Dr. Katharine Hayhoe, climate scientist at Texas Tech University

the referent "the science" is "the [climate] science" in this context

How to Convince a Climate Change Skeptic | The Brink | Boston University by Andrew Thurston

A project of the Roy Rosenzweig Center for History and New Media https://rrchnm.org/portfolio-item/tropy/

—u/stockwestfale at https://www.reddit.com/r/antinet/comments/12jjsgl/about_archiving_my_analog_zettelkasten/

Too many go too deep into the idea of "atomic notes" without either questioning or realizing their use case. What is your purpose in having atomic notes? Most writing about them online talk about the theoretical without addressing the underlying "why".

They're great for capturing things on the go and having the ability to re-arrange and reuse them into much larger works. Often once you've used them a few times, they're less useful, specially for the average person. (Of course it's another matter if you're an academic researcher, they're probably your bread and butter.) For the beekeepers of the world who need some quick tidbits which they use frequently, then keeping them in a larger outlined document or file is really more than enough. Of course, if you're creating some longer book-length treatise on beekeeping, then it can be incredibly helpful to have them at atomic length.

There's a spectrum from the small atomic note to the longer length file (or even book). Ask yourself, "what's your goal in having one or the other, or something in between?" They're tools, choose the best one for your needs.

https://www.howlingwolfbooks.org/sketchywelsh

see also: https://www.instagram.com/sketchy_welsh/

reply to u/all_flowers_in_time_ at https://www.reddit.com/r/NoteTaking/comments/12g3idj/any_easy_strategies_to_improve_my_notetaking/

In many ways I was just like you in school...

Some of it depends on what your notes are for. Are you using them to write things in your own words to increase understanding and tie them into other ideas? Are you using them as reminders? Are you using them to build material for later (papers, articles, write a book, other?) For memorization?

Your notes look like they've got a Cornell Notes appearance, so perhaps more formally structuring your pages that way will help? Creating sample test questions afterward for practice and recall can be highly useful and force you to create answers which is dramatically more productive than simply reviewing over notes which usually creates a false sense of familiarity.

If you're using them for memorization, then perhaps convert the notes after lecture into flash cards (physical cards, Anki, Mnemosyne, etc.) that you can use for spaced repetition.

If you're using them to later create other content, then perhaps a commonplace book or zettelkasten structure may be helpful for cross indexing ideas. If you're not familiar with these, try out the following book which covers all of these use cases and mores:

Ahrens, Sönke. How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers. Create Space, 2017.

I wish I had been able to do so when I was a student.

reply to u/bestlunchtoday at https://www.reddit.com/r/Zettelkasten/comments/12gadut/benefits_of_sharing_permanent_notes/

I love the diversity of ideas here! So many different ways to do it all and perspectives on the pros/cons. It's all incredibly idiosyncratic, just like our notes.

I probably default to a far extreme of sharing the vast majority of my notes openly to the public (at least the ones taken digitally which account for probably 95%). You can find them here: https://hypothes.is/users/chrisaldrich.

Not many people notice or care, but I do know that a small handful follow and occasionally reply to them or email me questions. One or two people actually subscribe to them via RSS, and at least one has said that they know more about me, what I'm reading, what I'm interested in, and who I am by reading these over time. (I also personally follow a handful of people and tags there myself.) Some have remarked at how they appreciate watching my notes over time and then seeing the longer writing pieces they were integrated into. Some novice note takers have mentioned how much they appreciate being able to watch such a process of note taking turned into composition as examples which they might follow. Some just like a particular niche topic and follow it as a tag (so if you were interested in zettelkasten perhaps?) Why should I hide my conversation with the authors I read, or with my own zettelkasten unless it really needed to be private? Couldn't/shouldn't it all be part of "The Great Conversation"? The tougher part may be having means of appropriately focusing on and sharing this conversation without some of the ills and attention economy practices which plague the social space presently.

There are a few notes here on this post that talk about social media and how this plays a role in making them public or not. I suppose that if I were putting it all on a popular platform like Twitter or Instagram then the use of the notes would be or could be considered more performative. Since mine are on what I would call a very quiet pseudo-social network, but one specifically intended for note taking, they tend to be far less performative in nature and the majority of the focus is solely on what I want to make and use them for. I have the opportunity and ability to make some private and occasionally do so. Perhaps if the traffic and notice of them became more prominent I would change my habits, but generally it has been a net positive to have put my sensemaking out into the public, though I will admit that I have a lot of privilege to be able to do so.

Of course for those who just want my longer form stuff, there's a website/blog for that, though personally I think all the fun ideas at the bleeding edge are in my notes.

Since some (u/deafpolygon, u/Magnifico99, and u/thiefspy; cc: u/FastSascha, u/A_Dull_Significance) have mentioned social media, Instagram, and journalists, I'll share a relevant old note with an example, which is also simultaneously an example of the benefit of having public notes to be able to point at, which u/PantsMcFail2 also does here with one of Andy Matuschak's public notes:

[Prominent] Journalist John Dickerson indicates that he uses Instagram as a commonplace: https://www.instagram.com/jfdlibrary/ here he keeps a collection of photo "cards" with quotes from famous people rather than photos. He also keeps collections there of photos of notes from scraps of paper as well as photos of annotations he makes in books.

It's reasonably well known that Ronald Reagan shared some of his personal notes and collected quotations with his speechwriting staff while he was President. I would say that this and other similar examples of collaborative zettelkasten or collaborative note taking and their uses would blunt u/deafpolygon's argument that shared notes (online or otherwise) are either just (or only) a wiki. The forms are somewhat similar, but not all exactly the same. I suspect others could add to these examples.

And of course if you've been following along with all of my links, you'll have found yourself reading not only these words here, but also reading some of a directed conversation with entry points into my own personal zettelkasten, which you can also query as you like. I hope it has helped to increase the depth and level of the conversation, should you choose to enter into it. It's an open enough one that folks can pick and choose their own path through it as their interests dictate.

-u/Pambaiden at https://www.reddit.com/r/notebooks/comments/12go4ft/my_notebook_gets_stain_on_it_when_i_leave_it/

Example of someone who queried ChatGPT as a general search engine to solve a problem and mentioned it in a public Reddit when asking for general advice about a problem with their notebook.

Ask The Expert - Foxing - FIZZ Gallery

reply to u/Accomplished-Tip-597 at https://www.reddit.com/r/Zettelkasten/comments/12fowjy/to_buy_or_not_to_buy_a_course_and_if_the_latter/

Which "industry", though? Productivity? Personal Knowledge Management? Neither of these are focused on the idea of a Luhmann-esque specific zettelkastenare they?

For the original poster, what is your goal in taking a course? What do you want to get out of it? What are you going to use such a system for? The advice you're looking for will hinge on these.

Everyone's use is going to be reasonably idiosyncratic, so not knowing anything else, my general recommendation (to minimize time, effort, and expense) would be to read one of the following (for free), practice at some of it for a few weeks before you do anything else. Then if you need it, talk u/taurusnoises into a few consultations based on what you'd like to accomplish. He's one of the few who does this who's got experience in the widest variety of traditions in addition to expertise in the platform you want (though I'd still recommend him if you were using something else.)

• https://zettelkasten.de/posts/overview/
• https://minnstate.pressbooks.pub/write/ (just 1-7, though the rest is profitable)
• https://www.academia.edu/35101285/Creating_a_Commonplace_Book_CPB_

Ferguson, Niall. “I’m Helping to Start a New College Because Higher Ed Is Broken.” Bloomberg.Com, November 8, 2021, sec. Opinion. https://www.bloomberg.com/opinion/articles/2021-11-08/niall-ferguson-america-s-woke-universities-need-to-be-replaced.

Seems like a lot of cherry picking here... also don't see much evidence of progress in a year and change.

Only four jobs listed on their website today: https://jobs.lever.co/uaustin. Note all are for administration and none for teaching. Most have a heavy fundraising component.

In our minds, there can be no more urgent task for a society than to ensure the health of its system of higher education.

Really?! A conservative saying we should worry about the health of education as his fellows choke off funding to all levels of education in general?

"Why are you turning blue and gasping for breath?" the Republican asks as he stands on the throat of education.

Only a handful have been set up this century: University of California Merced (2005), Ave Maria University (2003) and Soka University of America (2001). Just five U.S. colleges founded in the past 50 years make it into the Times’s top 25 “Young Universities”: University of Alabama at Birmingham (founded 1969), University of Texas at Dallas (1969), George Mason (1957), University of Texas at San Antonio (1969) and Florida International (1969). Each is (or originated as) part of a state university system.

How does he focus on the dearth of new universities, particularly in populations which have only been growing? No mention of the growing number of colleges which have gone bankrupt and disappeared? Given population growth, with appropriately commensurate funding (a political football), we should have seen a huge number of new institutions just from that.

The ever-growing army of coordinators for Title IX — the federal law prohibiting sex-based discrimination — is one manifestation of the bureaucratic bloat, which since the 1990s has helped propel tuition costs far ahead of inflation.

Benjamin Ginsberg has documented bureaucratic bloat since the 1970's and only the tiniest fraction is down to Title IX, which is a political red herring here. A much larger amount of bloat can be attributed to professionalization of running the university allowing professors more time for teaching and research and less administrative work. Commercial specialization of this sort has increased because of increased competition within the capitalistic system which has grown there. A sizeable portion also goes into development efforts as educational funding has shrunk (due primarily to conservative efforts) as well as administrative functions to run fringe benefits like athletic centers, activities, lazy rivers, climbing walls, etc. which are used to recruit students into a much more selective number of universities.

Mitchell Langbert’s analysis of tenure-track, Ph.D.-holding professors from 51 of the 66 top-ranked liberal arts colleges in 2017 found that those with known political affiliations were overwhelmingly Democratic. Nearly two-fifths of the colleges in Langbert’s sample were Republican-free.

No acknowledgement here that 2017 was a Republican Presidential administration, which means that a reasonable number of academics left academia to staff the administration. It's a common occurrence that there are reasonable shifts back and forth between government and academia as administrations change. One should look at comparisons from a Democratic presidential administration for a better idea versus Ferguson's cherry picking here.

Also unmentioned is the general disbelief in logic and the underpinning of science on the right in general, a fact which may make conservatives less likely to figure in these sorts of career paths. Are conservatives more likely to take career paths in capitalism-based endeavors than go into academia in the first place given the decrease in regulatory climate in the last half century?

Additionally by only looking at liberal arts institutions, he's heavily biasing the sample from the start. Why not also include the wide variety of non-liberal arts institutions? Agriculture and Mechanical Schools, Engineering Schools, Religious Schools, etc.?

The presumption of liberal profesoriate from the start is also likely to discourage students from considering the profession regardless of their desires and career goals, particularly when the professoriate has significantly shrunk in the last thirty years due to decreased funding. One ought to worry that there are any educators in the business of higher education, much less conservative ones who may be more biased to leave for higher paying careers elsewhere.

There are so many missing pieces of analysis here...

https://www.getalongfilm.com/

What a fantastic documentary. Everyone in Pasadena should be forced to watch this.

We need better answers for these problems....

Lying press

Now, I've made a number of documentaries about fake news. And what interests me is the first person to use the phrase mainstream media was Joseph Goebbels. And he, in one of his propaganda sheets, said “It's very important that you don't read the mainstream media because they'll tell you lies.” You must read the truth by the ramblings of his boss and his associated work. And you do have to watch this. This is a very, very well-established technique of fascists, is to tell you, don't read this stuff, read our stuff.<br /> —Ian Hislop, Editor, Private Eye Magazine 00:16:00, Satire in the Age of Murdoch and Trump, The Problem with Jon Stewart Podcast

Satire in the Age of Murdoch and Trump. The Problem With Jon Stewart Podcast, 2023-03-09. https://www.youtube.com/watch?v=pbOiXmMnyw4.

Watched most of this passively while reading on 2023-04-06

I think I’m not alone that Mastodon is giving me the ick<br /> by Andy Bell

Read at Fri 4/7/2023 8:36 AM

reply to u/apricotsareweird at r/Zettelkasten - How best to incorporate a book of terms?

This sounds a bit like it might fit into the mold of an example like Brian Eno and Peter Schmidt's "Oblique Strategies" which are bits of creative advice that one draws out at random to help improve their work. You could have a custom deck for potential writing work and attempt the recipes at random to see where it takes you. At worst a collection of them could be used for spaced repetition to memorize or familiarize yourself with them. At a later date you could give them numbers and install them into a larger collection, but keeping them as a stand alone collection certainly couldn't hurt at least to start.

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

founded Time, Life, Fortune, and Sports Illustrated magazines

This explains the "advertisement" in LIFE in January 1948.

While the Syntopicon ultimately appears in book form, one must recall that it started life as a paper slip-based card index (Life v24, issue 4, 1948). This index can be queried in some of the ways one might have queried a library card catalog or more specifically the way in which Niklas Luhmann indicated that he queried his zettelkasten (Luhmann,1981). Unlike a library card catalog, The Syntopicon would not only provide a variety of entry places within the Western canon to begin their search for answers, but would provide specific page numbers and passages rather than references to entire books.

The Syntopicon invites the reader to make on the set whatever demands arise from his own problems and interests. It is constructed to enable the reader, no matter what the stages of his reading in other ways, to find that part of the Great Conversation in which any topic that interests him is being discussed. (p. 85)

While the search space for the Syntopicon wasn't as large as the corpus covered by larger search engines of the 21st century, the work that went into making it and the depth and focus of the sources make it a much more valuable search tool from a humanistic perspective. This work and value can also be seen in a personal zettelkasten. Some of the value appears in the form of having previously built a store of contextualized knowledge, particularly in cases where some ideas have been forgotten or not easily called to mind, which serves as a context ratchet upon which to continue exploring and building.

LIFE. “The 102 Great Ideas: Scholars Complete a Monumental Catalog.” January 26, 1948. https://books.google.com/books?id=p0gEAAAAMBAJ&pg=PA92&source=gbs_toc_r&cad=2#v=onepage&q&f=false. Google Books.

Provides an small example of "the great conversation" on the equality of men and women.

Amidst a number of very gendered advertisements in issue 4 of volume 24 of LIFE magazine from 1948 is a short piece on the pending release of The Encyclopædia Britannica's Great Books of the Western World.

The piece starts out talking about the 432 classical works written by 71 men and highlights the fact that "Woman, not a main idea, is included [with] in [the topical category] Family Man and Love." The piece goes on by way of example of the work to excerpt portions on Idea number 51: "Man". To show the flexibility of the included Syntopicon categorization they elaborate with 15 excerpted passages from authors from Plato to Freud on Idea 51, subdivision 6b: "Men and Women: their equality or inequality".

It provides a fantastic mini-study on the emerging conversation on gender studies as seen in a mainstream magazine in 1948.

Were there any follow up letters to the editor on this topic in subsequent issues? How was this broader piece received with respect to the idea of gender at the time?

A staff of at least 26 created the underlying index that would lay at the heart of the Great Books of the Western World which was prepared in a rented old fraternity house on the University of Chicago campus. (p. 93)

Dr Essai’s life checklists: No. 1, Reading Strategies

https://oliverbarnum.wordpress.com/2023/04/06/how-i-use-obsidian-on-ios-for-cheap/

I just finished my Bachelor thesis working with Obsidian! by u/ThiIsAnkou

100 literature- and about 650 permanentnotes. Thanks to Obsidian and Zettelkasten!

How did Michael Oakeshott's philosophy overlap with the idea of the 'Great Conversation' or 20th century movement of Adler's Great Books of the Western World.

How does it influence the idea of "having conversations with the text" in the annotation space?

The formal educational viewpoint (in contrast to progressive education) can broadly be broken into conservative and liberal interpretations The conservative viewpoint focuses on transmission of knowledge while the liberal places its focus on initiation or induction into a culture's formative ideas.

Maria Montessori's educational model stemmed from the ideas of Pestalozzi and Froebel.

The word 'kindergarten' meaning a 'children's garden' was coined by educator Friedrich Froebel, a student of Johann Pestalozzi, while walking in the Thuringian hills.

Swiss educator Johann Pestalozzi (1746-1827) developed a holistic teaching philosophy in How Gertrude Teaches Her Children based on John Locke's ideas and used it to open his own schools.

See copies at https://archive.org/details/texts?query=How+Gertrude+Teaches+Her+

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

Current American climate indicates that Republicans take this quote of Aristotle's to heart, but they're not closely thinking about how they define "education". They're definitely not defining it with respect to John Locke's views in Some Thoughts Concerning Education which encourages political systems that move away from an electorate that is subservient to authority.

see: https://hypothes.is/a/upfxCtSiEe2wrdd3cOo-Lg for John Locke

‘who seldom reason at all, but do and think according to the example of others, whether parents, neighbours, ministers...for the saving of themselves the pains and trouble of thinking and examining for themselves’ (p. 169).

Is there a better direct quote from Locke for this indirect one?

Oddly, large portions of the religious right and Republican right are highly subservient to authority while simultaneously espousing the idea of "freedom".

Apparently the base definition of "freedom" on the right has shifted in large portions of American culture.

We could say first, though I highly suspect that his ideas came from somewhere else...

The Finnish paradox stems from the fact that despite Finland having one of the latest school start ages in the world (at the age of 7), they also have one of the highest literacy achievements as well.

The paradox is only perceived by those who may feel that hammering knowledge into children's heads from a young age is the best method of education.

While the original proverb appears in King James Version of the Bible, Book of Proverbs 13:24, the satirical poem Hudibras is the first appearance of the quote and popularized the aphorism "spare the rod and spoil the child".

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

https://en.wiktionary.org/wiki/spare_the_rod_and_spoil_the_child

syndication link: https://en.wikipedia.org/w/index.php?title=Hudibras&oldid=1148518740

Locke stressed the need for regular bowel movements in children in his book Some Thoughts Concerning Education and presupposed a link between the looseness of one's stool and the weakness of their bodies. This seemed to be a moralism rather than a question of general health and eating habits which continued into even my own childhood.

John Locke provides some intellectual foundation in his Some Thoughts Concerning Education (1693) for Rousseau's Émile (1762) progressive and empiricist perspectives of teaching and learning.

Notes available at: https://via.hypothes.is/web.hypothes.is/event/liquid-margins-39-inclusivity-and-social-annotation-fostering-diverse-learning-environments/

Resources

Links and resources from the second half of the chat and Q&A:

• TAG Feedback Protocol via https://learninginhand.com/blog/feedbackchat
• Robin DeRosa's OER pedagogical endeavor
• Annotation Rubrics
• Faculty Focus Live - A Hyflex Course: Bridging the Gap Between Online and In-person Students
• Bringing Theories to Practice: Universal Design Principles and the Use of Social Annotation to Support Neurodiverse Students by Christian Aguiar, Fatma Elshobokshy, and Amanda Huron
• Compass Points rubric

Video

Watch on YouTube

Luhmann, Niklas. “Improved Translation of ‘Communications with Zettelkastens.’” Translated by Sascha Fast. Zettelkasten Method, April 5, 2023. https://zettelkasten.de/communications-with-zettelkastens/.

An example of a bi-lingual German-English speaker/writer specifically translating and using Zettelkasten as an established word in English.

The value of a zettelkasten is as a tool to actively force combinatorial creativity—the goal is to create accidents or collisions of ideas which might have a high chance of being discovered and selected for.

Nothing progresses without randomness.

Think about this for a bit. True/untrue? Provable? Counterexamples?

Luhmann felt that quotations aren't worth collecting unless they were "exceptionally concise, and for your own thoughts."

I find that this is not the case. Even a few hundred cards is more than enough to create something interesting.

Though what does he mean specifically by "critical mass"?

The structural components of Luhmann's zettelkasten which allow for "achieving high independence" are also the same structures found in an indexed commonplace book: namely fixed placement (formally by the order in which things are found and collected) as well as combinations of order and disorder (the methods by which they can be retrieved and read).

This section is almost exactly the same as Umberto Eco's description of a slip box practice:

No piece of information is superior to any other. Power lies in having them all on file and then finding the connections. There are always connections; you have only to want to find them. -- Umberto Eco. Foucault's Pendulum

See: https://hypothes.is/a/jqug2tNlEeyg2JfEczmepw

Interestingly, these structures map reasonably well onto Paul Baran's work from 1964:

The subject heading based filing system looks and functions a lot like a centralized system where the center (on a per topic basis) is the subject heading or topical category and the notes related to that section are filed within it. Luhmann's zettelkasten has the feel of a mixture of the decentralized and distributed graphs, but each sub-portion has its own topology. The index is decentralized in nature, while the bibliographical section/notes are all somewhat centralized in form.

Cross reference:<br /> Baran, Paul. “On Distributed Communications: I. Introduction to Distributed Communications Networks.” Research Memoranda. Santa Monica, California: RAND Corporation, August 1964. https://doi.org/10.7249/RM3420.

Luhmann attributes (an independent) life to his zettelkasten. It is effectuated by internal branching, opportunities for links or connections, and a register as well as lack of pre-planned comprehensive order, lack of hierarchy, and lack of linear structure.

Which of these is necessary for other types of "life"? Can any be removed? Compare with other systems.

The alternation of letters and numbers helps to create some visual differentiation of various branches, but how does it help the memory? Help as in it's easier to search for these sorts of combinations versus remembering strings of only numbers?

Potential definition of a table of contents: A table of contents is a linear ordering or traversal of of specific material which could potentially be found within an index.

Starting a zettelkasten practice with a table of contents as the primary organization is difficult due to planning in advance.

After having used his zettelkasten for 26 years, Luhmann mentions that he chose normal paper as his substrate for note taking over thicker index cards to save on storage space and particularly to make it possible to keep more material closer to his desk rather than need to store it at larger distances within his office. This allows more slips per drawer and also tends to have an effect on productivity with respect to daily use and searching.

One might need to balance this out with frequency of use and slip wear, as some slips in his box show heavy use and wear, especially at the top.

Luhmann mentions that he only wrote on one side so that he didn't need to physically remove notes from the box when searching it. There is a level of lost productivity if one needs to physically remove a card to read it and then replace it; this lost productivity is magnified if one uses their slip box regularly over the span of many years.

Luhmann indicates that there are different methods for keeping note collections and specifically mentions categorizing things by topics first. It's only after this that he mentions his own "open" system as being a possible or successful one.

"Luhmannian overdose"—Ha!

Armstrong, Dorsey. King Arthur: History and Legend (Course Guidebook). Great Courses 2376. Chantilly, VA: The Teaching Company, 2015.

King Arthur: History and Legend. Streaming Video. Vol. 2376. The Great Courses: Literature and Language. Chantilly, VA: The Teaching Company, 2015. https://www.wondrium.com/king-arthur-history-and-legend.

Introducing Substack Notes<br /> by Hamish McKenzie, Chris Best, Jairaj Sethi

Substack slowly adding features and functionality to make them a full stack blogging/social platform... first long form, then short note features...

Also pushing in on Twitter's lunch as Twitter is having issues.

As of April 2023, only 5.7% of Substack active subscriptions are paid.

How exactly do they define "active" subscriptions?

Fast, Sascha. “Field Report #5: How I Prepare Reading and Processing Effective Notetaking by Fiona McPherson.” Zettelkasten Method (blog), March 29, 2022. https://zettelkasten.de/posts/field-report-5-reading-processing-effective-notetaking-mcpherson/.

Sascha Fast's conceptual diagram of Human and Zettelkasten

Perhaps there is a model for reading and note taking/writing with respect to both learning and creating new knowledge that follows an inverse mapping in a way similar to that seen in Galois theory?

Explore this a bit to see what falls out.

It would seem that the version of the translation of Luhmann's Communication with Zettelkasten at http://luhmann.surge.sh/communicating-with-slip-boxes is more up to date than the older archived version at https://web.archive.org/web/20150825031821/http://scriptogr.am/kuehnm because it takes into consideration smaller updates like this.

See: - https://github.com/Zettelkasten-Method/luhmann.surge.sh/commits/master/communicating-with-slip-boxes.html

reply to u/iamharunjonuzi at https://www.reddit.com/r/Zettelkasten/comments/12bvcmn/how_do_i_store_when_coming_across_an_actual_fact/

How central is the fact to what you're working at potentially developing? Often for what may seem like basic facts that are broadly useful, but not specific to things I'm actively developing, I'll leave basic facts like that as short notes on the source/reference cards (some may say literature notes) where I found them rather than writing them out in full as their own cards.

If I were a future biologist, as a student I might consider that I would soon know really well what a cell was and not bother to have a primary zettel on something so commonplace unless I was collecting various definitions to compare and contrast for something specific. Alternately as a non-biologist or someone that doesn't use the idea frequently, then perhaps it may merit more space for connecting to others?

Of course you can always have it written along with the original source and "promote" it to its own card later if you feel it's necessary, so you're covered either way. I tend to put the most interesting and surprising ideas into my main box to try to maximize what comes back out of it. If there were 2 more interesting ideas than the definition of cell in that documentary, then I would probably leave the definition with the source and focus on the more important ideas as their own zettels.

As a rule of thumb, for those familiar with Bloom's taxonomy in education, I tend to leave the lower level learning-based notes relating to remembering and understanding as shorter (literature) notes on the source's reference card and use the main cards for the higher levels (apply, analyze, evaluate, create).

Ultimately, time, practice, and experience will help you determine for yourself what is most useful and where. Until you've developed a feel for what works best for you, just write it down somewhere and you can't really go too far wrong.

reply to ZH215 at https://forum.zettelkasten.de/discussion/2545/lit-review-template-or-not#latest

For a literature review, you might find Adler & Van Doren more immediate and interesting (compared to Ahrens), particularly chapter 20 on syntopical reading. This may help you to better focus your annotating and note making practices. Consider it a big conversation, but all the participants are writing instead of speaking.

Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated edition. 1940. Reprint, Touchstone, 2011.

While the more significant notes can be useful in the long run and can be used as the backbone of your work, I often personally find that my shorter annotations and highlights/tags in a literature review are incredibly helpful for comparison and contrast later, so don't discount the value of these.

https://communitywiki.org/trunk

https://lauralisscott.com/blog/mastodon-comments-hugo-static-site/

Looks like an API based solution instead of webmention-based.

The People of the State of New York v. Donald J. Trump, No. IND-71543-23 (New York Supreme Court, County of New York March 31, 2023).

https://www.manhattanda.org/wp-content/uploads/2023/04/Donald-J.-Trump-Indictment.pdf

Revisit the question from earlier about dialectical notes and "separate sheets". See: https://hypothes.is/a/QJ-tsNKvEe20jVORiPEA0g

The authors recommend making dialectic notes on "a separate sheet (or sheets"). Presumably here, this is because the notes don't relate to just one text, but to multiple. This doesn't seem to have the same underlying cause or need as that suggested by Konrad Gessner or others to keep separate sheets for individual ideas, but we should revisit this when we get to chapter 20.

Labour Exchange - Encyclopedia

Encyclopedia Britannica 1911

Based on yesterday's discussion at Dan Allosso's Book Club, we don't include defense spending into the consumer price index for calculating inflation or other market indicators. What other things (communal goods) aren't included into these measures, but which potentially should be to take into account the balance of governmental spending versus individual spending. It seems unfair that individual sectors, particularly those like defense contracting which are capitalistic in nature, but which are living on governmental rent extraction, should be free from the vagaries of inflation?

Throwing them into the basket may create broader stability for the broader system and act as a brake via feedback mechanisms which would push those corporations to work for the broader economic good, particularly when they're taking such a large piece of the overall pie.

Similarly how might we adjust corporate tax rates with respect to the level of inflation to prevent corporate price gouging during times of inflation which seems to be seen in the current 2023 economic climate. Workers have seen some small gains in salary since the pandemic, but inflationary pressures have dramatically eaten into these taking the gains and then some back into corporate coffers. The FED can increase interest rates to effect some change, but this doesn't change corporate price gouging in any way, tax or other policies will be necessary to do this.

Why do we devalue education? Is it such a commodity now that its transmission value is worth pennies on the dollar?

Is Government requirement and support for education part of what causes the devaluation of the "educational market"? If so, how would one decouple this process to increase the wages of educators? Is a capitalistic version the best way to go, or is it better to socialize it further and inject more money into it versus other choices?

Major nationwide strike forming minimum wage with variances for local consumer indices and city/state costs of living? Something which would drive competition for child care and teaching spaces? Wages that would push up the social value of education? Create a market for competition for teachers at the local level as well as between areas?

Link to: https://hypothes.is/a/lV19ytGBEe2ynWMu34UKUg

This depreciation is done at the lowest level of exchange and caused the system to collapse rather quickly. What level is our current exchange done at such that the inequalities are pushed up multiple levels making the system seem more stable? How is instability introduced? How could it be minimized?

Our current system is valued both by time and skill (using the measure of payment per hour).

Compare this with salespeople who are paid on commission rather than on an hourly basis. They are then using their skill of sales ability and balancing time (and levels of chance) to create their outcomes, but at the same time, some of their work is built on the platform that sales management or the company provides. Who builds this and how do they get paid for it? Who provides sales leads? How is this calculated into the system costs?

How do these ideas fit into the Bullshit Jobs thesis?

The labour exchange at Gray's Inn Road which began on September 3, 1832, which was based on Robert Owen's idea in The Crisis (June 1832), eventually collapsed in 1834 as the result of Greshham's Law in which "bad money drives out good." In this case, rather than money the object was the relative value of goods which were exchanged based on Labour notes. Labour notes were used to exchange unsaleable stock in shops for labour notes which were then used to purchase more valuable goods. This caused depreciation of the labor notes ultimately causing the experiment to collapse in 1834.

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

The Sagrada Familia basilica began construction in 1882, in Barcelona Spain. The art nouveau building designed by Antonio Gaudi is expected to be completed in 2026.

Edward Pressman, Film Producer Who Bet on Unsung Talent, Dies at 79<br /> by Neil Genzlinger

One of my favorite producers...

Tom Luddy, a Behind-the-Scenes Force in Cinema, Dies at 79 <br /> Penelope Green

Tom Luddy ran a film society while in college at the University of California, Berkeley.

"religion of filmmaking"

Tom Luddy introduced George Lucas to Federico Fellini's I Vitelloni before he made American Graffiti.

One of the Luckiest Lightning Strikes Ever Recorded<br /> by Nicholas Bakalar

https://www.nytimes.com/live/2023/03/30/nyregion/trump-indictment-news

Kanban vs. Scrum: What's the Difference?

To capture a Youtube video screenshot without the player controls, use the Hyde browser extension and the keystroke Ctrl+M to hide/unhide the controls.

Further, one can use the Windows Snipping Tool via Win-Shift-S to effect a screenshot to the clipboard for saving and editing.

https://youtubedownload.minitool.com/youtube/how-to-hide-youtube-bar.html

https://www.3m.co.uk/3M/en_GB/post-it-notes/ideas/articles/make-the-leap-from-to-do-to-done-with-the-scrum-methodology/

"The Scrum method" described here, similar to the Kanban method, the Memindex method, tickler systems, or other card index as productivity systems, seems to be a productized name for selling Post-it Notes.

Scrum method consists of a project broken down into "story" rows with "to do" items in columns which progress along to "in process", "to verify", and finally "done".

Other productized names (particular to the note taking space): Antinet zettelkasten, Linking Your Thinking, Second Brain, etc.

Seeing this, I can't help but think about some of the ads from the early 1900s for filing cabinets and card indexes which had similar named methodologies for productivity, but which were also advertisements for purchasing the associated physical goods.

Examples: Shaw-Walker, Yawman & Erbe, etc.

The Lost Art of Library Card Catalogues<br /> by Claire Voon

Broadly a synopsis/advertisement for The Card Catalog: Books, Cards, and Literary Treasures (Chronicle, 2017), which I've put on my to read list.

Werberger, Raleigh. “Using Old Tech (Not Edtech) to Teach Thinking Skills.” Edutopia (blog), January 28, 2015. https://www.edutopia.org/blog/old-tech-teach-thinking-skills-raleigh-werberger.

link to: https://boffosocko.com/2022/11/05/55811174/ for related suggestion using index cards rather than Post-it Notes.

This process is also a good physical visualization of how Hypothes.is works.

(free of this context, but I need somewhere just to place this potential title/phrase...)

Purpose Driven Zettelkasten

I do my thinking with pen on paper. Digital tools, even (or especially?) the note-taking ones, are just not for me. <br><br>They may be easy to access or carry around, but what’s the point if they constrain the output?

— Julia Pappas (@JuliaPappasJoy) March 30, 2023

A common issue of many digital note taking apps is that while they may have ease for cutting and pasting data into them, moving data around, visualizing it in various forms, and exporting it into a final product may be much more difficult. At the opposite end of the spectrum, physical index cards are much easier to sort, resort, and place into an outline form to create output.

Of course, some of the private, individual practice can be terribly formed and generally useless for many, so it becomes imperative that students have some strong modeling here from the rhetorical side. What exactly do "good" and "useful" practices look like? How are these annotations used after-the-fact? What purposes do they serve? Can they be reused? Even with open annotations, there is still a lot of additional practice and use which happens beyond the visible annotation which is hidden.

How can we leverage the open annotation and the following process (for example that of Ahrens2017 or Eco2015, 1977) to show more of the workflows of not only learning/understanding/sensemaking, but then taking that material to apply, analyze, evaluate, and then subsequently create new material?

I see a lot of this sort of community sensemaking in the fora for digital note taking tools like Roam Research, Obsidian, Tana, etc. People there may sometimes be more focused on workflows for productivity sake, but there's a lot of subtle learning about note taking practice which is also going on between the lines.

DeRosa, Robin. Interdisciplinary Studies: A Connected Learning Approach. Rebus Communities, 2016. https://press.rebus.community/idsconnect/.

found via <br /> Sheridan, Victoria. “A Pedagogical Endeavor.” Inside Higher Ed, August 9, 2017. https://www.insidehighered.com/digital-learning/article/2017/08/09/robin-derosas-oer-pedagogical-endeavor.

On first blush it looks like I've read portions of some of these chapters as blogposts on the authors' original websites. Should be interesting to see how those are linked/credited.

Given the writing contained in the book it would be interesting to see Pressbooks and/or the Rebus Community allow support for having the lead of a project be credited as an "editor" on the front page rather than to default them as an "author".

Hypothesis Animated Intro, 2013. https://www.youtube.com/watch?v=QCkm0lL-6lc.

This was an early animation for Hypothes.is as a tool. It was on one of their early homepages and is (still) a pretty good encapsulation of what they do and who they are as a tool for thought.

Sheridan, Victoria. “A Pedagogical Endeavor.” Inside Higher Ed, August 9, 2017. https://www.insidehighered.com/digital-learning/article/2017/08/09/robin-derosas-oer-pedagogical-endeavor.

continuing from https://hypothes.is/a/ddn4qs8mEe2gkq_1T7i3_Q

Potential assignments:

Students could be tasked with finding new material or working off of a pre-existing list.

They could individually be responsible for indexing each individual sub-text within a corpus by: - providing a full bibliography; - identifying free areas of access for various versions (websites, Archive.org, Gutenberg, other OER corpora, etc.); Which is best, why? If not already digitized, then find a copy and create a digital version for inclusion into an appropriate repository. - summarizing the source in general and providing links to how it fits into the broader potential corpus for the class. - tagging it with relevant taxonomies to make it more easily searchable/selectable within its area of study - editing a definitive version of the text or providing better (digital/sharable) versions for archiving into OER repositories, Project Gutenberg, Archive.org, https://standardebooks.org/, etc. - identifying interesting/appropriate tangential texts which either support/refute their current text - annotating their specific text and providing links and cross references to other related texts either within their classes' choices or exterior to them for potential future uses by both students and teachers.

Some of this is already with DeRosa's framework, but emphasis could be on building additional runway and framing for helping professors and students to do this sort of work in the future. How might we create repositories that allow one a smörgåsbord of indexed data to relatively easily/quickly allow a classroom to pick and choose texts to make up their textbook in a first meeting and be able to modify it as they go? Or perhaps a teacher could create an outline of topics to cover along with a handful of required ones and then allow students to pick and choose from options in between along the way. This might also help students have options within a course to make the class more interesting and relevant to their own interests, lives, and futures.

Don't allow students to just "build their own major", but allow them to build their own textbooks and syllabi with some appropriate and reasonable scaffolding.

Perhaps of interest here, would not be a specific OER text, but an OER zettelkasten or card index that indexes a variety of potential public domain or open resources, articles, pieces, primary documents, or other short readings which could then be aggregated and tagged to allow for a teacher or student to create their own personalized OER text for a particular area of work.

If done well, a professor might then pick and choose from a wide variety of resources to build their own reader to highlight or supplement the material they're teaching. This could allow a wider variety of thinking and interlinking of ideas. With such a regiment, teachers are less likely to become bored with their material and might help to actively create new ideas and research lines as they teach.

Students could then be tasked with and guided to creating a level of cohesiveness to their readings as they progress rather than being served up a pre-prepared meal with a layer of preconceived notions and frameworks imposed upon the text by a single voice.

This could encourage students to develop their own voices as well as to look at materials more critically as they proceed rather than being spoon fed calcified ideas.

https://docs.google.com/presentation/d/1gR4gyZxr9CAc8KoN0Cdlpjpp0305CZ8ZpNWRHfMq83w/edit#slide=id.g228c93eec09_0_0

TAG Feedback Protocol Prompts for responding to classmates - Tell some things you like - Ask thoughtful questions - Give suggestions

(Source: https://learninginhand.com/blog/feedbackchat)

Via: https://hypothes.is/a/8iTBtM8dEe29byc2oLQk-w

Liquid Margins 39 - Inclusivity and Social Annotation: Fostering Diverse Learning Environments

Attended from the halfway point onward.

What would a list of prompts for teaching creatively look like if it were created using Brian Eno's Oblique Strategies as a model?

Inspired by Sophia Rahming (~09:48)

The massive zettelkasten which powers the Thesaurus Linguae Latinae is befittingly housed on the top floors of the Residenz, the former palace of the Bavarian royal family, now a part of the Bavarian Academy (Bayerische Akademie der Wissenschaften) in Munich, Germany.

Thesaurus Linguae Latinae - Society for Classical Studies

basic details, particularly administrative ones about the structure of the editors, fellows, et al and funding for attending

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

How much of the 1935 Stakhanovite movement was propaganda vs. reality and how much of it used the ideas of scientific management from the late 1800s/early 1900s?

reply to Christoph Thiede at https://norden.social/@LinqLover/110011970287271976

@LinqLover@norden.social @academia@a.gup.pe @zettelkasten@a.gup.pe @zettelkasten@mobilize.berlin @academicchatter@a.gup.pe @academicsunite@a.gup.pe If I understand your question properly, you're presumably using a paper zettelkasten and not a digital one? The issue is that of "multiple storage". Niklas Luhmann solved this by numbering his cards (using a Dewey-like system) and then creating an index for the subjects to be able to find them. John Locke did roughly the same thing with his indexing method for commonplace books.

cf. https://hypothes.is/users/chrisaldrich?q=tag%3A%22multiple+storage%22 and https://publicdomainreview.org/collection/john-lockes-method-for-common-place-books-1685

In the digital domain I rely on relational databases or heavy tagging and digital search. For an example, see again the Hypothesis link above.

"Classical" ZK prior to Luhmann simply made multiple copies and distributed them, though updating them was nearly impossible.

https://baty.net/2022/personal-knowledge-management

🤪

—Detlef Stern, 2023-03-21, https://mastodon.social/@t73fde/110062851811483123

A note not referenced by another note is not a note. (translation mine)

Smith, Chris. “Thesaurus Linguae Latinae: How the World’s Largest Latin Lexicon Is Brought to Life.” De Gruyter Conversations, July 5, 2021. https://blog.degruyter.com/thesaurus-linguae-latinae-how-the-worlds-largest-latin-lexicon-is-brought-to-life/.

Basic overview article without much direct data/insight

We need more scholarship which leaves open thinking spaces for future scholars.

Antiquae linguae Britannicae thesaurus being a British, or Welsh-English dictionary<br /> https://www.library.wales/discover-learn/digital-exhibitions/europeana-rise-of-literacy/dictionaries-and-grammars/antiquae-linguae-britannicae#?c=&m=&s=&cv=&xywh=-1596%2C-267%2C5574%2C4321