Month: April 2022

Between zettels (the space where new ideas often occur) this morning I realized that there is a high correlation to Bloom’s Taxonomy and the refined methods of keeping a zettelkasten, particularly as delineated by Dr. Sönke Ahrens in his book How to Take Smart Notes. As a result, even if one’s primary goal isn’t writing or creating as framed by Ahrens’, the use of the system as a pedagogical tool can be highly effective for a variety of learning environments.

Recall briefly that Bloom’s Taxonomy levels can be summarized as: remember, understand, apply, analyze, evaluate, and create.

Outlining the similarities

One needs to be able to generally understand an idea(s) to be able to write it down clearly in one’s own words. This is parallel to creating literature notes as one reads. Gaps in one’s understanding will be readily apparent when one realizes that they’re not able to explain an idea simply and clearly.

Regular work within a zettelkasten helps to reinforce memory of ideas for understanding, long term retention, and the ability to easily remember them. Many forms of zettelkasten software have functionality for direct spaced repetition if not dovetails for spaced repetition software like Anki or Mnemosyne.

Applying the knowledge to other situations happens almost naturally with the combinatorial creativity that occurs within a zettelkasten. Raymundus Llullus would be highly jealous here I think.

Analysis is heavily encouraged as one takes new information and actively links it to prior knowledge and ideas; this is also concurrent with the application of knowledge.

Being able to compare and contrast two ideas on separate cards is also part of the analysis portions of Bloom’s taxonomy which also leads into the evaluation phase. Is one idea better than another? How do they dovetail? How might they create new knowledge? Juxtaposed ideas cry out for evaluation.

Finally, as argued by Ahrens, one of the most important reasons for keeping a zettelkasten is to use it to generate or create new ideas and thoughts and then use the zettelkasten as a tool to synthesize them in articles, books, or other media in a clear and justified manner. 

Other examples?

I’m curious to hear if any educators have used the zettelkasten framing specifically for scaffolding the learning process for their students? There are some seeds of this in the social annotation space with tools like Diigo and Hypothes.is, but has anyone specifically brought the framing into their classes?

I’ve seen a few examples of people thinking in this direction and even @CalHistorian specifically framing things this way, but I’m curious to hear about other actual experiences in the field. 

The history of the recommendation and use of commonplace books in education is long and rich (Erasmus, Melanchthon, Agricola, et al.), until it began disappearing in the early 20th century. I’ve seen a few modern teachers suggesting commonplaces, but have yet to run across others suggesting zettelkasten until Ahrens’ book, which isn’t yet widespread, at least in the English speaking world. And even in Ahrens’ case, his framing is geared specifically to writing more so than general learning and education.

Featured image courtesy of Vanderbilt University Center for Teaching (CC BY 2.0