Adler, Mortimer J. “How to Mark a Book.” Saturday Review of Literature, July 6, 1940.

See also: https://hypothes.is/a/WZWWgnV2EeyFFBshJKbM4A

https://www.reddit.com/r/books/comments/1c3rszm/do_you_annotate_your_books/

A great repository of annotation practices from book readers via Reddit (r/books).

Great Books tend to arise in the presence of great audiences. by [[Naomi Kanakia]]

Kanakia looks at what may have made 19th C. Russian literature great. This has potential pieces to say about how other cultures had higher than usual rates of creativity in art, literature, etc.

What commonalities did these sorts of societies have? Were they all similar or were there broad ranges of multiple factors which genetically created these sorts of great outputs?

Could it have been just statistical anomaly?

Again he's mentioning advertising... obviously it was starting to become a significant factor in people's regular reading sources (presumably magazines) to bear mentioning it and advising caution as a result.

There is a range of reading lengths and levels of argumentation which can be found in these various ranges.

Some will complain about the death of books or the rise of articles or the rise of social media and the attention economy. Where is balance to be found.

Kaiser speaks to these issues in ¶75-79. One must wonder what Kaiser would have thought about the bite-sized nature of social media and it's distracting nature?

Kaiser's idea of classification work bears close similarity to Mortimer Adler/Charles Van Doren's concept of coming to terms. There are subtle shades between ideas which must be differentiated so as to better situate them with respect to others.

read Tupac's Revolutionary Notes by [[Jillian Hess]]

Brief overview of some of Shakur's notebooks and lyrics with a mini-biography.

Many managers turn to reading for advice: - books allow you to live multiple lives and have greater experience - some books however only encapsulate generic advice that one either already has or would soon have even without reading.

https://www.reddit.com/r/Zettelkasten/comments/1b9wqza/s_i_povarnin_how_to_read_books_1924/

suggested by u/japdlsd at https://www.reddit.com/r/Zettelkasten/comments/1b9wqza/comment/ku8fuv2/?utm_source=reddit&utm_medium=web2x&context=3

It's no wonder that Mortimer J. Adler was able to write such a deep analysis of reading in How to Read a Book after having spent so much time indexing the ideas behind The Great Books of the Western World.

Indexing requires a solid inspectional read at minimum, but will often go deeper into contexts which require at least some analytical reading. To produce the Syntopicon, one must go even further into analytical reading to provide the proper indexing of ideas so that they may be sub-categorized and used for deeper analysis for things such as comparison and contrast of those ideas.

quoted portion via:<br /> John of St Arnulf, ‘Vita Joannis abbatis Gorziensis’, Patrologia Latina, 137.280D.

relationship to collecting like the bees (rhetoric)

relationship to humming and rocking practices of Hassidic readers/learners/memorizers

quoted section via:<br /> St Augustine, Confessions, trans. by Carolyn J. B. Hammond, 2 vols. (Cambridge, MA: Harvard University Press, 2014), I, p. 243 (VI 3.3).

quoted section from:<br /> [au moyen âge, on lit généralement en pronançant avec les lèvres, au moins à voix basse, par conséquent en entendant les phrases que les yeux voient.] Jean Leclercq, Initiation aux auteurs monastiques du Moyen Âge, 2nd edn (Paris: Cerf, 1963), p. 72.

What connection, if any, is there to the muscle memory of movement while speaking/reading along with sound/hearing to remembering what we read? Is there research on this? Implications for orality and memory?

quoted portion from:<br /> The Rule for Nuns of St Caesarius of Arles, trans. by Maria McCarthy (Washington, DC: Catholic University of America Press, 1960), p. 175.

see related version in Benedictine Rule: https://hypothes.is/a/oJWB5tKAEe6FRGuIAPWmZQ

quoted portions from:<br /> St. Benedict’s Rule for Monasteries, trans. by Leonard J. Doyle (Collegeville, MN: Liturgical Press, 1948), p. 67.

quote from:<br /> The Booke of the Common Prayer and Administration of the Sacraments (London: 1549), sig. B iiv.

The wear of cards can be an important part of your history with the information you handle.

Luhmann’s slips show some of this sort of wear as well, though his show it to extreme as he used thinner paper than the standard index card so some of his slips have incredibly worn/ripped/torn tops more than any grime. Many of my own books show that grime layer on the fore-edge in sections which I’ve read and re-read.

One of my favorite examples of this sort of wear through use occurs in early manuscripts (usually only religious ones) where readers literally kissed off portions of illuminations when venerating the images in their books. Later illuminators included osculation targets to help prevent these problems. (Cross reference: https://www.researchgate.net/publication/370119878_Touching_Parchment_How_Medieval_Users_Rubbed_Handled_and_Kissed_Their_Manuscripts_Volume_1_Officials_and_Their_Books)

(syndication link: https://boffosocko.com/2024/02/04/55821315/#comment-430267)

Adrian was the son of Edward Peacock.

This seems to be the duality of Millard Kaufman (and certainly other writers'?) advice that to be a good writer, one must first be well read.

Of course, perhaps the two really are meant to be a hand in a glove and the reader should actively write as they read thereby doing both practices at once.

u/tylermangelson named his zettelkasten J.A.K.O.B.

https://www.reddit.com/r/antinet/comments/1aecx27/naming_my_baby_antinet/

PID - Governance

Curly Cruene Cahall has a practice of "scouting and excavating" books. His first read sounds closest to Adler's inspectional read, though Cahall says his first run through is for "entertainment". Follow this he reads in a more targeted manner which he calls "excavating", which ostensibly entails excerpting the most salient and interesting points for use in his own work.

for - key insight - adjacency between - dzogchen training - trekcho - cutting through training - https://en.wikipedia.org/wiki/Trekch%C3%B6 - togal - https://www.rigpawiki.org/index.php? title=T%C3%B6gal - cognitive science - evolutionary biology - adjacency statement - It is very interesting that we find parallels between - Dzogchen practice and - our consciousness's attempt to overcome the limits of its own perceptions of reality

2023-12-21 BookBridge Talk, 2023. https://www.youtube.com/watch?v=3M-nfWI93nY. Andy Matuschak and Derrek Chow

The linking between physical book and digital book is somewhat reminiscent to me to Livescribe.com's use of Anoto digital paper and direct linking of handwriting on the page with recorded audio. Perhaps the physical book and digital book could use such a substrate to effectuate some of the work seen here, but also do it in a way that is easily (digitally) recordable as well as replayable. They've also done some of the handwriting to text work one might want in this space.

[[Dan Allosso]] in How to Read, part 2

Nice start on a list of goals for reading

others?

Inconsistent processes for establishing programs, funding programs, and pricing programs

Executive sponsorship => resources allocated.

https://web.archive.org/web/20060422014759/http://that4.2ch.net/test/read.cgi/stationery/1021438965/l50

Apparently there is a Japanese text with the title "How to Write and American-style Essay" which recommends using classification codes in the upper right and an assigned serial number in the top left.

How was this related (or not) to Luhmann's practice or to the practices of the Dewey Decimal System? [Update: not related at all, see: https://hypothes.is/a/bDEoiqT3Ee6lAeNajBBsjw]

https://blumm.blog/2022/12/31/dejo-de-recomendarte-cuarenta-y-dos-libros-que-no-has-leido-en-2022-pero-yo-si-una-lista-menos/

Bernardo Munuera Montero recommends that one never recommend books to others as it's most likely a lost cause. He contends that people are far better of discovering their own reading for their own devices.

Woolf, Virginia. “How Should One Read a Book?” In Gateway to the Great Books: 5 Critical Essays, edited by Robert M. Hutchins, Mortimer J. Adler, and Clifton Fadiman, 2nd ed., 5–14. Gateway to the Great Books 5. 1932. Reprint, Chicago: Encyclopædia Britannica, Inc., 1990.

Originally:<br /> “How Should One Read a Book?” from The Second Common Reader by Virginia Woolf. Harcourt, Brace & World, Inc., 1932.

Executive sponsorship is a $0, very valuable resource.

Your having said "Friends of the Library" makes me think that your set likely isn't actually ex-Library (reference or otherwise), but likely was privately owned and donated directly to the library or their friends, who then sold them to raise money for the library itself. This is a common pattern in libraries across America and explains how you've gotten such a pristine copy.

Gilmore, William J. Reading Becomes Necessity of Life: Material Cultural Life in Rural New England, 1780-1835. Knoxville: University of Tennessee Press, 1992. https://www.amazon.com/Reading-Becomes-Necessity-Life-1780-1835/dp/0870497685

ᔥ[[Dan Allosso]] in Darwin's Grandfather

Will indicates there's a passage in Latin hiding in here about note taking and memory/meditation.

https://www.reddit.com/r/books/comments/17pitv9/when_does_annotating_books_become_a_distraction/

This entire thread is a fascinating sample look at the state of annotation with respect to reading practices.

via https://www.reddit.com/r/books/comments/17pitv9/comment/k86tusz/?utm_source=reddit&utm_medium=web2x&context=3

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

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

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

Is it really incumbent on the author to translate every word he's using with respect to the language in which he's writing. He's already doing us a service by translating the Hebrew. Are modern readers somehow with out a dictionary? I might believe they've not been classically educated to capture all the allusions, but the dictionary portion is a simple fix that is difficult to call him out on from a critical perspective, especially in a publication like "Law & Liberty" whose audience is specifically the liberally educated!?!

Example of the repetition of the body text of an article immediately after it as a featured pull quote to draw the attention of the skimming reader to the importance of the portion of the passage.

reply to u/IamOkei at https://www.reddit.com/r/Zettelkasten/comments/17beucn/comment/k5s6aek/?utm_source=reddit&utm_medium=web2x&context=3

u/IamOkei, I know you've got a significant enough practice that not much of what I might suggest may be helpful beyond your own extension of what you've got and how it is or isn't working for you. Perhaps chatting with a zettelkasten therapist may be helpful? Does anyone have "Zettelkasten Whisperer" on a business card yet?! More seriously, I occasionally dump some of my problems and issues into a notebook, unpublished on my blog, or even into a section of my own zettelkasten, which I never index or reconsult, as a helpful practice. Others like Henry David Thoreau have done something like this and there's a common related practice of writing "Morning Pages" that you can explore. My own version is somewhat similar to the idea of rubber duck debugging but focuses on my own work. You might try doing something like this in one of Bob Doto's cohorts or by way of private consulting sessions. Another free version of this could be found by participating in Will's regular weekly posts/threads "Share with us what is happening in your ZK this week" at https://forum.zettelkasten.de/. It's always a welcoming and constructive space. There are also some public and private (I won't out them) Discords where some of the practiced hands chat and commiserate with each other. Even the Obsidian PKM/Zettelkasten Discord channels aren't very Obsidian/digital-focused that you couldn't participate as an analog practitioner. I've even found that participating in book clubs related to some of my interests can be quite helpful in talking out ideas before writing them down. There are certainly options for working out and extending your own practice.

Beyond this, and without knowing more of your specific issues, I can only offer some broad thoughts which expand on some of the earlier discussion above.

I recommend stripping away Scheper's religious fervor, some of which he seems to have thrown over lately along with the idea of a permanent note or "main card" (something I think is a grave mistake), and trying something closer to Luhmann's idea of ZKII.

An alternate method, especially if you like a nice notebook or a particular fountain pen, might be to take all of your basic literature/fleeting notes along with the bibliographic data in a notebook and then just use your analog index cards/slips to make your permanent notes and your index.

Ultimately it's all a lot of the same process, though it may come down to what you want to call it and your broad philosophy. If you're anti-antinet, definitely quit using the verbiage for the framing there and lean toward the words used by Ahrens, Dan Allosso, Gerald Weinberg, Mark Bernstein, Umberto Eco, Beatrice Webb, Jacques Barzun & Henry Graff, or any of the dozens of others or even make up your own. Goodness knows we need a lot more names and categories for types of notes—just like we all need another one page blog post about how the Zettelkasten method works by someone who's been at it for a week. Maybe someone will bring all these authors to terms one day?

Generally once you know what sorts of ideas you're most interested in, you take fewer big notes on administrivia and focus more of your note taking towards your own personal goals and desires. (Taking notes to learn a subject are certainly game, but often they serve little purpose after-the-fact.) You can also focus less on note taking within your entertainment reading (usually a waste) and focusing more heavily on richer material (books and journal articles) that is "above you" in Adler's framing. You might make hundreds of highlights and annotations in a particular book, but only get two or three serious ideas and notes out of it ultimately. Focus on this and leave the rest. If you're aware of the Pareto principle or the 80/20 rule, then spend the majority of your time on the grander permanent notes (10-20%), and a lot less time worrying about the all the rest (the 80-90%).

In the example above relating to Marx, you can breeze through some low level introductory material for context, but nothing is going to beat reading Marx himself a few times. The notes you make on his text will have tremendously more value than the ones you took on the low level context. A corollary to this is that you're highly unlikely to earn a Ph.D. or discover massive insight by reading and taking note posts on Twitter, Medium, or Substack (except possibly unless your work is on the cultural anthropology of those platforms).

A lot of the zettelkasten spaces focus heavily on the note taking part of the process and not enough on the quality of what you're reading and how you're reading it. This portion is possibly more valuable than the note taking piece, but the two should be hand-in-glove and work toward something.

I suspect that most people who have 1000 notes know which five or ten are the most important to where they're going and how they're growing. Focus on those and your "conversations with texts" relating to those. The rest is either low level context for where you're headed or either pure noise/digital exhaust.

If you think of ideas as incunables, which notes will be worth of putting on your tombstone? In other words: What are your "tombstone notes"? (See what I did there? I came up with another name for a type of note, a sin for which I'm certainly going to spend a lot of time in zettelkasten purgatory.)

reply to Admirable_Discount75 at https://www.reddit.com/r/Zettelkasten/comments/17beucn/comment/k5nzic6/?utm_source=reddit&utm_medium=web2x&context=3

If you've not come across it before you'll likely find Adler & Van Doren (1972) for reading a useful place to start, especially their idea of syntopical reading. Umberto Eco (2015) is also a good supplement to a lot of the internet-based and Ahrensian ZK material. After those try Mills.

Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated ed. edition. 1940. Reprint, Touchstone, 2011. https://amzn.to/45IjBcV. (audiobook available; or a video synopsis: https://www.youtube.com/watch?v=Y_rizr8bb0c)

Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.

Mills, C. Wright. “On Intellectual Craftsmanship (1952).” Society 17, no. 2 (January 1, 1980): 63–70. https://doi.org/10.1007/BF02700062.

​

Should it help, I often find that audiobook versions of books or coursework sources like The Great Courses (often free at local libraries, through Hoopla, or other sources), or the highest quality material from YouTube/podcasts listened to at 1.5 - 2x speed while you're walking/commuting can give you quick overviews and/or inspectional reads at a relatively low time cost. Short reminder notes/keywords (to search) while listening can then allow you to do fast searches of the actual texts and/or course guidebooks for excerpting and note making afterwards. Highly selective use of the audiobook bookmarking features let you relisten to short portions as necessary.

As an example, one could do a quick crash course/overview of something like Marx and Communism over a week by quickly listening to all or parts of:

• https://www.thegreatcourses.com/courses/the-rise-of-communism-from-marx-to-lenin
• https://www.thegreatcourses.com/courses/communism-in-power-from-stalin-to-mao
• https://www.thegreatcourses.com/courses/legacies-of-great-economists
• https://www.thegreatcourses.com/courses/modern-intellectual-tradition-from-descartes-to-derrida

These in combination with sources like Oxford's: Very Short Introduction series book on Marx (which usually have good bibliographies) would allow you to quickly expand into more specialized "handbooks" (Oxford, Cambridge, Routledge, Sage) on the subject of Marx and from there into even more technical literature and journal articles. Obviously the deeper you go, the slower things may become depending on the depth you're looking to go.

Manuscript tagging

Human-readable

Appropriate

https://danallosso.substack.com/p/our-journey-day-68

Characteristics

Characteristics

Characteristics

Characteristics

Every book, while holding the same words, will be different based on the context and needs of the individual reader.

The first several rules of reading a book analytically follow the same process of writing a book as suggested in the snowflake method.

Solitary reading [is] was almost as much a vice as solitary drinking. —Mortimer J. Adler, in Part 11: Activating Poetry and Plays

What comes out of alternately reading theological books with understanding and compassion and then switching to raw logic?

https://www.theatlantic.com/author/james-l-mursell/

See: Mursell, James L. “The Defeat of the Schools.” The Atlantic, March 1939. https://www.theatlantic.com/past/docs/issues/95dec/chilearn/murde.htm.

———. “The Reform of the Schools.” The Atlantic, December 1, 1939. https://www.theatlantic.com/magazine/archive/1939/12/the-reform-of-the-schools/654746/.

How do historical method and philosophical method compare? contrast?

Were they tied to similar traditions? co-evolve? evolve separately?

https://zettelkasten.de/posts/barbell-method-reading/

https://matthew-van-der-hoorn.notion.site/matthew-van-der-hoorn/Book-Reading-bc745728387b4369b5b63739292c9ce7

van der Hoorn's suggestions for reading

Sometimes one reads for raw information and background details that one can excerpt or use--things which an author may use to support their own arguments, but which the reader doesn't care about at all.

Jack Kerouac followed the general advice of Mortimer J. Adler to write notes into the endpapers of his books as evidenced by the endpapers of Volume IV of the 7th Year Course of The Great Books Foundation series with which Adler was closely associated.

Gould, Jessica. “Teachers College, Columbia U. Dissolves Program behind Literacy Curriculum Used in NYC Public Schools.” Gothamist, September 8, 2023. https://gothamist.com/news/columbia-university-dissolves-program-behind-literacy-curriculum-used-in-nyc-public-schools.

The Teachers College of Columbia University has shut down the Lucy Calkins Units of Study literacy program.

Missing from the story is more emphasis on not only the social costs, which they touch on, but the tremendous financial (sunk) cost to the system by not only adopting it but enriching Calkins and the institution (in a position of trust) which benefitted from having sold it.

link to: https://hypothes.is/a/eicbpgSKEe6vc0fPdIm05w

"Reading with an artificial intelligence" seems like a fascinating way to participate in the Great Conversation.

Additional .pdf copy of this journal article with Hypothes.is annotations available by downloading: https://journals.sfu.ca/jalt/index.php/jalt/article/download/843/597

A surprisingly positive take on scrum and where it could be useful

https://www.nytimes.com/2012/04/15/books/review/the-author-of-squirrel-seeks-chipmunk-would-like-to-go-back-in-time-and-collect-kindling-for-flannery-oconnor.html

https://www.washingtonpost.com/books/2023/07/27/rules-for-reading-dirda/

One of the primary goals of The Great Books, was to make some of the (especially ancient writers) more accessible to modern audiences with respect to ready availability of their works which were otherwise much more expensive.

This certainly says something about both publishing and reading practices of the early 20th century.

reply to u/Nil205 at https://www.reddit.com/r/commonplacebook/comments/14li1ri/cpb_vs_reading_notes/

I have a similar and differently formed, but still simple system compared to most here. Rather than a traditional commonplace book, I keep all my notes on index cards. I keep all my reading notes for a particular book on a series of index cards that I staple together with a citation card for the book and then file them by author and title.

When I'm done, I'll excerpt the most important parts each individual note (highlight/annotation) and expand on them on its own index card which I file away and index. In your case you might equivalently have a reading notebook where you might keep a section of notes as you read a book and then excerpt the most important or salient parts into your main commonplace. Some may prefer, especially if they own the book in question, to annotate (put their reading notes into) the book directly and then excerpt either as they go or at the end when they're done and can frame their ideas with a broader knowledge of the area in question. Sometimes at later dates you may realize you read something useful which you don't find in your commonplace book, but you can find the gist of it in your reading notes which you can reference, refresh your memory, and then excerpt into your commonplace.

For more on my sort of card index or zettelkasten (German: slip box) practice you might take a look at one or more of the following which explain the broad generalities:

• Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.
• Ahrens, Sönke. How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers. Create Space, 2017.
• Allosso, Dan, and S. F. Allosso. How to Make Notes and Write. Minnesota State Pressbooks, 2022. https://minnstate.pressbooks.pub/write/.
• Goutor, Jacques. The Card-File System of Note-Taking. Approaching Ontario’s Past 3. Toronto: Ontario Historical Society, 1980. http://archive.org/details/cardfilesystemof0000gout.
• Tietze, Christian. “Getting Started: Zettelkasten Method.” Blog/forum. Zettelkasten, 2015. https://zettelkasten.de/posts/overview/.

If it's useful/inspiring as an example, Ross Ashby had a lifelong series of notebooks, much like a commonplace, and a separate card index where he cross-indexed all of his ideas to make them more easily searchable, findable, and cross referenceable. You can see digitized versions of the journals and index online which you can explore at http://www.rossashby.info/journal/index.html.

Since this is yet another piece of journalism that covers a set of cases before the courts with citing the cases in question by name, here they are: - Students for Fair Admissions v. Harvard - Students for Fair Admissions v. University of North Carolina

6 part playbook from Alamo

embedded MCs

Report from 2022 WCET workshop

Interesting data to collect. Relates to the Equity report from Credential Engine: https://credentialengine.org/credential-transparency/equity/

Columbia University Teachers College education professor Lucy Calkins, a leader of the "balanced literacy" teaching philosophy in reading, has been influential in how millions of children have been learning to read for decades.

E-books have caused the missions of many libraries to shift away from institutions that provide democratic access to a preserved culture.

from Patricia Highsmith's diaries

this seems similar to Ralph Waldo Emmerson's journals/commonplaces where he collected interesting phrases for use in his writing. Here she's explicitly stating her desire to do this for her writing work.

The "Alone, in the quite." quote seems to mirror her appreciation and stated desire to be alone at home in the 1978 Good Afternoon interview.

Johnson, Dirk. “Book Lovers Fear Dim Future for Notes in the Margins.” The New York Times, February 21, 2011, sec. Books. https://www.nytimes.com/2011/02/21/books/21margin.html.

suggested by The Margins of Marginalia by Tom Peters, ALA TechSource on 2011-05-02

This is a fascinating bit of reading practice.

A book can't only be about the text, it has to be about the reader's interaction with it and thoughts about it. Without these, the object has no value.

Annotations are the traces left behind of how one valued a book as they read and interacted with it.

The Margins of Marginalia by Tom Peters, ALA TechSource on 2011-05-02

Peters talks about his own reading practices and his annotation habits throughout his life. There's some discussion of the oncoming annotation functionality in the digital space in 2011.

readum.com no longer resolves in 2023. It was apparently a annotation tool in 2011...

How I annotate books as a PhD student (simple and efficient)

She's definitely not morally against writing in her books, but there are so many highlights and underlining that it's almost useless.

She read the book four times because she didn't take good enough notes on it the first three times.

Bruno Latour's Down to Earth

Tools: - sticky tags (reusable) - purple for things that draw attention - yellow/green referencing sources, often in bibliography - pink/orange - extremely important - highlighter - Post It notes with longer thoughts she's likely to forget, but also for writing summaries in her own words

Interesting to see another Bruno Latour reference hiding in a note taking context. See https://hypothes.is/a/EbNKbLIaEe27q0dhRVXUGQ

https://www.youtube.com/watch?v=N5PDWfWli54

Recommended Resource:

I recommend adding this doctoral research article on developing open education practices (OEP) in British Columbia, Canada. The scholarly article is released by Open University, a U.K. higher education institution that promotes open education.

Paskevicius, M. & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Open University, 2019(1). DOI: 10.5334/jime.51

A relevant excerpt from the article reveals the study results that show OEP enhances student learning:

"Furthermore, participants reflected on how inviting learners to work in the open increased the level of risk and/or potential reward and thereby motivated greater investment in the work. This was articulated by Patricia who suggested “the stakes might feel higher when someone is creating something that’s going to be open and accessible by a wider community” as well as Alice who stated “students will write differently, you know, if they know it’s not just going to their professor.” The practice of encouraging learners to share their work was perceived by Olivia to “add more value to their work,” by showing learners the work they do at university can “have an audience beyond their professors.”"

Dr Essai’s life checklists: No. 1, Reading Strategies

Fast, Sascha. “Field Report #5: How I Prepare Reading and Processing Effective Notetaking by Fiona McPherson.” Zettelkasten Method (blog), March 29, 2022. https://zettelkasten.de/posts/field-report-5-reading-processing-effective-notetaking-mcpherson/.

Perhaps there is a model for reading and note taking/writing with respect to both learning and creating new knowledge that follows an inverse mapping in a way similar to that seen in Galois theory?

Explore this a bit to see what falls out.

For some research the book form is just not conducive to the most productive work. Both the experiences of Beatrice Webb (My Apprenticeship, Appendix C) and Adolph Erman (on Wb) show that database forms for sorting, filtering, and comparing have been highly productive and provide a wealth of information which simply couldn't be done otherwise.

// in other words - mortality salience alone is counter-productive - it triggers psychological defense strategies. - it must be accompanied by expressions of gratitude to be effective and transformative

// abstract - summary - Rationalist approaches to environmental problems such as climate change - apply an information deficit model, - assuming that if people understand what needs to be done they will act rationally. - However, applying a knowledge deficit hypothesis often fails to recognize unconscious motivations revealed by: - social psychology, - cognitive science, - behavioral economics.

• Applying ecosystems science, data collection, economic incentives, and public education are necessary for solving problems such as climate change, but they are not sufficient.
• Climate change discourse makes us aware of our mortality
• This prompts consumerism as a social psychological defensive strategy,
• which is counterproductive to pro-environmental behavior.
• Studies in terror management theory, applied to the study of ritual and ecological conscience formation,
• suggest that ritual expressions of giving thanks can have significant social psychological effects in relation to overconsumption driving climate change.
• Primary data gathering informing this work included participant observation and interviews with contemporary Heathens in Canada from 2018–2019.

Amazon removing titles from Kindle Unlimited due to ebook piracy issues<br /> by Sovan Mandal

Read at Tue 2023-02-28 6:50 AM

reply to u/m_t_rv_s__n at https://www.reddit.com/r/Zettelkasten/comments/11bxjms/am_i_taking_too_long_to_finish_notes/

Some of it depends on what you're reading for and what you're trying to get out of the reading. On a recent 26 page journal article, I spent several hours over a couple of days (months apart) reading and taking notes in a relatively thorough fashion. I spent another hour or so refining them further and filing them and another 15 minutes noting out references for follow up. It was in an area I'm generally very familiar with, so it wasn't difficult or dense, but has lots of material I specifically know I'll be using in the near future for some very specific writing. Because I know it's something of specific interest to me and several overlapping projects, I had a much deeper "conversation with the text" than I otherwise might have.

Because it was done digitally, you can see the actual highlights and annotations and even check the timestamps if you like (you'll have to click through individual notes to get these timestamps): https://hypothes.is/users/chrisaldrich?q=url%3Aurn%3Ax-pdf%3A6053dd751da0fa870cad9a71a28882ba Some of it is basic data I'll use for a variety of purposes on several already well-defined projects. A few are for more slowly developing projects further out on the horizon. It's relatively easy to see the 10 or 15 permanent notes that I'll pull out of this group of about 74 notes. Since writing them, I've already referenced two of the more fleeting notes/highlights by searching for related tags on other reading which look like they may actually develop further.

Had this been something less targeted to my specific area, say for a master's level course of general interest, I'd probably have spent far less time on it and likely not gone over about 15 or so notes. Sometimes for these, I'll just read the abstract and conclusions and scan the references. Reading lots of these in your area of interest gives you some idea of the space and types of questions you might be asking. As you hone in on a thesis, you'll begin asking more and more questions and delve more deeply into material, and if something you read in the past becomes more specific to your project then you'll likely go back to re-read it at a deeper level, but you'll still have your prior work at your fingertips as a potential guide.

Once you know what your particular thesis is going to be your reading becomes more dense and targeted. Some things you'll read several times and go through with fine-toothed combs while others you'll skim to get the gist/context and only excerpt small specific pieces which you need and then move on.

(If you need it, remember that you only need one or two good permanent notes per day to make some serious progress.)

I've done something like this when I think a particular reference(s) can answer a question related to a train of thought. But I keep cards of unread sources at the front of my sources section so that it's easier to pull it out frequently to prioritize and decide what I should be reading or working on next. These will then have links to the open questions I've noted, so that I can go back to those sections either as I'm reading/writing or to add those ideas into the appropriate folgezettel. These sorts of small amounts of work documented briefly can add up quickly over time. Source cards with indications of multiple open questions that might be answered is sometimes a good measure of desire to read, though other factors can also be at play.

That to-read pile of bibliographic source notes (a mini antilibrary) is akin to walking into a party and surveying a room. I may be aware of some of the people I haven't met yet and the conversations we might have, but if there are interesting questions I know I want to ask of specific ones or conversations I already know I want to have, it can be more productive to visit those first.

This sort of practice has been particularly helpful for times when I want to double check someone's sources or an original context, but don't have the time to do it immediately, don't want to break another extended train of thought, have to wait on materials, or may have to make a trip to consult physical materials that are singular or rare. For quick consultative reading, this can be a boon when I know I don't want or need to read an entire work, but skimming a chapter or a few pages for a close reading of a particular passage. I'll often keep a pile of these sorts of sources at hand so that I can make a short trip to a library, pick them up, find what I need and move on without having to recreate large portions of context to get the thing done because I've already laid most of the groundwork.

reply https://forum.zettelkasten.de/discussion/comment/16622/#Comment_16622

Adler has an excellent primer on this subject that covers a lot of the basics in reasonable depth: - Adler, Mortimer J. “How to Mark a Book.” Saturday Review of Literature, July 6, 1940. (https://stevenson.ucsc.edu/academics/stevenson-college-core-courses/how-to-mark-a-book-1.pdf)

Marking books can be useful not only to the original reader, but future academics and historians studying material culture (eg: https://apps.lib.umich.edu/online-exhibits/exhibits/show/marks-in-books), and as @GeoEng51 indicates they might be shared by friends, family, romantic interests, or even perhaps all of the above (see: https://newcriterion.com/issues/2017/4/mrs-custers-tennyson).

For those interested in annotation marks and symbols (like @ctietze's "bolt" ↯) I outlined a few ideas this last month at: https://www.reddit.com/r/Zettelkasten/comments/10qw4l5/comment/j6vxn6a/?utm_source=reddit&utm_medium=web2x&context=3

Mrs. Custer’s Tennyson April 2017<br /> by William Logan