https://betaworkss-fabulous-project.webflow.io/event/render-tools-for-thinking

But having commit access and the having ability to fiddle with bugs are two orthogonal sets of privileges...

https://press.uchicago.edu/ucp/books/book/chicago/L/bo63098990.html Lines of Thought: Branching Diagrams and the Medieval Mind by Ayelet Even-Ezra

Mentioned during Tinderbox Meetup: https://forum.eastgate.com/t/tagging-meetup-saturday-august-7/4841

They apparently discussed the book last week. (May be able to find the video of the discussion)

https://forum.toolsforthought.io/

Looking a bit sparse lately, but perhaps some interesting earlier content to sift through.

https://espanso.org/

https://chrome.google.com/webstore/detail/fleeting-notes/gcplhmogdjioeaenmehmapbdonklmdnc/

Saw via: https://www.reddit.com/r/Zettelkasten/comments/t5242z/zettelkasten_for_internet_learning/

Beatrice Webb analogized the card index (or note taking using slips of paper) as serving the function of a scientific tool for sociologists the way that chemists use blow pipes and balances or physicists use the prism or electroscope. These tools all help the researcher examine small constituent parts and then situate them in other orderings to provide insight into the subject areas.

5.5 Logic, reason, and common sense are your best tools for synthesizing reality and understanding what to do about it.

Lightroom, Luminar AI, and ON1 Photo RAW were mentioned in the list. These are RAW editors used before Photoshop. The shot is then brought into Photoshop (or another editor) for local modifications. Lightroom and Photoshop are used. Thanks!

https://x28newblog.wordpress.com/2022/03/25/figure-it-out/

A book with this sentence is just the sort that I'm after.

https://flowimmersive.com/tricast

Suggested to me by Jerry Michalski as the tool he uses for picture-in-picture of his image while screensharing

https://triz.org/principles/

http://www.tricki.org/

archive copy: https://web.archive.org/web/20220326200254/http://www.tricki.org/

a Wiki-style site with a large store of useful mathematical problem-solving techniques.

https://en.wikipedia.org/wiki/TRIZ

TRIZ (/ˈtriːz/; Russian: теория решения изобретательских задач, teoriya resheniya izobretatelskikh zadatch), literally: "theory of inventive problem solving " is “the next evolutionary step in creating an organized and systematic approach to problem solving. The development and improvement of products and technologies according to TRIZ are guided by the objective Laws of Engineering System Evolution. TRIZ Problem Solving Tools and Methods are based on them.” In another description, TRIZ is "a problem-solving, analysis and forecasting tool derived from the study of patterns of invention in the global patent literature".

It was developed by the Soviet inventor and science-fiction author Genrich Altshuller (1926-1998) and his colleagues, beginning in 1946. In English the name is typically rendered as the theory of inventive problem solving, and occasionally goes by the English acronym TIPS.

https://twinery.org/

Twine is an open-source tool for telling interactive, nonlinear stories.

You don’t need to write any code to create a simple story with Twine, but you can extend your stories with variables, conditional logic, images, CSS, and JavaScript when you're ready.

Twine publishes directly to HTML, so you can post your work nearly anywhere. Anything you create with it is completely free to use any way you like, including for commercial purposes.

Heard referenced in Reclaim Hosting community call as a method for doing "clue boards".

Could twinery.org be used as a way to host/display one's linked zettelkasten or note card collection?

https://forum.zettelkasten.de/discussion/1857/zettelkasten-work-literature-driven-and-problem-driven

https://forum.zettelkasten.de/discussion/1857/zettelkasten-work-literature-driven-and-problem-driven

Tools which allow for flexibility and creativity are better for knowledge workers than those which attempt to crystalize their tasks into ruts. This may tend to force the outputs in a programmatic way and thereby dramatically decrease the potential for innovative outputs. If the tools force the automation of thought without a concurrent increase in creativity then one may as well rely on manual labor for their thinking.

This may be one of the major flaws of tools for thought in the educational technology space. They often attempt to facilitate the delivery of education in an automated way which dramatically decreases the creativity of the students and the value of the overall outputs. While attempting to automate education may suit the needs of institutions which are delivering the education, particularly with respect to the overall cost of delivery, the automation itself is dramatically at odds with the desire to expand upon ideas and continue innovation for all participants involved. Students also require diverse modes of input (seen/heard) as well as internal processing followed by subsequent outputs (written/drawn/sculpted/painted, spoken/sung, movement/dance). Many teachers don't excel at providing all of these neurodiverse modes and most educational technology tools are even less flexible, thus requiring an even larger panoply of them (often not interoperable because of corporate siloing for competitive reasons) to provide reasonable replacements. Given their ultimate costs, providing a variety of these tools may only serve to increase the overall costs of delivering education or risk diminishing the overall quality. Educators and institutions not watching out for these traps will tend to serve only a small portion of their intended audiences, and even those may be served poorly as they only receive a limited variety of modalities of inputs and outputs. As an example Western cultures' overreliance on primary literacy modes is their Achilles' heel.

Tools for thought should actively attempt to increase the potential solution spaces available to their users, while later still allowing for focusing of attention. How can we better allow for the divergence of ideas and later convergence? Better, how might we allow for regular and repeated cycles of divergence and convergence? Advanced zettelkasten note taking techniques (which also allow for drawing, visual, auditory and other modalities beyond just basic literacy) seem to allow for this sort of practice over long periods of time, particularly when coupled with outputs which are then published for public consumption and divergence/convergence cycles by others.

This may also point out some of the stagnation allowed by social media whose primary modes is neither convergence nor divergence. While they allow for the transmission/communication portion, they primarily don't actively encourage their users to closely evaluate the transmitted ideas, internalize them, or ultimately expand upon them. Their primary mode is for maximizing on time of attention (including base emotions including excitement and fear) and the lowest levels of interaction and engagement (likes, retweets, short gut reaction commentary).

Kidd, Alison. “The Marks Are on the Knowledge Worker.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 186–91. CHI ’94. New York, NY, USA: Association for Computing Machinery, 1994. https://doi.org/10.1145/191666.191740.

Aggiungere un capitolo su una lista di strumenti consigliati per "lavorare" con i dati aperti:

• strumenti di pulizia;
• strumenti di validazione;
• strumenti di trasformazione;
• strumenti di pubblicazione.

If these are the types of things that are interesting, you might also try a shared bibliography that a handful of readers/researchers share and contribute to: https://www.zotero.org/groups/4676190/tools_for_thought

https://youneedawiki.com/

Looks like a service that takes a Google Docs folder and turns it into a wiki. Clever!

https://nota.md/

https://pz.harvard.edu/thinking-routines

https://app.kittl.com/

I read your Voyant analysis of Henrik Ibsen's "A Doll's House," and I think we almost pick the same tools that we believe to be crucial for our text analysis. Like you, I mostly visualize my chosen literary work with Cirrus, Terms, Berry, and Trends. I also use links to ?look into how these words are used interdependently to contextualize the story told. I also had difficulty understanding how functions like Topics would benefit my understanding of the texts on a layered and complex level. I checked and thought maybe the problem was with the word count of the document. By default setting, Topics generates the first 1000 words in a document, and A Doll's House has 26210 words. In order to use this tool in the most efficient way possible, you can try to use the Topics slider ( the scroll bar) to adjust the number of topics you want to generate (max is 200). I have read A Doll's House before, so I couldn't speak for those who haven't. However, the clusters of chosen terms hint to me that this fiction deals with bureaucracy and finance via repeated words like "works," "money," and "paper." I can also recognize some words classified as names, so many characters are involved in the story. There is also a vague clue of the story's setting, which is during the winter season, from the repetition of the word "Christmas." It appears that someone is getting angry at someone for their wrongdoings, and this drama occurs in a family. While Topics cannot give me a complete storyline, it gives me a good chunk of puzzles to piece together the core gist of the story. It happened to me when I analyzed Herman Melville's Moby Dick. Words like "whale," "sea," "sailor," and "chase" allowed me to make a reasonable assumption that there was a group of sailors that went after a giant whale in the sea. I still prefer to use other tools, but that was how I utilized Topics for my knowledge of the text. I agree that text with more literal content, like self-help books, would definitely yield better results with Voyant Tools' Topics.

Anthropology and Archelogy findings support the idea that humans began laying progress traps as early as two million years ago. Our great success at socialization and communication that harnessed the power of collaboration resulted in wiping out entire species upon which we depended. Short term success leading to long term failure is a central pattern of progress traps.

Anthropology and Archelogy findings support the idea that humans began laying progress traps as early as two million years ago. Our great success at socialization and communication that harnessed the power of collaboration resulted in wiping out entire species upon which we depended. Short term success leading to long term failure is a central pattern of progress traps.

A remarkable paper from Tel Aviv researchers studying early hunters in the Southern Levant as early as 1.5 million years ago revealed that our ancestors in this part of the world were poor resource managers and over many generations, continually hunted large game to extinction, forcing descendants to hunt progressively smaller game.

Annotation of the 2021 source paper is here: https://hyp.is/go?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fabs%2Fpii%2FS0277379121005230&group=world Annotation of a science news interview with the researchers here: https://hyp.is/go?url=https%3A%2F%2Fwww.sciencedaily.com%2Freleases%2F2021%2F12%2F211221102708.htm&group=world

The researchers even surmise that the extinction of game animals by around 10,000 B.C. is what gave rise to agriculture itself!

Julius Reizen in reviewing over Umberto Eco's index card system in How to Write a Thesis, defines his own "insurance card" as one which contains "hard-to-classify thoughts, questions, and areas for further inquiry". These he would keep together so that they don't otherwise get lost in the variety of other locations one might keep them

These might be akin to Ahrens' "fleeting notes" but are ones which may not easily or even immediately be converted in to "permanent notes" for one's zettelkasten. However, given their mission critical importance, they may be some of the most important cards in one's repository.

link this to - idea of centralizing one's note taking practice to a single location

Is this idea in Eco's book and Reizen is the one that gives it a name since some of the other categories have names? (examples: bibliographic index cards, reading index cards (aka literature notes), cards for themes, author index cards, quote index cards, idea index cards, connection cards). Were these "officially" named and categorized by Eco?

May be worthwhile to create a grid of these naming systems and uses amongst some of the broader note taking methods. Where are they similar, where do they differ?

Multi-search tools that have full access to multiple trusted data stores (ostensibly personal ones across notebooks, hard drives, social media services, etc.) could potentially solve the problem of needing to remember where you noted something.

Currently, in the social media space especially, this is not a realized service.

The trending topics on Twitter can be used as a form of juxtaposition of random ideas which could be brought together to make new and interesting things.

Here's but one example of someone practicing just this:

Y’all, imagine Spielberg’s Sailor Moon pic.twitter.com/xZ1DEsbLTy

— Matty Illustration (@MN_illustration) June 30, 2022

cc: https://twitter.com/marshallk

https://pz.harvard.edu/thinking-routines

Compass Points, a routine for examining propositions.

via https://pz.harvard.edu/sites/default/files/Compass%20Points_0.pdf

• E- excited
• W- worrisome
• N - need to know
• S - stance or suggestion for moving forward

These could be used as a simple set of rules for thumb for evaluating and expanding on ideas in note taking or social annotation settings.

Compare these with the suggestions of Tiago Forte in his book Building a Second Brain. Which is better? More comprehensive? Are there any ideas missing in a broader conceptualization? Is there a better acronymization or analogy for such a technique?

About TagTeam

Based on surveys, readers indicate that two important parts of textual navigation are sense of control and serendipity.

http://books.google.com/books/about/Electronic_journal_literature.html?id=YSFlAAAAMAAJ

How does the control over a book frame how we read? What does "power over" a book look like compared to "power with"?

What are the tools for thought affordances that paper books provide over digital books and vice versa?

I find myself thinking about people publishing books in index card/zettelkasten formats. Perhaps Scott Scheper could do this with his antinet book presented in a linear format, but done in index cards with his numbers, links, etc. as well as his actual cards for his index so that readers could also see the power of the system by holding it in their hands and playing with it.

This entire chapter thus far (to the end of this section at minimum) sounds like it would have been better motivating material.

It also has a more touchy-feely and less concrete nature which puts in the self-help category and not so much in the tools for thought space.

The broad audiences for this book.

This may have been better place in the introduction to draw these people in.

In The Creative Habit, dancer and choreographer Twyla Tharp has creative inspiration and note taking practice which she calls "the box" in which she organizes “notebooks, news clippings, CDs, videotapes of me working alone in my studio, videos of the dancers rehearsing, books and photographs and pieces of art that may have inspired me”. She also calls her linking of ideas within her box method "the art of scratching" (chapter 6).

related: combinatorial creativity triangle thinking

[[Twyla Tharp]] [[The Creative Habit]] #books/wanttoread

This is also generally an administrative problem in this space. People spend ages tinkering with their tools and not enough time using them for what the tools are meant for.

One starts education with where the student is. But mustn't we also inventory what tools and attitudes the student brings? What tools beyond basic literacy do they have? (Usually we presume literacy, but rarely go beyond this and the lack of literacy is too often viewed as failure, particularly as students get older.) Do they have motion, orality, song, visualization, memory? How can we focus on also utilizing these tools and modalities for learning.

Link to the idea that Donald Trump, a person who managed to function as a business owner and president of the United States, was less than literate, yet still managed to function in modern life as an example. In fact, perhaps his focus on oral modes of communication, and the blurrable lines in oral communicative meaning (see [[technobabble]]) was a major strength in his communication style as a means of rising to power?

Just as the populace has lost non-literacy based learning and teaching techniques so that we now consider the illiterate dumb, stupid, or lesser than, Western culture has done this en masse for entire populations and cultures.

Even well-meaning educators in the edtech space that are trying to now center care and well-being are completely missing this piece of the picture. There are much older and specifically non-literate teaching methods that we have lost in our educational toolbelts that would seem wholly odd and out of place in a modern college classroom. How can we center these "missing tools" as educational technology in a modern age? How might we frame Indigenous pedagogical methods as part of the emerging third archive?

Link to: - educational article by Tyson Yunkaporta about medical school songlines - Scott Young article "You should pay for Tutors"

aside on serendipity

As I was writing this note I had a toaster pop up notification in my email client with the arrival of an email by Scott Young with the title "You should pay for Tutors" which prompted me to add a link to this note. It reminds me of a related idea that Indigenous cultures likely used information and knowledge transfer as a means of payment (Lynne Kelly, Knowledge and Power). I have commented previously on the serendipity of things like auto correct or sparks of ideas while reading as a means of interlinking knowledge, but I don't recall experiencing this sort of serendipity leading to combinatorial creativity as a means of linking ideas,

https://www.nytimes.com/2005/01/30/books/review/tool-for-thought.html

Note the title "Tool for Thought" here. It does come five years after Howard Rheingold's book of a similar name.

https://addons.mozilla.org/en-GB/firefox/addon/swift-selection-search/

link to - https://boffosocko.com/2022/06/18/wikilinks-and-hashtags-as-a-portal-to-cross-site-search/

The fact that there are three discrete emoji for the - card file box 🗃️ - card index dividers 🗂️ - card index (aka rolodex) 📇

indicate the importance of these older analog tools, even in a more modern digital space.

Tiago's book follows the general method of the commonplace book, but relies more heavily on a folder-based method and places far less emphasis and value on having a solid index. There isn't any real focus on linking ideas other than putting some things together in the same folder. His experience with the history of the space in feels like it only goes back to some early Ryan Holiday blog posts. He erroneously credits Luhmann with inventing the zettelkasten and Anne-Laure Le Cunff created digital gardens. He's already retracted these in sketch errata here: https://www.buildingasecondbrain.com/endnotes.

I'll give him at least some credit that there is some reasonable evidence that he actually used his system to write his own book, but the number and depth of his references and experience is exceptionally shallow given the number of years he's been in the space, particularly professionally. He also has some interesting anecdotes and examples of various people including and array of artists and writers which aren't frequently mentioned in the note taking space, so I'll give him points for some diversity of players as well. I'm mostly left with the feeling that he wrote the book because of the general adage that "thought leaders in their space should have a published book in their area to have credibility". Whether or not one can call him a thought leader for "re-inventing" something that Rudolphus Agricola and Desiderius Erasmus firmly ensconced into Western culture about 500 years ago is debatable.

Stylistically, I'd call his prose a bit florid and too often self-help-y. The four letter acronyms become a bit much after a while. It wavers dangerously close to those who are prone to the sirens' call of the #ProductivityPorn space.

If you've read a handful of the big articles in the note taking, tools for thought, digital gardens, zettelkasten space, Ahren's book, or regularly keep up with r/antinet or r/Zettelkasten, chances are that you'll be sorely disappointed and not find much insight. If you have friends that don't need the horsepower of Ahrens or zettelkasten, then it might be a reasonable substitute, but then it could have been half the length for the reader.

I've used ABBY FineReader (best on Windows) and it was much better at correcting OCR than Adobe Acrobat. —Dana Conard

http://jonudell.info/h/zotero/

This tool reads your Zotero library, finds items imported by URL, looks for associated Hypothesis annotations, and syncs them to Zotero as child notes.

https://www.researchgate.net/publication/268303666_MemoNote_an_annotation-based_personal_knowledge_management_tool_for_teachers

Great quote about what a zettelkasten isn't. This is also one of the reasons why I've underlined the amount of work that one must put into the box to get productive material back out the other end.

https://www.youtube.com/watch?v=s6OmqXCsYt8

It's often said that, 'The hand is the visible part of our brain.'

see also: https://en.wikipedia.org/wiki/Soroban

https://thebrain.com/

Initially came across this via Jerry Michalski who has an extensive personal mind map of over 24 years (as of fall 2021).

https://thrivingonoverload.com/episodes/

This podcast looks interesting and relevant to the tools for thought space.

https://twitter.com/augmented_CI

The words "beyond", "hierarchical", and "archaic" are all designed to marginalize prior thought and tools which all work, and are likely upon which this broader idea is built. This is a potentially toxic means of creating "power over" this prior art rather than a more open spirit of "power with".

This wording seems quite profound.

It means that by creating a personification of our tools, we can more easily communicate with them.

Do people personify their computers? I remember in the late 80s and early 90s computer workstations, especially in university settings, having personified names.

Link this to the personification of rocks w.r.t. talking rocks and oral traditions.

link to: https://hypothes.is/a/KosdVt1qEeykU2dTuVZT3Q

1. Immanuel Kant, Metaphysik der Sitten, Zweiter Teil, II. Ethische Methodenlehre, 1st Section, §50: “He is the midwife of his thoughts,” on the teacher-student relationship.

1. Heinrich von Kleist, “Ü ber die allm ä hliche Verfertigung der Gedanken beim Reden,” in Sämtliche Werke und Briefe. Zweiter Band, ed. Helmut Sembdner (M ü nchen: dtv, 1805/2001), 319 – 324, at 319.
2. Ibid., 320.

in 1805 Heinrich von Kleist noted that one can use conversation with another person, even when that person is silent, to come up with solutions or ideas they may not have done on their own.

This phenomena is borne out in modern practices like the so-called "rubber duck debugging", where a programmer can talk to any imagined listener, often framed as a rubber duck sitting on their desk, and talk through the problem in their code. Invariably, talking through all the steps of the problem will often result in the person realizing what the problem is and allow them to fix it.

This method of verbal "conversation" obviously was a tool which indigenous oral cultures frequently used despite the fact that they didn't have literacy as a tool to fall back on.

Luhmann indicates that aspiring academics came to visit to see his card collection in potentially planning their own.

1. Ralf Klassen, “Bezaubernde Jeannie oder Liebe ist nur ein Zeitvertreib,” in Wir Fernsehkinder. Eine Generation ohne Programm, ed. Walter Wüllenweber (Berlin: Rowohlt Berlin Verlag, 1994), 81 – 97, at 84.

The public Indyweb is eminently designed as a public space for holding deep, continuous, asynchronous conversations with provenance. That is, if the partcipant consents to public conversation, ideas can be publicly tracked. Whoever reads your public ideas can be traced.and this paper trail is immutably stored, allowing anyone to see the evolution of ideas in real time.

In theory, this does away with the need for patents and copyrights, as all ideas are traceable to the contributors and each contribution is also known. This allows for the system to embed crowdsourced microfunding, supporting the best (upvoted) ideas to surface.

Participants in the public Indyweb ecosystem are called Indyviduals and each has their own private data hub called an Indyhub. Since Indyweb is interpersonal computing, each person is the center of their indyweb universe. Through the discoverability built into the Indyweb, anything of immediate salience is surfaced to your private hub. No applications can use your data unless you give exact permission on which data to use and how it shall be used. Each user sets the condition for their data usage. Instead of a user's data stored in silos of servers all over the web as is current practice, any data you generate, in conversation, media or data files is immediately accessible on your own Indyhub.

Indyweb supports symmathesy, the exchange of ideas based on an appropriate epistemological model that reflects how human INTERbeings learn as a dynamic interplay between individual and collective learning. Furthermore, all data that participants choose to share is immutably stored on content addressable web3 storage forever. It is not concentrated on any server but the data is stored on the entire IPFS network:

"IPFS works through content adddressibility. It is a peer-to-peer (p2p) storage network. Content is accessible through peers located anywhere in the world, that might relay information, store it, or do both. IPFS knows how to find what you ask for using its content address rather than its location.

There are three fundamental principles to understanding IPFS:

Unique identification via content addressing Content linking via directed acyclic graphs (DAGs) Content discovery via distributed hash tables (DHTs)" (Source: https://docs.ipfs.io/concepts/how-ipfs-works/)

The privacy, scalability, discoverability, public immutability and provenance of the public Indyweb makes it ideal for supporting hyperconversations that emerge tomorrows collectively emergent solutions. It is based on the principles of thought augmentation developed by computer industry pioneers such as Doug Englebart and Ted Nelson who many decades earlier in their prescience foresaw the need for computing tools to augment thought and provide the ability to form Network Improvement Communities (NIC) to solve a new generation of complex human challenges.

Perhaps better: Provide fodder for thinking and creating?

Does the system really do each of these? Writing things down for our future selves is the thing that makes ideas concrete, not the system itself. Most notebooks don't reveal new associations, we actively have to do that ourselves via memory or through active search and linking within the system itself. The system may help, but it doesn't automatically create associations nor reveal them. By keeping our ideas in one place they do incubate to some extent, but isn't the real incubation taking place in a diffuse way in our minds to come out later?

https://badge.design/

This looks like the sort of tool that @cogdog or the DS106 crowd would appreciate.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>gRegor Love</span> in David Shanske was awarded the First Time Eating an Ear of Corn at Homebrew Website Club badge on May 18, 2022. Context: pretty self-explanatory. :) When David said it was the first time he had eaten an ear of corn at Homebrew Website Club, I said I would make the badge for him. I used https://badge.design/ to throw this together. — gRegorLove.com (<time class='dt-published'>05/23/2022 00:38:31</time>)</cite></small>

Arrangement and organization definitely have their place and can be helpful. However they may also tend to become too rigid to the point that one's thinking begins to lack creativity and invention. Where is the space for the Llullist arts of combinatorial thought here?

F*ck! I've been scooped!

Apparently I'm not the only one who has noticed this, though I notice that he doesn't cite Frances A. Yates, which would have certainly been the place for having come up with this historical background (at least that's where I found it.)

The Llullian arts can be more easily practiced with ideas placed on moveable index cards than they might be with ideas stored in one's own memory. Thus the index card as a tool significantly decreases the overhead and provides an easier user interface for permuting one's ideas and combining them. This decrease in mental work appearing at a time of information overload also puts specific pressure on the older use of the art of memory to put it out of fashion.

Active reading to the extreme!

What a clever innovation building on the ideas of the art of memory and Raymond Llull's combinatoric arts!

Does this hit all of the areas of Bloom's Taxonomy? I suspect that it does.

How could it be tied more directly into an active reading, annotating, and note taking practice?

Saving the entire story for context, but primarily for this Marshall McLuhan-esque quote:

“You are right,” Nietzsche replied, “our writing equipment takes part in the forming of our thoughts.”

I want to know the source of the quote.

https://wildland.io/2021/06/11/introducing-client-v0.1.html

This looks intriguing... A client for abstracting data stores for use anywhere.

https://excalidraw.com/

Giving a student their own cyberinfrastructures, a set of digital tools, is not too dissimilar from encouraging them to bring tools like notebooks, paper, index cards, pens, and paper in the early 20th century or slate and chalk generations earlier.

Having the best tools for the job and showing them how to use them is paramount in education. Too often we take our tools for thought for granted in the education space. Students aren't actively taught to use their pens and paper, their voices, their memories, or their digital technologies in the ways that they had been in the past. In the past decade we've focused more on digital technologies, in part, because the teachers were learning to use them in tandem with their students, but this isn't the case with note taking methods like commonplacing, card indexes (or zettelkasten). Some of these methods have been taken for granted to such an extent that some of them are no longer commonplace within education.

I'll quickly note that they don't seem to have a reference to Campbell in their list. (oops!) Presumably they're referencing Gardner Campbell, though his concept here seems to date to 2009 and was mentioned heavily in the ds106 community.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>@phonetonote </span> in scott on Twitter: "tools for thought will continue to work better if we make them interoperable. to continue on this journey, please join the discussion on github — https://t.co/kpOF0gAgqO and a thank you to @davewiner for getting this project (and a few others :) ) off the ground" / Twitter (<time class='dt-published'>05/12/2022 21:13:19</time>)</cite></small>

https://www.youtube.com/watch?v=20YRjDAeAE0

https://www.edvo.com/

Beta app for note taking/productivity.

https://heptabase.com/

A visual note-taking tool for learning complex topics. (YC W22)

This is a fine sentiment, but a networked version of wikilinks is bound to cause conflicts in folksonomies and issues with sourcing and verifiability. The potential for context collapse is potentially too great to have these scale for this type of knowledge production. One would need to have trusted groups to create usefulness. Search at scale for these is likely to be at issue as well.

Are the affordances beyond the local scale really any better than current web technologies? What about the potential effects on the commons?

Create a list of tools that feature [[wikilink]] functionality.

• WikiMedia
• TiddlyWiki
• other wikis...
• Roam Research
• Obsidian
• other note taking apps...
• Trello
• Notion
• Airtable
• GitHub

https://www.athensresearch.org/

I've got Athens in my list of apps somewhere already...

What are the differences in the affordances of handwritten notes versus digital notes? Worth making a complete list.

One's note taking is not only a conversation with the text or even the original author, it is also a conversation you're having with your future self. This feature is accelerated when one cross links ideas within their note box with each other and revisits them at regular intervals.

Example of someone who uses Roam Research and talks about the prevalence of using it as a "conversation with your future self."

This is very similar to the same patterns that can be seen in the commonplace book tradition, and even in the blogosphere (Cory Doctorow comes to mind), or IndieWeb which often recommends writing on your own website to document how you did things for your future self.

https://github.com/dariusk/rss-to-activitypub/releases/tag/v2.0.0

RSS to ActivityPub

https://www.connectedpapers.com/

See also: - Research Rabbit - Open Knowledge Maps

https://openknowledgemaps.org/

Open Knowledge maps is a visual literature search tool that is based on keywords rather than on a paper's title, author, or DOI. The service was founded in 2015 by Peter Kraker, a former scholarly communication researcher at Graz University of Technology.

https://www.connectedpapers.com/

https://twitter.com/ConnectedPapers

Something about the name Connected Papers reminds me of the same sort of linking name that Manfred Kuehn gave to his note taking software ConnectedText.

https://www.thunknotes.com/

great quote

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

Most writing systems and forms force a beginning and an end, they force a particular structure that is both finite and limiting. The card index (zettelkasten) may have a beginning—there's always a first note or card, but it never has to have an end unless one's ownership is so absolute it ends with the life of its author. There are an ever-increasing number of ways to order a card index, though some try to get around this to create some artificial stability by numbering or specifically ordering their cards. New ideas can be accepted into the index at a multitude of places and are always internally mobile and re-orderable.

link to Luhmann's works on describing this sort of rhizomatic behavior of his zettelkasten

Within a network model framing for a zettelkasten, one might define thinking as traversing a graph of idea nodes in a particular order. Alternately it might also include randomly juxtaposing cards and creating links between ones which have similarities. Which of these modes of thinking has a higher order? Which creates more value? Which requires more work?

Resisting syntagmatic closure

Ideas placed into a card file or zettelkasten resist syntagmatic closure. Even well-formed structures in a card file can accept, expand, and integrate new ideas.

Is a zettelkasten ever done?

https://kinopio.club/

A digital card-based system for taking and collecting notes.

While note cards have a certain portability about them for writing almost anywhere, aren't notebooks just as easily portable? In fact, with a notebook, one doesn't need to worry about spilling and unordering the entire enterprise.

There are, however, other benefits. By using small atomic pieces on note cards, one can be far more focused on the idea and words immediately at hand. It's also far easier in a creative and editorial process to move pieces around experimentally.

Similarly, when facing Hemmingway's White Bull, the size and space of an index card is fall smaller. This may have the effect that Twitter's short status updates have for writers who aren't faced with the seemingly insurmountable burden of writing a long blog post or essay in other software. They can write 280 characters and stop. Of if they feel motivated, they can continue on by adding to the prior parts of a growing thread. Sadly, Twitter doesn't allow either editing or rearrangements, so the endeavor and analogy are lost beyond here.

Mary Douglas has a fascinating looking text on ring composition, a literary style which puts the meaning of the text in the middle and frames it with the beginning and end which are in parallel.

Texts like the Bible, Homer, and even Tristram Shandy might be looked at from a different perspective with this lens.

Suggested to me by Ann Bergin within the context of The Extended Mind

https://roam.elaptics.co.uk/posts/lfr-letters-from-a-roaman-letter-xxxviii

https://www.youtube.com/watch?v=lnFHwl2Dbr0

• System should be as frictionless as possible.
• Capture in one location. (She says as few as possible, but this is too wishy-washy: she's got a "Readwise page" and a "Links page".)
• There needs to be levels of processing.
  • Split out based on future value.
• Everything has resources. How to capture metadata and be able to cite it?

Everything needs to have a "Why"? What is the context for capturing? What is the reason? How will it be used in the future? Why was it interesting?

She also describes how she collects notes in various formats (books, online articles, Kindle, Twitter, etc.) It primarily involves using Notion along with a variety of other sub-applications including Instapaper for sharing to Notion.

Dramatically missing from this presentation is the answer to the question "why" collect all this stuff? How is she using it in the future? What is the overall value? She touches on writing the why for herself as she's taking notes, but I get the impression that she's not actively practicing what she preaches, and I suspect that many don't. This leaves me with the impression that she's collecting with no end goal, which for many may be fine.

She's got a gaping hole in the processing section which likely needs a video unto itself and which would probably go a long way toward answer the "why" question above.

In looking at her other videos, I see she's using the phrase "second brain" and words like productivity. There seems to be a high level of disconnect between those using "second brain" and the "why do this?" question other than the simple idea of "productivity" which seems to be a false trap that gets people into the mindset of being a collector for collections' sake.

Almost hilariously she's got videos with titles like: - "I'm a productivity guru and I hate it." - "Productivity YouTube is brainwashing you"

She's titled the final portion of the video "Outro" which is actually displayed on the video UI. This might be useful for production purposes but should be changed or omitted for actual consumption.

The title "How I Remember Everything I Read" is pure clickbait here. It's more aptly titled, "How I Take and Save Notes". Where's the how I use this after? or how I review over it all to actually remember it/memorize it? There's nothing here to support this end of things which is the promise given in the title.

https://readlists.jim-nielsen.com/

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Jim Nielsen</span> in (Re)Introducing Readlists (<time class='dt-published'>03/25/2022 23:09:14</time>)</cite></small>

Orality is a technology or as a tool for thinking.

Q: How many permanent notes did it take before you felt you had a communication partner?

Sönke Ahrens has indicated that the first couple hundred notes are more of a static collection. Then from five hundred notes onward there is a shift and having an index becomes more important. It's only at about one thousand notes that one begins automatically turning to the zettelkasten to find connections. Perhaps it's at this point that the tool begins to look like a communication partner.

link this to the few other examples from others.

The zettelkasten is a tool for thought that forces you to engage more deeply with what you're reading.

Hello 我是因为你的介绍用上 Hypothesis 的，感觉不错，谢谢！

https://uxdesign.cc/the-power-of-seeing-only-the-questions-in-a-piece-of-writing-8f486d2c6d7d

I read this last week, but didn't log it. Fascinating tool here.

https://highlighted.app/

Highlighted.app Tagline: "Capture, organize and revisit important parts of your books."

Apple iOS only

https://www.sliderulemuseum.com/Pencils.htm

https://search.marginalia.nu/

A search engine for IndieWeb sites.

While being able to view the history of a problem space from the perspective of a creation process is interesting, in reverse, it is also an interesting way to view a potential learning experience.

I can't help but think about the branching tree networks of knowledge in some math texts providing potential alternate paths through the text to allow learners to go from novice to expert in areas in which they're interested. We need more user interfaces like this.

State-space exploration and idea combining (systematic pairings) are just modern reimaginings of ideas going back to Raymond Llull and possibly earlier.

Brooks, Frederick, Jr., The computer scientist as toolsmith II, Communications of the ACM 39, 3 (March 1996), 61-68.

Missing reference in this chapter on encouraging gestures as a tool for thought: "idle hands are the devil's workshop".

Could the Bible have been encouraging the use of one's hands for communication??