1,116 Matching Annotations
  1. Last 7 days
    1. "Some of the smartest dummies Can't read the language of Egyptian mummies" points to the notion of paradoxes, dualism, where even the most knowledgeable, creative, innovative, intelligent and academic can't interpret or make sense of ancient wisdom, the pun "language of the Egyptian mummies" refers to the language of the spiritual - life after death wisdom. the divine, infinite and eternal.

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

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

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

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

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

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

    1. The song criticizes the tendency to rush into judgment without fully understanding the underlying problems. It also emphasizes the value of research and seeking out the truth from various perspectives.

      This is basically critical thinking. Which is also my goal for (optimal) education: To build a society of people who think for themselves, critical thinkers; those who do not take everything for granted. The skeptics.

      See also Nassim Nicolas Taleb's advice to focus on what you DON'T know rather than what you DO know.

      Related to syntopical reading/learning as well. (and Charlie Munger's advice). You want to build a complete picture with a broad understanding and nuanced before formulating an opinion.

      Remove bias from your judgement (especially when it comes to people or civilizations) and instead base it on logic and deep understanding.

      This also relates to (national, but even local) media... How do you know that what the media portrays about something or someone is correct? Don't take it for granted, especially if it is important, and do your own research. Validity of source is important; media is often opinionized and can contain a lot of misinformation.

      See also Simone Weil's thoughts on media, especially where she says misinformation spread must be stopped. It is a vital need for the soul to be presented with (factual) truth.

    1. The Early History of Counting is a great article focusing on how long humanity has been offloading its brain, which makes me feel way less awkward about taking so many notes and using fancy tools like calculators and LLMs. Ancient philosophers like Socrates complained about books making people lazy because of not doing oral memorization anymore, which solved into people complaining about computers. Stone Age cavemen probably complained about people offloading their number sense onto tally sticks.

      makes me think of tools that extend parts of ourselves. terms like "second brain" or "pkms"

    1. When I was a teenager, I used to cart an entire duffel bag of books with me whenever I went on vacation. I have a particularly vivid memory of a ski trip with friends in college; one green duffle full of books, and a matching red duffle (borrowed from my parents) full of clothes. I couldn’t imagine going on vacation without books, and for a week away I needed at least twelve.
  2. Jul 2024
    1. Someone once said that at least one in five people are writing a novel. I barely know anyone who isn’t. It is still a prestigious form. And so, despite social media – the junk food of communication – literature continues to adapt to the contemporary mood. Where there is digital overload, people are returning to this more relaxed, nutritious analogue mode - reading words on a page.
  3. Jun 2024
    1. There are 3 types of Reading Projects: 1. Doing a research project. Having a well-defined research question and answering it through means of reading. 2. Reading a set of books or a genre in itself or even author; finding out the types or history of it... Mostly applicable to fiction. 3. Becoming more engaged with a specific author or thinker; Reading as much as possible about a specific author (primary, secondary)

    2. There is a value in reading a lot.. But it's not in the number, it is more in the concept of Exploration vs. Specialization. Some form of exploration is highly useful.

    3. Number of Books Read has nothing to do with substance learned; enlightenment gained. It is a vanity metric.

    1. I like the Penguins just fine, and have to confess to enjoying the look of their matte-blank ranks on a shelf when stood all together. I wish they were still priced at the same as a pack of cigarettes, but I guess Allen Lane couldn't have predicted the sorry state of our world. As far as alternatives go, the Oxford World's Classics imprint offers comparable breadth and (often) superior critical material. They're also willing to print interesting variants; one example of this may be found in their offering of both the widely-known 1831 single-volume edition and the original 1818 edition, which contains significant differences. Two other imprints for which to watch out: The Norton Critical Editions are distinctive in all their colourful, oversized splendour, but they offer some of the best value for money if you're seeking an edition of a classic work that also includes a host of useful supplemental documents, critical writings, timelines, and other things that may be of use to those seeking a wider context. This can admittedly get a bit ridiculous in its scope (though I wouldn't have it any other way; the Norton edition of Joseph Conrad's Heart of Darknessis around 500 pages long, for instance, with maybe a fifth of that being accounted for by the novella itself. Similarly to the above, the Broadview editions (put out by a Canadian company of the same name) tend to have extremely in-depth supplementary materials. They're also known for offering just as serious and useful editions of comparatively obscure works as they are for well-known classics.

      Publishers that are good in general, for older material: * Penguin Classics * Oxford World Classics * Norton Critical Editions * Broadview Editions

    2. Awesome! I will look into Oxford and the New York Review of Books lines. I have a couple Norton Critical books from school, (one of which is Heart of Darkness, as a matter of fact) and they are crazy good if you are looking for a wide slice of criticism and analysis (thus the critical edition moniker, I guess). For me though, it's really too much for a book you just want to read. I like informative introductions and frequent notes on the personal or literary context (these were great for Monte Cristo), but any more than that begins to weigh things down.

      Some publishers can be too much for certain works (depending on the goal for reading)

    1. In Chicago, one catalyst for that growth—as a kind of public sym-bol and tacit approval from the business community—was “the FatMan’s Class,” which had begun meeting in 1942–1943 at Chicago’sUniversity Club. The moniker derived, according to some, from thegroup’s “affluence rather than the girth of its members.” Membersof this class included Chicago notables such as Harold and CharlesSwift, Marshall Field, Jr., Walter Paepcke, Hermon Dunlap Smith,William Benton, Hughston McBain (president of Marshall Field andCompany), and Laird Bell. This group caught the “fancy” of thepopulace, causing the University of Chicago’s University College topartner with the Chicago Public Library in 1944 to set up great bookscourses around the city.43
    2. An anonymous review in The Atlantic touched on the samesnobbish fear addressed by Barzun:Mr. Adler’s notion that “almost all of the great books in every fieldare within the grasp of all normally intelligent men” seems to usto need a deal of sifting. We do not know what he means by “nor-mally intelligent,” but if he means the average run of intelligencein our population, or in the student body of our schools and col-leges, we believe he is deplorably wrong. So also . . . the book’s sub-title, “The Art of Getting a Liberal Education,” savors strongly ofquackery. 39

      Compare this with the ideas of intelligence and eugenics of the time as well as that of class in Isenberg's White Trash.

      Presumably this anonymous author would have been seeing things from a more dominant eugenics viewpoint at this time period of 1940.

      See also: The Eugenics War (American Experience) https://www.pbs.org/wgbh/americanexperience/films/eugenics-crusade/

    3. Dr. Harry McNeill’s June 1940 assessment in Interracial Review

      Interesting commentary here on conversion of African-Americans to Catholicism as well as self-help nature of reading for improvement. Analogizes African-Americans without Catholicism to Mortimer J. Adler as a Jew.

      Possible tone of colonialism to assimilate African-Americans into Western Culture here? Though still somehow some space for movement and growth.

    1. But consider a new narrative. Imagine instead that books offer us a way to enter into a prolonged conversation across generations. We might even call this the Great Conversation. Imagine instead that authors have generally meant well, and so when they produced difficult works it is because the subject matter is a difficult one. Imagine instead that the past is a kind of mirror for the present, and that history is a guide to the future. New associations are encouraged by this narrative. New works are continuous with old works; both new and old works have something to teach us; difficult works might be more insightful because they engage with the complexity of the world.

      Interesting. Using Mortimer J. Adler's concept of Syntopical Reading to produce motivation, in a good way, for diving into books.

    2. And this is what I believe is happening with students and reading, at least in part. They have convinced themselves that they aren’t readers. They have convinced themselves that reading old books, especially difficult old books, is just too arduous, too boring, too pointless. They have convinced themselves that even if the books are good and soul-enriching, there are better things to be doing with their time.

      Fixed mindset. Self fulfilling prophecies. Ignorance.

    3. Gatekeeping Ourselves
    4. I sometimes see this in YouTube comments. When I recommend Plato to beginners in philosophy, I am told that I am being irresponsible, because Plato is too difficult for a beginner. It would be better to recommend a comprehensive survey of philosophy explicitly written for beginners, the critics say, so that people don’t get overwhelmed. But then I see other comments, sometimes on YouTube but often elsewhere, from people who had never read any philosophy, stumbled on one of my videos, and read Plato. Sometimes these are high school students, sometimes college graduates who did not study philosophy, sometimes mid-career adults who didn’t bother with college. The message is remarkably similar. They were previously convinced that philosophy would be too difficult to them, and reading Plato helped them see that they were wrong.

      Self-fulfilling prophecy?

    1. The more inventive and fecund a great mind is, the more it will shape thelanguage it uses to fit its thought. To express a new idea or insight, a new word isinvented or an old word given a novel meaning. Sometimes in the development ofhis own characteristic vocabulary, a great writer uses a new word for an old ideawhich he has appropriated and assimilated to his own thought. Sometimes theopposite occurs; the traditional word is appropriated or borrowed, but the ideawhich it long expressed is replaced either by a totally new, or at least by a variant,conception.

      Language is essential for the expression of thought, be it novel or ancient.

    2. The foregoing examples illustrate various forms topics take according to thedifferent kinds of subjects they propose for discussion. Some deal with the natureof a thing or its definition, some with its qualities or attributes, some with itscauses, and some with its kinds; some deal with distinctions or differences, andsome with comparisons or contrasts; some propose a general theory for considera-tion, some present a problem, and some state an Issue. Some— such as the lastthree above —are difficult to characterize by any formula.

      The complexity of the topic is determined by the content of the discussion the topic is about.

    3. It is easier to say what a topic is not, than what it is or should be. If it mustalways be a less determinate expression than a sentence, and if it must usually be amore complex expression than a single word or pair of words (which are theverbal expression of terms, such as the great ideas), it would seem to follow thatthe proper expression of a topic is a phrase— often, perhaps, a fairly elaboratephrase involving a number of terms and signifying a number of possible relationsbetween them. This general description of the grammatical form of a topic docsnot, however, convey an adequate notion of the extraordinary variety of possi-ble phrasings.

      To me, it seems that Adler et al., are arguing that a topic should be stated as a phrase with varying degrees of complexity, determined by ?

    4. For example, “The ideal of the educated man’"(Education la) is a simple topic; “The right to property: the ownership of themeans of production” (Labor 7b) is a complex topic; and “The use and criticismof the intellectual tradition: the sifting of truth from erroi; the reaction againstthe authority of the past” (Progress 6c) is a more complex topic.

      Some examples of topics that are formulated and used in the original syntopicon.

    5. A topic, in short, must have greater amplitude than any other logical form ofstatement. The familiar grammatical forms of the declarative or interrogativesentence, or even the complex sentence w'hich expresses a dilemma, arc there-fore inappropriate for the statement of topics. Since it must be able to includeall these and more, the statement of a topic must be less determinate in verbalstructure.

      A topic should never be suggestive, for it would not be a topic in that way.

    6. A topic is essentially a*sub)ect for discussion. The Greek word topos from which**topic^’ is derived literally means a place. Its literal meaning is retained in suchEnglish words as “topography” and “topology,” which signify the study ofphysical or geometrical places. The conception of a topic as a subject for discus’-sion is a metaphorical extension of this root meaning. A topic is a logical place; itis a place where minds meet to consider some common problem or theme.The minds may agree or disagree; they may argue the matter from differentpoints of view; they may contribute to the discussion in a variety of ways — byoffering examples, by proposing definitions or hypotheses, by stating analyses orarguments, by debating what has already been said, or by advancing a new view.But whatever form each contribution takes, it must be relevant, though it neednot be relevant in the same way or to the same degree. The various contributionsare relevant to each other through their relevance to the common theme orproblem, and this gives unity to the variety of things being said.A topic, then, is a place where minds meet through being relevant to a commonsubject of discussion. It is a place at which an intelligible exchange of thought,insight, or opinion can occur.

      A topic is a place where minds meet for discussion.

    7. The topics are the basic units of the Syntopicon. They perform a doublefunction. The Outline of Topics in each chapter is the analysis of a great idea,setting forth its various meanings, its themes and problems; and the individualtopics serve as the immediate headings under w^hich are assembled the referencesto the discussion of each particular subject in the great books. The topics are themajor subdivisions of the discussion in the sphere of each of the great ideas, as theideas are the main divisions of the whole discussion in the great books. As eachidea represents a general field of discourse— a domain of learning and inquiry—covering a variety of related themes and problems, so, under each idea, the varioustopics represent the themes and problems which are the particular subjects ofdiscussion in that field.

      It seems as though an idea is very broad and a "sub-topic" is more granular, though also determined based on the overall content and related to the primary idea.

    8. The two mfasi^rfs of intrinsic greatness — scope and significance

      It seems that most of the ideas were chosen based on scope and significance.

    9. The reason which operated against such multiplication of chapters was(as already stated) the desire to avoid excessive duplication among topics andreferences.

      Adler et al. operated from a state of efficiency in the sense that they did not want the book to become too long (even though, or maybe because of, the fact that the end result became already two volumes each more than a thousand pages)

    10. Both the great books and the great ideas were chosen to represent the unity andcontinuity of the tradition of western thought. The great l^ks are those whichdeal imaginatively or intellectually with the ideas which arc fundamental through-out this whole tradition. Any important work -ancient, mediaeval, or modern-will necessarily be concerned with these ideas in some uay. What distinguishes thegreat books is the originality, the profundity, and the scope of their treatment ofthese ideas. Other books, important in some special field of learning, may havethese qualities with respect to one idea or even to several related ideas, but thegreat books possess them for a considerable range of ideas, covering a variety ofsubject matters or disciplines; and among the great books the greatest arc thosewith the greatest range of imaginative or intellectual content.

      Adler explains the distinctive factor determining which authors and works were included in the list of the Great Books of the Western World.

      Basically, they were works that were influential, written excellently, and had applicability to a considerable amount of ideas processed by the whole.

    11. The great majority of terms eliminated were those which did not appear to ,receive extensive or elaborate treatment in the great books. They were terms thatdid not seem to have a lively career —a continuous and complex developmentthroughout the three-thousand-year tradition of the great books.The editors usedthe actual content of the great books as the test whereby to separate a small set oftruly great ideas from a much larger number of important concepts or notions.The reader can apply this test himself by comparing the 1800 concepts listed inthe Inventory of Terms, with the 102 ideas that are treated as the principalterms in the Syntopicon.

      The ideas were chosen on the basis of coverage within the Great Works.

    1. One point for having many unread books is to show the extent of ignorance and develop intellectual humility.

      As Confucius already said: "True knowledge is to know the extent of one's ignorance."

    2. Umberto Eco recommends to have as much unread books in your personal library as your financial means allow.

    3. For an intellectual, the library is not there to simply collect books, but rather to serve as a tool for research.

    4. Tsundoku = Japanese for the art of buying more books than you can read.

    1. (~11:00) I am getting inspired to create my own "Syntopicon" of Education and Learning. Obviously this will be a lifelong endeavor and great undertaking, bound to change with every single reading... As I am not a team of 501 people.

      I think I will do this. But how? I am not sure yet. Let's think about it.

      I will probably build it out in the open. Perhaps I will even build this syntopicon of education using Obsidian's networked thought system... Instead of a formal linear book. A network of notes is much easier to navigate and will get me where I want to be. Also much easier to edit throughout the process of doing research.

    2. Is Syntopical Reading not the same as meta-analytic research? In what ways does it differ? In what ways is it the same?

    3. (~3:00) Syntopical Reading requires building a map of the topic across sources (coming up with one's own terms) in order to find out what each author is saying.

      How does one do this if the process of syntopical reading is the process by which one comes up with the knowledge? I believe the answer lies in a high skill level of Inspectional Reading

      Obviously, one cannot make a perfect map from the get go, and this should not be the intention (defeat perfectionism)... However, a rough sketch or map is far more valuable than none at all.

      I believe this is also the point of Dr. Justin Sung's prestudy... Building the barebone structure of the mindmap, finding the logic behind it all; the first layer.

    4. ( ~1:40) Syntopical Reading is about making one's own mind up.

  4. May 2024
    1. for - Brehon Laws - of early Ireland - etymology - glossary - reading between the lines - adjacency - Brehon Laws - Indyweb - reading between the lines - glossary

      adjacency - between - Brehon Laws - Indyweb - reading between the lines - etymology - glossary - adjacency relationship - Brehon Laws of early Ireland emerged from the people themselves over many generations - and were not imposed by some authority - For a long time, these laws were orally transmitted and memorized - When writing emerged, the style of writing used by the early Irish was to write with many gaps in between written verses of text - for the purpose of readers to be able to be writers and contribute to the text with their own perspectives - In other words, they were early annotators! - The etymology of the world glossary comes from "gloss" from the practice of writing meaning between the lines - "Glosses were common in the Middle Ages, usually rendering Hebrew, Greek, or Latin words into vernacular Germanic, Celtic, or Romanic. Originally written between the lines, later in the margins." ( https://www.etymonline.com/word/glossary)

      source - Zoom meeting this evening with Paul and Trace, as Paul introduced from his understanding of his Irish roots

    1. Alan Clark Agreed...also; learning = change in behaviour, is another widely held belief.

      Reply to John Whitfield: I think that one is mostly a semantic issue. In some definitions of learning, learning does equate to a change in behavior. In parenting for example, how is learning measured? If the behavior is changed. Therefore, for parenting, learning is a change in behavior.

      I'd argue for many books the same is true, what is the use of a book if the knowledge is only in your head. Application, thus changing one's behavior, is essential for the proper use. Obviously this is not for everything the case, but I am highlighting a few scenarios where it would be accurate to say that learning is a change in behavior.

      Nothing is ever black and white, it is quite simplistic to say such things, often there is a lot of nuance going on.

      Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

      Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

    1. (~6:30)

      I think the major point here is that Adler points out our minds, and thus our thinking, changes over time. Therefore, when a book is read at a later point in time, our notes are different.

      Perhaps his argument to "think again as to make the thought more current" is antithetical to Luhmann's Zettelkasten, which principles upon continuing previous lines of thought, even decades later.

      (future note, about half an hour later)... I think in the Zettelkasten the problem is dealt with adequately, since you actually can make new notes expressing why your thought changes... So in this sense it is even more expanded upon the point that Adler makes even though at first sight it seems the complete opposite.

    2. (~8.55)

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

    1. "The great books are the inexhaustible books. The books that can sustain a lifetime of reading."

    2. "The great books are the books that never have to be written again. They are so good no-one can try to write them again."

    3. "The great books are the books that everyone wants to have read but no-one wants to read."

    4. What did not stand out to me before while reading the book, but does now when watching this, is the fact that the greatest books are subjective to each individual... Meaning my list might not be the same for others.

    5. Very fascinating thought experiment. Out of the 140+ books I have read so far only a few, less than a handful, would fit the list of "growth" books; the greatest, that I would take to the deserted island for 10 years...

      1. The Bible
      2. Antonin Sertillanges' The Intellectual Life: Its Spirit, Method, Conditions
      3. Marcus Aurelius' Meditations

      No other book, to my mind, that I have read so far would cut it to my list.

    1. Perhaps the best method would be to take notes—not excerpts, but condensed reformulations of what has been read. The re-description of what has already been described leads almost automatically to a training of paying attention to “frames,” or schemata of observation, or even to noticing conditions which lead the text to offer some descriptions but not others.

      Summarization. Building of cognitive schemas.

    2. Learning How to Read
    3. Theoretically interested readers should therefore follow the advice of learning as many languages as possible in such a way that they have at least passive mastery of them and thus can read and understand them.

      Interesting, Luhmann recommends to know many languages so as to prevent the pitfalls of translational errors in conveying meaning when it is to read translated books. So read books in their original language.

    1. Or, you may say that this business of marking books is going to slow up your reading. It probably will. That's one of the reasons for doing it. Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. There is no such thing as the right speed for intelligent read-ing. Some things should be read quick-ly and effortlessly, and some should be read slowly and even laboriously. The sign of intelligence in reading is the ability to read different things dif-ferently according to their worth.

      As Luhmann would say, it is foolish to think that things are black and white; in most scenarios there is nuance... So too is it with reading speed, it must be relative or else it is not accurate. Even speed within books can differ.

    2. I use the end-pa-pers at the back of the book to make a personal index of the author's points in the order of their appearance.

      I will start doing this too, but on the associated bib-card.

    3. 1. Underlining: of major points, of important or forceful statements. 2. Vertical lines at the margin: to emphasize a statement already under-lined. 3. Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom cor-ner of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able to take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.) 4. Numbers in the margin: to indi-cate the sequence of points the author makes in developing a single argu-ment. 5. Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, be-long together. 6. Circling of hey words or phrases. 7. Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated dis-cussion to a simple statement; record-

      I might actually use a system similar to this myself to aid with the dissection of a book in its fullest; to keep track of arguments and points, I am in need of this. Combine the bib-card with the Marginalia to enhance my reading process.

    4. ment, doubt, and inquiry. It's like re-suming an interrupted conversation with the advantage of being able to pick up where you left off. And that is exactly what reading a book should be: a conversation be-tween you and the author. Presumably he knows more about the subject than you do; naturally, you'll have the prop-er humility as you approach him.

      This is the entire point of an Antinet or Zettelkasten, and it is far more advanced/useful for this purpose than just Marginalia. Sorry Adler, but you should have spoken to Luhmann in this regard. Both of you are heroes of mine, but in this round, Luhmann takes the crown.

    5. To set down your reaction to important words and sen-tences you have read, and the ques-tions they have raised in your mind, is to preserve those reactions and sharp-en those questions.

      I need to do this more often myself. Too often, at least when reading physical books, I am doing the thinking in my head instead of writing on my bib-card what I actually think.

    6. conscious; I mean wide awake.) In the second place, reading, if it is active, is tliinking, and thinking tends to ex-press itself in words, spoken or writ-ten. The marked book is usually the thought-through book. Finally, writ-ing helps you remember the thoughts you had, or the thoughts the author expressed. Let me develop these three points.

      I agree on these three points, which I usually do through the bib-card method or annotating on hypothes.is if I read digitally. I keep the physical book mostly clean.

      However, I am looking for a way to keep track of points and arguments in works, and I hypothesize that marginalia are the way to do this the best.

    7. There are two ways in which one can own a book. The first is the prop-erty right you establish by paying for it, just as you pay for clothes and fur-niture. But this act of purchase is only the prelude to possession. Full owner-ship comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing in it.

      Apparently, the real ownership of a book, to make it a part of oneself, you need to mark it up. To make use of marginalia, according to Adler that is.

      I personally don't like Marginalia, as I want to keep my books clean, which is why I use Luhmann's bibliography card method, but perhaps Adler can convince me of the opposite. We shall see.

    8. Confusion about what it means to own a book leads people to a false reverence for paper, binding, and type —a respect for the physical thing—the craft of the printer rather than the genius of the author. They forget that it is possible for a man to acquire the idea, to possess the beauty, which a great book contains, without staking his claim by pasting his bookplate in-side the cover. Having a fine library doesn't prove that its owner has a mind enriched by books; it proves nothing more than that he, his father, or his wife, was rich enough to buy them.

      Adler makes a valid point here, books in its own have no worth. Owning a book, or even having "read" it don't serve any purpose. One must read properly in order to this, analytically or syntopically as Adler would call it.

      What he is wrong at, in my opinion, that Marginalia are the key to doing this... Yes, they might be helpful, but other techniques, such as Luhmann's bib-card method and learning methodologies like GRINDEmapping could perhaps be even more useful for this purpose.

  5. Apr 2024
    1. So, how do you actually transfer a book with a systematic theory into your ZK/Evergreen notes?

      reply to u/judugrovee at https://www.reddit.com/r/Zettelkasten/comments/1cb1s8j/so_how_do_you_actually_transfer_a_book_with_a/

      Others here have written some good advice about the note taking portions, but perhaps some of your issue is with your reading method. To reframe this, I recommend you take a look at How to Read a Book: The Classical Guide to Intelligent Reading (Touchstone, 2011) by Mortimer J. Adler and Charles Van Doren and Adler's earlier article “How to Mark a Book" (Saturday Review of Literature, July 6, 1940. https://www.unz.com/print/SaturdayRev-1940jul06-00011/)

      The careful reader will notice that they recommend a lot of the same sorts of note making and annotation practices as Ahrens does (and by extension Luhmann), though their notes are being written in the margins and in the front and back pages of the book. On the reading front, you may be conflating some of the reading/understanding/learning work with the note taking and sense making portions. If instead, you do a quick inspectional read followed by a read through prior to doing a more analytical read you'll find that you have a stronger understanding of the material conceptually. Some of the material you took expansive notes on before will likely seem basic and not require the sorts of permanent notes you've been making. Your cognitive load will have been lessened and you'll instead spend more productive time making fewer, but more useful permanent notes in the end.

      On the first reads through, reframe your work as coming to a general understanding of what is going on while you're creating a quick-and-dirty personal index of what is interesting in the work. On subsequent focus, you can hone in on the most important pieces of what the author is saying with respect to your own interests and work. It's here that the dovetailing of good reading method and good note making method will shine for you, and importantly help cut down on what may seem like busywork.

      It's not often discussed in some of the ZK space, but reading method can be even more important than note taking method. And at the end of the day, your particular needs and regular practice (practice, and more practice) will eventually help hone your work into something more valuable to you over time. Eventually you'll more quickly rise to the level of what C. Wright Mills called "intellectual craftsmanship" (1952).

    1. One helpful supplement for this approach is the use of “Events” in the course calendar. Events show in thesyllabus and can enforce non-assignment materials (such as readings or topics)

      I need to investigate this.

    1. I began reading it quickly, almost skimming

      Superficial Reading.

      For better reading tactics, refer to Mortimer's How To Read A Book

    1. Learners who knew all their letters at the end of grade 1 were on track with their reading by the time they reached grade 4. Learners with very limited letter-sound knowledge at the end of grade 1 were three years behind, only reaching grade 4 reading fluency levels in grade 7.

      CRUX - if I need to keep the UX design clean and simple I must make sure I focus on on the letters. The alphabet game I have in mind is perfect for that. And it would be feasible to translate to the other languages IF I GET EXPERTS in each language to help.

    2. Reading comprehension is one of the skills that South Africa needs most. It will be in short supply until basic reading skills are taught correctly.

      no reading skills no comprehension.

    3. Children are struggling to master the most basic reading skills in their home language in the foundation phase (grades 1-3).

      My app addresses this I hope - or assists in some way to address this.

    4. When decoding is a slow, laboured process this places demands on cognitive processes like working memory. By increasing speed and accuracy in reading, cognitive resources are freed and the child can begin to comprehend what they are rea
    1. children can talk long before they can read and write. E

      Find research that backs this up.

    2. ater lessons are multilingual and focus at the same time on reading for meaning and learning a target language. For most learners, the target language is English. Learners listen to sentences in one language and must reproduce a translation textually. The app currently incl
    1. HOW TO IMPROVE TO MOTHER TONGUE LEARNING Begin literacy teaching in mother tongueA curriculum, rooted in the child’s known language, cultureand environment, with appropriate and locally-developedreading and curriculum materials, is crucial for earlylearning success. Using the home language in the early stagesof schooling in multilingual contexts supports child-centricpolicies. It starts with what is familiar and builds in newknowledge. It creates a smooth transition between home andschool; it stimulates interest and ensures greaterparticipation and engagement. This prepares children for theacquisition of literacy and encourages fluency andconfidence in both the mother tongue and, later, in otherlanguages, where this is necessary. Ensure availability of mother-tongue materialsChildren need to be engaged in and excited about readingand learning and this can only be done if the materials areones which they will understand and enjoy. In mostdeveloping countries, the only reading material children seeare school textbooks, which are often in very short supply.Other materials to support learning are hardly everavailable. Without access to good materials, children struggleto become literate and learn. In most low- and middle-income countries, the majority of primary schools have nolibrary, and books are luxuries which families cannot afford.For children from minority language communities, thesituation is even more dismal. Textbooks are rarely availablein local languages. Provide early childhood education in mother tongueLiteracy development starts early in life, and the homeenvironment is an important factor in children’s learningachievement. It helps build the knowledge and skills childrenneed for learning to read. Where parents and the communityare supporting literacy development, results show a markedimprovement. The earlier children are exposed to stories thebetter their reading is: reading for only 15 minutes a day canexpose children to one million written words in a year,thereby helping them to develop a rich vocabulary. Childrenwith access to materials at home are more likely to developfluency in reading
    1. An interesting new extension of this work is Pretorius and Spaull(2016), who undertook the first large scale analysis of oral reading fluency inEnglish. Regardless of the assessment tool, the majority of South African childrenperform extremely poorly in reading, writing and mathematics in the early phasesof primary education (Fleisch, 2008; Spaull, 2013b, 2010; Taylor and Yu, 2009;van der Berg, 2008). Beyond the low results across the system, it is characterisedby a stark bimodal distribution (Fleisch, 2012; van der Berg, 2008; Taylor and Yu,2009; Spaull, 2013a.) The wealthiest quintile of schools is producing some readingresults, while the remaining schools are strikingly non-productive. The wordbimodal is used to suggest that the current system of public education representstwo distinct universes of schools – a small universe serving 20% of the nation’schildren and a vast universe of schools serving the remaining childre
    1. apitalise on the opportunities that digital reading offers for free reading material distribution. It is however not areplacement for making print reading materials accessibleDBE, NLSA, Civil society, Department ofSports, Arts and Culture, NECT, Nal’ibali,Publishing and reading materialsdistribution industry2 Support digital reading by• Recognising that all forms of reading can co-exist• Encouraging the linkages between reading types• Rolling out public wifi, reducing the cost of data, and zero-rating websites with educational and readingmaterials• Shifting the narrative about people not reading due to social media and digital devices and recognising thatreading to communicate (digitally) can co-exist with and reinforce other forms of reading, such as readinglonger texts in printNLSA, Civil society, Department of Sports,Arts and Culture, NECT, Nal’ibali3 The majority of South Africans read to communicate via social media and WhatsApp. Use these existingcommunication channels to make reading attractive and share information about where to access other readingmaterialsNLSA, Civil society, Department of Sports,Arts and Culture, NECT, Nal’ibali
    1. An exception is a recent study showing that children’s listening comprehension was uniquely related to text reading fluency after accounting for list reading fluency for first graders. However, this unique relation appears to depend on children’s developmental level of word reading proficiency such that listening comprehension was uniquely related to text reading fluency only for skilled word readers but not for average word readers in first grade (Kim et al., 2011). Thus, a certain level of word reading proficiency might be needed for listening comprehension to play a role in text reading fluency. These results lend support to the verbal efficiency theory (Perfetti, 1985, Perfetti, 1992), which posits that children’s word reading proficiency influences the consolidation of fluency component skills. For readers with slow and nonautomatic word reading, word reading will constrain meaning construction processes in text reading fluency and reading comprehension. For children with skilled word reading, cognitive resources are available for meaning construction (i.e., comprehension), thereby allowing listening comprehension to be related to text reading fluency (Kim et al., 2011).

      I need to look at whether stories or lists are better for my age group. Or both?

    2. reading prosody is an important aspect of reading fluency
    3. Numerous studies have shown strong correlations between oral reading fluency and reading comprehension

      (e.g., Fuchs et al., 2001, Kim et al., 2010, Kim et al., 2011, National Institute of Child Health, 2000, Ridel, 2007, Roehrig et al., 2008) - studies that have shown correlations between oral reading fluency and reading comprehension.

    4. text reading fluency (oral reading fluency and silent reading fluency)

      Text reading fluency which is both oral reading fluency and silent reading fluency

    5. text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension.

      Text reading fluency related to reading comprehension in Grade 2

    6. reading fluency

      reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2,

    1. 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?

    1. In this connection it is also usefulsometimes to bear in mind, that the small article does not as-a rule admit of systematic treatment of a given subject, thatperiodical literature is tied to time for its appearance, thatnovelty and notoriety, catering to the masses, i.e. to thealmighty dollar, play a good part in the production of unripeliterature, that some sort of news may be supplied merely tohelp us swallow the ubiquitous advertisement.

      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.

    2. The neglect of the book is however not altogether advanta- 78geous.

      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?

  6. Mar 2024
    1. Studies have shown that children who are exposed to reading prior to preschool tend to develop larger vocabularies and are more likely to succeed during their formal education. If a child is not proficient in reading by 3rd grade, they are at a higher risk for not graduating from high school.

      THIS IS THE LINK for reading in early ages.

    1. I read many such books as I set about trying to become a better, more effective manager.Most, I found, trafficked in a kind of simplicity that seemed harmful in that it offered falsereassurance. These books were stocked with catchy phrases like “Dare to fail!” or “Followpeople and people will follow you!” or “Focus, focus, focus!” (This last one was a particularfavorite piece of nonadvice. When people hear it, they nod their heads in agreement as if agreat truth has been presented, not realizing that they’ve been diverted from addressing thefar harder problem: deciding what it is that they should be focusing on. There is nothing inthis advice that gives you any idea how to figure out where the focus should be, or how toapply your energy to it. It ends up being advice that doesn’t mean anything.) These sloganswere offered as conclusions—as wisdom—and they may have been, I suppose. But none ofthem gave me any clue as to what to do or what I should focus on.

      Curious that he might write this in a business book on creativity which is highly likely to fall trap to the same simple advice or catchy phrases.

      Does he ultimately give his own clear cut advice that means something?

      I'm reminded here of Dan Allosso's mention of the David Allen quote from Getting Things Done: "It is better to be wrong than to be vague."<br /> https://hypothes.is/a/yOFrNubcEe6AsafBDjDzBw

      Are business books too often vague when it would be better for them to be wrong instead?

    2. Not knowingwhere else to turn, I remember buying a copy of Dick Levin’s Buy Low, Sell High, Collect Early,and Pay Late: The Manager’s Guide to Financial Survival, a popular business title at the time,and devouring it in one sitting.

      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.

    1. Language Development: Apps featuring interactive stories and language-learning activities can enhance a child’s vocabulary and language skills. For example, apps like “Endless Reader” introduce new words in the context of engaging stories, making language acquisition an enjoyable experience.
      • Go look at Endless Reader
    1. In the third stage, you will return to the Source Note and begin analyzing it, describing your reaction to the source material and how it relates to a problem you are working on or a question you’re addressing.
    2. writing about something you have read or researched should serve at least three purposes: to explore the material; to describe your reactions to it; and to communicate with yourreader.
    1. Theindexer will want a feel, before they begin, for the concepts that willneed to be flagged, or taxonomized with subheadings. They mightskim the book – reading it in full but at a canter – before tackling itproperly with the software open. Or they may spend a while, as apreliminary, with the book’s introduction, paying attention to itschapter outline – if it has one – to gain a sense of what to look outfor. Often, having reached the end of the book, the indexer will returnto the first few chapters, going over them again now that they havegained a conceptual mapping of the work as a whole.

      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.

  7. Feb 2024
    1. https://web.archive.org/web/20240202060134/https://andymatuschak.org/books/

      Books and lectures are transmissionism (I'd say for historical reasons mostly). Engagement (different forms) is needed, but what form of medium would drive such engagement and do it flexibly is the hard question. (Seeing lecture as warm-up to engagement is a rationalisation afterwards, textbooks already do more but lack emotional and social scaffolding.) This is the research question behind his [[Timeful Texts 20201124070427]]. There's also a connection to my [[Boeken schrijven is flauwekul 20210930172532]] because the distrust in author's motives is that they don't even aim for transmissionism. Just the pretension of it.

      Edit #2024/02/28 : Saw [[Chris Aldrich]] mention elsewhere that lectures started out as oral comments on a source text, sharing interpretation and sensemaking as it were. The word deriving from L lectio, reading.

    1. There were scattered admonitions,
      1. What was he drinking while watching the musicians?
      2. Pomegranate Juice
      3. How is the Neopolitan performer described? What color eyebrows?
      4. Brutal and audacious, dangerous and amusing; ambiguity, vaguely repulsive. Eyebrows were reddish.
      5. When the performer approached A, what was their conversation about the “sickness” outbreak?
      6. Performer completely denied the existence of a plague, calling it a precautionary measure.
      7. According to the Englishman, where did cholera originate from? (Does that setting remind you of any other imagery from the beginning of the novella?)
      8. NOxious breath of the unfit, primitive world. Hatched in warm swamps of the delta, island wilderness - HIS DREAM AT THE BEGINNING!
      9. What are some public and social reactions to the plague that eerily is similar to our pandemic?
      10. The silencing of deaths, the constant denial or downplaying of the problem by city officials until it could no longer be hidden. Citizens against government, sparked movements and rebellion, rising crime, etc.
      11. What does A think about doing? A “decent action that would cleanse his conscience?”
      12. to tell Tadzio and the woman about the plague.
      13. At this point, when he thinks about returning home to “levelheadedness,” how does he feel?
      14. he doesn't want to do it because he's still tied to venice. what were art and virtue worth to him, over against the advantages of chaos?" "egregious sweetness"
      15. Describe some bizarre images from his dream. Stop reading after “annihilation”
      16. a raging mob whirling downwards in a riotous round dance
      17. deep coaxing flute playing in the background
      18. he became aoart if the crowd, and the crowd became him
      19. in sacrifice to a foreign god, lost himself to chaos and savagery.
    1. For digital tools themain concern has been with developing software that enables the accessing, manipulation, andtransformation of these digital archives for the use of scholars, particularly in the fields of Englishand History, with the emphasis on augmenting scholarly work through larger dataset analysis,sometimes called “distant reading”

      Enfoque Herramientas Digitales. En cambio, con las Herramientas Digitales se evidencia esa interactividad entre datos, visualizaciones, mapeo, colecciones no estáticas.

      "Se centra en el desarrollo de Software que permiten el acceso, la manipulación y la transformación, particularmente en los campos de inglés e historia".

    1. Not so the tenth-century John of Gorze, who issaid to have pored continuously over the psalms with a soft buzzing‘in morem apis’: in the manner of a bee.8

      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

    2. Looking back on his first encounters withAmbrose, Bishop of Milan, in the late fourth century, Augustineremembers noticing the curious way Ambrose would read: ‘his eyeswould scan over the pages and his heart would scrutinize theirmeaning – yet his voice and tongue remained silent’.7 This –reading in silence – is not normal, and Augustine wonders whatcould possess Ambrose to adopt such a practice. (Was it to preservehis voice? Or a way of avoiding unwanted discussions about the texthe was reading?)

      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).

    3. As thehistorian Jean Leclercq, himself a Benedictine monk, puts it, ‘in theMiddle Ages, one generally read by speaking with one’s lips, at leastin a whisper, and consequently hearing the phrases that the eyessee’.6

      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?

    4. in the nunnery, where St Caesarius prescribes two hours to beset aside for reading in the early morning and a nominated reader tobe the only audible voice both at mealtimes and during the nuns’daily weaving. And woe betide the sister who finds herself drifting off:‘If anyone should become drowsy, she shall be ordered to standwhile the others are seated, so that she can banish the heaviness ofsleep.’5

      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

    5. the Benedictine Rule stipulatesthat monks should then apply themselves to two hours of reading,after which they may either go back to bed, ‘or if anyone mayperhaps want to read, let him read to himself in such a way as not todisturb anyone else’.4 At mealtimes, one monk will be appointed toread to the others, who must keep absolute silence ‘so that nowhispering may be heard nor any voice except the reader’s’.

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

    6. ‘Blessed Lord, which hast caused al holy Scriptures to bee written forour learnyng; graunte us that we maye in such wise heare them,read, marke, learne, and inwardly digeste them.’2

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

    1. Generally I’ll pull up a short review or two to see what the topic broadly covers as well as to see how others are associating it to their own areas of work. I’ll usually do a quick inspectional flip through the table of contents and index to highlight any thing I think is particularly relevant to me.

      Chris, this reminds me of Bill Cosby's three strategies for reading faster.

    1. he very degree of wornness ofcertain cards that you once ipped to daily but now perhaps do not—since that author is drunk and forgotten or that magazine editorhas been red and now makes high-end apple chutneys inBinghamton—constitutes signicant information about what partsof the Rolodex were of importance to you over the years.

      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)

    1. we—are the beginningour work is today:A mugA floor brushBootsA catalogAnd when one person in his laboratory set upA squar

      I see this quote as a direct declaration of war against technology as a whole. Going back to analog roots of brushes, well-worn boots, and a magazine. All things needed in order to set up the grid behind art, a guideline of human creativity.

    2. We say that the world’s magnificence has been enriched by a new beauty:the beauty of speed.

      I feel this rule of the manifesto of futurism still holds up to this day. News, ads, and tabloids come at us faster than ever. There is always something to turn our eyes to and whenever the 15 minutes of fame and attention are up, we move on to the next thing. It is a constant, overstimulating cycle of content.

    3. We, however, are satisfied if in our bookthe lyric and epic evolution of our times is given shape.

      Each era has their own version of what the world should follow and believe. It is an constant evolving movement.

    4. We will glorify war—the world’s only hygiene—militarism, patriotism, thedestructive gesture of freedom-bringers, beautiful ideas worth dying for, andscorn for woman

      Pro-violence, very problematic

    5. previously—Engineers relaxed with artnow—Artists relax with technology1 For a detailed discussion ofRodchenko’s belief in theideal Soviet citizen, see VictorMargolin, The Struggle forUtopia: Rodchenko, Lissitzky,Moholy-Nagy, 1917–1946(Chicago: university of ChicagoPress, 1998).

      progressive way of thinking

    6. mid-twentieth century, Josef Müller-Brockmann and Paul Randconnected design methodologies to the world of business
    7. El Lissitzky, whose posters, books, and exhibitions are amongthe most influential works of twentieth-century design, had a huge impact
    8. scholar and designer Helen Armstrong,


      She was "emerging" in 2006 when this was written, nearly 20 years ago. She's still a working professor with interesting projects.

    1. Graphic designers produce representations of society, and they help create access to information and ideas. But who gets to be represented, and who gets access?

      Beyond this question lies another to me. Who is art for? Do artists/graphic designers have a greater responsibility to the people that engage with their art?

    2. Graphic designers produce representations of society, and they help create access to information and ideas. But who gets to be represented, and who gets access?

      It is essential to question what we see as authority just because it looks official. The internet has opened information and platform access to many more people. What that looks like in the future is literally up to us. We can have a great effect as visual artists and strategic thinkers on how culture grows. What will "inclusive" mean 20 years from now. Will we still be fighting the same fights?

    1. Dr Minor would read a text not for its meaning but for its words. It wasa novel approach to the task – the equivalent of cutting up a book word byword, and then placing each in an alphabetical list which helped the editorsquickly find quotations. Just as Google today ‘reads’ text as a series of wordsor symbols that are searchable and discoverable, so with Dr Minor. A manualundertaking of this kind was laborious – he was basically working as acomputer would work – but it probably resulted in a higher percentage of hisquotations making it to the Dictionary page than those of other contributors.
    2. Readers received a list of twelve instructions on how to select a word,which included, ‘Give the date of your book (if you can), author, title (short).Give an exact reference, such as seems to you to be the best to enable anyoneto verify your quotations. Make a quotation for every word that strikes you asrare, obsolete, old-fashioned, new, peculiar, or used in a peculiar way.’
    1. The bad reader is lost amonggood books. He lacks the highest pleasure available to man,according to Mrs. Woolf. If she is right, none but a fool would refuseto learn to read as well as he can.
    2. Reading is not a passive activity
    3. Perhaps the quickest way to understand the elements of what a novelistis doing is not to read, but to write; to make your own experiment withthe dangers and difficulties of words.

      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.

    1. Okay folks. I think I better name my antinet before he gets too big and people start getting suspicious. After some thinking and googling words I don't know in order to make an acronym I think I've decided on "J.A.K.O.B". Which stands for "just a knowledgeable omnilegent box". Omnilegent apparently means reading or having read everything. The name is of course inspired by J.A.R.V.I.S (just a very intelligent system) the artificial intelligence created by Tony Stark.

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


  8. Jan 2024
    1. And it’s a warning against a fourth mode of note-making that I don’t advise: encyclopedic note-making. This is where you read a book and try to write a summary that will work for everyone. First, it’s hard work, and secondly, it’s probably already been done. If you open the link above you’ll see that the Wikipedia entry for How to Read a Book already includes a summary of the book’s contents. There are circumstances where the careful and complete summary is worthwhile, but I suggest you only start this task with the end - your own end - in mind.

      unless, that is the specific project/purpose at hand.

    1. 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.

    1. Sinopsis Original del libro.

      English Translation

      Bibliotec(0n) something to read: Three times you - Federico Moccia (Download the book for free) Do you like to immerse yourself in a world full of magic, fiction, action, drama, comedy, etc…?

      In this blog, dedicated to those lovers of reading, you will find the literary productions that have marked a milestone in the field of contemporary literature, and in addition to that, you can also download for FREE! these books, stories, novels, etc. Wonderful, right?

      Three times you

      Third part of the Federico Moccia saga, I loved the first two books, "Three meters above the sky" and "I want you", and this third is the continuation six years later. I personally loved it and I really liked the continuation of the stories of Step, Babi and Gin, and the other characters. In my opinion, with the last two books the story had not ended and with this third part there is an outcome for all the characters. I think it's not bad at all to have a good time and I hope that, just like with the books, they make the "Three times you" movie. Sometimes the reading becomes a little tedious. But since it tells the life of each of the characters, 6 years later, it is understandable. Although I liked his two previous books much more, it is still a good book. Since you want to know in depth, what would happen to everyone. The ending, although a bit predictable, had to be that way. Do you want to know how the story ends? Well, start reading THREE TIMES YOU.

      Finally, I have to say that from the beginning (the first book), I loved these novels, not only because they are fresh and from life itself, but because they tell us these beautiful love stories. I was very excited to get to know Rome when I read the descriptions of the Eternal City in its pages. The motorcycle tours that Step took, the sea of ​​Ostia, the Roman squares, the Tiber or the famous Milvian bridge of padlocks (one day I would like to go and put a padlock there with my boyfriend). I encourage you to read this book and the other two previous ones. It's worth it because they are very beautiful love stories, with deep characters and beautiful places.

      Original synopsis of the book.

      • Download this book for free

      Six years later, the lives of our protagonists have changed. They have managed to be happy, but when they least expect it, their paths cross again… After the success of Three Meters Above the Sky and I Want You, comes the long-awaited outcome of the love story of Step, Babi, and Gin. Will Step and Gin still be together? Is Babi happy in her marriage?

      Technical sheet Original title: Tre volte tu Author: Federico Moccia Genre: Romantic narrative Year of publication: 2017 Publisher: Planeta Saga: 3/3 Number of pages: 807


    2. Tres veces tu

      This post is a recommendation for the book "Tres veces tu" (Three Times You) by Federico Moccia, which is the third part of a romantic saga and can be downloaded for free. The author shares their personal opinion and enjoyment of the book, encouraging others to read it.

    3. Tres veces tu - Federico Moccia

      Three Times You

      • Who: The author of the post (bibliotec0n).
      • What: The post is about a book called "Tres veces tu" (Three Times You) by Federico Moccia and the author's personal opinion and recommendation of the book.
      • Why: The author writes the post to share their thoughts and recommendation about the book.
      • How: The author describes their personal experience and opinion of the book, mentioning that they enjoyed it and found it to be a good read. They also provide a brief synopsis of the book and mention their interest in visiting the locations mentioned in the book. The author also includes links to download the book for free and promotes various communities and platforms related to literature and writing.
    1. 2023-12-21 BookBridge Talk, 2023. https://www.youtube.com/watch?v=3M-nfWI93nY. Andy Matuschak and Derrek Chow

    2. 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.

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

    2. Some of these goals might include: - Reading to understand an author's argument, so you can critique it or respond to it;- Reading to accumulate information and data the author uses, for your own purposes; - Reading to learn facts and ideas that will provide background for a narrative or argument;- Reading for enjoyment, which often involves novelty.

      Nice start on a list of goals for reading


    1. This is why choosing an external system that forces us todeliberate practice and confronts us as much as possible with ourlack of understanding or not-yet-learned information is such a smartmove.

      Choosing an external system for knowledge keeping and production forces the learner into a deliberate practice and confronts them with their lack of understanding. This is a large part of the underlying value not only of the zettelkasten, but of the use of a commonplace book which Benjamin Franklin was getting at when recommending that one "read with a pen in your hand". The external system also creates a modality shift from reading to writing by way of thinking which further underlines the value.

      What other building blocks are present in addition to: - modality shift - deliberate practice - confrontation of lack of understanding

      Are there other systems that do all of these as well as others simultaneously?

      link to Franklin quote: https://hypothes.is/a/HZeDKI3YEeyj9GcNWKX4iA

    1. You should read with a pen in your hand andenter...short hints of what you feel...may be useful; forthis be the best method of imprinting [them] in yourmemory. Benjamin Franklin (1706-1790)

      original source?

      it's Benjamin Franklin letter to Miss Stevenson, Wanstead. Craven-street, May 16, 1760.<br /> see: https://hyp.is/HZeDKI3YEeyj9GcNWKX4iA/www.gutenberg.org/files/40236/40236-h/40236-h.htm

  9. Dec 2023
    1. 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.

    1. Matt GrossMatt Gross (He/Him) • 1st (He/Him) • 1st Vice President, Digital Initiatives at Archetype MediaVice President, Digital Initiatives at Archetype Media 4d • 4d • So, here's an interesting project I launched two weeks ago: The HistoryNet Podcast, a mostly automated transformation of HistoryNet's archive of 25,000+ stories into an AI-driven daily podcast, powered by Instaread and Zapier. The voices are pretty good! The stories are better than pretty good! The implications are... maybe terrifying? Curious to hear what you think. Listen at https://lnkd.in/emUTduyC or, as they always say, "wherever you get your podcasts."


      One can now relatively easily use various tools in combination with artificial intelligence-based voices and reading to convert large corpuses of text into audiobooks, podcasts or other spoken media.

    1. The only advice, indeed,that one person can give another about reading is to take no advice, tofollow your own instincts, to use your own reason, to come to your ownconclusions
    2. How Should OneRead a Book

      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.

    1. Readwise Reader

      A great article on the history of reading online that might just nudge me into trying out and eventually becoming a Reader paid subscriber.

    1. 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.

    1. Figure 11 shows that the resolvers that account for 50% of theIPv6 ingress set have relatively close number of IPv4 and IPv6egress addresses; the left 50% resolvers have more IPv4 egress IPaddresses than IPv6 egress IP addresse

      Only Figure 12 shows that this is indeed the distribution (for 99%)

      Otherwise, I think that's only one possible distribution matching Figure 11. And still, like the author's mentioned analysis of Figure 9, under assumption of equal distribution.

    2. under the premise of resolverswith the same proportion

      "Under premise of equal distribution (of both groups: IPv4 and IPv6)" - Interesting wording and probably the only one you can make from an ECDF graph.

      Figure 10 actually conveniently shows that this conclusion (under the simplifying assumption) is false, as ~1% resolvers have >50% IPv6-to-IPv4 ratio (p99 = 0.5).

    3. Figure 9

      Description: The graph shows that resolvers overall have more IPv4 than IPv6 egress IP addresses. - ~99% of resolvers have about at most 10 IPv6 addresses only. - The top 20% of resolvers with most IPv4 egress addresses have >80 IPv4 egress addresses.

  10. Nov 2023
    1. 渐进阅读的必然性

      The Inevitability of Incremental Reading 漸進閱讀的必然性

      這是此頁的簡中翻譯: https://supermemo.guru/wiki/Inevitability_of_incremental_reading