- Aug 2022
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.
I got stuck over the weekend, so I totally missed Kevin Marks' memex demo at IndieWebCamp's Create Day, but it is an interesting little UI experiment.
I'll always maintain that Vannevar Bush really harmed the first few generations of web development by not mentioning the word commonplace book in his conceptualization. Marks heals some of this wound by explicitly tying the idea of memex to that of the zettelkasten however. John Borthwick even mentions the idea of "networked commonplace books". [I suspect a little birdie may have nudged this perspective as catnip to grab my attention—a ruse which is highly effective.]
Some of Kevin's conceptualization reminds me a bit of Jerry Michalski's use of The Brain which provides a specific visual branching of ideas based on the links and their positions on the page: the main idea in the center, parent ideas above it, sibling ideas to the right/left and child ideas below it. I don't think it's got the idea of incoming or outgoing links, but having a visual location on the page for incoming links (my own site has incoming ones at the bottom as comments or responses) can be valuable.
I'm also reminded a bit of Kartik Prabhu's experiments with marginalia and webmention on his website which plays around with these ideas as well as their visual placement on the page in different methods.
It also seems a bit reminiscent of Kevin Mark's experiments with hovercards in the past as well, which might be an interesting way to do the outgoing links part.
Next up, I'd love to see larger branching visualizations of these sorts of things across multiple sites... Who will show us those "associative trails"?
Another potential framing for what we're all really doing is building digital versions of Indigenous Australian's songlines across the web. Perhaps this may help realize Margo Neale and Lynne Kelly's dream for a "third archive"?
- Kevin Marks
- MIT MediaLab
- third archive
- user interface
- knowledge graphs
- The Brain
- IndieWeb Create Day
- Jerry Michalski
- Vannevar Bush
- personal knowledge management
- Fold (storytelling website)
- associative trails
- Jun 2022
For Jerome Bruner, the place to begin is clear: “One starts somewhere—where the learner is.”
One starts education with where the student is. But mustn't we also inventory what tools and attitudes the student brings? What tools beyond basic literacy do they have? (Usually we presume literacy, but rarely go beyond this and the lack of literacy is too often viewed as failure, particularly as students get older.) Do they have motion, orality, song, visualization, memory? How can we focus on also utilizing these tools and modalities for learning.
Link to the idea that Donald Trump, a person who managed to function as a business owner and president of the United States, was less than literate, yet still managed to function in modern life as an example. In fact, perhaps his focus on oral modes of communication, and the blurrable lines in oral communicative meaning (see [[technobabble]]) was a major strength in his communication style as a means of rising to power?
Just as the populace has lost non-literacy based learning and teaching techniques so that we now consider the illiterate dumb, stupid, or lesser than, Western culture has done this en masse for entire populations and cultures.
Even well-meaning educators in the edtech space that are trying to now center care and well-being are completely missing this piece of the picture. There are much older and specifically non-literate teaching methods that we have lost in our educational toolbelts that would seem wholly odd and out of place in a modern college classroom. How can we center these "missing tools" as educational technology in a modern age? How might we frame Indigenous pedagogical methods as part of the emerging third archive?
Link to: - educational article by Tyson Yunkaporta about medical school songlines - Scott Young article "You should pay for Tutors"
aside on serendipity
As I was writing this note I had a toaster pop up notification in my email client with the arrival of an email by Scott Young with the title "You should pay for Tutors" which prompted me to add a link to this note. It reminds me of a related idea that Indigenous cultures likely used information and knowledge transfer as a means of payment (Lynne Kelly, Knowledge and Power). I have commented previously on the serendipity of things like auto correct or sparks of ideas while reading as a means of interlinking knowledge, but I don't recall experiencing this sort of serendipity leading to combinatorial creativity as a means of linking ideas,
From the classroom, to the street, to the Internet, Eric’s voice carried, and carried within it the possibility of a kind of education–amplified with digital technologies– that enables other human beings to become conscious, to become responsible, to learn.
Sadly, we seem to have othered orality and cultural practices which don't fit into the Western literate cultural box. This prevents us from moving forward as a society and a diverse culture.
In the 90's rap was culturally appropriated by some because of its perception as "cool" within the culture. Can this coolness be leveraged as a reintroduction of oral methods in our culture without the baggage of the appropriation? Can it be added to enhance the evolving third archive? As a legitimate teaching tool?
- Tyson Yunkaporta
- cultural appropriation
- idea links
- third archive
- toaster notifications
- Indigenous knowledge as educational technology
- indigenous knowledge
- Donald J. Trump
- combinatorial creativity
- Jerome Bruner
- educational substrates
- arts in education
- information as currency
- orality vs. literacy
- battle rap
- literacy isn't everything
- modality shifts
- Indigenous pedagogy
- spoken word poetry
- educational tools
There's so much missing Indigenous context in this article. How can we better juxtapose and sort the cultural differences while trying to build a "Third Archive" to save Indigenous knowledge and languages?
Should outsiders attempting to preserve Indigenous knowledge, histories, or language be allowed to make money off of their work?
“So I’m supposed to ask the Lakota Language Consortium if I can use my own Lakota language,” Taken Alive asked in one of many TikTok posts that would come to define his social media presence.
Based on some beyond the average knowledge of Indigenous cultures, I'm reading some additional context into this statement that is unlikely to be seen or understood by those with Western-only cultural backgrounds who view things from an ownership and capitalistic perspective.
There's a stronger sense of identity and ownership of language and knowledge within oral traditions than can be understood by Westerners who didn't grow up with it.
He obviously feels like we're stealing from him all over again. We need better rules and shared definitions between Indigenous peoples and non before embarking on these sorts of projects.
- indigenous knowledge
- open questions
- marginalized peoples
- Western culture
- Third Archive
- orality vs. literacy
- knowledge ownership
- Lakota Language Consortium
- Apr 2022
The recorded memories madepossible by various technological prostheses or memory supportsStiegler refers to as ‘tertiary memory’.
What relation does Stiegler's 'tertiary memory' have with respect to the 'third archive' if we mix these two together?
- Jun 2021
In Plato’s Phaedrus, Socrates bemoaned the development of writing. He feared that, as people came to rely on the written word as a substitute for the knowledge they used to carry inside their heads, they would, in the words of one of the dialogue’s characters, “cease to exercise their memory and become forgetful.” And because they would be able to “receive a quantity of information without proper instruction,” they would “be thought very knowledgeable when they are for the most part quite ignorant.” They would be “filled with the conceit of wisdom instead of real wisdom.” Socrates wasn’t wrong—the new technology did often have the effects he feared—but he was shortsighted. He couldn’t foresee the many ways that writing and reading would serve to spread information, spur fresh ideas, and expand human knowledge (if not wisdom).
I feel like Western culture has lost so much of our memory traditions that this trite story, which I've seen often repeated, doesn't have the weight it should.
Why can't we simultaneously have the old system AND the new? Lynne Kelly and Margo Neale touch on this in their coinage of the third archive in Songlines.
- Feb 2021
The idea of a purely linear text is a myth; readers stitch together meanings in much more complex ways than we have traditionally imagined; the true text is more of a network than a single, fixed document.
The internet isn't a new invention, it's just a more fixed version of the melange of text, ideas, and thought networks that have existed over human existence.
First there was just the memory and indigenous peoples all over the world creating vast memory palaces to interconnect their thoughts. (cross reference the idea of ancients thinking much the way we do now from the fist episode or so of Literature and History)
Then we invite writing and texts which help us in terms of greater storage without the work or relying solely on memory. This reaches it's pinnacle in the commonplace book and the ideas of Llull's combinatorial thought.
Finally we've built the Internet which interconnects so much more.
But now we need to go back and revisit the commonplace book and memory techniques to tie them altogether. Perhaps Lynne Kelly's concept of The Third Archive is what we should perfect next until another new instantiation comes to augment the system.