8 Matching Annotations
  1. Sep 2022
  2. Apr 2022
    1. 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.

      People have evolved as social animals and this extends to thinking and interacting. We think better when we think socially (in groups) as opposed to thinking alone.

      This in part may be why solo reading and annotating improves one's thinking because it is a form of social annotation between the lone annotator and the author. Actual social annotation amongst groups may add additonal power to this method.

      I personally annotate alone, though I typically do so in a publicly discoverable fashion within Hypothes.is. While the audience of my annotations may be exceedingly low, there is at least a perceived public for my output. Thus my thinking, though done alone, is accelerated and improved by the potential social context in which it's done. (Hello, dear reader! 🥰) I can artificially take advantage of the social learning effects even if the social circle may mathematically approach the limit of an audience of one (me).

    2. the development of intelligent thinking is fundamentally a social process

      great quote

      How can social annotation practices take advantage of these sorts of active learning processes? What might be done in a flipped classroom setting to get students to use social annotation on a text prior to a lecture and have the questions and ideas from these sessions brought into the lecture space for discussion, argument, and expansion?

  3. Mar 2022
    1. RichardFeynman once had a visitor in his office, a historian who wanted tointerview him. When he spotted Feynman’s notebooks, he said howdelighted he was to see such “wonderful records of Feynman’sthinking.”“No, no!” Feynman protested. “They aren’t a record of my thinkingprocess. They are my thinking process. I actually did the work on thepaper.”“Well,” the historian said, “the work was done in your head, but therecord of it is still here.”“No, it’s not a record, not really. It’s working. You have to work onpaper, and this is the paper.”[33]

      Genius: The Life And Science of Richard Feynman,” James Gleick, Pantheon Books, 1992 (see pg. 409).

  4. Feb 2022
  5. Jan 2022
    1. An incredibly short, but dense essay on annotating books, but one which doesn't go into the same sort of detail as he gets in his book length treatment in How to Read a Book.

      Missing here is the social aspect of annotating a book. In fact, he actively recommends against loaning one's annotated books for fear of losing the details and value in them.

  6. Nov 2021
    1. Karnofsky suggests that the cost/benefit ratio of how we typically think of reading may not be as simple as we intuitively expect i.e. we think that 'more time' = 'more understanding'.

      If you're simply reading to inform yourself about a topic, it may be worth reading a couple of book reviews, and listening to an interview or two, rather than invest the significant amount of time necessary to really engage with the book.

      A few hours of skimming and reviews/interviews may get you to 25% understanding and retention, which in many cases may be more than enough for your needs of being basically informed on the topic. Compared to the 50 - 100 hours necessary for a deep, analytical engagement with the text, that would only get you to 50% understanding and retention.

      That being said, if your goal is to develop expertise, both Karnofsky and Adler ('How to read a book') suggest that you need a deep engagement with multiple texts.

  7. Jan 2021
    1. Introduce students to the “explode to explain” strategy. When students “explode to explain,” they closely read a key sentence or two in a source, annotate, and practice explaining what they are thinking and learning.

      This is a specific strategy to include in an active reading session.