Category: Education

Read Peter Elbow, Professor Who Transformed Freshman Comp, Dies at 89 by Michael S. RosenwaldMichael S. Rosenwald (New York Times)
His struggles with writer’s block led him to create a process that favored an expressive, personal approach over rigid academic conventions that often stifled students.
For those interested in writing methods, Peter Elbow’s work can be seen as an interesting shift in pedagogy from the 1970s. Interestingly it relies on pieces of practices pre-dating him which inform commonplace book and related zettelkasten methods. 

For my own files, from the obituary, it looks like he was using an IBM Selectric I in some of his early work.

Typewriter 101 on Mister Rogers’ Neighborhood

If you’re working at getting the little ones started into typewriters (or just starting out yourself), Mr. Rogers covers some of the basics in episode 1083 of Mister Rogers’ Neighborhood from February 25, 1970. 

You can see Mister Rogers demonstrate the use of what appears to be a Royal Futura 800 in the full episode here: https://misterrogers.org/episodes/typewriters/

“I was very much interested in letters.”
—Fred Rogers

While he used a Futura in the show, his personal typewriters included a 1930’s Royal portable (possibly a Model O?) and a Royal KMG, which can be visited at the Fred Rogers Institute by joining the 143 Club.

 
 
 
 
 
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A post shared by Amber Guetebier (@aguetebier)

And if you’re a serious fan, you’ll potentially have a Royal KMG and Futura of your own.

A gray Royal KMG standard next to a blue Royal Futura 800 on a wooden table. In the background is a wooden library card catalog with a 1930s black enamel typewriter and various decorations.
My mini facsimile Fred Rogers typewriter collection.
Listened to The Informed Life: Episode 139 Chris Aldrich on Cybernetic Communications by Jorge ArangoJorge Arango from The Informed Life

Chris Aldrich has the most multi-disciplinary resume I’ve ever seen, with a background that includes biomedics, electrical engineering, entertainment, genetics, theoretical mathematics, and more. Chris describes himself as a modern-day cybernetician, and in this conversation we discuss cybernetics and communications, differences between oral and literary cultures, and indigenous traditions and mnemonics, among many other things.

Show notes and audio transcript available at The Informed Life: Episode 139

A while back, I recorded an episode of The Informed Life with Jorge Arango, and it’s just been released. We had hoped to cover a couple of specific topics, but just as we hit record, our topic agenda took a left turn into some of my recent interests in intellectual history.

Jorge has a great little show which he’s been doing for quite a while. If you’re not already subscribed, take a moment to see what he’s offering in the broad space of tools for thought. I’ve been a long time subscriber and was happy to chat with Jorge directly.

Here’s a version of the timeline of some of the intellectual history I presented today at the PKM Summit in Utrecht. I’m happy to answer any questions, or if you’re impatient, you can also search my online digital repository of notes for any of the people or topics mentioned.

It covers variations of personal knowledge management, commonplace books, zettelkasten, indexing, etc. I wish we’d had time for so much more, but I hope some of the ideas and examples are helpful in giving folks some perspective on what has gone before so that we might expand our own horizons.

The color code of the slides (broadly):

  • orange – intellectual history
  • dark grey – memory, method of loci, memory palaces
  • blue – commonplace books
  • green – index cards, slips, zettelkasten traditions
  • purple – orality
  • light teal – dictionary compilations
  • red – productivity methods

My Reading Practices for Book Club Selections

As part of my reading process, particularly for book club related reading, I’ve lately settled on what seems to be a particularly productive method of reading for my needs. Generally I’ll pull up a short review or two to see what the topic broadly covers as well as to see how others are associating it to their own areas of work. I’ll usually do a quick inspectional flip through the table of contents and index to highlight any thing I think is particularly relevant to me. 

Following this, I’ll check out an audiobook copy of the text from my local library and listen to it at 1.5 to 2x speed. This allows me to highlight/bookmark some of the most interesting portions and gives me a good inspectional read as well as a solid first read through. I can then read either a physical copy of the book or a digital one and more thoroughly mark it up in an analytical read.

Sometimes I don’t manage to get to the analytical portion until after some preliminary discussion for the book club, but the process allows me to be better prepared for our discussion which also helps me to be better informed for the analytical portion of the process. Obviously the more I’m able to do prior to the book club discussion, the better things can potentially go in terms of what I’m able to contribute with respect to the conversation I’ve had with the book to be able to share with others.

When it’s not a particularly dense/interesting text, or it’s fiction, I can easily leave off a full analytical read and still manage to get most of what I feel the book has to offer.

Book Club on Cataloging the World and Index, A History of the

Dan Allosso has been hosting a regular book club for a few years centered around sense making, note taking, and topics like economics, history, and anthropology. Our next iteration over the coming month or so will focus on two relatively recent books in the area of intellectual history and knowledge management:

This iteration of the book club might be fruitful for those interested in note taking, commonplacing, or zettelkasting. If you’re building or designing a note taking application or attempting to create one for yourself using either paper (notebooks, index cards) or digital tools like Obsidian, Logseq, Notion, Bear, TinderBox etc. having some background on the history and use of these sorts of tools for thought may give you some insight about how to best organize a simple, but sustainable digital practice for yourself.

The first session will be on Saturday, February 17 24, 2024 and recur weekly from 8:00 AM – 10:00 Pacific. Our meetings are usually very welcoming and casual conversations over Zoom with the optional beverage of your choice. Most attendees are inveterate note takers, so there’s sure to be discussion of application of the ideas to current practices.

To join and get access to the Zoom links and the shared Obsidian vault we use for notes and community communication, ping Dan Allosso with your email address. 

Happy reading!

Rev. Dr. Martin Luther King, Jr.’s Zettelkasten

It looks like the Rev. Dr. Martin Luther King, Jr. was using several Weis No. 35 card index boxes, of which a very similar version is still commercially available on Amazon from Globe-Weis/Pendaflex.

I’ve tracked down where most of his card index is hiding at Morehouse College, but it doesn’t appear to be digitized in any fashion. Interested researchers can delve into the Morehouse College Martin Luther King, Jr. Collection: Series 4: Research Notes, Collection Identifier: 0000-0000-0000-0131i 

The following seems to be the bulk of where MLK’s zettelkasten is maintained, in particular:

Who wants to make a road trip to Atlanta to look at some of the most influential index cards of the 20th century?!!

Jillian Hess has recently written a few short notes on MLK’s nachlass and note taking for those interested in some additional insight as well as an example of a quote on one of his 1953 note cards on Amos 5: 21-24 making it into his infamous speech “Normalcy, Never Again” (aka the “I Have a Dream” speech).

I frequently hear students ask if maintaining a zettelkasten for their studies is a worthwhile pursuit. Historically, it was one of the primary uses of the tool, and perhaps this example from one of the 20th century’s greatest orators’ doctoral work at Boston University dating from roughly 1952-1955 will be inspiring. 

A quick survey of academics, teachers, and researchers blogging about note taking practices and zettelkasten-based methods

Frequently newcomers to the note taking space or one of the many tools used within it are curious to see others who are using these methods and writing or blogging about them in public. Because many are students (often undergraduates, masters, or Ph.D.) looking for practical advice, tips, or even public examples which they might follow, I thought I’d put together a quick list focusing on academic use-cases from my own notes.

Individuals

Dan Allosso is a history professor at Bemidji State University who has used Obsidian in his courses in the past. He frequently writes about reading, writing, and research process on his Substack channels or in videos archived on his YouTube channel. In addition to this, Dan has a book on note taking and writing which focuses on using a card index or zettelkasten centric process. Much of his personal use is grounded both in index cards as well as Obsidian.

Shawn Graham has both a blog as well as a prior course on the history of the internet using Obsidian. In the course materials he has compiled significant details and suggestions for setting up an Obsidian vault for students interested in using the tool.

Kathleen Fitzpatrick has a significant blog which covers a variety of topics centered around her work and research. Her current course Peculiar Genres of Academic Writing (2024) focuses on writing, note taking (including Zettelkasten) and encourages students to try out Obsidian, which she’s been using herself. A syllabus for an earlier version of the course includes some big name bloggers in academia whose sites might serve as examples of academic writing in the public. The syllabus also includes a section on being an academic blogger and creating platform as a public intellectual.

Morganeua is a Ph.D. candidate who has a popular YouTube channel on note taking within the academic setting (broadly using Obsidian, though she does touch on other tools from time to time).

Chris Aldrich is independent research who does work at the intersection of intellectual history and note taking methods and practices. He’s got an active website along with a large collection of note taking, zettelkasten, commonplace books, and sense-making related articles. His personal practice is a hybrid one using both analog and digital methods including Obsidian, Hypothes.is, and his own website.

Bob Doto is a teacher and independent researcher who focuses on Luhmann-artig zettelkasten practice and writing. He uses Obsidian and also operates a private Discord server focused on general Zettelkasten practice.

Manfred Kuehn, a professor of philosophy at Boston University, had an influential blog on note taking practices and culture from 2007 to 2018 on Blogspot. While he’s taken the site down, the majority of his work there can be found on the Internet Archive.

Andy Matuschak is an independent researcher who is working at the intersection of learning, knowledge management, reading and related topics. He’s got a Patreon, YouTube Channel and a self- built public card-based note collection.

Broader community-based efforts

Here are some tool-specific as well as tool-agnostic web-based fora, chat rooms, etc. which are focused on academic-related note taking and will have a variety of people to follow and interact with.

Obsidian runs a large and diverse Discord server. In addition to many others, they have channels for #Academia and #Academic-tools as well as #Knowledge-management and #zettelkasten.

Tinderbox hosts regular meetups (see their forum for details on upcoming events and how to join). While their events are often product-focused (ways to use it, Q&A, etc.), frequently they’ve got invited speakers who talk about their work, processes, and methods of working. Past recorded sessions can be found on YouTube. While this is tool-specific, much of what is discussed in their meetups can broadly be applied to any tool set. Because Tinderbox has been around since the early 00s and heavily focused on academic use, the majority of participants in the community are highly tech literate academics whose age skews to the over 40 set.

A variety of Zettelkasten practitioners including several current and retired academicians using a variety of platforms can be found at https://forum.zettelkasten.de/.

Boris Mann and others held Tools for Thought meetups which had been regularly held through 2023. They may have some interesting archived material for perusal on both theory, practice, and a wide variety of tools.

Others?

I’ve tried to quickly “tip out” my own zettelkasten on this topic with a focus on larger repositories of active publicly available web-based material with an academic use-case focus. Surely there is a much wider variety of people and resources not listed here, but it should be a reasonable primer for beginners. Feel free to reply with additional suggestions and resources of which you may be aware.

Useful books, articles, and miscellaneous manuals

While many may come to the space by way of Sönke Ahrens’ 2017 book, we should all acknowledge that many of these methods go back centuries, so there is obviously lots of prior art to look at for hints and tricks. There is enough that for many students, you may be able to find a note taking guide written by a famous luminary in your own chosen field of study (especially if you’re in the humanities and studying history, anthropology, or sociology.)

Recommended reading

To help students get up to speed most quickly, based on my own experience and reading I often recommend reading the following (roughly in order) along with one or more of the note taking manuals below (of which I personally most appreciate Umberto Eco, Gerald Weinberg, Jacques Goutor, John Locke, Dan Allosso and S.F. Allosso, and Antonin Sertillanges.)

  • Adler, Mortimer J. “How to Mark a Book.” Saturday Review of Literature, July 6, 1940. https://www.unz.com/print/SaturdayRev-1940jul06-00011/
  • Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated ed. edition. 1940. Reprint, Touchstone, 2011.
  • Thomas, Keith. “Diary: Working Methods.” London Review of Books, June 10, 2010. https://www.lrb.co.uk/the-paper/v32/n11/keith-thomas/diary
  • Mills, C. Wright. “On Intellectual Craftsmanship (1952).” Society 17, no. 2 (January 1, 1980): 63–70. doi.org/10.1007/BF02700062
  • “They Say / I Say”: The Moves That Matter in Academic Writing. 3rd ed. 2006. Reprint, New York: W. W. Norton & Company, 2014.

Bibliography of Note Taking Manuals

Replied to #ENG818 by Kathleen Fitzgerald (kfitz)
I’m a huge advice writing nerd.
One of my favorite but secreted and very subtle bits of writing advice can be found in James Somers’ blogpost “You’re probably using the wrong dictionary“, which gains advantage by prudent counsel from John McPhee’s “Draft No. 4” (The New Yorker, April 29, 2013) along with some useful technology hacks.

Zettelkasten for Course Work

I’m tending to lean more toward telling students to rely more directly on something like Cornell notes while they’re in classes learning the basics of an area. Too many students considering starting a Luhmann-artig zettelkasten think that they ought to write down everything, atomize it, and link it which would take an inordinate amount of time to those new to the process. This is particularly troublesome because most courses (especially introductory ones) are designed such that much of the material should be fully internalized by the time the course is over. When you take a math class you might learn what 2+2 is and make a note about it, but by the time the course is over, that idea should now be so basic that keeping it in your system should be a bit laughable. Spending time to excerpt it from a lecture, make it atomic, and interlink it is a lot of make-work that isn’t likely to be useful either for the learning the thing to begin with, much less remember it in the long run to potentially use it again.

Once one has mastered most of a course, they might profitably skim through their notes at the end to summarize outcomes they saw and find most useful and interesting. Those things along with the summaries of their Cornell notes might then be useful zettels to keep in the long run. A zettelkasten practice like that of Niklas Luhmann is more useful when one already has a strong lay of the land and they’re attempting to do the work of expanding on the boundaries of new areas of knowledge.

If you are a student contemplating creating a zettelkasten, then the bulk of your notes probably ought to be short snippets kept with your bibliography notes and should not be individual zettels. By this I mean specifically that you might have a bibliographic note (reference note or literature note) for each individual lecture with some fleeting notes about it kept with that card. Then if necessary, you’ll probably only have one or two zettels or permanent notes out of each lecture. If you’re attempting to create 30 permanent notes a day and interlink them all, then you’re going to find yourself overworked and overwhelmed within just a few days.

Dr. Mike Miller announced in class last night that in the coming Winter quarter at UCLA Extension he’ll be offering a course on elliptic curves. 

The text for the class will be Rational Points on Elliptic Curves (Springer, Undergraduate Texts in Mathematics) by Joseph H. Silverman and John T. Tate. He expects to follow and rely more on it versus handing out his own specific lecture notes.

He mentioned that while it would suggest a more geometric flavor, which it will certainly have, the class will carry an interesting algebraic component which those not familiar with the topic may not expect.

To register, look for the listing sometime in the coming month or so when the Winter catalog is released.

Read Opinion | Multiple Choice Flunks Out (Published 1988) by Jacques Barzun (New York Times)
Many things have been urged upon the beleaguered public schools: install computers, reduce class size, pay teachers better and respect them more and give them bodyguards, reform teacher training, restore the principal's authority, purge the bureaucracy and reduce paperwork, lengthen the school year, increase homework, stick to the basics, stop ''social promotion,'' kill social studies and bring back history, and (the latest plan) pay kids not to drop out or play truant.
For historians of and , here’s a nice little essay by Jacques Barzun from 1988 which he later published in a book under the title of “Reasons to De-Test the Schools“. The follow up is telling as well.