22 Matching Annotations
  1. Last 7 days
    1. Very often the text gives no or no clear answer to this question about the otherside of its statement. But then you have to help it on its feet with your ownimagination. Scruples with regard to hermeneutical defensibility or even truthwould be out of place here. First of all, it's just a matter of writing things down,looking for something worth remembering, and learning to read

      Learning and Intellectualism can both be found in the act of comparison, or more broadly, analysis. One must do this perpetually when reading to dissect and gain most (long-term) (syntopical) value out of it.

    2. he problem of reading scientific texts seems to lie in the fact that here one needsnot a short-term memory but a long-term memory in order to gain reference pointsfor distinguishing the essential from the unessential and the new from the merelyrepetitive. But one cannot remember everything. That would be memorization. Inother words, you have to be able to read highly selectively and pull out widelyinterconnected references. One must be able to understand recursions. But howdoes one learn this, if no instructions can be given; or at best aboutconspicuousness (as in the previous sentence for example “recursions”, but not“must”)?Perhaps the best method is to take notes – not excerpts, but condensedreformulations of what has been read. The re-description of what has already beendescribed leads almost automatically to the training of an attention for “frames”,for schemes of observation or even for conditions that lead to the text offeringcertain descriptions and not others. In doing so, it is useful to always consider:What is not meant, what is excluded, when something specific is asserted? Whentalking about “human rights”: What does the author distinguish his statementsfrom? From non-human rights? From human obligations? Or culturallycomparatively or historically from populations that do not know human rights andcan live with them quite well?

      In other words, Luhmann is urging to engage in pattern recognition.

      True intellectual work using the Zettelkasten demands pattern recognition when reading. Domain specific knowledge + pattern recognition = efficient reading; for it allows to distinguish signal from noise, value from trash.

    3. Beginners' courses or introductory texts are also designed in this way.What one does not or hardly learn, however, are conceptual contexts and, aboveall, problems to which the texts try to give an answer.

      One must read analytically (cf Adler & van Doren) in order to grasp the meaning behind text. Or perhaps syntopically by default if one performs the Zettelkasten method.

      Conventional Syntopical Reading is "immediate" and project-based, at least in Adlerian terms, that is.

      However, when doing Zettelkasten work, one is perpetually reading syntopically and therefore I would call it Delayed Syntopical Reading

  2. Aug 2024
    1. Unrelated to the song itself. It is interesting that different people interpret the song's meaning differently. Likely due to individual differences in perspective, history, culture, etc.

      Makes me reflect. Is knowledge/wisdom contained solely in content and words? Or is knowledge/wisdom rather contained in the RELATIONSHIP, the INTERACTION, between past experience, previous knowledge (identity) and substance?

      Currently I am inclined to go for the latter.

    1. ( ~8:00 )

      This explanation of why to read books in a certain order in dependency of each other is analogous to why a Zettelkasten (in Luhmannian sense) cannot be used collaboratively.

      In order for someone else to understand your notes (not meant to be published), they would have to understand both the source text you are referencing and the implicit references you make. Things you understand instinctively and do not need to write down.

      Because others do not have your experiences and worldview, it is more difficult for them, perhaps impossible, to completely comprehend your Zettels, your notes.

    2. ( ~5:00 ) Reading Aids should be used after initial interpretation. This is to prevent framing bias.

    3. ( ~1:40)

      Suggested to train analytical reading in high school.

  3. Jul 2024
    1. "Some of the smartest dummies Can't read the language of Egyptian mummies" points to the notion of paradoxes, dualism, where even the most knowledgeable, creative, innovative, intelligent and academic can't interpret or make sense of ancient wisdom, the pun "language of the Egyptian mummies" refers to the language of the spiritual - life after death wisdom. the divine, infinite and eternal.

      I will call the guy who gives a full theoretical analysis of this song, Mr. X.

      Well, I wonder where Mr. X got all his analysis from first of all. Is it his interpretation? Or what is his source for the meaning of the song?

      Is it therefore objectively true to the artist's intent or is it merely a (good) explanation that seeks to provoke thought?


      I don't know how accurate this claim is as I have not yet dived deeply into ancient knowledge and compare it to modern interpretations of it, but I do feel like this hits a nail... Either Mr. X does or the artists.

      It is quite logical that it is difficult to interpret ancient wisdom as wisdom often assumes the student or reader is familiar with common knowledge... However, what was common in ancient times might be rare currently, or even forgotten or used in different ways, making it very difficult to interpret and parse such texts without a high degree of mastery of background knowledge.

      It's even harder for certain ancient times where everything was rooted in oral tradition without writing. People back then could've been generally wise, but without texts to refer to as primary sources it is virtually impossible to make sense of it.

  4. May 2024
    1. (~8.55)

      It is argued by Mortimer Adler and Charles van Doren that to fully grasp a book (part of analytical reading), one should make their own analytical table of contents, outlining not just the chapters but also the content. I need to look into how to make those.

  5. Nov 2023
    1. Eco was aware of this predicament. As a university profes-sor, he knew that the majority of students in Italian univer-sities seldom attended classes, that very few of them wouldcontinue to write and do research, and that the degree theyeventually earned would not necessarily improve their socialconditions. It would have been easy to call for the system tobe reformed so as not to require a thesis from students ill-equipped to write one, and for whom the benefit of spendingseveral months working on a thesis might be difficult to jus-tify in cold economic terms.

      Some of the missing piece here is knowing a method for extracting and subsequently building. Without the recipe in hand, it's difficult to bake a complex cake.

      Not mentioned here as something which may be missing, but which Adler & Van Doren identify as strength and ability to read at multiple levels including inspectionally, analytically, and ultimately syntopically.

      To some extent, the knowledge of the method for excerpting and arranging will ultimately allow the interested lifelong learner the ability to read syntopically even if it isn't the sort of targeted exercise it might be within creating a thesis.

  6. Oct 2023
    1. RuLE 3. SETFORTH THE MAJOR PARTS OF THE BOOK, AND SHOW HOW THESEARE ORGANIZED INTO A WHOLE, BY BEING ORDERED TO ONE .(\NOTHER AND TO THE UNITY OF THE WHOLE,
    2. RULE 2. STATE THE UNITY OF THE WHOLE BOOK IN A

      SINGLE SENTENCE, OR AT MOST A FEW SENTENCES ( A SHORT PARAGRAPH )

      p. 75-76

    3. Analytical reading is preeminently for thesake of understanding.
  7. Sep 2023
  8. Apr 2023
    1. The first rule of analytical reading can be expressed asfollows : RULE 1. You MUST KNOW WHAT KIND OF BOK YOU AREREADING, AND YOU SHOULD KNOW THIS AS EARLY IN THE PROCESSAS POSSIBLE, PREFERABLY BEFORE YOU BEGIN TO READ.
  9. Nov 2022
    1. during an analytical reading, you will need to give answers to questions about the truthand significance of the book. The notes you make at this levelof reading are, therefore, not structural but conceptual.

      Conceptual notes are made during the analytical reading of a book and "give answers to questions about the truth and significance of the book."

    2. 3. Is THE BOOK TRUE, IN WHOLE OR PART?
    3. Superficialreading is the first necessary step in the interpretation of abook's contents.
  10. Oct 2022
  11. Sep 2020
    1. There are four rules to Analytical Reading Classify the book according to kind and subject matter. State what the whole book is about with the utmost brevity. Enumerate its major parts in their order and relation, and outline these parts as you have outlined the whole. Define the problem or problems the author is trying to solve.

      the [[four rules to [[analytical reading]]]]

    2. At this point, you start to engage your mind and dig into the work required to understand what’s being said. I highly recommend you use marginalia to converse with the author.

      From the linked article

      Full ownership of a book only comes when you have made it a part of yourself, and the best way to make yourself a part of it— which comes to the same thing— is by writing in it.

      Really love that quote - the idea of [[marginalia]] is to write in the margins, take notes as you read - to ask questions and answer them, and context around the highlights.

      In turn, [[make the book your own]]

    3. Analytical reading is a thorough reading. If inspectional reading is the best you can do quickly, this is the best reading you can do given time.

      [[analytical reading]] is one of the [[four levels of reading]] - the goal is to get to know a particular text very well.