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    1. By the 1980s the adage had implausibly been reassigned to Benjamin Franklin. The 1986 book “Approaches and Methods in Language Teaching” by Jack C. Richards and Theodore S. Rodgers contained the following passage:[12]1986 (Seventh Printing 1991), Approaches and Methods in Language Teaching: A Description and Analysis by Jack C. Richards and Theodore S. Rodgers, Chapter 7: The Silent Way, Quote Page 100, Cambridge … Continue reading These premises are succinctly represented in the words of Benjamin Franklin: Tell me and I forget, teach me and I remember, involve me and I learn.

      The misattribution of this quote often seen in educational settings likely stems from Richards & Rodgers from 1986.

      See also: - https://hypothes.is/a/cKMkaAZQEe6dq0fkeyNabA - https://hypothes.is/a/YWrJKgZPEe6dy2sJU5KcSw

    2. Several English renderings have been published over the years. The following excerpt is from “Xunzi: The Complete Text” within chapter 8 titled “The Achievements of the Ru”. The translator was Eric L. Hutton, and the publisher was Princeton University Press in 2014. Emphasis added to excerpts:[1]2014 Copyright, Xunzi: The Complete Text, Translated by Eric L. Hutton, Chapter 8: The Achievements of the Ru, Quote Page 64, Princeton University Press, Princeton, New Jersey. (Verified with … Continue reading Not having heard of it is not as good as having heard of it. Having heard of it is not as good as having seen it. Having seen it is not as good as knowing it. Knowing it is not as good as putting it into practice. Learning arrives at putting it into practice and then stops . . .

      The frequent educational quote "Tell me and I forget, teach me and I remember, involve me and I learn.", often misattributed to Benjamin Franklin, is most attributable to 3rd century Confucian philosopher Kunzi (Xun Kuang or 荀子) who wrote:

      Not having heard of it is not as good as having heard of it. Having heard of it is not as good as having seen it. Having seen it is not as good as knowing it. Knowing it is not as good as putting it into practice. Learning arrives at putting it into practice and then stops . . .

      The translation of which appears in Xunzi: The Complete Text, Translated by Eric L. Hutton, Chapter 8: The Achievements of the Ru, Quote Page 64, Princeton University Press, Princeton, New Jersey. 2014.

      Variations of the sentiment and attributions have appeared frequently thereafter.

    3. There is no substantive evidence that Benjamin Franklin crafted this expression.
    1. I'm curious if anyone has ever experimented with making an online Luhmann-esque Zettelkasten using WikiMedia as their platform?

      What were the pros/cons you found for doing so?

      Have you tried other methods (index cards, Obsidian, other(s)?), and if so what affordances did MediaWiki provide or were lacking for what you were attempting to accomplish?

      Did you use transclusion functionality?

      Did you attempt to build or implement backlink functionality? Use the API or plugins for this?

      Did you build some sort of custom index (manually, programatically, other)?

      If you used it for writing, what methods did you attempt with respect to taking the smaller pieces/ideas and building them up into longer written pieces?

      Links to specific public examples are welcome here. I'll also accept links to public versions of commonplace books or similar forms which also use MediaWiki as their infrastructure.

      syndication link: https://www.reddit.com/r/Zettelkasten/comments/144hzn9/zettelkasten_with_mediawiki/

    1. The Zettelkasten method aims to help you forget.

      I would argue that it is more subtle than this. It allows you to forget, but the aim is to allow you to learn, remember, and slowly build.

    1. @electricarchaeo@scholar.social My mother, on hearing that my first book had been declined by the press that had been considering it because the marketing guys weren't sure how to sell it: “You mean they were planning on making money off of your book?”

      reply to

      my daughter, when very young, once said to me ‘when are you going to write something that people want to read?’ and i am continually haunted —Shawn Graham @electricarchaeo@scholar.social https://scholar.social/@electricarchaeo/110503595819290672

      and to Kathleen Fitzpatrick at https://hcommons.social/@kfitz/110503673214772574

      @kfitz @electricarchaeo@scholar.social My friend P.M. Forni was always saddened when he spoke about his life's scholarly work only being read by "at most 4 people". But he felt kindness, civility, and generosity were the telos of life. He didn't want his students to be Renaissance experts and then be rude to an old woman in the street, so he wrote "Choosing Civility". He was thrilled when an Oprah appearance we got him garnered it instantaneous audience and overnight best seller status. He still sweated it out for his four readers. I'm certain his advice to you would to not be haunted, but keep sweating it out with kindness. You're influencing more people than you'll ever know. Thank you both for your arete and generosity.

    1. These links to these threads are priceless. Two questions: How can I connect with these Reddit users? Never mind, I’m sure I can find the answer myself. Second question - how do you keep these thread references so handy? Is this hypothes.is ? Zotero? Raindrop.io? I have no idea how to capture this kind of info and keep it accessible.

      reply to u/coachdan007 at https://www.reddit.com/r/antinet/comments/13ygoz9/comment/jn80a7z/?utm_source=reddit&utm_medium=web2x&context=3

      Mostly these references were using Hypothesis, though I do have some material in Zotero. I don't use Raindrop. IIRC, I knew I'd seen the topics before and did a search for the tag bible and then narrowed it down my adding on zettelkasten and it popped up immediately. A large number of my replies here are just querying my digital ZK and spitting out pre-packaged answers or pointers to relevant material. I also occasionally do the same thing with my analog version, though with those I have to type them out. I follow roughly the same process for doing my own queries and writing. You get surprisingly good at it after a while, particularly when you know it's in there somewhere. Of course r/ has it's own internal search function too, so you could check out: - https://www.reddit.com/r/antinet/search/?q=bible&restrict_sr=1 - https://www.reddit.com/r/Zettelkasten/search/?q=bible&restrict_sr=1

      and have a slightly wider net to get the fishes and loaves you're seeking. With the proper notes at hand, perhaps you'll soon be able to turn water into wine? Interestingly, I think you're the first who's ever asked this question here (or other related fora). I hope people don't think I spend all my time writing all these custom answers when I'm just tipping out my zettelkasten. (Though I do always keep my original answers too in the eventuality that I ever want to turn all of these thoughts into an article or book.)

    2. Thank you, Chris. I have been watching Dan Alosso's antinet book club. So, it's nice to have a face to the name. I just subscribed to your newsletter this morning from an article you wrote.This is probably not the correct place, but I'd like to learn more about your use of Hypothes.is.I think someone else mentioned a branch for each book, as well. I'll read the threads you cited. I am sure there will be some good stuff in there.@Chrisaldrich - have you heard or come across the "Encyclopedia Puritannica Project"?https://www.publishepp.com/This is kind of what I have in mind for my antinet. The ability to cross-reference authors to various topics ot themes or doctrines while also linking them to the specific verses or passages they use to make a point. AND to look up a Bible verse and see what authors in my antinet cite these verses and where. AND, lastly, to look at a theme and see which Bible verses map to that theme and which author wrote on that theme.I think the antinet is a good tool for this. Certainly not in a comprehensive way but in a way that interconnects my own studies and readings. But I suspect that I'll have to do some hard thinking over how to accomplish this.

      reply to u/coachdan007 at https://www.reddit.com/r/antinet/comments/13ygoz9/comment/jn6fwzr/?utm_source=reddit&utm_medium=web2x&context=3

      Thanks u/coachdan007. I've heard of the EPP, but never delved heavily into it. There's still a lot of digging I want to do into Edwards' Miscellanies, but I just haven't had the time, sadly. Perhaps I'll find it over the summer? While you're searching around you might also find it interesting/useful to have an interleaved bible as well to give you bigger "margins" to write in as you go. This may make some of the direct thinking on the page a bit easier. Don't think too hard about some super custom method, just start practicing something that makes sense and evolve it as you go and as you need to.

      As for Hypothesis, following my account or reading past notes may be useful/helpful. For the day to day, I've documented pieces of it along with tips and tricks over time on my site at https://boffosocko.com/tag/hypothes.is/. Some of the older posts when I was first starting out are probably more interesting as more recent ones can be sort of meta.

    1. Tipps for purchasing a Dictation Device

      reply to Sascha at https://forum.zettelkasten.de/discussion/2583/tipps-for-purchasing-a-dictation-device#latest:

      I've got an older Livescribe Pulse pen I love with a small pocket notebook or Post-It Notes. It has an optical character reader and special paper but also records audio and links it to the written text (either before or after the fact). I primarily use it for longer lectures where I'll take scant notes, but have the ability to add to them based on the recorded audio later. They've also got some 3rd party OCR solutions that will take your handwriting and convert it to digital text later. While they do larger sized notebooks and a variety of other papers as well (including printing your own), the small pocket size and ease of use has been fantastic. I've owned one version or another for more than a decade and really love them for this sort of audio on-the-go functionality. Since it's a digital pen, it's also unobtrusive in meetings. The added ability to share pdf documents with embedded audio after the fact isn't bad for classmates or meeting attendees.

    1. Quarter Sawn Tiger Oak 6 Drawer Card Catalog Vintage American Business Systems


      American Business Systems Co. at 212 Summer Street, Boston, MA manufactured six drawer wooden card indexes some time circa early 1900s.

    1. Lucy Calkins Retreats on Phonics in Fight Over Reading Curriculum by Dana Goldstein

      Not much talk of potentially splitting out methods for neurodivergent learners here. Teaching reading strategies may net out dramatically differently between neurotypical children and those with issues like dyslexia. Perceptual and processing issues may make some methods dramatically harder for some learners over others, and we still don't seem to have any respect for that.

      This example is an interesting one of the sort of generational die out of old ideas and adoption of new ones as seen in Kuhn's scientific revolutions.

    2. Diane Dragan, a mother of three dyslexic children, aged 9 to 14, has spent years pushing the Lindbergh school district in St. Louis to drop the Units of Study. She said she paid $4,500 a month for intensive tutoring, to help her children catch up on foundational skills overlooked by the curriculum.

      What sort of tutoring was this?! At 8 hours a day for the entire month this cost comes down to $18/hour!!!

      More likely 2.5 hours a day on workdays would still net out at $90/hour and even this would have to be quackery of the highest magnitude.

    3. For children stuck on a difficult word, Professor Calkins said little about sounding-out and recommended a word-guessing method, sometimes called three-cueing. This practice is one of the most controversial legacies of balanced literacy. It directs children’s attention away from the only reliable source of information for reading a word: letters.

      source for claim in final sentence?

    4. “All of us are imperfect,” Professor Calkins said. “The last two or three years, what I’ve learned from the science of reading work has been transformational.”

      This is a painful statement to be said by an educator, a word whose root means to "lead out".

    5. Unlike many developed countries, the United States lacks a national curriculum or teacher-training standards. Local policies change constantly, as governors, school boards, mayors and superintendents flow in and out of jobs.

      Many developed countries have national curricula and specific teacher-training standards, but the United States does not. Instead decisions on curricular and standards are created and enforced at the state and local levels, often by politically elected figures including governors, mayors, superintendents, and school boards.

      This leaves early education in the United States open to a much greater sway of political influence. This can be seen in examples of Texas attempting to legislate the display the ten commandments in school classrooms in 2023, reading science being neglected in the adoption of Culkins' Units of Study curriculum, and other footballs like the supposed suppression of critical race theory in right leaning states.

    6. Her curriculum, “Units of Study,” is built on a vision of children as natural readers, and it has been wildly popular and profitable. She estimates that a quarter of the country’s 67,000 elementary schools use it. At Columbia University’s Teachers College, she and her team have trained hundreds of thousands of educators.

      Calkins' Units of Study curriculum has been estimated to be used by nearly 25% of the 67,000 elementary schools in the United States in 2023.

    7. For decades, Lucy Calkins has determined how millions of children learn to read. An education professor, she has been a pre-eminent leader of “balanced literacy,” a loosely defined teaching philosophy.

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

    1. I love my new Retro 1951 pens, but love my Pentel EnerGel refills better than the stock rollerball or even Parker Gel refills.  So, I chopped the ends off of my EnerGel refills to match the Length of the Parker and Retro refills with an exacto knife - worked great.


      Mike Rohde has previously had luck with the Bic Gel 0.7mm refill chopped down to fit his Retro 51 pens. Similarly he's done the Parker Gel 0.7mm refill and the Pentel Energel 0.7mm refill chopped down to fit.

    1. https://www.therefillguide.com/product-category/brand/retro1951/

      In addition to their own branded rollerball refills, Retro 51 pens will also take a Parker style G2 ballpoint and capless rollerball refills.

      Schmidt is another brand or compatible refills that is sold in Retro 51 packaging

    1. At 9¢/card these are very expensive in comparison to bulk cards which usually can be found for 1-2¢/card. The difference however is in the luxuriousness of the silky smooth texture. Whether you're writing with your favorite fountain pen or a carefully chosen pencil. I don't know if these are the same brand of Bristol cards that Vladimir Nabokov used for his writing, but one could easily image him using such lovely material.

      These provide a very smooth writing experience for fountain pens, gel pens and pencils. I particularly love the way my Tennessee Reds and Blackwing 602s glide over their surface. In comparison to some Japanese stationery, I'd put these cards somewhere between tsuru tsuru (slippery) and sara sara (smooth). If you're looking for a toothier paper, you'll definitely want to look elsewhere. They take fountain pens pretty well with no feathering or ghosting. My juiciest fountain pen dries in about 15 seconds, while a drier extra fine is dry in about 7 seconds, so it may take some care not to smear ink if you're on the messier end of the spectrum.

      Pencil erases reasonably well, though there may be some minimal residual ghosting here. At 205 gsm, they've got a satisfying thickness unseen in most index cards and one is unlikely to rip or crinkle them when erasing. They're also thick enough that the wettest Sharpie won't bleed much less ghost through. You have to hold a card up to a backlight to see the appearance of any ghosting through it and even then, not well.

      For the sticklers used to using standard 4 x 6" index cards, one should take note that the dimensions of these are slightly shorter in both dimensions—they're closer to 3.94" x 5.91". This means that you might have to take some care that while flipping through mixed company of cards your Exacompta can potentially hide between larger imperial sized cards. They're also close to, but not quite A6 in size either (105 x 148.5 mm or 4.1 x 5.8 inches).

    1. The variety of formats which OER resources are available in (.epub, .pdf, .html, and other formats, including future formats like audio and potentially video (.mp3, .mp4) are a form of accessibility.

    2. Is anyone placing OER materials into online channels which center piracy as a means of advertising or distribution?

      (Library Genesis, SciHub, Pirate Bay, et. al.)

    1. Technology is valuable and empowering, but at what end direct cost? Consumers don't have available data for the actual costs of the options they're choosing in many contexts.

      What if that reprocessing costs the equivalent of three glasses of waters? Is it worth it for our environment, especially when the direct costs to the "consumer" are hidden into advertising models.

      (via Brenna)

    2. OEG Live: Audiobook Versions of OER Textbooks (and AI Implications)

      Host: Alan Levine<br /> Panelists: Brian Barrick (LA Harbor College), Delmar Larsen, Brenna, Jonathan, Amanda Grey (KPU), Steel Wagstaff (Pressbooks).

      Find out more information and discuss this topic on OEG Connect: https://oeg.pub/439V1Bc

  2. google-research.github.io google-research.github.io
    1. SoundStorm

      We present SoundStorm, a model for efficient, non-autoregressive audio generation. SoundStorm receives as input the semantic tokens of AudioLM, and relies on bidirectional attention and confidence-based parallel decoding to generate the tokens of a neural audio codec. Compared to the autoregressive generation approach of AudioLM, our model produces audio of the same quality and with higher consistency in voice and acoustic conditions, while being two orders of magnitude faster. SoundStorm generates 30 seconds of audio in 0.5 seconds on a TPU-v4. We demonstrate the ability of our model to scale audio generation to longer sequences by synthesizing high-quality, natural dialogue segments, given a transcript annotated with speaker turns and a short prompt with the speakers' voices.

    1. Why didn't university libraries take on the role of publishing and maintaining academic journals rather than ceding the function to major for-profit corporations which they now pay heavily to license that material back from?

    2. Last year also saw the launch of a library-centric nonprofit marketplace for ebooks, The Palace Project.
    3. The books on the shelves have largely turned into wallpaper as students and faculty have become more comfortable with digital formats.
    4. And because libraries generally do not take possession of the ebook files they rent from publishers, their crucial role as long-term preservers of culture has been severed from their role as institutions that provide democratic access—a striking change.

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

    5. All digital transitions have had losers, some of whom we may care about more than others. Musicians seem to have a raw deal in the streaming age, receiving fractions of pennies for streams when they used to get dollars for the sales of physical media. Countless regional newspapers went out of business in the move to the web and the disappearance of lucrative classified advertising. The question before society, with even a partial transition to digital books, is: Do we want libraries to be the losers?

      Will libraries have the same problems with the digital transition that music and journalism have had?

    6. a novel concept called Controlled Digital Lending (CDL).CDL, developed as a legal theory a bit more than a decade ago by the Georgetown University professor and law librarian Michelle Wu, asserts that libraries have a right to create digital surrogates for their collections, enabling each library to loan out either the digital version or the hard copy of any material it owns (but not both at the same time).
    1. Project Tailwind by Steven Johnson

    2. I’ve also found that Tailwind works extremely well as an extension of my memory. I’ve uploaded my “spark file” of personal notes that date back almost twenty years, and using that as a source, I can ask remarkably open-ended questions—“did I ever write anything about 19th-century urban planning” or “what was the deal with that story about Houdini and Conan Doyle?”—and Tailwind will give me a cogent summary weaving together information from multiple notes. And it’s all accompanied by citations if I want to refer to the original direct quotes for whatever reason.

      This sounds like the sort of personalized AI tool I've been wishing for since the early ChatGPT models if not from even earlier dreams that predate that....

    3. Tailwind allows you to define a set of documents as trusted sources which the AI then uses as a kind of ground truth, shaping all of the model’s interactions with you.
    1. On October 14, 1964, Vladimir Nabokov, a lifelong insomniac, began a curious experiment. Over the next eighty days, immediately upon waking, he wrote down his dreams, following the instructions he found in An Experiment with Time by the British philosopher John Dunne. The purpose was to test the theory that time may go in reverse, so that, paradoxically, a later event may generate an earlier dream. The result—published here for the first time—is a fascinating diary in which Nabokov recorded sixty-four dreams (and subsequent daytime episodes) on 118 index cards, which afford a rare glimpse of the artist at his most private.

      Vladimir Nabokov recorded sixty-four dreams on 118 index cards beginning on October 14, 1964 as an experiment. He was following the instructions of John Dunne, a British philosopher, in An Experiment with Time. The results were published by Princeton University Press in Insomniac Dreams: Experiments with Time by Vladimir Nabokov which was edited by Gennady Barabtarlo.

  3. Jun 2023
    1. The lost index cards of Harold Innis :: Writing Slowly — by Richard (aka u/atomicnotes)

      snippets on my note with some brief extensions...

      I'm aware that HI's collection is now missing, but it could be partially recreated from typescript and the numbered notes.

    2. Manuscript Collection #845, Innis Papers, Archives of the University of Toronto, Thomas Fisher Library, Box 8

      Presumably the archives which contain the papers of Harold Innis.

    1. Here are two ideas that came to mind, with a third combinatorial synthesis:

      I quite like the idea of "combinatorial synthesis"as a phrase with relation to the framing of "combinatorial creativity" as an output.

    2. Todd Henry in his book The Accidental Creative: How to be Brilliant at a Moment's Notice (Portfolio/Penguin, 2011) uses the acronym FRESH for the elements of "creative rhythm": Focus, Relationships, Energy, Stimuli, Hours. His advice about note taking comes in a small section of the chapter on Stimuli. He recommends using notebooks with indexes, including a Stimuli index. He says, "Whenever you come across stimuli that you think would make good candidates for your Stimulus Queue, record them in the index in the front of your notebook." And "Without regular review, the practice of note taking is fairly useless." And "Over time you will begin to see patterns in your thoughts and preferences, and will likely gain at least a few ideas each week that otherwise would have been overlooked." Since Todd describes essentially the same effect as @Will but without mentioning a ZK, this "magic" or "power" seems to be a general feature of reviewing ideas or stimuli for creative ideation, not specific to a ZK. (@Will acknowledged this when he said, "Using the ZK method is one way of formalizing the continued review of ideas", not the only way.)

      via Andy

      Andy indicates that this review functionality isn't specific to zettelkasten, but it still sits in the framework of note taking. Given this, are there really "other" ways available?

    1. Gallagher, John. Review of As the Priest Said to the Nun, by Carla Roth. London Review of Books, June 1, 2023. https://www.lrb.co.uk/the-paper/v45/n11/john-gallagher/as-the-priest-said-to-the-nun.

    2. Roth asks ‘how might our own reading of early modern sources change if we had access to the oral spheres within which they were embedded and which framed their reception?’

      The level of orality in societies can radically change our perceptions of their histories, though quite often this material is missing in our evaluations.

    3. Commentators insisted that gossip was the province of women. Originally meaning ‘godparent’, ‘gossip’ shifted its meaning across the early modern period. It became commonplace to accuse women of gossiping and of being gossips, and a set of meanings crystallised around the word that reflected men’s anxiety about what women were saying about them behind their backs.
    4. For Rütiner and those around him, a story that could be traced back through a chain of identifiable and reliable people was much more believable, even if it recounted events happening far away, than a printed pamphlet or book that couldn’t be subjected to the same kind of ‘source criticism’.
    5. A central concept was the Latin term fama, which encompassed rumour, reputation, gossip and news: Fama herself was often imagined as a winged goddess, with ears and eyes covered and tongues extending from her palms. These images were a visual representation of what it was like to live under constant surveillance by one’s neighbours as well as the authorities.
    6. Early modern jokes can be bewildering. It’s been argued that finding a joke you don’t understand in the sources can be the first step to unlocking the ways in which a society is different to ours, though that’s also the kind of thing you might say after reading one too many jestbooks and wondering what the punchlines mean.
    7. Being a ‘homo ioci plenus’ – a man full of wit – meant something in Rütiner’s friendship group, and knowing how to bring the house down was one way to display one’s communicative capital.

      Relationship to sprezzatura?

    8. With his carefully kept Commentationes, Rütiner was building a conversational arsenal – a treasury of stories, jokes and privileged information that would show him to be in the know.

      There's a somewhat poetic connection between the "conversational arsenal" of Johannes Rütiner and the "stacking ammo" of Eminem who used his notes in rap battles.

    9. Roth calls this ‘communicative capital’: a storehouse of material to be deployed in conversation to build status, reputation and wealth.
    10. ‘The greatest pleasure,’ Rütiner wrote, ‘is to associate and converse with learned men.’
    11. Rütiner’s manuscripts, known as the Commentationes – a term meaning ‘studies’ or ‘treatise’ – were long dismissed by historians as a gossipy record that had none of the gravitas of the more publicly oriented chronicles of urban life kept by his more scholarly and respected peers.
    1. Wabash NYC Moving Notice, Wabash Cabinet Company, Wabash, IN Indiana 1942


      On a postcard dated 1942-07-01, the Wabash Cabinet Company announced the "Removal of its New York Office on July 1st to 60 EAST 42nd STREET, (Lincoln Building)".

    1. I have read that a Maincard's Keyword usually is not a word that is used in the thought that you wrote on the card.

      reply to u/drogers8 at https://www.reddit.com/r/antinet/comments/13wlfbs/how_to_select_a_keyword_for_your_main_card/

      I'm don't think I've ever seen that advice anywhere in my own reading. I've been doing this for ages and would suggest that it's actively bad advice. Use a keyword that seems useful, beneficial, and which you're likely to have the most interest in in the future. What do you suspect the future you will use to search for that card or a branch on that idea in the future? Use that.

      Also, don't overthink this stuff. Just practice. You're going to make some mistakes, but with a small number of cards you'll start to figure it out on your own before things get too large. Your practice today is not going to look like your practice in 6 months and it'll change again 6 months after that.

  4. May 2023
    1. Santalucia, Nick. “The Zettelkasten in the Secondary Classroom.” Blog, July 6, 2021. https://www.nicksantalucia.com/blog/the-zettelkasten-in-the-secondary-classroom-k12.

    2. Hyper-zettelkastenStudents stick all of their zettels on the walls with sticky tack or tape (be sure students initial or mark their zettels before doing this).Then, students walk around the room and search for connections and create original ideas using those connections.Students physically attach those zettels with string (like a conspiracy theorist would) and stick a zettel on the string explaining the connection.
    3. Speed zetteling Two rows of chairs and a short time limit, students have 1-2 minutes to share their ideas (about whatever is the focus) and learn one.

      speed zetteling!

    4. We have rooms and buildings full of young minds who want to learn how to learn, and instead we are giving them worksheets.
    5. TpT

      Teachers Pay Teachers? https://www.teacherspayteachers.com/

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

      Example of a teacher talking about the great conversation in the framing of the humanities....

    7. “Why do we need to learn [this]?” where [this] is whatever I happened to be struggling with at the time.  Unfortunately for everyone, this question – which should always elicit a homerun response from the teacher

      The eternal student question, "Why do we need to learn this?" should always have a fantastic answer from their teachers.

    1. Commonly known was that using an apostrophe, the back space key and a period would allow one to type an exclamation point on a typewriter. Less common were some of these additional special characters:

      • Division (÷): colon and hyphen
      • Pound Sterling (£): Hyphen and small f
      • Equation (=): Hyphens turning the variable slightly (unlocking the platen and moving it up)
      • Cedilla (ç): small c, backspace and comma
      • Paragraph mark )( parentheses

      p. 16

    2. Typewriters had switches to allow the typewriter to use different portions of the typewriter ribbon. Some were utilized to differentiate between colors on multi-colored ribbons (typically between black and red) while others allowed the use of the top or bottom of a ribbon to get more use (economy) out of them. Many also made the ribbon inoperative so that the type struck directly against a sheet to allow for stencil cutting.

      p. 12

    3. Card Grip. (Right and Left). Hold cards firmly against the platen.

      p 5

    4. “The Remington Noiseless Way.” Remington Rand Inc., ca 1940. From the Peter Weil Typewriter Archives. https://site.xavier.edu/polt/typewriters/RemingtonNoiseless10.pdf.

    1. ObsidianI am an academic, so a critic might say that intellectual masturbation is kind of my job description. That said, yes, I am using my ZK all the time to create stuff. Oftentimes, "stuff" may be less tangible things like inspiration for a discussion with my team or with students. But my ZK also helps me tremendously for writing papers and grant proposals because now a lot of my thinking can happen before I start writing. More precisely, of course I had done a lot of thinking even before I ever used a ZK, but now I can record, retrieve, and elaborate these thoughts easily so that they accumulate over time to something bigger. Now, writing a paper or grant proposal often comes down to concatenating a bunch of notes. Ok, maybe that's a bit exaggerated, it still does take some extra editing, but you catch my drift.It took me some experimenting but now I can't imagine going back to my pre-Zettelkasten way of working.

      reply to u/enabeh at https://www.reddit.com/r/Zettelkasten/comments/13s6dsg/comment/jluovm9/?utm_source=reddit&utm_medium=web2x&context=3

      If you're curious, I've been collecting examples of teachers/professors who used their zettelkasten for teaching: https://hypothes.is/users/chrisaldrich?q=tag%3A%27card+index+for+teaching%27 Examples include Mario Bunge, Frederic L. Paxson, Gotthard Deutsch, Roland Barthes, and Joachim Jungius. In more recent contexts, I've seen Dan Allosso (aka u/danallosso), Mark Robertson (aka calhistorian u/calhistorian), and Sean Graham (https://electricarchaeology.ca/) using zettelkasten or linked notes using Obsidian, Roam, etc. for teaching. Perhaps we should get the group together to trade stories? Ping me with an email if you're interested.

    2. I am an academic, so a critic might say that intellectual masturbation is kind of my job description.
    3. of course I had done a lot of thinking even before I ever used a ZK, but now I can record, retrieve, and elaborate these thoughts easily so that they accumulate over time to something bigger. Now, writing a paper or grant proposal often comes down to concatenating a bunch of notes.
    4. Wittgenstein, Luhmann, Conrad Gessner, Leibniz, Linnaeus and Walter Benjamin are some I can think of off the top of my head.

      reply to u/muhlfriedl by way of reply to u/chounosumuheya at https://www.reddit.com/r/Zettelkasten/comments/13s6dsg/comment/jlpt8ai/?utm_source=reddit&utm_medium=web2x&context=3

      Examples of zettelkasten users

      S.D. Goitein, Beatrice Webb, Ludwig Wittgenstein, Harold Innis, Victor Margolin, Eminem, Aby Warburg, Antonin Sertillanges, Jacques Barzun, C. Wright Mills, Gotthard Deutsch, Roland Barthes, Umberto Eco, Vladimir Nabokov, Gerald Weinberg, Michael Ende, Twyla Tharp, Hans Blumenberg, Keith Thomas, Arno Schmidt, Mario Bunge, Sönke Ahrens, Dan Allosso for a few more. If you go with those who used commonplace books and waste books, which are notebook-based instead of index card-based, there are thousands upon thousands more.

      Historically the easier question might be: what creators didn't use one of these systems and was successful?!? The broad outlines of these methods go back much, much farther than Niklas Luhmann. These patterns are not new...

      Personally, I've used my own slip box to write large portions of the articles on my website. I also queried it to compile this reply.

    1. framework for making claims with evidence. The simplest of which, which is what I use, is Claim-Evidence-Reasoning (CER). Students are taught to state their claim (The theme of the story is X), support it with evidence (Readers can infer this through the story's plot, particularly...), and explain their reasoning (Because the character's action result in X, ...) Another great framework is The Writing Revolution/The Hochman Method's "single paragraph outline". Students need to be taught that these are the units of thought -- the most basic forms of an argument. And, even before this, they need to know that a sentence is the form of an idea.
    1. Grading guidelines New. Item is brand new, unused and unmarked, in flawless condition. Protective wrapping should be intact. No blemishes on the outside cover. Stickers/marks indicating it may be “bargain” or “remainder” should not be considered new. Used: Like New. Item has very few defects and looks as good as new. Some minor blemishes and/or remainder marks are acceptable for this condition.   Dust cover/outside case (if applicable) should be intact.   Pages: No marking or highlighting of any kind. Shrink wrap: May be opened or missing for standard bound items. Loose leafs should be shrink wrapped to ensure all pages are present. Supplemental materials: (e.g.) CDs, DVDs, access codes should be unused. Used: Very Good. Items may have some minor defects such as marks, wear, bends, spine and page creases. Dust covers/outside case may be missing. Supplemental materials: May be missing. Water/stains: No water damage or stains of any kind acceptable in this condition. Pages: Very minor writing or highlighting (a few pages) OK. Personalization: No library labels acceptable in this condition. Name written inside OK. Binding/covers: Minimal blemishes and slight defects acceptable. No missing or loose pages. Loose leafs should be wrapped or rubber banded together and all pages must be present. Used: Good. Items with moderate wear and tear. Binding and pages should be intact. Covers: Can have curl and small creases. Moderate scuff marks or small cut OK. Corners: Can have some damage, light (1-2 inches) peeling OK, some (25%) bend OK. Pages: Minor highlighting (~20%) OK. Dog ear folds on page corners OK. Water/Stains: No visible water/spill damage. Minimal stains OK. Supplements: Can be missing/opened, unless the ISBN is a stand alone access card or a bundle edition (book with access code). Personalization: Name written inside or library labels OK. Binding: Moderate wear is OK, no loose pages. Loose leafs should be wrapped or rubber banded together and all pages must be present. Used: Acceptable. Items with more than moderate wear and tear. Binding and pages should be intact. Pages: Should be readable. Moderate highlighting and writing OK (more than ~20%). Water/Stains: Minor water/spill damage OK. Binding: Heavy wear OK, must still be intact, no loose or missing pages. Used: Unacceptable. Cover: Cover not intact. Cuts going through the cover into multiple pages. Page damage: Lines unreadable from highlighting. Page completely torn (part of page is missing) or major partial tear (high probability that normal wear and tear during next usage will result in part or all of page falling out). Water damage: Pages swollen, major wrinkling, excessive stains, major discoloration or moldy (foxing). Mismatch ISBN: Submitted ISBN does not match ISBN of what was received. Stickers or Tape: Used deliberately to hide markings specific to instructor, international, and sample editions, which are all deemed unacceptable. Rebound items. Binding: Pages are separating from binding or have been fixed with tape.
    1. @chrisaldrich, I appreciate your feedback. Indeed there is magic in making notes which comes not only from finding connections in the ZK but also from making connections in mind. Maybe I'm confused. A mindset that makes note-making fun is one way to recruit the body's dopamine mechanism. This creates a positive feedback loop. More mote-making turns to more dopamine which turns to more note-making. Maybe even some notes on dopamine. (I have 11 already!) My sense of Luhmann's phrase "second memory" is a rehashing of an idea—a continued exploration. Using the ZK method is one way of formalizing the continued review of ideas. Without a formal process, it is too easy to fall into old bad habits and not work towards "the serendipity of combinatorial creativity. "

      Reply to Will Simpson at https://forum.zettelkasten.de/discussion/comment/17939/#Comment_17939

      There should be more conversation about zettelkasten as both a "ratchet" as well as a "flywheeel". Sometimes I feel like it's hard to speak of these things for either lack of appropriate words/naming and/or having a shared vocabulary for them.

      Even Luhmann's "second memory" has a mushiness to it, but I certainly see your sense of it as a thing which moves forward. I have the same sort of sense with the Aboriginal cultural idea of a "songline" which acts as both a noun as well as having an internal sense of being a verb to me. The word "google" has physically and specifically undergone the transition from noun to verb in a way which "second memory" and "songline" haven't, though perhaps they should? The difference is that the word google is much more concrete and simple while second memory and songline have a lot more cultural material and meaning sitting with them if you know them and their fuller attendant practices.

    2. @Will Thanks for always keeping up with your regular threads and considerations.

      I've been keeping examples of people talking about the "magic of note taking" for a bit. I appreciate your perspectives on it. Personally I consider large portions of it to be bound up with the ideas of what Luhmann termed as "second memory", the use of ZK to supplement our memories, and the serendipity of combinatorial creativity. I've traced portions of it back to the practices of Raymond Llull in which he bound up old mnemonic techniques with combinatorial creativity which goes back to at least Seneca.

      A web search for "combinatorial creativity" may be useful, but there's a good attempt at what it entails here: https://fs.blog/seneca-on-combinatorial-creativity/

    3. The magic comes from the repetition of adding your thoughts to the notes you take and reviewing notes regularly.

      Will Simpson feels that the magic of note taking stems from "the repetition of adding your thoughts to the notes you take and reviewing notes regularly".

      I think it sems more from the serendipitous connections and resultant combinatorial creativity.

    4. Links are where the magic happens.
    1. https://www.reddit.com/r/antinet/comments/13tv9ls/question_how_fast_did_you_name_your_antinet/

      Mine was a bit into the process, but not until I got the filing cabinet where they'll all ultimately live: https://boffosocko.com/2022/08/08/55808119/#Naming

      See examples of people naming them here including: - Cvrie (Fallout 4 reference) - torspedia (after username on MediaWiki installation) - Todd (Bad Words reference to study binder) - Plumeria (after 4 months) - Hamilton after video - Epictetus (meaning "to acquire" from stoicism) - Zeke (short for Ezekiel) - Stewie (personal communication, Scheper's nickname, not mentioned on this page)

    1. I like to imagine that Bob Ross lends his voice to point to the “happy accidents” that happen while working with Zettelkastens.

      Bob Ross' "happy accidents" tied to the idea of serendipity or the outcome of combinatorial creativity within a zettelkasten.

      Ross's version is related to experimentation and the idea of adjacent possible. Taking a current known and extending it to see what will happening and accepting the general outcome. This was one of the roots of his creative process.

    1. Combinational creativity: the myth of originality

      Noticing that the title of this isn't original itself (or is it?) There's a similar post entitled "Combinatorial Creativity and the Myth of Originality" by Maria Popova at https://www.smithsonianmag.com/innovation/combinatorial-creativity-and-the-myth-of-originality-114843098/

      Perhaps the William Inge quote is incredibly apropos here: https://hypothes.is/a/Fvkz-i8rEe2hJYM4oINfpw

    1. But I wouldn't call them a ZK® (stealing Andy's shorthand!) but they were a box of notes (Zettelkasten?).
    2. It is unfortunate that the German word for a box of notes is the same as the methodology surrounding Luhmann.

      reply to dandennison84 at https://forum.zettelkasten.de/discussion/comment/17921/#Comment_17921

      I've written a bit before on The Two Definitions of Zettelkasten, the latter of which has been emerging since roughly 2013 in English language contexts. Some of it is similar to or extends @dandennison84's framing along with some additional history.

      Because of the richness of prior annotation and note taking traditions, for those who might mean what we're jokingly calling ZK®, I typically refer to that practice specifically as a "Luhmann-esque zettelkasten", though it might be far more appropriate to name them a (Melvil) "Dewey Zettelkasten" because the underlying idea which makes Luhmann's specific zettelkasten unique is that he was numbering his ideas and filing them next to similar ideas. Luhmann was treating ideas on cards the way Dewey had treated and classified books about 76 years earlier. Luhmann fortunately didn't need to have a standardized set of numbers the way the Mundaneum had with the Universal Decimal Classification system, because his was personal/private and not shared.

      To be clear, I'm presently unaware that Dewey had or kept any specific sort of note taking system, card-based or otherwise. I would suspect, given his context, that if we were to dig into that history, we would find something closer to a Locke-inspired indexed commonplace book, though he may have switched later in life as his Library Bureau came to greater prominence and dominance.

      Some of the value of the Dewey-Luhmann note taking system stems from the same sorts of serendipity one discovers while flipping through ideas that one finds in searching for books on library shelves. You may find the specific book you were looking for, but you're also liable to find some interesting things to read on the shelves around that book or even on a shelf you pass on the way to find your book.

      Perhaps naming it and referring to it as the Dewey-Luhmann note taking system or the Dewey-Luhmann Zettelkasten may help to better ground and/or demystify the specific practices? Co-crediting them for the root idea and an early actual practice, respectively, provides a better framing and understanding, especially for native English speakers who don't have the linguistic context for understanding Zettelkästen on its own. Such a moniker would help to better delineate the expected practices and shape of a note taking practice which could be differentiated from other very similar ones which provide somewhat different affordances.

      Of course, as the history of naming scientific principles and mathematical theorems after people shows us, as soon as such a surname label might catch on, we'll assuredly discover someone earlier in the timeline who had mastered these principles long before (eg: the "Gessner Zettelkasten" anyone?) Caveat emptor.

    3. Stephen Davies, Javier Velez-Morales, & Roger King (2005), "Building the memex sixty years later: trends and directions in personal knowledge bases", Department of Computer Science, University of Colorado at Boulder. The Wikipedia article on personal knowledge bases (PKBs) is basically a summary of the technical report. The report defined personal knowledge base systems, described their benefits, reviewed relevant fields of research, and compared systems in terms of several aspects of their data models: structural framework, knowledge elements, schema, and the role of transclusion. This report is the most comprehensive publication I've read that compares PKB systems according to their key features.
    4. @chrisaldrich I think the is an underated idea more broadly. I would love to see this done with other authors books that use an index card system, like Robert Greene. I think it would be a useful illustration to help people better understand the research and writing process. I've been wanting to and created a few experimental vaults where I do a similar thing except for a podcast (all of Sean Carroll's Mindscape transcripts are free) or a textbook (Introduction to Psychology). But I never followed through on the projects just because of how much work it takes to due it right. This also makes me wish for a social media type zettelkasten, where a community can keep a shared vault, creating a social cognition of sorts. I know this was kind of happening with the shared vaults Dan Alloso was experimenting with but his seemed more focused than random/chaotic. I'm also not sure if he continued it for later books.

      Reply to Nick at https://forum.zettelkasten.de/discussion/comment/17926/#Comment_17926

      Some pieces of social media come close to the sort of sense making and cognition you're talking about, but none does it in a pointed or necessarily collaborative way. The Hypothes.is social annotation tool comes about as close to it as I've seen or experienced beyond Wikipedia and variations which are usually a much slower boil process. As an example of Hypothes.is, here's a link to some public notes I've been taking on the "zettekasten output problem" which I made a call for examples for a while back. The comments on the call for examples post have some rich fodder some may appreciate. Some of the best examples there include videos by Victor Margolin, Ryan Holiday (Robert Greene's protoge), and Dustin Lance Black along with a few other useful examples that are primarily text-based and require some work to "see".

      For those interested, I've collected a handful of fascinating examples of published note collections, published zettelkasten, and some digitized examples (that go beyond just Luhmann) which one can view and read to look into others' practices, but it takes some serious and painstaking work. Note taking archaeology could be an intriguing field.

      Dan Allosso's Obsidian book club has kept up with additional books (they're just finishing Rayworth's Doughnut Economics and about to start Simon Winchester's new book Knowing What We Know, which just came out this month.) Their group Obsidian vault isn't as dense as it was when they started out, but it's still an intriguing shared space. For those interested in ZK and knowledge development, this upcoming Winchester book looks pretty promising. I'd invite everyone to join if they'd like to.

    1. Keep Comments Open! by Dan Allosso

      Some thoughts about the ability to turn off public comments on Substack posts, which may diminish the conversation.

    1. https://www.youtube.com/watch?v=dU7efgGEOgk

      I wish he'd gotten into more of the detail of the research and index card making here as that's where most of the work lies. He does show some of his process of laying out and organizing the cards into some sort of sections using 1/3 cut tabbed cards. This is where his system diverges wildly from Luhmann's. He's now got to go through all the cards and do some additional re-reading and organizational work to put them into some sort of order. Luhmann did this as he went linking ideas and organizing them up front. This upfront work makes the back side of laying things out and writing/editing so much easier. It likely also makes one more creative as one is regularly revisiting ideas, juxtaposing them, and potentially generating new ones along the way rather than waiting until the organization stage to have some of this new material "fall out".

    1. - Set of 52 weekly 3 x 5 accordion tri-folded cards - Undated planner with ruled lines and shaded blank areas for writing appointments, notes or lists on each day of the week - Thick and substantial 250-gsm card stock - Friendly to all types of ink - Unfolded, 9W x 5H

      A 9 x 5" card that folds in three to make a 3 x 5" card for planning out one's entire week.

      This is quite clever with respect the space of cards like Analog and 3x5 Life.

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