evidence that this is true?

If the best ideas are the ones we haven't anticipated, how are we defining "best"? Most surprising from an information theoretic perspective? One which creates new frontiers of change? One which subsumes or abstracts prior ideas within it? Others?

What specific factors does one evaluate for determining what particular paths will provide actual (measurable) insight?

Most people have a personal gut reaction about which directions to go in heuristically, but can these heuristics be broken down explicitly to enable better evaluating them? How can they be used to avoid cognitive biases?

The important part of permanent notes are generating your own ideas and connecting (linking them densely) into your note system. The linking part is important and can be the part that most using digital systems forget to do. In paper zettelkasten, one was forced to create the first link by placing the note into the system for the first time. This can specifically be seen in Niklas Luhmann's example where a note became a new area of its own or, far more likely, it was linked to prior ideas.

By linking the idea to others within the system, it becomes more likely that the idea can have additional multiple contexts where it might be used and improve the fact that context shifts will prove more insight in the future.

Additional links to subject headings, tags, categories, or other forms of taxonomy will also help to make sure the note isn't lost completely into the system. Links to the bibliographical references within the system are helpful as well, especially for later citation. Keep in mind that these categories and reference links aren't nearly as valuable as the other primary idea links.

One can surely collect ideas and facts into their system, but these aren't as important or as interesting as one's own ideas and the things that are sparked and generated by them.

Asking questions in permanent notes can be valuable as they can become the context for new research, projects, and writing. Open questions can be incredibly valuable for one's thinking and explorations.

Let's be honest that there are certainly methods for doing all of this within our brains and not needing to rely on external structures. This being said, using writing, literacy, and external structures does allow us to process things faster than before.

Can we calculate what the level of greater efficiency allows for doing this? What is the overall throughput difference in being able to forget and write? Not rely on communication with others? What does a back of the envelope calculation for this look like?

He's saying here that smart, high achievers are more likely to suffer from imposter syndrome specifically because they've read more broadly and know what they're doing.

Does the psychology research indicate this? Is there a higher incidence of imposter syndrome at the higher end of the spectrum in part because ones' knowledge of the Known Unknown Framework is dramatically expanded?

Look into these sources for more detail on this question.

Work out mathematically at what rate the accumulation of notes would outstrip one's ability to memorize them solely using spaced repetition of a few generations.

https://dancohen.org/2019/07/23/engagement-is-the-enemy-of-serendipity/

Dan Cohen talks about a design change in the New York Times app that actively discourages exploration and discovery by serendipity.

This is similar to pulling out digital copies of books you're looking for instead of going to the library, tracking down the book on the shelf and in the process seeing and experiencing the books on the shelf which are nearby, or even the book that catches your eye across the aisle, wasn't in your sphere of search or interest, but you pick it up anyway.

How can we bring this sort of design back to digital experiences?

It's not just the algorithmic feeds which are narrowing our interests and exposure, but the design of our digital spaces as well.

wparmet. (2022, January 5). Major Questions about Vaccine Mandates, the Supreme Court, and the Major Questions Doctrine. Bill of Health. http://blog.petrieflom.law.harvard.edu/2022/01/05/major-questions-vaccine-mandates-supreme-court/

If house flipping is viewed as a driver of inequality in crowded housing markets in larger cities, what spurs it on? What do the economics look like and how can the trend be combatted?

What effect does economic speculation have?

This sounds great, but what are the "costs" on the other side? How does one balance out the economics of this sort of housing situation versus amenities supplied by a community in terms of culture, health, health care, interaction, etc.? Is there a maximum on a curve to be found here? Certainly in some places one is going to overpay for this basket of goods (perhaps San Francisco?) where in others one may underpay. Does it have anything to do with the lifecycle of cities and their governments? If so, how much?

https://www.teachthought.com/pedagogy/examples-of-essential-questions/

https://threadreaderapp.com/thread/1322591673239572482.html

originally from: https://twitter.com/andy_matuschak/status/1322591673239572482

Can we learn about this? I don't know about the SIPP

Looks like a wonderful time to be a developer... not sure if this is true for everybody, but interesting for sure.

What about research articles via MeL?

How do I decide which to use?

A list of means of persuasiveness:

• use of logical argumentation
• appeal to sentiment
• whipping up passions
• deploying poetic metaphors
• appeal to mythology, proverbial or ancient wisdom
• irony
• indirection
• humor
• insult
• prophecy/revelation
• appeal to the rhetorical tradition to which the speaker belongs (pathos, ethos, etc.)
• presumed disposition of the audience

What others are there?

Certainly Donald Trump didn't use logical argumentation. He didn't even frame things as being for something so much as being against other things.

How can the idea of agency expansion within games be used as a broader tool?

what is GIM??

Niklas Luhmann's zettelkasten had three different forms of links.

• The traditional keyword index/link from the commonplace book tradition
• A parent/child link upon first placing the idea into the system (except when starting a new top level parent)
• A direct link (Verweisungen) to one or more ideas already in the index card catalog.

Many note taking systems are relying on the older commonplace book taxonomies and neglect or forego both of the other two sorts of links. While the second can be safely subsumed as a custom, one-time version of the third, the third version is the sort of link which helps to create a lot of direct value within a note taking system as the generic links between broader topic heading names can be washed out over time as the system grows.

Was this last link type included in Konrad Gessner's version? If not, at what point in time did this more specific direct link evolve?

What's an example of a third party hypothes.is provider? Is it an LMS provider as described at https://web.hypothes.is/help/overview-of-the-hypothesis-system/#the-lms-app?

• DId Susrutha surgical expertise bear lterary evidence for neurosurgery ?

• CONFLICT in legal age ∨ marriage age
• [[Why age of 18 is (not) age of free will]]
• 18 வயது நிரம்பியவனின் மனத்தவிப்பு அல்லது சமூக பாரம் அல்லது கட்டவிழ்த்தல்
• பெற்றோரின் குடும்ப சமூக பொருளாதார நிர்பந்தங்கள்

Henri Frankfort in The Intellectual Adventure of Ancient Man (1946) (later retitled Before Philosophy) argued that non-literate people had philosophy and speculative thought, they just didn't have a written method of expressing it.

Open questions: How might they have expressed it other than orally? How might one tease these ideas out of the archaeological record? Does Frankfort provide evidence?

Rhetorical Question

Four consecutive rhetorical questions.

This is a great question!

Q Look at the title and the photos:

• Who are the Ghostbusters and what do they do? Collect what you already know.
• Look at the photos: What kind of building is it? What do people do there?

West Country Bylines. ‘Covid-19: 2 Months since “Freedom Day”, but Where Are We Now?’, 1 October 2021. https://westcountrybylines.co.uk/covid-19-2-months-since-freedom-day-but-where-are-we-now/.

“What is the meaning of home?”

“How do Dutch adolescents aged 14-18 engaging in online education experience the meaning of home

during the Corona pandemic?”

like in Finland, but technological

What have been the decisive positive and negative changes and challenges in the teachers' professional roles and teacher-student relationship? • What tools and strategies have the teachers used to overcome difficulties and strengthen their ability to cope? • How has EDT affected teachers' health and well-being?

Odysseus staggered from the river and lay down again in the rushes and kissed the grain-giving soil.

This reference to "grain-giving soil" reminds me of this quote:

History celebrates the battlefields whereon we meet our death, but scorns to speak of the ploughed fields whereby we thrive; it knows the names of king's bastards, but cannot tell us the origin of wheat. That is the way of human folly.<br/>—Les Merveilles de l'Instinct Chez les Insectes: Morceaux Choisis (The Wonders of Instinct in Insects: Selected Pieces) by Jean-Henri FabreJean-Henri Fabre (Librairie Ch. Delagrave (1913), page 242)

ref: quote

Culturally we often see people kneeling down and kissing the ground after long travels, but we miss the prior references and images and the underlying gratitude for why these things have become commonplace.

"Grain-giving" = "life giving" here specifically. Compare this to modern audiences see the kissing of the ground more as a psychological "homecoming" action and the link to the grain is missing.

It's possible that the phrase grain-giving was included for orality's sake to make the meter, but I would suggest that given the value of grain within the culture the poet would have figured out how to include this in any case.

By my count "grain-giving" as a modifier variously to farmland, soil, earth, land, ground, and corn land appears eight times in the text. All these final words have similar meanings. I wonder if Lattimore used poetic license to change the translation of these final words or if they were all slightly different in the Greek, but kept the meter?

This is an example of a phrase which may have been given an underlying common phrasing in daily life to highlight gratitude for the life giving qualities, but also served the bard's needs for maintaining meter. Perhaps comparing with other contemporaneous texts for this will reveal an answer?

When we look at the Zettelkasten, it looks quite inconspicuous and small and doesn't give away the secret. The outer appearance is trivial, so what is it then that made Luhmann refer to it as his second brain.

the translation for "second brain" is direct? Does he provide a source for where this was recorded? It's the first time I've heard the phrase outside of Tiago Forte's use.

Might be interesting to look at this reference to see what she's referring to specifically.

It would be interesting to see how note taking is changing with even newer digital tools like Hypothes.is, Diigo, Twitter, Readwise, etc.

Perhaps the growth of digital gardens in public may be a place for study as well? Though one would need to be wary of the idea of performative note taking as these are often done specifically in public as opposed to private as is more common in the past.

machine translation:

"Rather," says Schmidt et al., "Luhmann usually only notes a maximum of three system points at which the respective term can be found, since he assumes that the other relevant points can then be found quickly via the internal network of references."

I wonder how many tags one might use in practice to maximize this? Can we determine such a thing mathematically?

Are we as the reader of this magazine issue over analyzing these photos, focusing on micro things like color? Or are they meant to be analyzed?

Does the publication of this article along with the blacklash that came with it, diminish the already tattered name of Vogue?

“We are all participants and observers in the emergence of a reality…the Observer is the Observed. Bohm shows us that we are all co-producers of a possible future in which personal and global transformation is possible.”

I wonder at the history of counterfeit goods. At what point in a market does it typically begin to happen? Is there some level of profit margin which kicks in due to lack of competition? What are the effects of brand within the space of fashion?

Questions the class came up with: Are they making more money off of vapes than they are cigarettes? Why aren't the stores IDing people like they do cigarettes? Why aren't these products banned if they are so harmful? Is there is a difference between a vape and e-cigarettes, or is it just a different name? Do certain vapes have more nicotine than others? Than cigarettes? Why don't they ban regular tobacco instead of e-cigarettes if e-cigarettes are safer than regular tobacco ?

Technology, the body, physical space, and social interaction can be extensions of the mind.

What others might exist? Examples?

Improved interoception may be a usefu skill for functioning in the world.

How might one improve this ability? Can it be trained?

How might we compare/contrast the ideas behind this with Alex Rosenberg's book How History Gets Things Wrong: The Neuroscience of Our Addiction to Stories?

I wonder here at the stereotypical gendered views of working together. Who is better at it and why?

What social function, if any, does a more conflict-based ability to not work together provide?

so how do I add new features and fix bugs?

How do I, the user requesting a transaction to be processed, know how much ETH I need to give upfront that is enough for the transaction to go through?

Isn't the balance = the result of your initial ETH amount and the sum of all your transaction history?

what is a participant? a miner? a user requesting a transaction? who else? nodes? are nodes = miners?

How to prevent "reinventing the wheel" by creating Smart Contracts that other developers might have created already with the same (or very similar) intent/behavior???

????????????????????

what are these public-private keys? where are they stored?

Reference for this?

Reference for this?

Why is pitch encoding of tones more prevalent in tonal languages? What is the efficiency and outcome of the speech and the information that can be encoded?

I wonder if we can find a direct link to the manicule and the use of the hand as a mnemonic device?

When meetings are framed around reading titles, they suggest a level of certainty. Framing around questions starts with what is unknown instead of known - more open to novices? (See next paragraph - "facilitators located expertise in readings and research ... not themselves")

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

Sammelband (/ˈzæməlbænt/ ZAM-əl-bant, plural Sammelbände /ˌzæməlˈbɛndə/ ZAM-əl-BEN-də or Sammelbands), or sometimes nonce-volume, is a book comprising a number of separately printed or manuscript works that are subsequently bound together.

Compare and contrast this publishing scheme with the idea of florilegium and commonplace books.

Did commonplace keepers ever sammelband their own personal volumes? And perhaps include more comprehensive indices?

What time periods did this pattern take place? How does this reflect on the idea of reorganizing early modern information management practices? Could these have bled over into the idea of the evolution of the Zettelkasten?

Adam Smyth compiled sixteen characteristics of commonplace book culture. This could be an interesting starting point for comparing and contrasting all the flavors of commonplace book relatives.

Adam Smyth, “Commonplace Book Culture: A List of Sixteen Traits,” in Women and Writing, c.1340–c.1650: The Domestication of Print Culture, ed. Anne Lawrence-Mathers and Phillipa Hardman (2010), pp.90–110

See also possibly: Smyth, Adam. “Printed Miscellanies: An Opening Survey,” in his “Profit and Delight”: Printed Miscellanies in England,1640–1682 (2004), pp.1–31.

The form of some of these questions in confession albums is similar to modern day security questions asked by banks and personal accounts as a sort of personal password or shibboleth.

RQs

A top down view of some learning strategies to begin teasing out which may be better than others.

Are they broadly applicable or domain specific?

What learning methods and pedagogy piece are best and for which domains.

How can we balance learning and doing an overview of theory versus practice?

Which methods are better for beginners versus domain specific experts?

Which are better for overview versus creating new knowledge?

https://www.scotthyoung.com/blog/2021/07/13/against-the-real-thing/

If I replaced drinking with anger, I would have to answer yes on a lot of these questions.

Giving peers permission to engage in dialogue about race and holding a lofty expectation that they will stay engaged in these conversations throughout the semester or year is the first of the four agreements for courageous conversation. While initially, some participants may be eager to enter into these conversations, our experience indicates that the more personal and thus risky these topics get, the more difficult it is for participants to stay committed and engaged." Singleton and Hays

I love this quote by Christopher R. Rogers referring to a friend (and himself).

Sometimes this may be more interesting, especially when questions may not have "answers".

Description of how a technology the clock changed the human landscape.

Similar to the way humans might practice terraforming on their natural environment, what should we call the effect our natural environment has on us?

What should we call the effect our technological environment has on us? technoforming?

Evolution certainly indicates that there's likely both short and long-term effects.

Who else has done research into this? Do we have evidence of massive changes with the advent of writing, reading, printing, telegraph, television, social media, or other technologies available?

Any relation to the nature vs nurture debate?

I don’t really understand this chapter section.

Construction is definitely work. The question about how much it may be should be addressed on a continuum of knowing or understanding particular concepts as well.

Creating palaces for raw data de-novo, as in a memory championship, takes a lot of practice for speed and the lack of relationships. However in a learning setting, it may be better to read, grasp, and understand material and then create a palace to contain the simple raw facts which might then also bring back other bits of the knowledge and understanding.

This might be a useful idea to explore further, gather some data, and experiment with.

This makes me wonder what the relation of this mode of "limited" thinking (represented by Ramism) has with Max Weber's ideas of Protestant work ethic? If we're not being creative like we may have been in the past, does it help us to focus on the mundane drudgery of our work at hand?

What is gained and lost in the Ramist tradition versus the method of loci?

There is some simplicity to be sure and structure/organization aid in the structured memory.

We lose the addition work, creativity, and invention. We also loose some of the interest that students might have. I recently read something to the effect that we always seem to make education boring and dull. (cross reference this, which I haven't read: https://daily.jstor.org/why-school-is-boring/)

How does this interact with Mihaly Csikszentmihalyi's idea of flow? Does Ramism beat out the fun of flow?

How also, is this similar to Kelly's idea of the third archive as a means of bringing these all back together?