Obsidian Zettelkasten

150 - Knowledge Development in Fiction Writing

First Question to Answer is what areas of information do writers develop?

  1. Characters
  2. Settings
  3. Plot
  4. Conflict
  5. Themes
  6. Meta - further developing your understanding of storytelling itself

How do writers develop these various parts of a story?

Characters

You can use a zettelkasten to develop specific characters and your understanding of how people work.

A character you are developing could be a specific one in your universe/novel or a generalized one you are remixing from. Either basing it off an archetype or existing character you find interesting.

The reason a zettelkasten can help you with developing a specific character in your universe/novel is because you usually don’t fully develop a character in a single day. My hot take is that creativity comes about from the mixing of outside information with your internal knowledge. Therefore the best way to spark creativity is to be constantly exposing yourself to surprising & useful information. Because of our limited time and energy, you can’t expose yourself to large amounts of new information in one sitting through reading. Instead it happens over months and years, as you have to understand and reformulate the information.

An example of a remix would be taking the “wise wizard” and mapping out the different implementations of it (Gandalf, Dumbledore, Jiraiya). Then thinking about what new dimensions you can add to the character or interesting takes on themes associated with them.

Settings

Plot

Conflict

Themes

Meta


151 - Further developing your understanding of storytelling w/ a Zettelkasten

152 - Creating a Choose your Own Adventure Book using a Physical Zettelkasten

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153 - Zettelkasten for Programmers

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154 - Zettelkasten for Everyday Living is about thinking how you can use a zettelkasten to further develop your understanding of the aspects of life that have the most day to day utility. In my zettelkasten this means collecting information on health, mental health, and productivity.

155 - Creating a Zettelkasten within Obsidian

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156 - Your first Zettelkasten Note

You now have Obsidian set up and ready to use, staring at a blank screen. It doesn’t really matter what your first note is. If you are having note creation paralysis then create a note describing what problem you want to solve or what area of information you want to develop knowledge in. Once you’ve done that then start with step 1 of the Core Zettelkasten Workflow.

157 - Core Zettelkasten Workflow

  1. Pick a source of Information
  • Digest the Source of Information
  • Create Notes out of the Information
  • Create the primary link
    • Note Sequence Link
    • Add to Index Manually?
    • Add to Index with a Tag
  • Link the Notes with other ones
  1. Develop and use your Notes
  • Further Develop Existing Lines of Thought
  • Create new Lines of Thought
  • Using your Notes
    • Formalize your Notes and Share with Others
    • Formalize your Notes for Personal Use
    • Reference your Notes for Personal Use

158 - Developing Specific Knowledge

159 - Developing General Knowledge

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160 - Principles that Support Knowledge Development

Rules help guide you in achieving an outcome. These principles (rules) help push you in the direction of knowledge development instead of just knowledge management.

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161 - Zettelkasten FAQs

Pull from

162 - How to of Knowledge Development - what are the different ways knowledge gets developed and how can we create tools that help facilitate it?

163 - Ranking of Knowledge

If you imagine a graph quadrant:

Quadrant 1: High Utility & General Knowledge is knowledge that is widespread through society but is of high utility due to your ability to execute on it. Think about sports, where most people can play the game but only a handful can play at a high level. The two examples Cal Newport uses for these people in his 2012 book on skills are screenwriters and guitar players.

Quadrant 2: High Utility & Specialized Knowledge is the best type of knowledge you can learn. This is the knowledge that is highly sought after in society but not a lot of people can provide. This knowledge is often difficult to acquire (making it rare) because it is hard to understand or takes a long time to acquire.

Quadrant 3: Low Utility & General Knowledge is the information that still has utility but isn’t particularly valuable because of its ubiquitousness in society. Over time, more and more information gets slotted into this category due to the ability to search the internet and distributed learning (e.g. MOOCs).

Quadrant 4: Low Utility & Specialized Knowledge is the type of knowledge you often see liberal arts majors get mocked for in life. While knowledge about obscure literature still has utility as part of a larger picture, it isn’t highly sought after in society. If you have this type of knowledge, then you have to become much more creative in how you leverage it.

These help contribute to Future Roles in Work


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164 - Steps to Learning

What to Learn

  • Specialized Knowledge & Skills
    • Path of Perfect Execution
    • Unique & Valuable Skills Path
    • 80,000 Hours Approach
  • General Knowledge & Skills
    • Solid understanding of the basics
      • Natural Sciences
        • Physics
        • Chemistry
        • Biology
      • Formal Sciences
        • Mathematics
        • Logic
        • Statistics
      • Social Sciences
        • Anthropology
        • Sociology
        • Psychology
        • History
      • Humanities
        • Mediums of Art
        • Major Themes
    • Mental Models
    • Thinking Skills
      • Critical Thinking
      • Creative Thinking
      • Three Dimensional Thinking
      • Analogical Thinking
    • Communication Skills
      • Writing
      • Speaking
      • Social Media
    • Productivity Skills
      • Deep Work
      • Habits & Routines
      • Time Prioritization
  • Future Skills
    • Working with Machines
    • Gathering insights from Data
    • Computer Programming
    • Effective Communication

How to Learn

  • Finding the right learning material
    • Different mediums of information?
      • Lectures
      • Video - lectures, short videos, etc
      • Audio - audiobooks, podcasts, etc
      • Written Word - books, blogs, wikis, websites, etc
      • Online Courses (MOOCs)
    • What makes a good source for learning?
      • Good match w/ your prior knowledge
      • Well written, makes explicit the model
  • Processing the material
    • Structure Building the Model
      • Components in Structure Building?
    • Elaborating
      • Creating Retrieval Cues
    • Deconstruct the Model for Memorization
  • Practice Problems
    • What are the different types of practice?
  • Dynamic Testing

Further Research and Integration

  1. How does bloom’s taxonomy revised tie into this? What other learning frameworks are out there?

  2. Insights from lasting learning

  3. Insights from SuperMemo Guru

  4. Insights from The Learning Scientists

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165 - Model as a Latticework of Book Abstractions

Zettelkasten is about creating and organizing notes in such a way that they build upon on each other and serve as a form of external long term memory.

Think of a book as a chain of ideas. With it you can either extract out the whole chain or individual links (ideas). Because ideas can be generalized, you will find the same ones across many different books.

For a practical example, see Developing a Model of Storytelling with a Zettelkasten

166 - Thinking of the Zettelkasten as a Machine

If you were to think about it as a function then it would look like:

Input: Information (books as primary sources)

Process: Zettelaksten

  • Abstract the information (Creating the Note)
  • Connect the information (Linking the Note)

Output: Organized Information - Order is the name of the game and what is important in life. For example, a car requires not only for all the parts (information) to be there but for them also to be ordered in a specific way. This is why the organizational component (latticework of note sequences) of a zettelkasten is important.

167 - Example of a Book Deconstruction - if you think of a book as a sequence of ideas, then you want to create a “note sequence” of the most important ideas within the book. You also want each idea in the sequence to live as a standalone note such that you can remove it from the context of the book and have it stand on its own. This allows you to reference the note in other ones while still having it make sense when you revisit it in the far future.

A good resource for how to process books is Grad School Essentials by Zachary Shore.

The book I will be using is Make it Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger III and Mark A. McDaniel.

Main Argument

Book Layout

  • Preface
  • Chapter 1 - Learning is Misunderstood - people tend to be pretty bad at learning because parts of good learning is counter intuitive and we have been duped by ideas that are not well supported.
  • Chapter 2 - To Learn, Retrieve - the backbone of successful learning is Retrieval Practice and [[Testing]]
  • Chapter 3 - Mix Up Your Practice - [[practice]], the application of our acquired knowledge is misunderstood. You want to avoid the commonly used [[massed practice]], while engaging in [[spaced]], [[interleaved]], and [[varied]] practice. These promote [[discrimination skills]].
  • Chapter 4 - Embrace Difficulties - embrace [[desirable difficulties]] such as [[spacing]] and [[interleaving]] because the effort involved leads to more robust learning and better [[encoded] memories.
  • Chapter 5 - Avoid Illusions of Knowing - we suffer from various [[illusions of knowing]] that make it hard for students to understand how well they’ve actually learned a concept, so it is important to learn how to [[calibrate your judgement]].
  • Chapter 6 - Get Beyond Learning Styles - using [[learning styles]] are a poor strategy with little supporting evidence. Instead adopt [[active learning strategies]]. Distill the underlying principles ([[rule learning]]) and build the structure ([[mental model]] & [[structure building]]). Then update those models through [[Dynamic Testing]].
  • Chapter 7 - Increase Your Abilities - the brain is very mutable ([[neuroplasticity]]). While [[brain training]] has no evidence, we know [[nutrition]] is good for the developing brain. Other ways to increase your [[intelligence]] include having a [[growth mindset]], doing [[deliberate practice]] and [[harness mnemonics]].
  • Chapter 8 - Make It Stick - gives learning tips and applications of the above ideas for different types of students.
  • Notes
  • Suggested Reading

Sequence of Ideas

  • Preface
  • 1 - Learning is Misunderstood
  • 2 - To Learn, Retrieve
    • Learning through Reflection
    • The Testing Effect / The Retrieval Practice Effect
    • Retrieval Practice
    • Effortful Retrieval
    • Testing
    • Spaced Retrieval
    • Delayed Feedback
  • 3 - Mix Up Your Practice
    • Massed Practice
    • Spaced Practice
    • Interleaved Practice
    • Varied Practice
    • Discrimination Skills
  • 4 - Embrace Difficulties
    • Desirable Difficulties
    • Memory Encoding
    • Memory Consolidation
    • Memory Retrieval
    • Retrieval Cues
    • Memory Reconsolidation
    • Mental Models
    • Conceptual Learning
    • Transfer of Learning
    • Priming
    • Elaboration
    • Generation
  • 5 - Avoid Illusions of Knowing
    • Metacognition
    • Illusions of Knowing
    • Curse of Knowledge
    • Dunning-Kruger Effect
    • Calibrating Judgment
  • 6 - Get Beyond Learning Styles
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  • 7 - Increase Your Abilities
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  • 8 - Make It Stick
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  • Notes
  • Suggested Reading
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168 - To Index or Not Index - something I’ve been contemplating is the utility of an index. My first thought is that indexes are unnecessary in a digital zettelkasten because you have a search function. In a physical zettelkasten, you need some way of pointing you towards the location of topics when it isn’t obvious. In a digital zettelkasten, this isn’t necessary.

An index in a digital zettelkasten can be useful for quicker retrieval of note sequences. If I search the term “index” in the universal search tool, it will bring up every occurrence of the word index. While that can be useful, it isn’t what I’m trying to do. Instead I’m trying to find the start of my notes on the topic of index. By having the word logged into a manual index, I can go straight to the correct note instead of having to figure out in the search tool which result is the right one.

169 - What to look for in a Book - using the example book deconstruction as an example:

  • Model - what set of rules about learning comes out of reading Make it Stick: The Science of Successful Learning?
  • Key Concepts/Ideas - what are the main ideas the author wants you to take away and integrate into your own thinking?
  • How the key concepts relate to the larger model - how do the key concepts discovered above relate to the rules?
  • How the key concepts relate to each other?
  • How the key concepts and larger model relate to other notes?

Learning Model

Successful learning involves

  • Rule 1
  • Rule 2

Key Concepts

  • Intentional Retrieval
  • Practice
  • Desirable Difficulties
  • Illusions of Knowing
  • More

Relating Key Concepts to Larger Model

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Relating Key Concepts to Each Other

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Relating new Notes to Existing Ones

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