It's like re-suming an interrupted conversationwith the advantage of being able topick up where you left off.And that is exactly what readinga book should be: a conversation be-tween you and the author.

not only do comparisons disagree about how we should interpret Wittgenstein’s philosophy but also about which Wittgenstein too.

The network is vital for blogging, too. Social media is fading as it shifts more and more towards the few who post and the many who follow; But the more effort I make to link out to others on my blog, the more I feel included as a part of the online community.

While social media emphasizes the show-off stuff — the vacation in Puerto Vallarta, the full kitchen remodel, the night out on the town — on blogs it still seems that people are sharing more than signalling.

in every conversation respect is like air when it's present nobody notices and when it's absent it's all anybody can think about and in any conversation your 00:30:52 conversation is happening on two different levels what we're nominally talking about and the under conversation which is the flow of emotion passing between us with every comment I make I'm either making you 00:31:04 feel safer or less safe I'm either showing you respect or not

Studs Terkel, the oral historian, was known to admonish friends who would read his books but leave them free of markings. He told them that reading a book should not be a passive exercise, but rather a raucous conversation.

syntopicalreading

t may be that in using his system hedeveloped his mind and his knowledge of history to the point wherehe expected his readers to draw more inferences from the facts heselected than most modern readers are accustomed to doing, in thisday of the predigested book.

Second, the social life of annotation is of greater importance than individual reader response. Annotation must be studied and promoted as a social endeavor that is co-authored by groups of annotators, with interactive media, spanning on-the-ground and online settings, and in response to shared commitments.

‘The greatest pleasure,’ Rütiner wrote, ‘is to associate and converse with learned men.’

You will talk with people from hundreds and thousands of years ago from places and ways of life that are long gone or are simply impossible for you to know any other way. And this is not just a cheap alternative to traveling – this is how you become more human.

Not everyone values marginalia, said Paul Ruxin, a member of the Caxton Club. “If you think about the traditional view that the book is only about the text,” he said, “then this is kind of foolish, I suppose.”

Oakeshott saw educationas part of the ‘conversation of mankind’, wherein teachers induct their studentsinto that conversation by teaching them how to participate in the dialogue—howto hear the ‘voices’ of previous generations while cultivating their own uniquevoices.

If you have to write anyway, it is pragmatic to exploit this activity by creating a system of notes that can act as a competent communication partner.

Others again were in manuscript,apparently written to add to the remarks on a particular matterpreserved in the box.

hosting Jeffersonian dinners

“How to Write a Thesis,” then, isn’t just about fulfilling a degree requirement. It’s also about engaging difference and attempting a project that is seemingly impossible, humbly reckoning with “the knowledge that anyone can teach us something.” It models a kind of self-actualization, a belief in the integrity of one’s own voice.

Gwern’s suggestion for how to design internet communities to allow for conversation on different time scales:

Duolingo or whatever French and I had this idea well basically what it reminds me of is Stefan's Vig the Austrian

Edgar Allan Poe, who wrote in 1844, “In the marginalia, too, we talkonly to ourselves; we therefore talk freshly — boldly — originally — with abandonnement— without conceit.”1

Mastodon is just blogs and Google Reader, skinned to look like Twitter.

Goal SettingGoal setting was used by physiotherapists to activate and motivate patients, to determine what meaningful therapy would be for the patient and to set discharge limits (Leach, Cornwell, Fleming, and Haines, 2010Leach E, Cornwell P, Fleming J, Haines T 2010 Patient centered goal-setting in a subacute rehabilitation setting Disability and Rehabilitation 32: 159–172. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]; Pashley et al, 2010Pashley E, Powers A, McNamee N, Buivids R, Piccinin J, Gibson BE 2010 Discharge from outpatient orthopaedic physiotherapy: A qualitative descriptive study of physiotherapists’ practices Physiotherapy Canada 62: 224–234. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]; Rindflesch, 2009Rindflesch AB 2009 A grounded-theory investigation of patient education in physical therapy practice Physiotherapy Theory and Practice 25: 193–202. [Taylor & Francis Online], [Google Scholar]; Thomson, 2008Thomson D 2008 An ethnographic study of physiotherapists’ perceptions of their interactions with patients on a chronic pain unit Physiotherapy Theory and Practice 24: 408–422. [Taylor & Francis Online], [Google Scholar]). Goal setting seemed particular of physiotherapists’ interest, as patients did not spontaneously mention goal setting as important for patient-centered physiotherapy. Patient-centered physiotherapists, however, tried to allow the patients to define their own goals in collaboration (Larsson, Liljedahl, and Gard, 2010Larsson I, Liljedahl K, Gard G 2010 Physiotherapists’ experience of client participation in physiotherapy interventions: A phenomenographic study Advances in Physiotherapy 12: 217–223. [Taylor & Francis Online], [Google Scholar]; Pashley et al, 2010Pashley E, Powers A, McNamee N, Buivids R, Piccinin J, Gibson BE 2010 Discharge from outpatient orthopaedic physiotherapy: A qualitative descriptive study of physiotherapists’ practices Physiotherapy Canada 62: 224–234. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]; Thomson, 2008Thomson D 2008 An ethnographic study of physiotherapists’ perceptions of their interactions with patients on a chronic pain unit Physiotherapy Theory and Practice 24: 408–422. [Taylor & Francis Online], [Google Scholar]; Trede, 2000Trede FV 2000 Physiotherapists’ approaches to low back pain education Physiotherapy 86: 427–433. [Crossref], [Google Scholar]). This was done by facilitating them and guiding them, using education and dialogue to determine the patients’ goals (Larsson, Liljedahl, and Gard, 2010Larsson I, Liljedahl K, Gard G 2010 Physiotherapists’ experience of client participation in physiotherapy interventions: A phenomenographic study Advances in Physiotherapy 12: 217–223. [Taylor & Francis Online], [Google Scholar]; Leach, Cornwell, Fleming, and Haines, 2010Leach E, Cornwell P, Fleming J, Haines T 2010 Patient centered goal-setting in a subacute rehabilitation setting Disability and Rehabilitation 32: 159–172. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]; Rindflesch, 2009Rindflesch AB 2009 A grounded-theory investigation of patient education in physical therapy practice Physiotherapy Theory and Practice 25: 193–202. [Taylor & Francis Online], [Google Scholar]; Thomson, 2008Thomson D 2008 An ethnographic study of physiotherapists’ perceptions of their interactions with patients on a chronic pain unit Physiotherapy Theory and Practice 24: 408–422. [Taylor & Francis Online], [Google Scholar]; Trede, 2000Trede FV 2000 Physiotherapists’ approaches to low back pain education Physiotherapy 86: 427–433. [Crossref], [Google Scholar]). Goals were mostly created in collaboration between the physiotherapist and the patient (Leach, Cornwell, Fleming, and Haines, 2010Leach E, Cornwell P, Fleming J, Haines T 2010 Patient centered goal-setting in a subacute rehabilitation setting Disability and Rehabilitation 32: 159–172. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]; Trede, 2000Trede FV 2000 Physiotherapists’ approaches to low back pain education Physiotherapy 86: 427–433. [Crossref], [Google Scholar]). However, some physiotherapists made no or little mention of patient-centered goals (Pashley et al, 2010Pashley E, Powers A, McNamee N, Buivids R, Piccinin J, Gibson BE 2010 Discharge from outpatient orthopaedic physiotherapy: A qualitative descriptive study of physiotherapists’ practices Physiotherapy Canada 62: 224–234. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]).

Communicative abilities of a patient-centered physiotherapist meant being receptive to what the patient has to say, correctly interpreted, and giving explanations in a way patients understand (Fleiss and Cohen, 1973Fleiss JL, Cohen J 1973 The equivalence of weighted kappa and the intraclass correlation coefficient as measures of reliability Educational and Psychological Measurement 33: 613–619. [Crossref], [Web of Science ®], [Google Scholar]; Trede, 2000Trede FV 2000 Physiotherapists’ approaches to low back pain education Physiotherapy 86: 427–433. [Crossref], [Google Scholar]). Purposefully changing communication styles depending on the patient (Hiller, Guillemin, and Delany, 2015Hiller A, Guillemin M, Delany C 2015 Exploring healthcare communication models in private physiotherapy practice Patient Education and Counseling 98: 1222–1228. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]). Having the ability to explain in lay terms, directly speaking to the patient, listening, and asking appropriate questions were of importance (Cooper, Smith, and Hancock, 2008Cooper K, Smith BH, Hancock E 2008 Patient-centredness in physiotherapy from the perspective of the chronic low back pain patient Physiotherapy 94: 244–252. [Crossref], [Web of Science ®], [Google Scholar]; Kidd, Bond, and Bell, 2011Kidd MO, Bond CH, Bell ML 2011 Patients’ perspectives of patient-centredness as important in musculoskeletal physiotherapy interactions: A qualitative study Physiotherapy 97: 154–162. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]; Pashley et al, 2010Pashley E, Powers A, McNamee N, Buivids R, Piccinin J, Gibson BE 2010 Discharge from outpatient orthopaedic physiotherapy: A qualitative descriptive study of physiotherapists’ practices Physiotherapy Canada 62: 224–234. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]; Potter, Gordon, and Hamer, 2003Potter M, Gordon S, Hamer P 2003 The physiotherapy experience in private practice: The patients’ perspective Australian Journal of Physiotherapy 49: 195–202. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]).

Personal communication and communication skills were far more important than the provision of scientific facts (Trede, 2000Trede FV 2000 Physiotherapists’ approaches to low back pain education Physiotherapy 86: 427–433. [Crossref], [Google Scholar]). By personal communication, a bond was established and the therapy shifted from therapist to patient centered (Hiller, Guillemin, and Delany, 2015Hiller A, Guillemin M, Delany C 2015 Exploring healthcare communication models in private physiotherapy practice Patient Education and Counseling 98: 1222–1228. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]).

Figure 2. Proposed framework for patient-centeredness in physiotherapy.

McAllister et al. highlighted the importance of the clinical consultation as a conversation, paced and directed by both participants [5McAllister M, Matarasso B, Dixon B, et al. Conversation starters: re-examining and reconstructing first encounters within the therapeutic relationship. J Psychiatr Ment Health Nurs. 2004;11:575–582. doi: 10.1111/j.1365-2850.2004.00763.x [Crossref], [PubMed], [Google Scholar]]. Sacks et al. maintain that people take turns to talk by following a set of conventional rules that assign speaker time and direction, and any deviation could indicate a person's attempt to display power, status or influence [6Sacks H, Schegloff EA, Jefferson G. A simplest systematics for the organization of turn-taking for conversation. Language. 1974;50(4):696–735. doi: 10.1353/lan.1974.0010 [Crossref], [Web of Science ®], [Google Scholar]]. Interruptions may not simply be a reflection of status or dominance however, they may reflect a speaker's enthusiasm, interest or spontaneity [22Irish JT, Hall JA. Interruptive patterns in medical visits: the effects of role, status and gender. Soc Sci Med. 1995;41(6):873–881. doi: 10.1016/0277-9536(94)00399-E [Crossref], [PubMed], [Web of Science ®], [Google Scholar]]. Furthermore, it is important they are not interpreted as signs of power, control or dominance, rather they are indicative of interpersonal relationships, such as neutrality, power or rapport [39Goldberg JA. Interrupting the discourse on interruptions. J Pragmat. 1990;14:883–903. doi: 10.1016/0378-2166(90)90045-F [Crossref], [Google Scholar]], which is particularly pertinent to healthcare where power differentials prevail. This was seen in the current study, both in theme 3, and when the patient interjects with humour in the penultimate quote. Practical guides to clinical communication skills concur with Sacks’ model and the two most important skills have been identified as: the ability to allow the patient to speak without interruption; and the ability to truly hear what the patient is trying to say [40Jackson C. Shut up and listen. A brief guide to clinical communication skills. Dundee: Dundee University Press; 2006; p. 1. [Google Scholar]].

McAllister et al. highlighted the importance of the clinical consultation as a conversation, paced and directed by both participants [5McAllister M, Matarasso B, Dixon B, et al. Conversation starters: re-examining and reconstructing first encounters within the therapeutic relationship. J Psychiatr Ment Health Nurs. 2004;11:575–582. doi: 10.1111/j.1365-2850.2004.00763.x [Crossref], [PubMed], [Google Scholar]]. Sacks et al. maintain that people take turns to talk by following a set of conventional rules that assign speaker time and direction, and any deviation could indicate a person's attempt to display power, status or influence [6Sacks H, Schegloff EA, Jefferson G. A simplest systematics for the organization of turn-taking for conversation. Language. 1974;50(4):696–735. doi: 10.1353/lan.1974.0010 [Crossref], [Web of Science ®], [Google Scholar]]. Interruptions may not simply be a reflection of status or dominance however, they may reflect a speaker's enthusiasm, interest or spontaneity [22Irish JT, Hall JA. Interruptive patterns in medical visits: the effects of role, status and gender. Soc Sci Med. 1995;41(6):873–881. doi: 10.1016/0277-9536(94)00399-E [Crossref], [PubMed], [Web of Science ®], [Google Scholar]]. Furthermore, it is important they are not interpreted as signs of power, control or dominance, rather they are indicative of interpersonal relationships, such as neutrality, power or rapport [39Goldberg JA. Interrupting the discourse on interruptions. J Pragmat. 1990;14:883–903. doi: 10.1016/0378-2166(90)90045-F [Crossref], [Google Scholar]], which is particularly pertinent to healthcare where power differentials prevail. This was seen in the current study, both in theme 3, and when the patient interjects with humour in the penultimate quote. Practical guides to clinical communication skills concur with Sacks’ model and the two most important skills have been identified as: the ability to allow the patient to speak without interruption; and the ability to truly hear what the patient is trying to say [40Jackson C. Shut up and listen. A brief guide to clinical communication skills. Dundee: Dundee University Press; 2006; p. 1. [Google Scholar]].

Clinical implicationsTo the best of our knowledge, this is the first time the prevalence and nature of overlaps and interruptions have been reported in patients presenting with low back pain. This work has highlighted the complexity of evaluating the impact of communication during clinical encounters. Clinicians need to ensure that the pendulum of current clinical practice does not swing towards pathoanatomy and physiology, biomechanics and technological advances at the expense of treating the patient as a person and providing truly patient-centred care. Therefore, clinicians at the forefront of practice, whatever their profession, need to invest time evaluating and developing their own communication skills (for example by audio-recording consultations or engaging in peer observation, with patients’ consent) to optimize non-specific treatment effects and ultimately enhance patients’ experience and outcomes.

Whilst this study intended to explore participants’ perceptions of the impact of empathy on a clinical encounter, participants focused their discussion on how the attributes of both the clinician and patient, as well as external factors, could affect the delivery of empathy during a clinical encounter. Participants identified building rapport, active listening, verbal and non-verbal communication to be factors that could influence the patient-clinician relationship, which is supported in the literature, alongside empathy which has been shown to affect the patient-clinician relationship, improving clinical outcomes, diagnoses and adherence to therapy [3Hojat M, Mangione S, Kane G, et al. Relationships between scores of the Jefferson Scale of Physician Empathy (JSPE) and the Interpersonal Reactivity Index (IRI). Med Teach. 2005;27(7):625–628. doi: 10.1080/01421590500069744 [Taylor & Francis Online], [Web of Science ®], [Google Scholar],8–12Beck R, Daughtbridge R, Sloane P. Physician-patient communication in the primary care office: a systematic review. J Am Board Fam Med. 2002;15(1):25–38. [Google Scholar]Hojat M, Gonnella J, Nasca T, et al. Physician empathy: definition, components, measurement, and relationship to gender and specialty. Am J Psychiat. 2002;159(9):1563–1569. doi: 10.1176/appi.ajp.159.9.1563 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]Shapiro J, Morrison E, Boker J. Teaching empathy to first year medical students: evaluation of an elective literature and medicine course. Educ Health: Change in Learn Practice. 2004;17(1):73–84. doi: 10.1080/13576280310001656196 [Crossref], [PubMed], [Google Scholar]Stepien K, Baernstein A. Educating for empathy. J Gen Intern Med. 2006;21(5):524–530. doi: 10.1111/j.1525-1497.2006.00443.x [Crossref], [PubMed], [Web of Science ®], [Google Scholar]Rakel D, Barrett B, Zhang Z, et al. Perception of empathy in the therapeutic encounter: effects on the common cold. Patient Educ Couns. 2011;85(3):390–397. doi: 10.1016/j.pec.2011.01.009 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]].

The key finding from this study indicates that teaching empathy per se, may be best done when working in a clinical setting, as clinicians are able to draw on their clinical experience and immediately take new ideas into their clinical encounters to further enhance their skills. Whilst methods of developing empathy in students have been shown to be successful [16Brunero S, Lamont S, Coates M. A review of empathy education in nursing. Nurs Inq. 2010;17(1):65–74. doi: 10.1111/j.1440-1800.2009.00482.x [Crossref], [PubMed], [Web of Science ®], [Google Scholar],20Bombeke K, Van Roosbroeck S, De Winter B, et al. Medical students trained in communication skills show a decline in patient-centred attitudes: an observational study comparing two cohorts during clinical clerkships. Patient Educ Couns. 2011;84(3):310–318. doi: 10.1016/j.pec.2011.03.007 [Crossref], [PubMed], [Web of Science ®], [Google Scholar],21Batt-Rawden S, Chisolm M, Anton B, et al. Teaching empathy to medical students. Acad Med. 2013;88(8):1171–1177. doi: 10.1097/ACM.0b013e318299f3e3 [Crossref], [PubMed], [Web of Science ®], [Google Scholar],27Fernández-Olano C, Montoya-Fernández J, Salinas-Sánchez A. Impact of clinical interview training on the empathy level of medical students and medical residents. Med Teach. 2008;30(3):322–324. doi: 10.1080/01421590701802299 [Taylor & Francis Online], [Web of Science ®], [Google Scholar],31Lim B, Moriarty H, Huthwaite M. “Being-in-role”: a teaching innovation to enhance empathic communication skills in medical students. Med Teach. 2011;33(12):e663–e669. doi: 10.3109/0142159X.2011.611193 [Taylor & Francis Online], [Web of Science ®], [Google Scholar],33–36Bayne H. Training medical students in empathic communication. J Spec Group Work. 2011;36:316–329. doi: 10.1080/01933922.2011.613899 [Taylor & Francis Online], [Google Scholar]Norfolk T, Birdi K, Walsh D. The role of empathy in establishing rapport in the consultation: a new model. Med Educ. 2007;41:690–697. doi: 10.1111/j.1365-2923.2007.02789.x [Crossref], [PubMed], [Web of Science ®], [Google Scholar]Das Gupta S, Charon R. Personal illness narratives: using reflective writing to teach empathy. Acad Med. 2004;79:351–356. doi: 10.1097/00001888-200404000-00013 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]Tiuraniemi J, Läärä R, Kyrö T, et al. Medical and psychology students’ self-assessed communication skills: a pilot study. Patient Educ Couns. 2011;83:152–157. doi: 10.1016/j.pec.2010.05.013 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]], the increase in empathy levels has not been shown to have a carry over longer than 7 days following the intervention,[16Brunero S, Lamont S, Coates M. A review of empathy education in nursing. Nurs Inq. 2010;17(1):65–74. doi: 10.1111/j.1440-1800.2009.00482.x [Crossref], [PubMed], [Web of Science ®], [Google Scholar],35Das Gupta S, Charon R. Personal illness narratives: using reflective writing to teach empathy. Acad Med. 2004;79:351–356. doi: 10.1097/00001888-200404000-00013 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]]. Multiple studies, however, have identified a decrease in empathy levels in medical and healthcare students over the duration of their education [6Nunes P, Williams S, Sa B, et al. A study of empathy decline in students from five health disciplines during their first year of training. Int J Med Educ. 2011;2:12–17. doi: 10.5116/ijme.4d47.ddb0 [Crossref], [Google Scholar],16Brunero S, Lamont S, Coates M. A review of empathy education in nursing. Nurs Inq. 2010;17(1):65–74. doi: 10.1111/j.1440-1800.2009.00482.x [Crossref], [PubMed], [Web of Science ®], [Google Scholar],19Hojat M, Vergare M, Maxwell K, et al. The devil is in the third year: a longitudinal study of erosion of empathy in medical school. Acad Med. 2009;84(9):1182–1191. doi: 10.1097/ACM.0b013e3181b17e55 [Crossref], [PubMed], [Web of Science ®], [Google Scholar],20Bombeke K, Van Roosbroeck S, De Winter B, et al. Medical students trained in communication skills show a decline in patient-centred attitudes: an observational study comparing two cohorts during clinical clerkships. Patient Educ Couns. 2011;84(3):310–318. doi: 10.1016/j.pec.2011.03.007 [Crossref], [PubMed], [Web of Science ®], [Google Scholar],23Sherman J, Cramer A. Measurement of changes in empathy during dental school. J Dent Educ. 2005;69(3):338–345. [Crossref], [PubMed], [Google Scholar]], and in a review of these studies [24Neumann M, Edelhäuser F, Tauschel D, et al. Empathy decline and its reasons: a systematic review of studies with medical students and residents. Acad Med. 2011;86(8):996–1009. doi: 10.1097/ACM.0b013e318221e615 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]], the authors identified four possible reasons for this: negative experiences with clinical supervisors; a feeling of vulnerability as a student, resulting in reduced self-confidence; a lack of social support and increased workload combined with long clinical placement hours [24Neumann M, Edelhäuser F, Tauschel D, et al. Empathy decline and its reasons: a systematic review of studies with medical students and residents. Acad Med. 2011;86(8):996–1009. doi: 10.1097/ACM.0b013e318221e615 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]]. The student physiotherapists in this study stated that there were multiple factors to focus on whilst on clinical placement, and that their focus was more on their personal development and academic grades rather than their focus being on empathising and communicating with patients. Students did however acknowledge the importance of empathic communication during clinical encounters, but deemed other aspects of their education to be a priority. Neumann et al. [24Neumann M, Edelhäuser F, Tauschel D, et al. Empathy decline and its reasons: a systematic review of studies with medical students and residents. Acad Med. 2011;86(8):996–1009. doi: 10.1097/ACM.0b013e318221e615 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]] report similar findings, with medical students’ empathy levels showing a significant decline at the point that they enter clinical practice during their educational programme, due to their focus on academic work, improving clinical skills and lack of time to relax and de-stress.

Nobody ever says rubber ducky debugging involves writing memos to your preferred duck, after all.

That is to make notes about the shape of the discussion-the discussion that is engaged in by all of the authors,even if unbeknownst to them. For reasons that will becomeclear in Part Four, we prefer to call such notes dialectical.

Marking a book is literally an expression of your differences or your agreements with the author. It is the highest respect you can pay him.

Reading a book should be a conversation between you andthe author.

PKM is coming full circle to be a framework for people to connect and make sense without jumping on airplanes and convening in fancy conference ballrooms. It’s using digital networks for people to understand people. PKM takes time and effort but not endless hours in airports, airplanes, taxis, and conference rooms. I embrace th

certainly surrounding oneself with acircle of people who will listen and t a l k - - a n d at times theyhave to be imaginary characters--is one of them

Merely to name an item of experience often invitesus to explain it; the mere taking of a note from a book isoften a prod to reflection.

But having a conversation partner in your topic is actually ideal!

You can underline a book or aseries of books that you own, even in various colors. Let ustalk briefly about underlining:

Ballpoint pens are not tools for marking books, and felt-tip highlighters should be prohibited altogether.

I think the skill involved will be similar to being a good improv partner, that’s what it reminds me of.

A blog post is a very long and complex search query to find fascinating people and make them route interesting stuff to your inbox.

We read different texts for different reasons, regardlessof the subject.

Writing about anything – a novel, a historical primarysource, an exam question – is at least a three-waydialogue.

When a few of his friends became interested in thetopic, he took eight minutes to progressively summarize the bestexcerpts before sharing the summarized article with them. The timethat he had spent reading and understanding a complex subject paidoff in time savings for his friends, while also giving them a newinterest to connect over.

Third, sharing our ideas with others introduces a major element ofserendipity. When you present an idea to another person, theirreaction is inherently unpredictable. They will often be completelyuninterested in an aspect you think is utterly fascinating; they aren’tnecessarily right or wrong, but you can use that information eitherway. The reverse can also happen. You might think something isobvious, while they find it mind-blowing. That is also usefulinformation. Others might point out aspects of an idea you neverconsidered, suggest looking at sources you never knew existed, orcontribute their own ideas to make it better. All these forms offeedback are ways of drawing on not only your first and SecondBrains, but the brains of others as well.

It would lack a unique personality or an “alter ego,” which is what Luhmann’s system aimed to create. (9)

a constellation already described in 1805 by Heinrich von Kleist in his fascinat-ing analysis of the “Midwifery of Thought”: “If you want to know something and cannotfind it through meditation, I advise you, my dear, clever friend, to speak about it withthe next acquaintance who bumps into you.” 43 The positive tension that such a conversa-tion immediately elicits through the expectations of the Other obliges one to producenew thought in the conversation. The idea develops during speech. There, the sheeravailability of such a counterpart, who must do nothing further (i.e., offer additionalstimulus through keen contradiction of the speaker) is already enough; “There is a specialsource of excitement, for him who speaks, in the human face across from him; and agaze which already announces a half-expressed thought to be understood often givesexpression to the entire other half.”44

it starts with 00:32:31 this one kind of thing called single finger and these are all just variations or practice styles [Music] 00:32:45 and then octave double stop skills [Music] and you know just down the list but you know these things are all developed 00:32:59 through the practice the daily practice but then once once they've been developed then i can just plug them into songs and and create so that's just i'm really excited about this form like the fiddle wrong is because

solo thinking isrooted in our lifelong experience of social interaction; linguists and cognitivescientists theorize that the constant patter we carry on in our heads is a kind ofinternalized conversation. Our brains evolved to think with people: to teachthem, to argue with them, to exchange stories with them. Human thought isexquisitely sensitive to context, and one of the most powerful contexts of all isthe presence of other people. As a consequence, when we think socially, wethink differently—and often better—than when we think non-socially.

A 2019 study published in the Proceedings of the National Academy ofSciences supports Wieman’s hunch. Tracking the intellectual advancement ofseveral hundred graduate students in the sciences over the course of four years,its authors found that the development of crucial skills such as generatinghypotheses, designing experiments, and analyzing data was closely related to thestudents’ engagement with their peers in the lab, and not to the guidance theyreceived from their faculty mentors.

3. Who are you annotating with? Learning usually needs a certain degree of protection, a safe space. Groups can provide that, but public space often less so. In Hypothes.is who are you annotating with? Everybody? Specific groups of learners? Just yourself and one or two others? All of that, depending on the text you’re annotating? How granular is your control over the sharing with groups, so that you can choose your level of learning safety?

Where annotation is not an individual activity, jotting down marginalia in solitude, but a dialogue between multiple annotators in the now, or incrementally adding to annotators from the past.

Put Eidsheim 2015 and O'Callaghan 2007 in dialogue with each other.

If you now think: “That’s ridiculous. Who would want to read andpretend to learn just for the illusion of learning and understanding?”please look up the statistics: The majority of students chooses everyday not to test themselves in any way. Instead, they apply the verymethod research has shown again (Karpicke, Butler, and Roediger2009) and again (Brown 2014, ch. 1) to be almost completelyuseless: rereading and underlining sentences for later rereading.And most of them choose that method, even if they are taught thatthey don’t work.

there's an exception ah yes indeed there is an exception to that which is largely 00:08:28 when you're talking to someone else so in conversation and in dialogue you're actually can maintain consciousness for very long periods of time well which is why you need to imagine you're talking 00:08:41 to someone else to really be able to think out a problem

Every serious (academic) historical work includes a conversation with other scholarship, and this has largely carried over into popular historical writing.

A recent survey found that only 14% of people they surveyed in the United States talk about climate change. A previous Yale study found that 35% either discuss it occasionally or hear somebody else talk about it. Those are low for something that over 70% of people are worried about.

If this blog had a tagline it would be "an ongoing conversation with myself."

Fleeting notes while reading is your way of having a conversation with the author. It may not eventuate to anything but the process instantly places agency back in your hands.

Some instructional programs encourage students to engage in “metacognitive conversations” with themselves so that they can “talk” with themselves about their learning, the challenges they encounter, and the ways in which they can self-correct and continue learning.

But it quickly began to feel, for me, like something more intense: a way to not just passively read but to fully enter a text, to collaborate with it, to mingle with an author on some kind of primary textual plane.

Annotate Your Syllabus 3.0

the frozen nature of the text seem more like a feature than a bug, something they’ve deliberated chosen, rather than a flaw that they didn’t have time to correct.

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pushing them to create their own knowledge and contribute thoughtfully to ongoing academic and civic conversations