439 Matching Annotations
  1. Last 7 days
    1. It’s always worth gathering information, nurturing other projects, and putting together some backup plans. You’ll need to define what success means to you for each of them, because you won’t make overnight progress; instead, you’re best served picking projects that you can learn critical lessons from, even if you fail

      It's interesting because this way of thinking is eminently compatible with the zettelkasten way of thinking e.g. don't necessarily set out with a hypothesis in mind that you're trying to prove but rather explore until something interesting emerges.

  2. Nov 2022
    1. Aram Saroyam and, I believe, Jackson Maclow produced something similar. MacLow's The Pronouns was super important to me back in grad school.

      reply to Bob Doto on https://www.reddit.com/r/antinet/comments/z3f8kb/comment/ixlocl7/?utm_source=reddit&utm_medium=web2x&context=3

      Do you have something particular on Saroyam for this? I found The Pronouns by Jackson Mac Low, but only tangential hits on Saroyam.

      Similar useful efforts, though not in as clear-cut card format are: * Project Zero's thinking routines: https://pz.harvard.edu/thinking-routines * Untools: https://untools.co/

    1. https://untools.co/

      Tools for better thinking Collection of thinking tools and frameworks to help you solve problems, make decisions and understand systems.

      <small><cite class='h-cite via'> <span class='p-author h-card'>Howard Rheingold</span> in Howard Rheingold: "Y'all know about "Tools for …" - Mastodon (<time class='dt-published'>11/13/2022 17:33:07</time>)</cite></small>


      Looks similar to Project Zero https://pz.harvard.edu/thinking-routines

    1. Whilst at school, Eno used a tape recorder as a musical instrument[17]

      I personally did something akin to this when I was a child sometime between 9 and 12 with our family tape recorder. Did I do so because it was simply a creativity tool, which is generally how I used it, in my environment, or had Brian Eno and others' influences seeped into the culture encouraging this? Where does zeitgeist start and stop?

    2. In the mid-1970s, he co-developed Oblique Strategies, a deck of cards featuring aphorisms intended to spur creative thinking.
    1. Athens Research is winding down their note taking application.

      Potentially the first of more to come?

      Athens the OSS project is winding down. The company is still operating, but taking time to reset and explore new ideas. Open to chats and convos. Thanks all ❤️ https://t.co/Y7ROM86WSy

      — Jeff Tang 🏛 (Ohio) (@tangjeff0) November 11, 2022
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>
    1. I'm pretty much done thinking about "tools for thought". It quickly becomes an infinity of navel gazing and a complete waste of time. It's an easy topic for budding "influencers" because you don't actually need to know anything. All they need is to spend some time with a new bit of software and tell people how they should use it and the next thing you know they're selling an online course via their budding YouTube channel.

      scathing, but broadly true...

    1. David Brooks talks about what he calls the “theory of maximum taste.” It’s similar to what Murphy is saying. “Exposure to genius has the power to expand your consciousness,” Brooks writes. “If you spend a lot of time with genius, your mind will end up bigger and broader than if you [don’t].”
    2. This reminded me of Robert Greene’s definition of creativity, which is that creativity is a function of putting in lots of tedious work. “If you put a lot of hours into thinking and researching and reading,” Robert says, “hour after hour—a very tedious process—creativity will come to you.” 

      Robert Green's definition of creativity sounds like it's related to diffuse thinking processes. read: https://billyoppenheimer.com/august-14-2022/

      Often note taking, and reviewing over those notes is more explicit in form for creating new ideas.

      Come back to explore these.

    1. https://dainty-sable-264aa3.netlify.app/project/measuring_thinking_tools.html

      Openness should be broken out into smaller subsections to highlight the importance of supporting standards as a primary item by itself. Many of these axes are easier, low-hanging fruit that developers will iterate on anyway. Focusing on the harder and more subtle features like standards is a better way to go for the audience that can really use this now.

      Many of these axes are better for a commercial market.

    1. e. T. F. T.

      What is this editor's actual name?

      My first guess is "Tools for Thought", but that can't be right. 🤣

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    Annotators

    1. Zettelkasten with the complicated digestive system of a ruminant. All arbitrary ideas, all coincidences of readings, can be brought in. The internal connectivity then decides.

      another in a long line of using analogizing thinking to food digestion.... I saw another just earlier today.

    2. The Zettelkasten Method is based on this experience: One cannot think without writing - at least not in demanding contexts that anticipate selective access to memory. This also means: without notching differences one cannot think.

      Sönke Ahrens roughly quoted this passage or one like it (check the reference), but I criticized it for not being inclusive of indigenous people or oral methods. Luhmann, however, went further and was at least passively more inclusive by saying that one needs to be able to "notch differences" to be able to think, and this is a much better framing.

  3. Oct 2022
    1. November 7, 1916: "I expect to vote for Woodrow Wilson

      I wonder if others use the sense making features of a note card system to think through their voting decisions? This seems an interesting and useful exercise which Paxson has done.

    2. the author must not merely articulate his sources; he mustdigest them. A long passage quoted or closely followed "remainsan undigested bit of foreign matter." "Over quotation may meanunder thought."
  4. www.indxd.ink www.indxd.ink
    1. https://www.indxd.ink/

      A digital, web-based index tool for your analog notebooks. Ostensibly allows one to digitally index their paper notebooks (page numbers optional).

      It emails you weekly text updates, so you've got a back up of your data if the site/service disappears.

      This could potentially be used by those who have analog zettelkasten practices, but want the digital search and some back up of their system.


      <small><cite class='h-cite via'> <span class='p-author h-card'>sgtstretch </span> in @Gaby @pimoore so a good friend of mine makes [INDXD](https://www.indxd.ink/) which is for indexing analog notebooks and being able to find things. I don't personally use it, but I know @patrickrhone has written about it before. (<time class='dt-published'>10/27/2022 17:59:32</time>)</cite></small>

    1. https://www.explainpaper.com/

      Another in a growing line of research tools for processing and making sense of research literature including Research Rabbit, Connected Papers, Semantic Scholar, etc.

      Functionality includes the ability to highlight sections of research papers with natural language processing to explain what those sections mean. There's also a "chat" that allows you to ask questions about the paper which will attempt to return reasonable answers, which is an artificial intelligence sort of means of having an artificial "conversation with the text".

      cc: @dwhly @remikalir @jeremydean

  5. drive.google.com drive.google.com
    1. he was so bored out of his mind visiting temples

      Gregory is not interested in cultural activities.

    1. Anybody who writes knows you don’t simply write what you believe. You write to find out what you believe, or what you can afford to believe. So when I write something and it sounds good, I leave it in, usually, to see what it sounds like to someone else. To somebody else it might sound awful or brash, but I want to be able to have the courage of my brashness. I don’t leave things in that I know to be terrible, or that I don’t, as it were, find interesting—I don’t do that—but if there’s a doubt about it and it sounds interesting, I’ll leave it in. And I want to be free to do that, because that’s why I write. When I write, things occur to me. It’s a way of thinking. But you can perform your thinking instead of just thinking it.
    1. if you're thinking without 00:03:26 writing chances are you're fooling yourself we're only

      If you're thinking without writing, you only think you're thinking. —Leslie Lamport.“Thinking Above the Code.” Lecture presented at the Microsoft Research Faculty Summit, Microsoft Research, July 15, 2014. https://www.microsoft.com/en-us/research/video/leslie-lamport-thinking-code/. Timestamp: 03:26

      Link to:<br /> https://hypothes.is/a/rvisgFDXEe2s-SuJJGw3cA<br /> https://hypothes.is/a/yEFMHoCkEeyl34fItJe__w

      Note that the spoken quote is different from the written quote.

    1. https://www.denizcemonduygu.com/philo/browse/

      History of Philosophy: Summarized & Visualized

      This could be thought of as a form of digital, single-project zettelkasten dedicated to philosophy. It's got people, sources, and ideas which are cross linked in a Luhmann-sense (without numbering) though not in a topical index-sense. Interestingly it has not only a spatial interface and shows spatial relationships between people and ideas over time using a timeline, but it also indicates—using colored links—the ideas of disagreement/contrast/refutation and agreement/similarity/expansion.

      What other (digital) tools of thought provide these sorts of visualization affordances?

    1. For the sole true end of educationis simply this: to teach men how to learn for themselves; and whateverinstruction fails to do this is effort spent in vain.
    2. For the tools of learning are the same, in any and everysubject; and the person who knows how to use them will, at any age, get themastery of a new subject in half the time and with a quarter of the effortexpended by the person who has not the tools at his command.
    3. Thewhole of the Trivium was in fact intended to teach the pupil the proper use ofthe tools of learning, before he began to apply them to “subjects” at all

      The point of putting the Trivium in front of the Quadrivium is that the student is first taught the use of the "tools of learning" before they are then taught how to apply them to broad subjects as a means of learning how to learn.

  6. app.sane.fyi app.sane.fyi
    1. Ida JosefiinaInfopunk. Into pdfs, information systems that support intentional thinking, cyborgs, and the future of humanity. This thought space is an introduction to me and my work.

      https://app.sane.fyi/space/ida-ida-josefiina-75044

    1. Doch ganz gleich, ob der Zettelkasten auf ein Buch, ein Werk oder auf eine Gedankenwolke mit wechselnder Niederschlagsneigung hinauslief - er ist stets mehr als das Ganze, dessen Teile er gesammelt hat. Denn es stecken stets noch andere Texte in ihm als diejenigen, die aus ihm hervorgegangen sind. Insofern wäre die Digitalisierung des einen oder anderen Zettelkastens ein Geschenk an die Wissenschaft.

      machine translation (Google):

      But regardless of whether the Zettelkasten resulted in a book, a work, or a thought cloud with varying degrees of precipitation - it is always more than the whole whose parts it has collected. Because there are always other texts in it than those that emerged from it.

      There's something romantic about the analogy of a zettelkasten with a thought cloud which may have varying degrees of precipitation.

      Link to other analogies: - ruminant machines - the disappointment of porn - others?

    1. Charlemagne, king of the Franks, issued his capitulary—sometimes called the Charter of Modern Thought—in which he ordered, ‘Letevery monastery and every abbey have its school, in which boys may be taughtthe Psalms, the system of musical notation, singing, arithmetic, and grammar.’
  7. cosma.graphlab.fr cosma.graphlab.fr
    1. https://cosma.graphlab.fr/<br /> https://cosma.graphlab.fr/en/

      When did this come out?

      Appears to be a visualization tool for knowledge work. They recommend it for use with Zettlr, but it looks like it would work with other text based tools. Point it at markdown files to create graphs apparently.

      This looks like the sort of standards based tool that would allow greater flexibility when using various data stores that we talk about in Friends of the Link.

      <small><cite class='h-cite via'> <span class='p-author h-card'>Arthur Perret </span> in And you, what are you doing? (<time class='dt-published'>08/31/2022 02:40:03</time>)</cite></small>

      @flancian

    1. In "On Intellectual Craftsmanship" (1952), C. Wright Mills talks about his methods for note taking, thinking, and analysis in what he calls "sociological imagination". This is a sociologists' framing of their own research and analysis practice and thus bears a sociological related name. While he talks more about the thinking, outlining, and writing process rather than the mechanical portion of how he takes notes or what he uses, he's extending significantly on the ideas and methods that Sönke Ahrens describes in How to Take Smart Notes (2017), though obviously he's doing it 65 years earlier. It would seem obvious that the specific methods (using either files, note cards, notebooks, etc.) were a bit more commonplace for his time and context, so he spent more of his time on the finer and tougher portions of the note making and thinking processes which are often the more difficult parts once one is past the "easy" mechanics.

      While Mills doesn't delineate the steps or materials of his method of note taking the way Beatrice Webb, Langlois & Seignobos, Johannes Erich Heyde, Antonin Sertillanges, or many others have done before or Umberto Eco, Robert Greene/Ryan Holiday, Sönke Ahrens, or Dan Allosso since, he does focus more on the softer portions of his thinking methods and their desired outcomes and provides personal examples of how it works and what his expected outcomes are. Much like Niklas Luhmann describes in Kommunikation mit Zettelkästen (VS Verlag für Sozialwissenschaften, 1981), Mills is focusing on the thinking processes and outcomes, but in a more accessible way and with some additional depth.

      Because the paper is rather short, but specific in its ideas and methods, those who finish the broad strokes of Ahrens' book and methods and find themselves somewhat confused will more than profit from the discussion here in Mills. Those looking for a stronger "crash course" might find that the first seven chapters of Allosso along with this discussion in Mills is a straighter and shorter path.

      While Mills doesn't delineate his specific method in terms of physical tools, he does broadly refer to "files" which can be thought of as a zettelkasten (slip box) or card index traditions. Scant evidence in the piece indicates that he's talking about physical file folders and sheets of paper rather than slips or index cards, but this is generally irrelevant to the broader process of thinking or writing. Once can easily replace the instances of the English word "file" with the German concept of zettelkasten and not be confused.

      One will note that this paper was written as a manuscript in April 1952 and was later distributed for classroom use in 1955, meaning that some of these methods were being distributed from professor to students. The piece was later revised and included as an appendix to Mill's text The Sociological Imagination which was first published in 1959.

      Because there aren't specifics about Mills' note structure indicated here, we can't determine if his system was like that of Niklas Luhmann, but given the historical record one could suppose that it was closer to the commonplace tradition using slips or sheets. One thing becomes more clear however that between the popularity of Webb's work and this (which was reprinted in 2000 with a 40th anniversary edition), these methods were widespread in the mid-twentieth century and specifically in the field of sociology.

      Above and beyond most of these sorts of treatises on note taking method, Mills does spend more time on the thinking portions of the practice and delineates eleven different practices that one can focus on as they actively read/think and take notes as well as afterwards for creating content or writing.


      My full notes on the article can be found at https://jonudell.info/h/facet/?user=chrisaldrich&max=100&exactTagSearch=true&expanded=true&addQuoteContext=true&url=urn%3Ax-pdf%3A0138200b4bfcde2757a137d61cd65cb8

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

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

      What was Dewey's contribution here?


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

    3. I found in the files three relevant types of "existingmaterials": several theories having to do with the topic;materials already worked up by others as evidence forthose theories; and data already gathered and in variousstages of accessible centralization, but not yet madetheoretically relevant.
    4. Method and theory are like thelanguage of the country you live in: it is nothing to bragabout that you can speak it, but it is a disgrace, as well asan inconvenience, if you cannot.
    5. In this essay I am going to try candidly to report how Ibecame interested in a topic I happen now to be studying,and how I am going about studying it. I know that in doingthis I run the risk of failing in modesty and perhaps even ofclaiming some peculiar virtue for my own personal habits.1 intend no such claims. 1 know also that it may be said:"WelL, that's the way you work; but it's not of much use tom e . " To this the reply seems quite clear; it is: " W o n d e r -ful. Tell me how you w o r k . "

      We could use more of this in the current tools for thought space. Given neurodiversity, having a smorgasbord of options from which to choose from and then to be able to pick and choose or experiment on what works for you in particular seems to be the best route forward.

    6. Perhaps there are al-ready too many formal discourses on method, and cer-tainly there are too many inspirational pieces on how tothink. Neither seem to be of much use to those for whomthey are apparently intended. The first does not usuallytouch the realities of the problem as the beginning studentencounters them: the second is usually vulgar and oftennonsense.

      A description of the problem.

      Also missing are concrete examples and modeling of behavior for students to see and follow.

  8. Sep 2022
    1. Many know from their own experience how uncontrollable and irretrievable the oftenvaluable notes and chains of thought are in note books and in the cabinets they are stored in

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

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

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

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

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

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

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

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

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

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

    1. Critical reading methods, such asCERIC, make hidden expectations of doctoral programs explicit.

      Are some of the critical reading methods they're framing here similar to or some of the type found at Project Zero (https://pz.harvard.edu/thinking-routines)?

    2. Not related to this text, but just thinking...

      Writing against a blank page is dreadful and we all wish we would be visited by the muses. But writing against another piece of text can be incredibly fruitful for generating ideas, even if they don't necessarily relate to the text at hand. The text gives us something to latch onto for creating work.

      Try the following exercise:<br /> Write down 20 things that are white.<br /> (Not easy is it?)

      Now write down 20 things in your refrigerator that are white?<br /> (The ideas come a lot easier don't they, even if you couldn't come up with 20.)

      The more specific area helped you anchor your thoughts and give them a positive direction. Annotating against texts in which you're interested does this same sort of anchoring for your brain when you're writing.

      Is there research on this area of concentration with respect to creativity?

    1. The ARPA community was about, "Hey, we're in deep trouble and we're getting in deeper trouble. We need to get more enlightened and we need to do what Doug Engelbart called... we need to not just augment human beings, augment human intellect, but we have to augment the collective IQ of groups." Because most important things are done by groups of people. And so we have to think about what it means to have a group that's smarter than any member rather than a group that is less than the stupidest members.

      !- salient : collaboration - the key point of the internet, or what was then called the "intergalactic network" was collaboration at scale to solve global challenges - The Most Important things are done by groups of people

    1. https://twitter.com/Extended_Brain/status/1563703042125340680

      Replying to @DannyHatcher. 1. Competition among apps makes them add unnecessary bells and whistles. 2. Trying to be all: GTD, ZK, Sticky Notes, proj mgmt, collaboration, workflow 3. Plugins are good for developers, bad for users https://t.co/4fbQ2nwdYd

      — Extended Brain (@Extended_Brain) August 28, 2022
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

      Part two sounds a lot like zettelkasten overreach https://boffosocko.com/2022/02/05/zettelkasten-overreach/

      Part one is similar to the issue competing software companies have in attempting to check all the boxes on a supposed list of features without thinking about what their tool is used for in practice. (Isn't there a name for this specific phenomenon besides "mission creep"?)

  9. Aug 2022
    1. browsers aren’t magic! All the information browsers send to your backend is just HTTP requests. So if I copy all of the HTTP headers that my browser is sending, I think there’s literally no way for the backend to tell that the request isn’t sent by my browser and is actually being sent by a random Python program

      This calls for a perspective shift: that "random Python program" is your browser.

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

      Look at this lovely explicit phrase "chain of thought" here!

      This is not a well attested viewpoint from my research, but obviously happens, and Heyde calls out personal experience to underline his point.

      Where is he going to place the work of creating this chain of thought? Will it be at the "traditional" writing (arranging) part of the process, or will the chain be created as one goes a la Luhmann's ultimate practice?!

    1. Correspondingly,the far-reaching studies of language that were carried out under the influence ofCartesian rationalism suffered from a failure to appreciate either the abstractnessof those structures that are “present to the mind” when an utterance is producedor understood, or the length and complexity of the chain of operations that relatethe mental structures expressing the semantic content of the utterance to thephysical realization.

      What are the simple building blocks of thought and speech that make it so complex in aggregate?

    1. good tools for thought arise mostly as a byproduct of doing original work on serious problems

      In the context of use

    1. For the sake of simplicity, go to Graph Analysis Settings and disable everything but Co-Citations, Jaccard, Adamic Adar, and Label Propogation. I won't spend my time explaining each because you can find those in the net, but these are essentially algorithms that find connections for you. Co-Citations, for example, uses second order links or links of links, which could generate ideas or help you create indexes. It essentially automates looking through the backlinks and local graphs as it generates possible relations for you.
  10. Jul 2022
    1. Not only is such thought beyond representation (and therefore beyond personware) possible,Weaver suggests but its occurrence constitutes a fundamental encounter which brings forth into existenceboth the world and the thinker. As such, thought sans image is deeply disturbing the stability andcontinuity of whatever personware the individual thinker may have been led to identify with andopens wide horizons of cognitive development and transformation ([13]: p. 35).

      !- similar to : Gyuri Lajos idea of tacit awareness !- implications : thought sans image !- refer : Gyuri Lajos https://www.researchgate.net/publication/343523812_Augmenting_Tacit_Awareness_Accepting_our_responsibility_for_how_we_shape_our_tools When one becomes cognizant of thought sans image, then one realizes the relative construction of one's social identity and that offers a freedom to take on another one * therefore, realization of thought sans image opens the door to authentic transformation

      !- question : thought sans image * If, as Weaver suggests, thought sans image is a primordial encounter which brings forth both the thinker and the world thought by the thinker, then this has strong similiarities to a spiritual awakening or enlightenment experience.

    2. though personwareis intrinsic to being a complete person it can be continuously modified, evolve or otherwise developed([5 ]: p. 201). More importantly, it can, to a significant extent, at least theoretically, be dynamicallygoverned and authored by the human individual. Hence, the human takeover.

      !- definition : human takeover * The ability for an individual to dynamically govern and author one's own personware. * The takeover gives us agency, rather than victimhood * the takeover can be triggered through realization of the difference between the thought sans image state and the conditioning into the symbolosphere

      !- question : spiritual enlightenment and personware * An interesting question is: "How does enlightenment impact the personware? " * Obviously, enlightenment cannot be an act of removing the personware. Language once learned cannot simply be meditated away. * Does the act of enlightenment then make the personware dramatically known to the individual as if it were indeed like a suit that we are wearing and not our fundamental nature? * Does enlightenment allow us to get more in contact with the prelinguistic and prepersonal

    3. David Bohm [ 31 ]: “Thinking’ implies the present tense (...) ‘Thought’is the past participle of that. We have the idea that after we have been thinking something, it justevaporates. But thinking doesn’t disappear. It goes somehow into the brain and leaves something—atrace—which becomes thought. And thought then acts automatically.

      !- follow up : David Bohm's ideas on thinking and thoughts * Thinking implies the present tense because it is an act we can only do in the present * When the present act of thinking is finished, it leaves traces in our consciousness * Those traces we refer to as "thoughts" * Thoughts act automatically - this is quite a pithy observation. We become thought automatons because once the thought is associated with all the other ideas, it alters the entire network of other thoughts on its own * "Thinking beyond the image of thought" may mean penetrating the existing automatized associations of thoughts with one that is quite novel and does not necessarily fit in, so is disruptive and can bring about a paradigm shift. * Read the reference to gain clarity

    4. While, as we propose, the symbolically constructed personware, seeking to reassert and reinforceitself, selects objects already recognized, thoughts already conceived and sentences already pronounced,the living human being can breathe and utter a voice that is new [5 ]. A human being can thus ‘take over’language. It can ‘take over’ thoughts—by thinking beyond the image of thought ([13 ]: chap.2).

      !- Insight : thought sans image * the symbolically constructed personware continually validates itself * The living, spontaneous, present human INTERbeing can generate something new * "Thinking beyond the image of thought" may mean penetrating the existing automatized associations of thoughts with one that is quite novel and does not necessarily fit in, so is disruptive and can bring about a paradigm shift.

    5. Can they reshape the contours and boundaries of their socialsituations instead of being shaped by them?

      !- key insight : can an individual reshape the contours of their social situations instead of being shaped by them? * This realization would open up the door to authentic inner transformation * This is an important way to describe the discovery of personal empowerment and agency via realization of the bare human spirit, the "thought sans image"

    6. Underneath whatever threads they have already identified with, there isalways a pregnant potentiality of thoughts yet to be shaped.

      !- Insight : thought sans image * If we recognize our intrinsic bare human spirit, it opens up possibilities to leave our identity behind like a suit we can take off * Nothing is socially predestined and in that recognition, there is a new-found freedom to replace our current personware

    7. Human beings are different from what they seem to be thinking, perceiving, or saying asmediated by social symbolic systems [29 ]. They are different from how they are represented intheir own narratives, they are different from language itself. Interestingly, learning to consciouslybecome aware to that difference—the bare human spirit, the preindividual, or being as becoming asSimondon [30 ] puts it—appears to be the state of mind towards which many spiritual traditionsare guiding. David R. Weinbaum (Weaver) refers to this state as thought sans image [ 13], offering itscontemporary conceptualisation via the metaphysical theories of Henri Bergson, Gilbert Simondon andGilles Deleuze, in combination with the enactive theory of cognition [14 ] and inputs from complexityscience

      !- key insight : thought sans image !- definition : thought sans image * human beings are NOT defined by what they are thinking, perceiving or saying as mediated by social symbolic systems * They are also NOT defined by their own narratives or language itself - the symbolosphere is culturally imposed upon the bare human being * That primordial nature is described as the bare human spirit, the preindividual, being-as-becoming (Simondon) * Many spiritual traditions guide practitioners to experience this primordial state, the nondual state, stripped of all cultural embellishments * David R. Weinbaum (Weaver) calls this state thought sans image based on the metaphysical theories of Henri Bergson, Gilbert Simondon and Gilles Deleuze and 4E theory of cognition

    8. instead of worrying that ArtificialIntelligence will soon come to dominate and govern the human world, let us think of how it couldhelp the human being to finally be able to do it.
  11. bafybeicuq2jxzrw7omddwzohl5szkqv6ayjiubjy3uopjh5c3cghxq6yoe.ipfs.dweb.link bafybeicuq2jxzrw7omddwzohl5szkqv6ayjiubjy3uopjh5c3cghxq6yoe.ipfs.dweb.link
    1. e. I found it tricky to try to shed lighton the processes that constitute what can be termed unsupported thought, becausethere is no straightforward way to reflect on these processes without conceptualiz-ing and objectifying them and by that making them supported.

      !- example : strange loop * the thinking mind that tries to analyze itself is the epitome of a strange loop!

      !- question : unsupported thought * Exactly what is an unsupported thought?

    2. thought when making itself its own object remains, atleast in part, intrinsically unsupported, which affirms its incompleteness and open-ended nature. These two inseparable problems constitute together the problem ofthe freedom of the mind.

      !- question : intrinsically unsupported * This needs a lot of unpacking to understand * How does one validate the claim that when thinking thinks about its own process, it is unsupported? * What does it mean to claim that it is open ended? * What are the two problems and why do they together make up the freedom of the mind?

    1. This process serves a similar purpose in sociology to that of theblow-pipe and the balance in chemistry, or the prism and the electro¬scope in physics. That is to say, it enables the scientific worker to breakup his subject-matter, so as to isolate and examine at his leisure itsvarious component parts, and to recombine them in new and experi¬mental groupings in order to discover which sequences of events have acausal significance

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

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

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

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

    1. Here are some glimpses into my tool collection. Many things are still experimental. At present, I use sticky notes of 7.5cm x 7.5cm size. Many of the notes are divided into 4x4 or 4x8 very small boxes with a tool name of one or two words in it. Other notes are small diagrams or mind maps, or they show sheet layouts I found useful. The frequencies of tool use vary wildly - some rarely used tool items went into the tool collection as part of a bundle of similar tools. Next, here are some tool bundles - for this posting, I choose those tools that I have found most useful. Basics: The tools I use most often are simple things like the following: Describe the situation / describe the problems / describe goals / make a list of questions. The Feynman technique: I imagine the A4 sheet and its boxes as a deck of slides, where I try to explain things to a skeptical audience. Focus on difficulties: What are the problems? / Where are conflicts? / Where are gaps? / Where could this fail? Concatenation tools: These tools help me to develop thoughts from one box to the next to the next. Examples: What is crucial here? / Probe deeper. / What are the problems here? / What are my options now? - These tools can have a compound effect when used in iterations - in one single step, their benefit is small, but used over ten or twenty steps, they can actually make a dent. Focus on progress: MIMX = make it more X = make it more powerful / larger / faster / simpler / more complex / ... / What would the founders of Microsoft do? / Make a model with many building blocks and parameters and play around. Representations: Describe your topic and your ideas as a concept map / a mind map / a diagram / in ordinary text / in a proto-math notation. Diagram types: timelines / transitions between states / input-output diagrams / graphs / trees / boxes / tables. TRIZ principles: It's a selection from the 40 canonical items - I found the more physics-based principles less useful, so I left them out. SCAMPER: Substitute / combine / adapt / maximize or minimize / put to other uses / eliminate / rearrange. Creativity tools: Brainstorming / formulate negations and opposites to the ideas you've tried so far / po! = provocative operation, by Edward de Bono / transfer key concepts from a similar domain. Stimuli for ideas from inventions: This is largely a personal list of inventions I find impressive. Stimuli for ideas from geometrical concepts: I find concepts useful like points / lines / curves / circles / spirals / ... Lists of prefixes for concepts and ideas: anti- / proto- / pseudo- / a- / counter- / co- / cluster- / super- / trans- / ... Provocations and challenges: You are wrong. / You have the wrong focus. / What would the opposite look like? / What would John von Neumann say? / ... I use most of the tools for idea generation in the 4 column or the 4x4 sheet layout, with one stimulus in each box, where I can jump between boxes with ease. Typically, many stimuli do not yield remarkable germinal ideas, but on a good evening, some do.
    1. Unfortunately, many corporate software programsaim to level or standardise the differences betweenindividual workers. In supporting knowledgeworkers, we should be careful to provide tools whichenable diversification of individuals’ outputs.Word-processors satisfi this criterion; tools whichembed a model of a knowledge worker’s task in thesoftware do not.

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


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


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

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

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

    1. Thanks for all the fantastic literature tips! Added to the list 😊

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

    1. At the same time, like Harold, I’ve realised that it is important to do things, to keep blogging and writing in this space. Not because of its sheer brilliance, but because most of it will be crap, and brilliance will only occur once in a while. You need to produce lots of stuff to increase the likelihood of hitting on something worthwile. Of course that very much feeds the imposter cycle, but it’s the only way. Getting back into a more intensive blogging habit 18 months ago, has helped me explore more and better. Because most of what I blog here isn’t very meaningful, but needs to be gotten out of the way, or helps build towards, scaffolding towards something with more meaning.

      Many people treat their blogging practice as an experimental thought space. They try out new ideas, explore a small space, attempt to come to understanding, connect new ideas to their existing ideas.


      Ton Zylstra coins/uses the phrase "metablogging" to think about his blogging practice as an evolving thought space.


      How can we better distill down these sorts of longer ideas and use them to create more collisions between ideas to create new an innovative ideas? What forms might this take?

      The personal zettelkasten is a more concentrated form of this and blogging is certainly within the space as are the somewhat more nascent digital gardens. What would some intermediary "idea crucible" between these forms look like in public that has a simple but compelling interface. How much storytelling and contextualization is needed or not needed to make such points?

      Is there a better space for progressive summarization here so that an idea can be more fully laid out and explored? Then once the actual structure is built, the scaffolding can be pulled down and only the idea remains.

      Reminiscences of scaffolding can be helpful for creating context.

      Consider the pyramids of Giza and the need to reverse engineer how they were built. Once the scaffolding has been taken down and history forgets the methods, it's not always obvious what the original context for objects were, how they were made, what they were used for. Progressive summarization may potentially fall prey to these effects as well.

      How might we create a "contextual medium" which is more permanently attached to ideas or objects to help prevent context collapse?

      How would this be applied in reverse to better understand sites like Stonehenge or the hundreds of other stone circles, wood circles, and standing stones we see throughout history.

    1. Beyond the cards mentioned above, you should also capture any hard-to-classify thoughts, questions, and areas for further inquiry on separate cards. Regularly go through these to make sure that you are covering everything and that you don’t forget something.I consider these insurance cards because they won’t get lost in some notebook or scrap of paper, or email to oneself.

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

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

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

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

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


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

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

  12. Jun 2022
    1. The trending topics on Twitter can be used as a form of juxtaposition of random ideas which could be brought together to make new and interesting things.

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

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

      — Matty Illustration (@MN_illustration) June 30, 2022
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

      cc: https://twitter.com/marshallk

    1. Explore more Thinking Routines at pz.harvard.edu/thinking-routines
    2. Compass Points, a routine for examining propositions.

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

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

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

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

    1. surveys indicate that screens and e-readers interfere with two other important aspects of navigating texts: serendipity and a sense of control.

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

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


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

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


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

    1. Giving Your First Brain a New Job

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

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

    2. Chefs use mise en place—a philosophy and mindset embodied ina set of practical techniques—as their “external brain.”1 It gives thema way to externalize their thinking into their environment

      Dan Charnas, Work Clean: The Life-Changing Power of Mise-en-Place to Org