83 Matching Annotations
1. Apr 2024
2. www.reddit.com www.reddit.com
1. KWoCurr 1 point2 points3 points 5 hours ago (0 children)I actually do use Dewey!

I'm with you on some of this, but let me play devil's advocate for a moment, so that we might hew closer to the question u/atomicnotes has posed:

If a Dewey Decimal Number is equivalent to a topic heading or subject, then what is the difference between using these subject/category/tag headings and forgoing the work of translating into a DC number (a task which is far less straightforward for those without a library science). If there is a onto to one and onto correspondence there should mathematically be no difference.

And how does one treat insightful material on geometry (516), for example, which comes from a book classified about political science (320-329)?

In a similar vein, why not use Otlet's Universal Decimal Classification which more easily allows for the admixture of topics as well as time periods?

Separately, I'll echo your valuable statement:

"I think everyone stumbles into a system of their own. I suspect the best practice here is the one that works for you!"

2. scholar Elaine Svenonius talks about the "invisible hand of the classification system" where you serendipitously find a book on the shelf that you didn't know you were seeking.

I've always appreciated this serendipity, but never read a source talking about it specifically.

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1. For larger collections of books it may be thought preferable to use a libraryclassification, such as Mr. Dewey's Decimal Classification, but I doubt very muchif the gain will be in proportion to the additional labour involved.

Some interesting shade here, but he's probably right with respect to the additional work involved in a personal collection which isn't shared at scale.

The real work is the indexing of the material within the books, the assigned numbers are just a means of finding them.

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4. Feb 2024
5. Local file Local file
1. The cards datingfrom 1911 to 1975 at the New York State Library in Albany (whereMelvil Dewey was librarian from 1889 to 1906) were thrown awaylast month as a consequence of a historical-preservation projectinvolving the building in which they were stored.

Sad that a "historical-preservation project" resulted in the loss of such an interesting historical artifact.

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6. www.librarything.com www.librarything.com
1. https://www.librarything.com/mds

Melvil Decimal System (LibraryThing's equivalent of DDC, apparently in an attempt not to run afoul of the OCLC's Trademark.)

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7. blog.librarything.com blog.librarything.com
1. Introducing Dewmoji: Emoji for Dewey Decimals®. A joke on Twitter about finding Emojis for every top-level Dewey Decimal class spun out of control and I ended up implementing something half-wonderful and half-terrible!

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8. Jan 2024
9. writingslowly.com writingslowly.com
1. I've sketched it out elsewhere but let's memorialize the broad strokes here because we're inspired at the moment... come back later and add in quotes from Luhmann and other sources (@Heyde1931).

Luhmann was balancing the differences between topically arranged commonplaces and the topical nature of the Dewey Decimal System (a standardized version across thousands of collections) and building neighborhoods of related ideas.

One of the issues with commonplace books, is planning them out in advance. How might you split up a notebook for long term use to create easy categories when you don't know how much room to give each in advance? (If you don't believe me, stop by r/commonplacebooks where you're likely to see this question pop up several times this year.) This issue is remedied when John Locke suggests keeping commonplaces in chronological order of their appearance and cross-indexing them.

This creates a new problem of a lot of indexing and increased searching over time as the commonplace book scales. Translating to index cards complicates things because they're unattached and can potentially move about, so they don't have the anchor effectuated by their being bound up in a notebook. But being on slips allows them to be more easily shuffled, rearranged, and even put into outlines, which are all fantastic affordances when looking for creativity or scaffolding things out into an article or book for creation.

As a result, numbering slips creates a solid anchor by which the cards can be placed and always returned for later finding and use. But how should we number them? Should it be with integers and done chronologically? (1, 2, 3, ..., n) This is nice, but makes a mish-mash of things and doesn't assist much in indexing or finding.

Why not go back to Dewey, which has been so popular? But not Dewey in the broadest sense of using numbers to tie ideas to concrete categories. An individual's notes are idiosyncratic and it would be increasingly rare for people to have the same note, much less need a standardized number for it (and if they were standardized, who does that work and how is it distributed so everyone could use it?) No, instead, let's just borrow the decimal structure of Dewey's system. One of the benefits of his decimal structure is that an infinity of new books can be placed on ever-expanding bookshelves without needing to restructure the numbering system. Just keep adding decimal places onto the end when necessary. This allows for immense density when necessary. But, importantly, it also provides some fantastic level of serendipity.

Let's say you go to learn about geometry, so you look up the topic in your trusty library card catalog. Do you really need to look at the hundreds of records returned? Probably not. You only need the the Dewey Decimal Number 516. Once you're at the shelves, you can browse through that section to see what's there and interesting in the space. You might also find things on the shelves above or below 516 and find the delights of topology and number theory or abstract algebra and real analysis. Subjects you might not necessarily have had in mind will suddenly present themselves for your consideration. Even if your initial interest may have been in Zhongmin Shen's Lectures on Finsler geometry (516.375), you might also profitably walk away with James E. Humphreys' Introduction to Lie Algebras and Representation Theory (512.55).

So what happens if we use these decimal numbers for our notes? First we will have the ability to file things between and amongst each other to infinity. By filing things closest to things which seem related to each other, we'll create neighborhoods of ideas which can easily grow over time. Related ideas will stay together while seemingly related ideas on first blush may slowly grow away from each other over time as even more closely related ideas move into the neighborhood between them. With time and careful work, you'll have not only a breadth of ideas, but a massive depth of them too.

The use of decimal numbering provides us with a few additional affordances:

1 (Neighborhoods of ideas) 1.1 combinatorial creativity Neighborhoods of ideas can help to fuel combinatorial creativity and forge new connections as well as insight over time. 1.2 writing One might take advantage of these growing neighborhoods to create new things. Perhaps you've been working for a while and you see you have a large number of cards in a particular area. You can, to some extent, put your hand into your box and grab a tranche of notes. By force of filing, these notes are going to be reasonably related, which means you should be able to use them to write a blog post, an article, a magazine piece, a chapter, or even an entire book (which may require a few fistfuls, as necessary.)

2 (Sparse indexing) We don't need to index each and every single topic or concept into our index. Because we've filed things nearby, if a new card about Finsler geometry relates to another and we've already indexed the first under that topic, then we don't need to index the second, because our future selves can easily rely on the fact that if we're interested in Finsler geometry in the future, we can look that up in the index, and go to that number where we're likely to see other cards related to the topic as well as additional serendipitous ideas related to them in that same neighborhood.

You may have heard that as Luhmann progressed on his decades long project, broadly on society and within the area of sociology, he managed to amass 90,000 index cards. How many do you suppose he indexed under the topic of sociology? Certainly he had 10s of thousands relating to his favorite subject, no? Of course he did, but what would happen over time as a collection grows? Having 20,000 indexed entries about sociology doesn't scale well for your search needs. Even 10 indexed entries may be a bit overwhelming as once you find a top level card, hundreds to thousands around it are going to be related. 10 x 100 = 1,000 cards to flip through. So if you're indexing, be conservative. In the roughly 45 years of creating 90,000 slips, Luhmann only indexed two cards with the topic of "sociology". If you look through his index, you'll find that most of his topical entries only have pointers to one or two cards, which provide an entryway into those topics which are backed up with dozens to hundreds of cards on related topics. In rarer, instances you might find three or four, but it's incredibly rare to find more than that.

Over time, one will find that, for the topics one is most interested in, the number of ideas and cards will grown without bound. Here it makes sense to use more and more specific topics (tags, categories, taxonomies) all of which are each also sparsely indexed. Ultimately one finds that in the limit, the categories get so fractionalized that the closest category one idea has with another is the fact that they're juxtaposed closely by number. The of the decimal expansion might say something about the depth or breadth of the relationship between ideas.

Something else arises here. At first one may have the tendency to associate their numbers with topical categories. This is only natural as it's a function at which humans all excel. But are those numbers really categories after a few weeks? Probably not. Treat them only as address numbers or GPS coordinates to be able to find your way. Your sociology section may quickly find itself with invasive species of ideas from anthropology and archaeology as well as history. If you treat all your ideas only at the topical level, they'll be miles away from where you need them to be as the smallest level atomic ideas collide with each other to generate new ideas for you. Naturally you can place them further away if you wish and attempt to bridge the distance with links to numbers in other locations, but I suspect you'll find this becomes pretty tedious over time and antithetical when it comes time to pull out a handful and write something. It's fantastically easier to pull out a several dozen and begin than it is to go through and need to pull out linked cards in a onesy-twosies manner or double check with your index to make sure you've gotten the most interesting bits. This becomes even more important as your collection scales.

2. The Dewey Decimal System pigeonholes all knowledge, like cells in a prison.

This analogy is kind of hilarious from the perspective of Luhmann's Zettelkasten.

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10. zettelkasten.de zettelkasten.de
1. reply to oxytonic on 2023-01-08 at https://hypothes.is/a/8QdgetQOEe2XG6u5i9iAHQ

In my experience, alternating alphanumeric codes give you the "gist" of the original context. Purely with reference to my rough outline, my notecard "3516/b" implies psychology (3XXX), cognition (35XX), and memory (351X). Even the single slash implies a level of abstraction and/or specificity.

But it's not enough because it runs the risk of locking you in. Forward links on the card (or forward links to the card!) offer comparable if not competitive recontextualization, which is most likely what Luhmann means by "multiple storage".

Caution: My note here has some significant missing context which results from significant additional research.

The primary issue with analog slip boxes, particularly in academic research of Luhmann's day, was one of multiple storage. No one else I'm aware of prior to his time used Luhmann's filing scheme (and very few after until about 2013). Instead most filed multiple copies of their notes under category headings like "psychology", "cognition", and "memory" (to use your example) so that those ideas would be readily available when they came to work on their ideas relating to cognition, for example. This involved a tremendous amount of copying work. (For reference, see Heyde, Johannes Erich. Technik des wissenschaftlichen Arbeitens: zeitgemässe Mittel und Verfahrungsweisen. Junker und Dünnhaupt, 1931. which is the handbook which Luhmann used to scaffold his method.) It was this copying and filing under multiple categories which was commonly referred to as multiple storage. Many academics got around it by hiring assistants or secretaries who would do this duplicative work and filing on their behalf; Luhmann didn't have this additional help and it may have been a portion of the pressure for the evolution of his method.

Instead Luhmann used branching and cross-indexing his ideas along with regular use and familiarity of the space within his boxes. While his zettelkasten may seem on the surface to be done by category, the way you suggest, it definitely is not. Some of this appearance is suggested by editorial decisions made by the curators of his digital archive and, in larger part, by Scott Scheper who (sadly in my opinion) recommends using the Academic Outline of Disciplines as top level categories a practice which heavily belies some of what Luhmann was doing. While Luhmann was inspired by the Dewey Decimal System, he wasn't using the parts of it that equated numbers with topics, in part because he didn't need to and it would have been counterproductive to his ultimate method—specifically causing him to deal with multiple storage. Modern (digital) database theory and practice allows some note takers an easier way around this problem.

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11. Sep 2023
12. www.reddit.com www.reddit.com
1. I'm a huge fan of digital over paper but what would you want on the custom stationary. A typical paper Zettle has:A unique identifier line or boxA content section (I'd assume that can be most of the front and all the backA related notes section.I'd think a typical 5x7 index card with (3) in the top area, (1) in the lower left and (2) on all the rest does the trick.The main place I could see stationary helping is if you want the identifier to have distinguished sections. For example lots of people are using the Dewey Decimal System or Britanica Propedia classification for simplicity ... while I think Library of Congress classification makes more sense since it is available and agreed by the publisher. You could potentially use both in the ID section.

I've only seen some modest discussion of DDC and outside of Joseph Voros, vanishingly little discussion (much less usage) of Propædia as classification systems for zettelkasten id numbering. I'm wholly unaware of anyone actively using the Universal Decimal Classification, but would love to see examples of it in action if they exist. From where are you drawing your sampling of "lots of people"? Do you use Library of Congress classification for your own, and if so, can you provide an example of numbers and titles of half a dozen cards to demonstrate your specific method? Given the prevalence of its use in filing/ordering, I'd more likely place the ID at the top of the card over the bottom and put other links at the bottom. Is there a particular affordance that would encourage you to do it the opposite?

Perhaps you're including it in the idea of "related notes", but I also keep a separate reference section on each card for the source or related context of the main idea or excerpted quotation.

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1. Merchants and traders have a waste book (Sudelbuch, Klitterbuch in GermanI believe) in which they enter daily everything they purchase and sell,messily, without order. From this, it is transferred to their journal, whereeverything appears more systematic, and finally to a ledger, in double entryafter the Italian manner of bookkeeping, where one settles accounts witheach man, once as debtor and then as creditor. This deserves to be imitatedby scholars. First it should be entered in a book in which I record everythingas I see it or as it is given to me in my thoughts; then it may be enteredin another book in which the material is more separated and ordered, andthe ledger might then contain, in an ordered expression, the connectionsand explanations of the material that flow from it. [46]

—Georg Christoph Lichtenberg, Notebook E, #46, 1775–1776

In this single paragraph quote Lichtenberg, using the model of Italian bookkeepers of the 18th century, broadly outlines almost all of the note taking technique suggested by Sönke Ahrens in How to Take Smart Notes. He's got writing down and keeping fleeting notes as well as literature notes. (Keeping academic references would have been commonplace by this time.) He follows up with rewriting and expanding on the original note to create additional "explanations" and even "connections" (links) to create what Ahrens describes as permanent notes or which some would call evergreen notes.

Lichtenberg's version calls for the permanent notes to be "separated and ordered" and while he may have kept them in book format himself, it's easy to see from Konrad Gessner's suggestion at the use of slips centuries before, that one could easily put their permanent notes on index cards ("separated") and then number and index or categorize them ("ordered"). The only serious missing piece of Luhmann's version of a zettelkasten then are the ideas of placing related ideas nearby each other, though the idea of creating connections between notes is immediately adjacent to this, and his numbering system, which was broadly based on the popularity of Melvil Dewey's decimal system.

It may bear noticing that John Locke's indexing system for commonplace books was suggested, originally in French in 1685, and later in English in 1706. Given it's popularity, it's not unlikely that Lichtenberg would have been aware of it.

Given Lichtenberg's very popular waste books were known to have influenced Leo Tolstoy, Albert Einstein, Andre Breton, Friedrich Nietzsche, and Ludwig Wittgenstein. (Reference: Lichtenberg, Georg Christoph (2000). The Waste Books. New York: New York Review Books Classics. ISBN 978-0940322509.) It would not be hard to imagine that Niklas Luhmann would have also been aware of them.

Open questions: <br /> - did Lichtenberg number the entries in his own waste books? This would be early evidence toward the practice of numbering notes for future reference. Based on this text, it's obvious that the editor numbered the translated notes for this edition, were they Lichtenberg's numbering? - Is there evidence that Lichtenberg knew of Locke's indexing system? Did his waste books have an index?

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14. Aug 2023
15. www.lesswrong.com www.lesswrong.com
1. The essence of the Zettelkasten approach is the use of repeated decimal points, as in “22.3.14” -- cards addressed 2.1, 2.2, 2.2.1 and so on are all thought of as “underneath” the card numbered 2, just as in the familiar subsection-numbering system found in many books and papers. This allows us to insert cards anywhere we want, rather than only at the end, which allows related ideas to be placed near each other much more easily. A card sitting “underneath” another can loosely be thought of as a comment, or a contituation, or an associated thought.

He's cleverly noticed that many books and articles use a decimal outlining scheme already, so why not leverage that here.

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1. Democracy and Education was written before the assemblyline had achieved its dominant position in the industrialworld and before mechanization had depopulated the farmsof America.

Interesting history and possible solutions.

Dewey on the humanization of work front running the dramatic changes of and in work in an industrial age?

Note here the potential coupling of democracy and education as dovetailing ideas rather than separate ideas which can be used simultaneously. We should take care here not to end up with potential baggage that could result in society and culture the way scholasticism combined education and religion in the middle ages onward.

2. Dewey's chief reason for this recommendation is found inhis psychology of learning. "An occupation is a continuousactivity having a purpose. Education through occupations con-sequently combines within itself more of the factors condu-cive to learning than any other method. It calls instincts andhabits into play; it is a foe to passive receptivity. It has anend in view; results are to be accomplished. Hence it appealsto thought; it demands that an idea of an end be steadilymaintained, so that activity must be progressive, leadingfrom one stage to another; observation and ingenuity are re-quired at each stage to overcome obstacles and to discoverand readjust means of execution.

Purpose for the work involved or purpose for the worker? Does it show a shift to living to work or working to live here?

3. Dewey was first of all a social reformer.
4. The chief exponent of the view that times have changedand that our conception of the best education must changewith them is that most misunderstood of all philosophers ofeducation, John Dewey.

Hutchins indicates that John Dewey was misunderstood as a philosopher of education.

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17. Jun 2023
18. Local file Local file
1. One of Dewey’s principal concerns was for the relationship between educationand democracy. He made the point that democracy is not just a form ofgovernment—it is, rather, ‘a mode of associated living, a conjoint communicated

experience’ (1916: 101).

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19. May 2023
20. forum.zettelkasten.de forum.zettelkasten.de
1. It is unfortunate that the German word for a box of notes is the same as the methodology surrounding Luhmann.

I've written a bit before on The Two Definitions of Zettelkasten, the latter of which has been emerging since roughly 2013 in English language contexts. Some of it is similar to or extends @dandennison84's framing along with some additional history.

Because of the richness of prior annotation and note taking traditions, for those who might mean what we're jokingly calling ZK®, I typically refer to that practice specifically as a "Luhmann-esque zettelkasten", though it might be far more appropriate to name them a (Melvil) "Dewey Zettelkasten" because the underlying idea which makes Luhmann's specific zettelkasten unique is that he was numbering his ideas and filing them next to similar ideas. Luhmann was treating ideas on cards the way Dewey had treated and classified books about 76 years earlier. Luhmann fortunately didn't need to have a standardized set of numbers the way the Mundaneum had with the Universal Decimal Classification system, because his was personal/private and not shared.

To be clear, I'm presently unaware that Dewey had or kept any specific sort of note taking system, card-based or otherwise. I would suspect, given his context, that if we were to dig into that history, we would find something closer to a Locke-inspired indexed commonplace book, though he may have switched later in life as his Library Bureau came to greater prominence and dominance.

Some of the value of the Dewey-Luhmann note taking system stems from the same sorts of serendipity one discovers while flipping through ideas that one finds in searching for books on library shelves. You may find the specific book you were looking for, but you're also liable to find some interesting things to read on the shelves around that book or even on a shelf you pass on the way to find your book.

Perhaps naming it and referring to it as the Dewey-Luhmann note taking system or the Dewey-Luhmann Zettelkasten may help to better ground and/or demystify the specific practices? Co-crediting them for the root idea and an early actual practice, respectively, provides a better framing and understanding, especially for native English speakers who don't have the linguistic context for understanding Zettelkästen on its own. Such a moniker would help to better delineate the expected practices and shape of a note taking practice which could be differentiated from other very similar ones which provide somewhat different affordances.

Of course, as the history of naming scientific principles and mathematical theorems after people shows us, as soon as such a surname label might catch on, we'll assuredly discover someone earlier in the timeline who had mastered these principles long before (eg: the "Gessner Zettelkasten" anyone?) Caveat emptor.

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21. www.reddit.com www.reddit.com
1. I went to that website and he mentions the Dewey Decimal Classification System. I have look around and only found examples/files that goes a few levels deep. He gives an example: 516.375 Finsler geometry BUT I can not find any DDC files that goes to that level of classification. The DDC is finer grain than the what the AOoD system goes so for me I am going with the DDC for possible keywords list.Any ideas where I can find a complete DDC listing I can download?

You can find some basic top level or second level DDC listings online, but to get the full set of listings, you've got to subscribe to the system which is updated every few years, something only library systems and large publishers typically do. To give yourself an idea of how deep this rabbit hole goes the DDC 23 is four volumes long and each volume is in the 1,000 page range. The DDC 23 self-identifies as 0.25.4'31-dc22. For most categories DDC generally only goes as deep as the thousands place (like Finsler geometry) though others will go slightly deeper usually to designate locations/cities. Most libraries only categorize to the tenths place, and sometimes these numbers can be found on the copyright page of books, often with the DDC volume number. I mentioned the UDC in that piece, but didn't give any links, but you could try:<br /> - https://udcsummary.info/php/index.php?lang=en - https://udcc.org/index.php/site/page?view=subject_coverage - https://en.wikipedia.org/wiki/Universal_Decimal_Classification

Honestly, you're wasting time and making way more work for yourself to adopt one of these numbering methods for a Luhmann-esque zettelkasten. Try asking yourself this question: What benefits/affordances will I get in the long run for having my numbering system mirror the DDC or UDC? (Unless you can come up with a really fantastic answer, you're just making more work to look up headings/numbers on a regular basis.)

In practice the numbers are simply addresses so you can quickly find things again using your index. If you're doing threads of cards (folgezettel), you're going to very quickly have tangentially related ideas of things mixed together anyway. (As an example, I've got lots of science and even some anthropology mixed into my math section, so having DDC numbers on those would be generally useless at the end of the day.) If it helps, Nicolas Gatien has a pretty reasonable and short video which makes this apparent: https://www.youtube.com/watch?v=tdHH3YjOnZE.

Based on my research, Scott Scheper was the one of the original source for people adopting the Academic Outline of Disciplines. I've heard him say before that he recommends it only as a potential starting place for people who are new to the space and need it as a crutch to get going. It's an odd suggestion as almost all of the rest of his system is so Luhmann-based. I suspect it's a quirk of how he personally started and once moving it was easier than starting over. He also used his own ZK for showing others, and it's hard to say one thing in a teaching video when showing people something else. Ultimately it's hard to mess up on numbering choices unless you're insistent on using only whole numbers or natural numbers. I generally wouldn't suggest complex numbers either, but you might find some interesting things within your system if you did. More detail: https://boffosocko.com/2022/10/27/thoughts-on-zettelkasten-numbering-systems/ The only reason to have any standardized base or standardized numbers would be if you were attempting to have a large shared ZK with others. If this is your intent, then perhaps look at the Universal Decimal Classification, though a variety of things might also work including Dewey Decimal.

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22. Apr 2023
23. www.kanopy.com www.kanopy.com
1. 44:19 - [Claudia] The classification is anything but indifferent.44:24 The manner of shelving the books44:26 is meant to impart certain suggestions to the reader,44:30 who, looking on the shelves for one book,44:33 is attracted by the kindred ones next to it,44:36 glances at the sections above and below,44:39 and finds himself involved in a new trend of thought44:43 which may lend to additional interests44:46 to the one he was pursuing.

The classification is anything but indifferent. The manner of shelving the books is meant to impart certain suggestions to the reader, who, looking on the shelves for one book, is attracted by the kindred ones next to it, glances at the sections above and below, and finds himself involved in a new trend of thought which may lend to additional interests to the one he was pursuing.<br /> —Claudia Wedepohl on the design of Warburg's library, [00:44:19] in Aby Warburg: Metamorphosis and Memory

Provides a similar sort of description of the push towards serendipity and discovery found in one's zettelkasten as well as that in Melvil Dewey's library classification and arrangements.

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1. A particularly important figure in the development of progressive education wasJohn Dewey, whose Laboratory School was founded in 1896 with the aim ofproviding the kind of progressive education that it was not possible to find inother schools in the USA at the time.

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25. Feb 2023
26. www.gutenberg.org www.gutenberg.org
1. introduction of so-called manual training, shop-work, and the household arts—sewing and cooking.

Why is this bad? We have such shortages in the trade schools now.

Is this back to the bias of the "wisest parent"

2. It is to this, then, that I especially ask your attention: the effort to conceive what roughly may be termed the “New Education” in the light of larger changes in society.

This is an older text John Dewey was considered a founder in one of the two main branches of American Pragmatism. The writing style can be dated. This makes it hard to comprehend.

The topic sentence is not always the first sentence. If it is stated in the paragraph it is still an explicit topic sentence. If you have to infer the topic sentence it is an implicit sentence.

Good writers never trust their audiences to infer nothing. Assume they know knowthing. Define everything.

3. compared with the training of attention and of judgment that is acquired in having to do things with a real motive behind and a real outcome ahead

A real motive and real outcome is also important as a learning outcome is cdntral to Dewey's thought.

He sees schools, while rejecting the industrial model, as the engine to drive societal reform.

4. object-lessons, got up as object-lessons for the sake of giving information, can afford even the shadow of a substitute for acquaintance with the plants and animals of the farm and garden, acquired through actual living among them and caring for them.

Learning is best as a Lived Experience is central to Dewey's thinking.

5. We cannot overlook the factors of discipline and of character-building involved in this

If we know that schools, by their nature impact character-building what role does the teacher play in character building? In teaching ethics?

Where is the line between the explicit character building schools do and what falls under the domain of parents?

6. The entire industrial process stood revealed

Have we over played

"no industrial model of education"

Could it be direct instruction in well managed classrooms are the most efficient way for students to learn?

Wait is that the industrial model? The scientifically proven model? Does the science only work because it is the statistics of the industrial era?

7. Those of us who are here today need go back only one, two, or at most three generations, to find a time when the household was practically the center in which were carried on, or about which were clustered, all the typical forms of industrial occupation.

Schools are a relatively new human invention

8. discussion of a new movement in education, it is especially necessary to take the broader, or social view.

This is an interesting thought. Any reform you have on schols will impact society as a whole.

The State of Connecticut just took away local control of the reading curriculum. You must pick from five pre-approved curriculum........

Just five....so much for local control of schools

9. Here individualism and socialism are at one.

Hey #EDu106 this is a good philosophical question for you to chew on.

Can you square socialism and individualism

Is Dewey's call for schools to be Democracy factories indoctrination? What does indoctrination mean from critics of Public School? Are they correct?

10. arrow and unlovely; acted upon, it destroys our democracy.

How do you feel about charter schools? Do they destroy democracy?

Ask the children being dug up In Canada in schools for Indigenous Children if schools were tools for democracy.

Literacy can not be separated from culture. Words can be used to give or take away power.

What power should parents have with charter schools? Homeschooling?

11. What the best and wisest parent wants for his own child, that must the community want for all of its children.

A central tenant in the American Republic and form of liberalism is a protection of the minority from tyranny of the majority.

Does Dewey violate this principle with with this thesis? Who is the best and wisest parent? Who gets to decide?

Why is what is wise for one parent wise for my kid?

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27. Jan 2023
28. www.reddit.com www.reddit.com

As humans we're good at separating things based on categories. The Dewey Decimal System systematically separates mathematics and history into disparate locations, but your zettelkasten shouldn't force this by overthinking categories. Perhaps the overlap of math and history is exactly the interdisciplinary topic you're working toward? If this is the case, just put cards into the slip box closest to their nearest related intellectual neighbor—and by this I mean nearest related to you, not to Melvil Dewey or anyone else. Over time, through growth and branching, ideas will fill in the interstitial spaces and neighboring ideas will slowly percolate and intermix. Your interests will slowly emerge into various bunches of cards in your box. Things you may have thought were important can separate away and end up on sparse branches while other areas flourish.

If you make the (false) choice to separate math and history into different "sections" it will be much harder for them to grow and intertwine in an organic and truly disciplinary way. Universities have done this sort of separation for hundreds of years and as a result, their engineering faculty can be buildings or even entire campuses away from their medical faculty who now want to work together in new interdisciplinary ways. This creates a physical barrier to more efficient and productive innovation and creativity. It's your zettelkasten, so put those ideas right next to each other from the start so they can do the work of serendipity and surprise for you. Do not artificially separate your favorite ideas. Let them mix and mingle and see what comes out of them.

If you feel the need to categorize and separate them in such a surgical fashion, then let your index be the place where this happens. This is what indices are for! Put the locations into the index to create the semantic separation. Math related material gets indexed under "M" and history under "H". Now those ideas can be mixed up in your box, but they're still findable. DO NOT USE OR CONSIDER YOUR NUMBERS AS TOPICAL HEADINGS!!! Don't make the fatal mistake of thinking this. The numbers are just that, numbers. They are there solely for you to be able to easily find the geographic location of individual cards quickly or perhaps recreate an order if you remove and mix a bunch for fun or (heaven forfend) accidentally tip your box out onto the floor. Each part has of the system has its job: the numbers allow you to find things where you expect them to be and the index does the work of tracking and separating topics if you need that.

The broader zettelkasten, tools for thought, and creativity community does a terrible job of explaining the "why" portion of what is going on here with respect to Luhmann's set up. Your zettelkasten is a crucible of ideas placed in juxtaposition with each other. Traversing through them and allowing them to collide in interesting and random ways is part of what will create a pre-programmed serendipity, surprise, and combinatorial creativity for your ideas. They help you to become more fruitful, inventive, and creative.

Broadly the same thing is happening with respect to the structure of commonplace books. There one needs to do more work of randomly reading through and revisiting portions to cause the work or serendipity and admixture, but the end results are roughly the same. With the zettelkasten, it's a bit easier for your favorite ideas to accumulate into one place (or neighborhood) for easier growth because you can move them around and juxtapose them as you add them rather than traversing from page 57 in one notebook to page 532 in another.

If you use your numbers as topical or category headings you'll artificially create dreadful neighborhoods for your ideas to live in. You want a diversity of ideas mixing together to create new ideas. To get a sense of this visually, play the game Parable of the Polygons in which one categorizes and separates (or doesn't) triangles and squares. The game created by Vi Hart and Nicky Case based on the research of Thomas Schelling provides a solid example of the sort of statistical mechanics going on with ideas in your zettelkasten when they're categorized rigidly. If you rigidly categorize ideas and separate them, you'll drastically minimize the chance of creating the sort of useful serendipity of intermixed and innovative ideas.

It's much harder to know what happens when you mix anthropology with complexity theory if they're in separate parts of your mental library, but if those are the things that get you going, then definitely put them right next to each other in your slip box. See what happens. If they're interesting and useful, they've got explicit numerical locators and are cross referenced in your index, so they're unlikely to get lost. Be experimental occasionally. Don't put that card on Henry David Thoreau in the section on writers, nature, or Concord, Massachusetts if those aren't interesting to you. Besides everyone has already done that. Instead put him next to your work on innovation and pencils because it's much easier to become a writer, philosopher, and intellectual when your family's successful pencil manufacturing business can pay for you to attend Harvard and your house is always full of writing instruments from a young age. Now you've got something interesting and creative. (And if you must, you can always link the card numerically to the other transcendentalists across the way.)

In case they didn't hear it in the back, I'll shout it again: ACTIVELY WORK AGAINST YOUR NATURAL URGE TO USE YOUR ZETTELKASTEN NUMBERS AS TOPICAL HEADINGS!!!

#### URL

29. Oct 2022
30. writing.bobdoto.computer writing.bobdoto.computer
1. The question often asked: "What happens when you want to add a new note between notes 1/1 and 1/1a?"

# Thoughts on Zettelkasten numbering systems

I've seen variations of the beginner Zettelkasten question:

"What happens when you want to add a new note between notes 1/1 and 1/1a?"

asked at least a dozen times in the Reddit fora related to note taking and zettelkasten, on zettelkasten.de, or in other places across the web.

## Dense Sets

From a mathematical perspective, these numbering or alpha-numeric systems are, by both intent and design, underpinned by the mathematical idea of dense sets. In the areas of topology and real analysis, one considers a set dense when one can choose a point as close as one likes to any other point. For both library cataloging systems and numbering schemes for ideas in Zettelkasten this means that you can always juxtapose one topic or idea in between any other two.

Part of the beauty of Melvil Dewey's original Dewey Decimal System is that regardless of how many new topics and subtopics one wants to add to their system, one can always fit another new topic between existing ones ad infinitum.

Going back to the motivating question above, the equivalent question mathematically is "what number is between 0.11 and 0.111?" (Here we've converted the artificial "number" "a" to a 1 and removed the punctuation, which doesn't create any issues and may help clarify the orderings a bit.) The answer is that there is an infinite number of numbers between these!

This is much more explicit by writing these numbers as:<br /> 0.110<br /> 0.111

Naturally 0.1101 is between them (along with an infinity of others), so one could start here as a means of inserting ideas this way if they liked. One either needs to count up sequentially (0, 1, 2, 3, ...) or add additional place values.

## Decimal numbering systems in practice

The problem most people face is that they're not thinking of these numbers as decimals, but as natural numbers or integers (or broadly numbers without any decimal portions). Though of course in the realm of real numbers, numbers above 0 are dense as well, but require the use of their decimal portions to remain so.

The tough question is: what sorts of semantic meanings one might attach to their adding of additional place values or their alphabetical characters? This meaning can vary from person to person and system to system, so I won't delve into it here.

One may find it useful to logically chunk these numbers into groups of three as is often done using commas, periods, slashes, dashes, spaces, or other punctuation. This doesn't need to mean anything in particular, but may help to make one's numbers more easily readable as well as usable for filing new ideas. Sometimes these indicators can be confusing in discussion, so if ever in doubt, simply remove them and the general principles mentioned here should still hold.

Depending on one's note taking system, however, when putting cards into some semblance of a logical sort-able order (perhaps within a folder for example), the system may choke on additional characters beyond the standard period to designate a decimal number. For example: within Obsidian, if you have a "zettelkasten" folder with lots of numbered and named files within it, you'll want to give each number the maximum number of decimal places so that when doing an alphabetic sort within the folder, all of the numbered ideas are properly sorted. As an example if you give one file the name "0.510 Mathematics", another "0.514 Topology" and a third "0.5141 Dense Sets" they may not sort properly unless you give the first two decimal expansions to the ten-thousands place at a minimum. If you changed them to "0.5100 Mathematics" and "0.5140 Topology, then you're in good shape and the folder will alphabetically sort as you'd expect. Similarly some systems may or may not do well with including alphabetic characters mixed in with numbers.

If using chunked groups of three numbers, one might consider using the number 0.110.001 as the next level of idea between them and then continuing from there. This may help to spread some of the ideas out as surely one may have yet another idea to wedge in between 0.110.000 and 0.110.001?

One can naturally choose almost any any (decimal) number, so long as it it somewhat "near" the original behind which one places it. By going out further in the decimal expansion, one can always place any idea between two others and know that there will be a number that it can be given that will "work".

Generally within numbers as we use them for mathematics, 0.100000001 is technically "closer" by distance measurement to 0.1 than 0.11, (and by quite a bit!) but somehow when using numbers for zettelkasten purposes, we tend to want to not consider them as decimals, as the Dewey Decimal System does. We also have the tendency to want to keep our numbers as short as possible when writing, so it seems more "natural" to follow 0.11 with 0.111, as it seems like we're "counting up" rather than "counting down".

Another subtlety that one sees in numbering systems is the proper or improper use of the whole numbers in front of the decimal portions. For example, in Niklas Luhmann's system, he has a section of cards that start with 3.XXXX which are close to a section numbered 35.YYYY. This may seem a bit confusing, but he's doing a bit of mental gymnastics to artificially keep his numbers smaller. What he really means is 3000.XXX and 3500.YYY respectively, he's just truncating the extra zeros. Alternately in a fully "decimal system" one would write these as 0.3000.XXXX and 0.3500.YYYY, where we've added additional periods to the numbers to make them easier to read. Using our original example in an analog system, the user may have been using foreshortened indicators for their system and by writing 1/1a, they may have really meant something of the form 001.001/00a, but were making the number shorter in a logical manner (at least to them).

The close observer may have seen Scott Scheper adopt the slightly longer numbers in the thousands (like 3500.YYYY) as a means of remedying some of the numbering confusion many have when looking at Luhmann's system.

Those who build their systems on top of existing ones like the Dewey Decimal Classification, or the Universal Decimal Classification may wish to keep those broad categories with three to four decimal places at the start and then add their own idea number underneath those levels.

As an example, we can use the numbering for Finsler geometry from the Dewey Decimal Classification wikipedia page shown as:

``` 500 Natural sciences and mathematics

``````510 Mathematics

516 Geometry

516.3 Analytic geometries

516.37 Metric differential geometries

516.375 Finsler geometry
``````

```

So in our zettelkasten, we might add our first card on the topic of Finsler geometry as "516.375.001 Definition of Finsler geometry" and continue from there with some interesting theorems and proofs on those topics.

Of course, while this is something one can do doesn't mean that one should do it. Going too far down the rabbit holes of "official" forms of classification this way can be a massive time wasting exercise as in most private systems, you're never going to be comparing your individual ideas with the private zettelkasten of others and in practice the sort of standardizing work for classification this way is utterly useless. Beyond this, most personal zettelkasten are unique and idiosyncratic to the user, so for example, my math section labeled 510 may have a lot more overlap with history, anthropology, and sociology hiding within it compared with others who may have all of their mathematics hiding amidst their social sciences section starting with the number 300. One of the benefits of Luhmann's numbering scheme, at least for him, is that it allowed his system to be much more interdisciplinary than using a more complicated Dewey Decimal oriented system which may have dictated moving some of his systems theory work out of his politics area where it may have made more sense to him in addition to being more productive on a personal level.

Of course if you're using the older sort of commonplacing zettelkasten system that was widely in use before Luhmann's variation, then perhaps using a Dewey-based system may be helpful to you?

## A Touch of History

As both a mathematician working in the early days of real analysis and a librarian, some of these loose ideas may have occurred tangentially to Gottfried Wilhelm Leibniz (1646 - 1716), though I'm currently unaware of any specific instances within his work. One must note, however, that some of the earliest work within library card catalogs as we know and use them today stemmed from 1770s Austria where governmental conscription needs overlapped with card cataloging systems (Krajewski, 2011). It's here that the beginnings of these sorts of numbering systems begin to come into use well before Melvil Dewey's later work which became much more broadly adopted.

The German "file number" (aktenzeichen) is a unique identification of a file, commonly used in their court system and predecessors as well as file numbers in public administration since at least 1934. We know Niklas Luhmann studied law at the University of Freiburg from 1946 to 1949, when he obtained a law degree, before beginning a career in Lüneburg's public administration where he stayed in civil service until 1962. Given this fact, it's very likely that Luhmann had in-depth experience with these sorts of file numbers as location identifiers for files and documents. As a result it's reasonably likely that a simplified version of these were at least part of the inspiration for his own numbering system.

At the end of the day, the numbering system you choose needs to work for you within the system you're using (analog, digital, other). I would generally recommend against using someone else's numbering system unless it completely makes sense to you and you're able to quickly and simply add cards to your system with out the extra work and cognitive dissonance about what number you should give it. The more you simplify these small things, the easier and happier you'll be with your set up in the end.

## References

Krajewski, Markus. Paper Machines: About Cards & Catalogs, 1548-1929. Translated by Peter Krapp. History and Foundations of Information Science. MIT Press, 2011. https://mitpress.mit.edu/books/paper-machines.

Munkres, James R. Topology. 2nd ed. 1975. Reprint, Prentice-Hall, Inc., 1999.

#### URL

31. www.reddit.com www.reddit.com

Hello u/sscheper,

Let me start by thanking you for introducing me to Zettelkasten. I have been writing notes for a week now and it's great that I'm able to retain more info and relate pieces of knowledge better through this method.

I recently came to notice that there is redundancy in my index entries.

I have two entries for Number Line. I have two branches in my Math category that deals with arithmetic, and so far I have "Addition" and "Subtraction". In those two branches I talk about visualizing ways of doing that, and both of those make use of and underline the term Number Line. So now the two entries in my index are "Number Line (Under Addition)" and "Number Line (Under Subtraction)". In those notes I elaborate how exactly each operation is done on a number line and the insights that can be derived from it. If this continues, I will have Number Line entries for "Multiplication" and "Division". I will also have to point to these entries if I want to link a main note for "Number Line".

Is this alright? Am I underlining appropriately? When do I not underline keyterms? I know that I do these to increase my chances of relating to those notes when I get to reach the concept of Number Lines as I go through the index but I feel like I'm overdoing it, and it's probably bloating it.

I get "Communication (under Info. Theory): '4212/1'" in the beginning because that is one aspect of Communication itself. But for something like the number line, it's very closely associated with arithmetic operations, and maybe I need to rethink how I populate my index.

Presuming, since you're here, that you're creating a more Luhmann-esque inspired zettelkasten as opposed to the commonplace book (and usually more heavily indexed) inspired version, here are some things to think about:<br /> - Aren't your various versions of number line card behind each other or at least very near each other within your system to begin with? (And if not, why not?) If they are, then you can get away with indexing only one and know that the others will automatically be nearby in the tree. <br /> - Rather than indexing each, why not cross-index the cards themselves (if they happen to be far away from each other) so that the link to Number Line (Subtraction) appears on Number Line (Addition) and vice-versa? As long as you can find one, you'll be able to find them all, if necessary.

If you look at Luhmann's online example index, you'll see that each index term only has one or two cross references, in part because future/new ideas close to the first one will naturally be installed close to the first instance. You won't find thousands of index entries in his system for things like "sociology" or "systems theory" because there would be so many that the index term would be useless. Instead, over time, he built huge blocks of cards on these topics and was thus able to focus more on the narrow/niche topics, which is usually where you're going to be doing most of your direct (and interesting) work.

If you overthink things and attempt to keep them too separate in their own prefigured categorical bins, you might, for example, have "chocolate" filed historically under the Olmec and might have "peanut butter" filed with Marcellus Gilmore Edson under chemistry or pharmacy. If you're a professional pastry chef this could be devastating as it will be much harder for the true "foodie" in your zettelkasten to creatively and more serendipitously link the two together to make peanut butter cups, something which may have otherwise fallen out much more quickly and easily if you'd taken a multi-disciplinary (bottom up) and certainly more natural approach to begin with. (Apologies for the length and potential overreach on your context here, but my two line response expanded because of other lines of thought I've been working on, and it was just easier for me to continue on writing while I had the "muse". Rather than edit it back down, I'll leave it as it may be of potential use to others coming with no context at all. In other words, consider most of this response a selfish one for me and my own slip box than as responsive to the OP.)

#### URL

32. Local file Local file
1. On this point, for instance, thebook on John Dewey's technique of thought by Bogos-lovsky, The Logic of Controversy, and C.E. Ayers' essayon the gospel of technology in Philosophy Today andTomorrow, edited by Hook and Kallen.

The Technique of Controversy: Principles of Dynamic Logic by Boris B. Bogoslovsky https://www.google.com/books/edition/The_Technique_of_Controversy/P-rgAwAAQBAJ?hl=en

What was Dewey's contribution here?

The Gospel of Technology by C. E. Ayers https://archive.org/details/americanphilosop00kall/page/24/mode/2up

#### Annotators

33. Sep 2022
34. Local file Local file
1. It is obvious that due to this strict logic foundation, related thoughts will not be scattered allover the box but grouped together in proximity. As a consequence, completely withoutcarbon-copying all note sheets only need to be created once.

In a break from the more traditional subject heading filing system of many commonplacing and zettelkasten methods, in addition to this sort of scheme Heyde also suggests potentially using the Dewey Decimal System for organizing one's knowledge.

While Luhmann doesn't use Dewey's system, he does follow the broader advice which allows creating a dense numbering system though he does use a different numbering scheme.

2. The layout and use of the sheet box, as described so far, is eventually founded upon thealphabetical structure of it. It should also be mentioned though

that the sheetification can also be done based on other principles.

Heyde specifically calls the reader to consider other methods in general and points out the Dewey Decimal Classification system as a possibility. This suggestion also may have prompted Luhmann to do some evolutionary work for his own needs.

3. Many know from their own experience how uncontrollable and irretrievable the oftenvaluable notes and chains of thought are in note books and in the cabinets they are stored in

Heyde indicates how "valuable notes and chains of thought are" but also points out "how uncontrollable and irretrievable" they are.

This statement is strong evidence along with others in this chapter which may have inspired Niklas Luhmann to invent his iteration of the zettelkasten method of excerpting and making notes.

(link to: Clemens /Heyde and Luhmann timeline: https://hypothes.is/a/4wxHdDqeEe2OKGMHXDKezA)

Presumably he may have either heard or seen others talking about or using these general methods either during his undergraduate or law school experiences. Even with some scant experience, this line may have struck him significantly as an organization barrier of earlier methods.

Why have notes strewn about in a box or notebook as Heyde says? Why spend the time indexing everything and then needing to search for it later? Why not take the time to actively place new ideas into one's box as close as possibly to ideas they directly relate to?

But how do we manage this in a findable way? Since we can't index ideas based on tabs in a notebook or even notebook page numbers, we need to have some sort of handle on where ideas are in slips within our box. The development of European card catalog systems had started in the late 1700s, and further refinements of Melvil Dewey as well as standardization had come about by the early to mid 1900s. One could have used the Dewey Decimal System to index their notes using smaller decimals to infinitely intersperse cards on a growing basis.

But Niklas Luhmann had gone to law school and spent time in civil administration. He would have been aware of aktenzeichen file numbers used in German law/court settings and public administration. He seems to have used a simplified version of this sort of filing system as the base of his numbering system. And why not? He would have likely been intimately familiar with its use and application, so why not adopt it or a simplified version of it for his use? Because it's extensible in a a branching tree fashion, one can add an infinite number of cards or files into the midst of a preexisting collection. And isn't this just the function aktenzeichen file numbers served within the German court system? Incidentally these file numbers began use around 1932, but were likely heavily influenced by the Austrian conscription numbers and house numbers of the late 1770s which also influenced library card cataloging numbers, so the whole system comes right back around. (Ref Krajewski here).

## (Cross reference/ see: https://hypothes.is/a/CqGhGvchEey6heekrEJ9WA

Other pieces he may have been attempting to get around include the excessive work of additional copying involved in this piece as well as a lot of the additional work of indexing.

One will note that Luhmann's index was much more sparse than without his methods. Often in books, a reader will find a reference or two in an index and then go right to the spot they need and read around it. Luhmann did exactly this in his sequence of cards. An index entry or two would send him to the general local and sifting through a handful of cards would place him in the correct vicinity. This results in a slight increase in time for some searches, but it pays off in massive savings of time of not needing to cross index everything onto cards as one goes, and it also dramatically increases the probability that one will serendipitously review over related cards and potentially generate new insights and links for new ideas going into one's slip box.

#### Annotators

35. Aug 2022
36. www.kmk.org www.kmk.org
1. Konkret heißt dies, dass Lehrkräfte digitale Medien in ihrem jeweiligen Fachunter-richt professionell und didaktisch sinnvoll nutzen sowie gemäß dem Bildungs- undErziehungsauftrag inhaltlich reflektieren können

Wer jedoch digitale Medien nur auf den instrumentellen Charakter reduziert, handelt digital unmündig. Und wer selbst unmündig handelt, ist nicht in der Position, jemanden zur Mündigkeit zu erziehen. Eine inhaltliche Reflexion, wie sie hier verlangt wird, setzt voraus, dass das die Reflexionsfähigkeit der Lehrer:innen bezüglich der Digitalität im Allgemeinen, d.h. hinsichtlich allgemeiner Charakteristika der Digitalität, sowie im Konkreten, d.h. hinsichtlich des je persönlichen Agierens in der Digitalität geschult werden muss. Eine Technik, mit der das prinzipiell möglich ist, sind PLN. Ihre Offenheit verlangt den Lehrkräften eine digital-technische Einstellung ab. Wer ein PLN nutzen will, muss verstehen wie es funktioniert. Es ist jedoch wichtig, das im Tun zu lernen. Lehrkräfte sollten also PLN im Zuge ihrer Ausbildung aufbauen lernen, indem sie sie aufbauen und für ihr eigenes Lernen nutzen.

#### URL

37. www.heise.de www.heise.de
1. Mit der Normierung von Karteikarten für die Karteikästen eigener Fabrikation machte Dewey sich um die Weiterentwicklung der Verzettelungstechniken verdient, ohne etwas damit zu verdienen. Um den ökonomischen Ruin zu verhindern, stellte das Library Bureau im Jahr 1888 die eigene Buchführung vom traditionellen Verbuchungssystem auf das schnellere und kostengünstigere System des "card index" um. Der "Technologietransfer zwischen Bibliothek und Büro" (Krajewski), nämlich die Buchführung in Zettelkästen, wird ein Erfolgsschlager: Banken und Versicherungen, Stahl- und Eisenbahnunternehmen übernehmen das Karteisystem und damit auch die Karteikästen von Deweys Firma.

With the standardization of index cards for the filing boxes of his own manufacture, Dewey earned himself the further development of the routing techniques without earning anything with it. In order to prevent economic ruin, the Library Bureau switched its own bookkeeping from the traditional accounting system to the faster and more cost-effective system of the "card index" in 1888. The "technology transfer between library and office" (Krajewski), namely bookkeeping in card boxes, is a hit: banks and insurance companies, steel and railway companies take over the card system and thus also the card boxes from Dewey's company.

This is a fascinating way of making one's product indispensable. Talk about self-dogfooding!

Sounds similar to the way that some chat messaging productivity apps were born (Slack was this way?). The company needed a better way to communicate internally and so built it's own chat system which they sold to others.

#### URL

38. Local file Local file
1. While Heyde outlines using keywords/subject headings and dates on the bottom of cards with multiple copies using carbon paper, we're left with the question of where Luhmann pulled his particular non-topical ordering as well as his numbering scheme.

While it's highly likely that Luhmann would have been familiar with the German practice of Aktenzeichen ("file numbers") and may have gotten some interesting ideas about organization from the closing sections of the "Die Kartei" section 1.2 of the book, which discusses library organization and the Dewey Decimal system, we're still left with the bigger question of organization.

It's obvious that Luhmann didn't follow the heavy use of subject headings nor the advice about multiple copies of cards in various portions of an alphabetical index.

While the Dewey Decimal System set up described is indicative of some of the numbering practices, it doesn't get us the entirety of his numbering system and practice.

One need only take a look at the Inhalt (table of contents) of Heyde's book! The outline portion of the contents displays a very traditional branching tree structure of ideas. Further, the outline is very specifically and similarly numbered to that of Luhmann's zettelkasten. This structure and numbering system is highly suggestive of branching ideas where each branch builds on the ideas immediately above it or on the ideas at the next section above that level.

Just as one can add an infinite number of books into the Dewey Decimal system in a way that similar ideas are relatively close together to provide serendipity for both search and idea development, one can continue adding ideas to this branching structure so they're near their colleagues.

Thus it's highly possible that the confluence of descriptions with the book and the outline of the table of contents itself suggested a better method of note keeping to Luhmann. Doing this solves the issue of needing to create multiple copies of note cards as well as trying to find cards in various places throughout the overall collection, not to mention slimming down the collection immensely. Searching for and finding a place to put new cards ensures not only that one places one's ideas into a growing logical structure, but it also ensures that one doesn't duplicate information that may already exist within one's over-arching outline. From an indexing perspective, it also solves the problem of cross referencing information along the axes of the source author, source title, and a large variety of potential subject headings.

And of course if we add even a soupcon of domain expertise in systems theory to the mix...

While thinking about Aktenzeichen, keep in mind that it was used in German public administration since at least 1934, only a few years following Heyde's first edition, but would have been more heavily used by the late 1940's when Luhmann would have begun his law studies.

https://hypothes.is/a/CqGhGvchEey6heekrEJ9WA

When thinking about taking notes for creating output, one can follow one thought with another logically both within one's card index not only to write an actual paper, but the collection and development happens the same way one is filling in an invisible outline which builds itself over time.

Linking different ideas to other ideas separate from one chain of thought also provides the ability to create multiple of these invisible, but organically growing outlines.

#### Annotators

39. Local file Local file
1. This note sheetwould now be placed into the box in the area responding to an intial 6, e.g. after 620, andbefore the notes beginning with 700 (which usually is just written as 7 to preventmisunderstanding).

Portions of Dewey's system as described here can definitely be seen in Luhmann's system in which he left some of the preceding numbers unwritten/unstated.

#### Annotators

40. multimediaman.blog multimediaman.blog
1. After Otlet and La Fontaine received permission from Dewey to modify the DDC, they set about creating the Universal Decimal Classification (UDC).
2. In 1896, Dewey formed a partnership with Herman Hollerith and the Tabulating Machine Company (TMC) to provide the punch cards used for the electro-mechanical counting system of the US government census operations. Dewey’s relationship with Hollerith is significant as TMC would be renamed International Business Machines (IBM) in 1924 and become an important force in the information age and creator of the first relational database.

#### URL

41. Jul 2022
42. www.reddit.com www.reddit.com
1. Because I wanted to make use of a unified version of the overall universe of knowledge as a structural framework, I ended up using the Outline of Knowledge (OoK) in the Propædia volume that was part of Encyclopedia Britannica 15th edition, first published 1974, the final version of which (2010) is archived at -- where else? -- the Internet Archive.

The Outline of Knowledge appears in the Propædia volume of the Encyclopedia Britannica. It is similar to various olther classification systems like the Dewey Decimal system or the Universal Decimal Classification.

#### URL

43. niklas-luhmann-archiv.de niklas-luhmann-archiv.de
1. https://niklas-luhmann-archiv.de/bestand/zettelkasten/zettel/ZK_2_SW1_001_V

One may notice that Niklas Luhmann's index within his zettelkasten is fantastically sparce. By this we might look at the index entry for "system" which links to only one card. For someone who spent a large portion of his life researching systems theory, this may seem fantastically bizarre.

However, it's not as as odd as one may think given the structure of his particular zettelkasten. The single reference gives an initial foothold into his slip box where shuffling through cards beyond that idea will reveal a number of cards closely related to the topic which subsequently follow it. Regular use and work with the system would have allowed Luhmann better memory with respect to its contents and the searching through threads of thought would have potentially sparked new ideas and threads. Thus he didn't need to spend the time and effort to highly index each individual card, he just needed a starting place and could follow the links from there. This tends to minimize the indexing work he needed to do regularly, but simultaneously makes it harder for the modern person who may wish to read or consult those notes.

Some of the difference here is the idea of top-down versus bottom-up construction. While thousands of his cards may have been tagged as "systems" or "systems theory", over time and with increased scale they would have become nearly useless as a construct. Instead, one may consider increasing levels of sub-topics, but these too may be generally useless with respect to (manual) search, so the better option is to only look at the smallest level of link (and/or their titles) which is only likely to link to 3-4 other locations outside of the card just before it. This greater specificity scales better over time on the part of the individual user who is broadly familiar with the system.

Alternatively, for those in shared digital spaces who may maintain public facing (potentially shared) notes (zettelkasten), such sparse indices may not be as functional for the readers of such notes. New readers entering such material generally without context, will feel lost or befuddled that they may need to read hundreds of cards to find and explore the sorts of ideas they're actively looking for. In these cases, more extensive indices, digital search, and improved user interfaces may be required to help new readers find their way into the corpus of another's notes.

Another related idea to that of digital, public, shared notes, is shared taxonomies. What sorts of word or words would one want to search for broadly to find the appropriate places? Certainly widely used systems like the Dewey Decimal System or the Universal Decimal Classification may be helpful for broadly crosslinking across systems, but this will take an additional level of work on the individual publishers.

Is or isn't it worthwhile to do this in practice? Is this make-work? Perhaps not in analog spaces, but what about the affordances in digital spaces which are generally more easily searched as a corpus.

As an experiment, attempt to explore Luhmann's Zettelkasten via an entryway into the index. Compare and contrast this with Andy Matuschak's notes which have some clever cross linking UI at the bottoms of the notes, but which are missing simple search functionality and have no tagging/indexing at all. Similarly look at W. Ross Ashby's system (both analog and digitized) and explore the different affordances of these two which are separately designed structures---the analog by Ashby himself, but the digital one by an institution after his death.

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44. udcsummary.info udcsummary.info
1. https://udcsummary.info/php/index.php?lang=en

Interesting defined vocabulary and concatenation/auxiliary signs for putting ideas into proximity.

Could be useful for note taking. Probably much harder to get people to adopt this sort of thing with shared notes/note taking however.

Somewhat similar to the Dewey Decimal classification system.

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45. docdrop.org docdrop.org
1. now we go back to jakub von ogskul and we find him critiquing exactly the 00:09:20 same thing for exactly the same reasons 30 years after john dewey there on the left he has picked out the reflex arc pointing out that it is a linear throughput which leaves no room 00:09:34 for subjectivity no room for intentional action no room for meaning to arise if you if the middle is only animated by inputs then it's a puppet 00:09:47 he replaces this with a model on the right that will whose terms will not be entirely clear to you as you read the article but i want you to notice one thing about it it's circular it's not a linear 00:09:59 throughput it's circular he starts by noting the embeddedness of the body in the world and the fact that the activity of the 00:10:13 body is meaningful at all times and not separable into inputs and outputs his replacement of the linear throughput with this circular model that he elaborates in various ways 00:10:25 is remarkably prescient of the basic cybernetic insight that will arise after the second world war in which it's all feedback systems positive feedback systems negative feedback systems 00:10:37 homeostatic systems um reciprocity is always involved the fact that you do something and something is done to you at the same time that that we dance in the world 00:10:50 rather than standing apart from it and recording a movie of it so his um uncovery of this basic cybernetic principle with which one might approach the body and its being in the world is 00:11:02 remarkably prescient but these profound ideas of vulnerable are often hidden because he's well frankly so charming well he's a problematic character as we'll see lately 00:11:14 but he tells a good story and he does cool experiments

30 years after Dewey's paper, Uexkull affirms the same finding as Dewey in his article: A Stroll Though the Worlds of Animals and Men (1934).

In his article, Uexkull compares two diagrams, a linear input/output and a circular with subjectivity in the middle. Uekull anticipates the fundamental cybernetic concept of positive and negative feedbacks - you do something to the world and the world does something back to you.

2. i want to take you back to our lecture on cognitivism where we surveyed among other things the origins of this notion of a psychological subject within our inner architecture 00:05:52 that comes into being in 1896 john dewey wrote a very famous article called the reflex arc concept in psychology you may have missed it it's listed it's provided on 00:06:06 the page for cognitivism and what dewey was doing was surveying the very many very diverse uh research activities that were beginning to bring into being something like a 00:06:19 psychological science there was so many questions so many methods and a single theoretical construct had emerged that many people were leaning on to and was acting as a kind of a unified 00:06:32 construct with which notions of mind and body might be brought together that notion is the reflex arc now the reflex arc you may be familiar with from physiology if you touch something hot 00:06:45 then we can follow a physiological path from the receptors in the skin in this case if you touch a hot stove we can follow a very short path that goes through the spinal cord and immediately causes you 00:06:58 to move your hand away no thinking involved that's a reflex and you're familiar with the notion of reflex but that notion had been elaborated and was being developed by many people into a picture of the an account of the 00:07:11 embedding of the entire body and nervous system in the world john dewey was saying don't do that stop doing that it's a serious critique of this input output model and the 00:07:25 reflex arc starts with a stimulus and results in action and as a one-way throughput john dewey correctly said that an input output model reduces 00:07:40 the intervene the thing in the middle into a puppet there is no subjectivity possible here now this is a fundamental critique as the fundamental shift in perspective we're adopting in 00:07:53 this module which is to get away from the silly notion of the body and person and subject as being driven by inputs producing the 00:08:05 ghost of the cognitive sandwich there we go you've got the cognitive sandwich you've got sensation providing input you've got action on the output in between you have a great big mystery stuffed into the head it's very easy to make fun of this as 00:08:18 susan hurley does with her term cognitive sandwich it's much more difficult to make fun of exactly the same thing when we draw it like this there is an orthodox belief in our 00:08:30 society our society works on the assumption that there is the psychological subject who has inner processes of perception feeding into inner processes of higher cognition 00:08:43 all fueled by the world through senses and this model doesn't even have an output such constructive psychological representational stories typically 00:08:55 ignore action altogether so the cognitive sandwich may be ridiculous when we look at it in one way but it is also the most wide held belief in our society about the person and we 00:09:08 institute our laws our education systems our workplaces are built on this problematic model

In 1896, John Dewey wrote a famous paper called "The reflex arc concept in psychology". At that time, psychology was nascent and the reflex arc began to emerge as a framework to synthesis the many disparate findings.

the notion of the "cognitive sandwich" emerged which claimed that sensory inputs fed a mysterious cognitive function sandwiched between the input and motor system outputs.

Dewey said that the input output models relegates subjectivity to something trivial so cannot be correct.

This crude model still manifests in today's common belief that after sensing, there is a process of perception that feeds into higher cognition.

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46. Jun 2022
47. zettelkasten.de zettelkasten.de
1. Simply stated, Luhmann’s Zettelkasten structure was not dynamic or fluid in nature. Yet, it was not rigid, either. Examples of a rigid structure are classification systems like the Dewey Decimal Classification System or Paul Otlet’s massive notecard world museum known as, The Mundaneum. These types of systems are helpful for interpersonal knowledge systems; however, they’re not illustrative of what Niklas Luhmann’s system was: an intrapersonal communication system. Luhmann’s notebox system was not logically and neatly organized to allow for the convenience of the public to access. Nor was it meant to be. It seemed chaotic to those who perused its contents other than its creator, Niklas Luhmann. One researcher who studied Luhmann’s system in person says, “at first glance, Luhmann’s organization of his collection appears to lack any clear order; it even seems chaotic. However, this was a deliberate choice.” (11)11 Luhmann’s Zettelkasten was not a structure that could be characterized as one of order. Indeed, it seems closer to that of chaos than order.

This seems illustrative of the idea that some of the most interesting things in life or living systems exist at the chaotic borders.

There seem to be differences between more rigid structures like the Dewey Decimal Classification system or Paul Otlet's Mundaneum and less rigid branching systems like Luhmann's version of his zettelkasten. Is this really a difference or only a seeming difference given the standardization some of the systems. There should be a way to do both. Maybe it's by the emergence of public standards, or perhaps it's simply through the use of subject headings and the cross linking of emerging folksonomies.

What does the use of platforms like the Federated Wiki or the early blogosphere and linking and discovery methods enabled by Technorati indicate?

Luhmann's system may seem intrapersonal, perhaps as a result of the numbering system, but it becomes highly penetrable by the subject index and the links from one idea (card) to the next. Use over time makes it even easier.

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48. Mar 2022
49. hackeducation.com hackeducation.com
1. The ringing of the bell to signal the beginning and end of a class period, rather than just the beginning and end of the school day is often traced to William Wirt, who became superintendent of schools in Gary, Indiana in 1908.

William Wirt, a student of John Dewey who became the superintendent of schools in Gary, Indiana in 1908, was one of the first educators to use a bell to signal the changes between classroom periods.

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50. Local file Local file
1. In the early twentieth century, the young print journalist Walter Lippmann claimed that U.S. citizens are too gullible and ill informed to govern a modern, complex society. In response, philosopher-activist John Dewey responded that in a democracy, the answer was not, as Lippmann sug-gested, to confine governance to an elite but rather to make the entire pop-ulation less gullible through better public education and better informed through better journalism.69

Deweys Antwort auf das Problem der verlorenen Tiefe durch die Demokratisierung von Wissen - bessere öffentliche Bildung - bessere öffentliche Information durch besseren Journalismus. Diese Sicht birgt wenn sie verkürzt wird die Gefahr eines sozialen Determinismus. Alles einzig! eine Frage der Schule.

#### Annotators

51. Jan 2022
1. You don't absorb the ideas of John Dewey the way you absorb the crooning of Mr. Vallee.

Interesting juxtaposition of the height of academia and pop stardom of his day.

John Dewey (/ˈduːi/; October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. He was one of the most prominent American scholars in the first half of the twentieth century. #

Hubert Prior Vallée (July 28, 1901[1] – July 3, 1986), known professionally as Rudy Vallée, was an American singer, musician, actor, and radio host. He was one of the first modern pop stars of the teen idol type. #

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53. Nov 2021
1. John Dewey

theory

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55. docdrop.org docdrop.org
1. on advocate for the index card in the early twentieth century called for animitation of “accountants of the modern schoolY”1

Paul Chavigny, Organisation du travail intellectuel: Recettes pratiques a` l’usage des e ́tudiants de toutes les faculte ́s et de tous les travailleurs (Paris, 1920)

Chavigny was an advocate for the index card in note taking in imitation of "accountants of the modern school". We know that the rise of the index card was hastened by the innovation of Melvil Dewey's company using index cards as part of their internal accounting system, which they actively exported to other companies as a product.

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56. Aug 2021
57. ryanholiday.net ryanholiday.net
1. It’s not totally dissimilar to the Dewey Decimal system and old library card catalogs.

Ryan Holiday notes the similarity of his method to that of the Dewey Decimal system and library card catalogs.

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58. Jul 2019
59. www.edutopia.org www.edutopia.org
1. effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.

teacher taking a step back; reminds me of Deweyian philosophy

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60. Jan 2019
61. static1.squarespace.com static1.squarespace.com
1. new subjects of knowledge

Melvil Dewey: "Guess I'll forget the base 10 number system and switch to hexadecimal."

For real, she's proposing developing knowledge that is outside of Dewey's ordering system. It's like 150 years old; it's about time!

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62. Oct 2018
63. www.marxists.org www.marxists.org
1. It is an experience

If failure an experience?

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64. wolfweb.unr.edu wolfweb.unr.edu
1. there is little power, there is correspondingly little sense of positive responsibility.

Can this be a response to trolls? When you have power of your domain.

2. educative process is carried on in a predominantly democratic or non-democratic way becomes, therefore, a question of transcendent importance not only for education itself but for its final effect upon all the interests and activities of a society

If we want a democratic society we need a democratic educational system. This requires in digital literacy folks to have their own domain.

3. democratic way of living

For Dewey democracy isn't a set of laws but a way of living.

4. they will grow and be able to generate progressively the knowledge and wisdom needed to guide collective action

Having a domain is collective action

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65. Jun 2018
66. www.causinglearning.com www.causinglearning.com
1. Madeline Hunter conceptualized the interplay of effective instructional practices with the theories of motivation, reinforcement and the transfer of learning in the 1980s. She understood the complexity of teaching and integrated research-based teaching practices and brain theories with schoolhouse practicalities. Her methodology was popularized to an extreme in the 80s and 90s and later berated because it seemed too repetitively mechanical and overdone. In the rush to reform, the clarity and directness of Dr. Hunter’s methodologies were set aside for newer trends, especially trends that de-emphasized the importance of the teacher and emphasized the perceived needs of the learner. Interestingly, the current political mandates for improving the achievement of all children in U.S. schools is returning Madeline Hunter’s instructional practices to the front of the classroom. In his 2011 book, Focus: Elevating the Essentials to Radically Improve Student Learning, Mike Schmoker expounds on the values of Hunter’s methodologies.

Hunter understood the complexity of teaching and integrated research based teaching practices. Her methods were set aside for newer trends but recently returned. (Compared to Dewey who liked clear and simple instruction that challenged children.)

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67. www.marxists.org www.marxists.org
1. Dewey aimed to integrate the school with society, and the processes of learning with the actual problems of life, by a thoroughgoing application of the principles and practices of democracy

Believed democracy was a form of social intelligence in which people respect one another, and rely on the teaching and guidance of a student's social life and interests.

2. Socially desirable qualities could not be brought forth in the child by pouring a ready made curriculum into a passive vessel. They could be most easily and fully developed by guiding the normal motor activities, irrepressible inquisitiveness and outgoing energies of the child along the lines of their greatest interest.

Teacher can assist the child to respond to social influences around him or her.

3. Children were to get from the public school whatever was missing in their lives elsewhere that was essential for their balanced development as members of a democratic country.

School life should be equivalent to home life.

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68. May 2018
69. www.gutenberg.org www.gutenberg.org
1. They are picked up—we know not how. From obscure sources and by unnoticed channels they insinuate themselves into acceptance and become unconsciously a part of our mental furnitur

Cultural knowledge or folk knowledge as Campbell put it?

2. It is marked by acceptance or rejection of something as reasonably probable or improbable.

Even Dewey felt a critical stance was a specific type of thought. I believe this is essential in our networked world.

3. successions of imaginative incidents and episodes which, having a certain coherence, hanging together on a continuous thread, lie between kaleidoscopic flights of fancy and considerations

Chalk this up to another definition of the web by John Dewey

4. Reflection involves not simply a sequence of ideas, but a consequence—a consecutive ordering in such a way that[Pg 3] each determines the next as its proper outcome, while each in turn leans back on its predecessors.

This reminds me of Gee's circuit of reflective thought. or Kaku's Human consciousnes:

involves the ability to create a model of the world and then simulate the model of the world in order to obtain a goal. Maybe reflection is consciousness. Can one be conscious and not be in a reflective state. Is that the primitive brain?

Or when we are far down on Maslow's scale. Then again a hungry or shlterless person would reflect on that a lot.

Maybe its just when automatcity must take over either due to skill or situation.

5. Pg 2

Three kinds of thinking:

1. thinking is being conscious of a thing
2. two we only think of things not present
3. thinking is limited to evidence and testimony
6. words that it is not easy to define just what we mean by them

Defining things is hard.

7. adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific

This sounds very much like disciplinary literacies to me. Also has the who dispositions focus is all the rage.

Too bad we don't know much more about measuring dispositions now than we did 118 years ago. Go back to "multiplication of studies" not what Dewey meant but love the irony?

8. Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles.

Sound familiar?

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70. Jan 2018
71. marginalsyllab.us marginalsyllab.us
1. Otherwise, changes in the school institution and tradition will be looked at as the arbitrary inventions of particular teachers; at the worst transitory fads, and at the best merely improvements in certain details—and this is the plane upon which it is too customary to consider school changes.

I think this quote serves as counterpoint to the Connected Learning and Research Agenda quote on Page 14 (Connected learning recognizes a tension... ... competition for scarce opportunities.) The tension that the Agenda describes is an incomplete implementation of connected learning that some may consider as a fad in the eyes of Dewey. Again, to make sure that the Agenda policy makers can implement the alternative connected learning pathways, policymakers must take on Dewey's broader social view that we must undertake the learning paradigms that enhance student learning...

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72. jacobinmag.com jacobinmag.com
1. individualism offers a distorted vision of human freedom, genuine freedom is found in social cooperation, and true social freedom is impossible in a class society.

These three visions are also present in his book Democracy and Education. In which, Dewey intertwined both concepts arguing that a democracy is impossible if people remain ignorant to their civic and societal duties. He argues that the education field must favor collaboration and modeling a true democracy.

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73. Aug 2017
74. hybridpedagogy.org hybridpedagogy.org
1. “Unless the mass of workers are to be blind cogs and pinions in the apparatus they employ, they must have some understanding of the physical and social facts behind and ahead of the material and appliances with which they are dealing.”

John Dewey quote

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75. Apr 2017
76. campustechnology.com campustechnology.com
1. As educational theorist John Dewey established long ago, effective learning is experiential (Dewey, 1938) — and VR provides a direct method by which that can be realized.

Whether or not the VR provides is fully experiential seems like a good topic for debate.

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77. Jul 2016
78. hybridpedagogy.org hybridpedagogy.org
1. the mass of workers are to be blind cogs and pinions in the apparatus they employ

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79. edtechdev.wordpress.com edtechdev.wordpress.com
1. Jean Piaget, John Dewey, Maria Montessori, or Paulo Friere

Freire