1. ⁘  ⁘  ⁘
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  7. Alexander, Christopher 135
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  11. Anderson, Gretchen 7
  12. anxiety 9
  13. Appleton, Maggie 5
  14. Aptekar-Cassels, Wesley 5
  15. Arango, Jorge 4
  16. architecture 110
  17. art 86
  18. Asimov, Isaac 5
  19. attention 17
  20. Auping, Michael 6
  21. Aurelius, Marcus 14
  22. Bachelard, Gaston 12
  23. Baker, Nicholson 10
  24. beauty 58
  25. Behrensmeyer, Anna K. 7
  26. Bjarnason, Baldur 8
  27. Blake, William 5
  28. blogging 22
  29. body 11
  30. Boeing, Geoff 7
  31. boredom 9
  32. Botton, Alain de 38
  33. Brand, Stewart 4
  34. Bringhurst, Robert 16
  35. Brooks, Frederick P. 22
  36. Broskoski, Charles 6
  37. brutalism 7
  38. building 16
  39. bureaucracy 12
  40. Burnham, Bo 9
  41. business 15
  42. Byron, Lord 14
  43. Cagan, Marty 8
  44. Calvino, Italo 21
  45. Camus, Albert 13
  46. care 6
  47. Carruth, Shane 15
  48. Cegłowski, Maciej 6
  49. Cervantes, Miguel de 7
  50. chance 11
  51. change 16
  52. Chiang, Ted 4
  53. childhood 6
  54. Chimero, Frank 17
  55. choice 8
  56. cities 51
  57. Clark, Robin 3
  58. Cleary, Thomas 8
  59. Cleary, J.C. 8
  60. code 20
  61. collaboration 18
  62. collections 31
  63. color 23
  64. commonplace 11
  65. communication 31
  66. community 7
  67. complexity 11
  68. connection 24
  69. constraints 25
  70. construction 9
  71. content 9
  72. Corbusier, Le 13
  73. Coyier, Chris 4
  74. craft 66
  75. creativity 59
  76. crime 9
  77. Critchlow, Tom 5
  78. critique 10
  79. Cross, Nigel 12
  80. Cross, Anita Clayburn 10
  81. css 11
  82. culture 13
  83. curiosity 11
  84. cycles 7
  85. Danielewski, Mark Z. 4
  86. darkness 28
  87. Darwin, Will 10
  88. data 8
  89. death 38
  90. Debord, Guy 6
  91. decisions 10
  92. design 131
  93. details 31
  94. Dickinson, Emily 9
  95. Dieste, Eladio 4
  96. discovery 9
  97. doors 7
  98. Dorn, Brandon 11
  99. drawing 23
  100. Drucker, Peter F. 15
  101. Duany, Andres 18
  102. Eatock, Daniel 4
  103. economics 13
  104. efficiency 7
  105. Eisenman, Peter 8
  106. Eliot, T.S. 14
  107. emotion 8
  108. ending 14
  109. engineering 11
  110. Eno, Brian 4
  111. ethics 14
  112. euphony 38
  113. Evans, Benedict 4
  114. evolution 9
  115. experience 14
  116. farming 8
  117. fashion 11
  118. features 25
  119. feedback 6
  120. flaws 10
  121. Flexner, Abraham 8
  122. food 16
  123. form 19
  124. Fowler, Martin 4
  125. Franklin, Ursula M. 30
  126. friendship 6
  127. fun 7
  128. function 31
  129. games 13
  130. gardens 26
  131. Garfield, Emily 4
  132. Garfunkel, Art 6
  133. geography 8
  134. geometry 18
  135. goals 9
  136. Gombrich, E. H. 4
  137. goodness 12
  138. Graham, Paul 37
  139. graphics 13
  140. Greene, Erick 6
  141. Hamming, Richard 45
  142. happiness 17
  143. Harford, Tim 4
  144. Harper, Thomas J. 15
  145. Hayes, Brian 28
  146. heat 7
  147. Heinrich, Bernd 7
  148. Herbert, Frank 4
  149. Heschong, Lisa 27
  150. Hesse, Herman 6
  151. history 13
  152. Hoffman, Yoel 10
  153. Hofstadter, Douglas 6
  154. home 15
  155. Hoy, Amy 4
  156. Hoyt, Ben 5
  157. html 11
  158. Hudlow, Gandalf 4
  159. humanity 16
  160. humor 6
  161. Huxley, Aldous 7
  162. hypermedia 22
  163. i 18
  164. ideas 21
  165. identity 33
  166. images 10
  167. industry 9
  168. information 42
  169. infrastructure 17
  170. innovation 15
  171. interaction 10
  172. interest 10
  173. interfaces 37
  174. intuition 8
  175. invention 10
  176. Irwin, Robert 65
  177. Isaacson, Walter 28
  178. Ishikawa, Sara 33
  179. iteration 13
  180. Ive, Jonathan 6
  181. Jackson, Steven J. 14
  182. Jacobs, Jane 54
  183. Jacobs, Alan 5
  184. Jobs, Steve 20
  185. Jones, Nick 5
  186. Kahn, Louis 4
  187. Kakuzō, Okakura 23
  188. Kaufman, Kenn 4
  189. Keith, Jeremy 6
  190. Keller, Jenny 10
  191. Keqin, Yuanwu 8
  192. Ketheswaran, Pirijan 6
  193. Kingdon, Jonathan 5
  194. Kitching, Roger 7
  195. Klein, Laura 4
  196. Kleon, Austin 13
  197. Klinkenborg, Verlyn 24
  198. Klyn, Dan 20
  199. knowledge 29
  200. Kohlstedt, Kurt 12
  201. Kramer, Karen L. 10
  202. Krishna, Golden 10
  203. Kuma, Kengo 18
  204. language 20
  205. learning 30
  206. life 59
  207. light 31
  208. loneliness 12
  209. love 26
  210. Lovell, Sophie 16
  211. Lupton, Ellen 11
  212. Luu, Dan 8
  213. Lynch, Kevin 12
  214. MacIver, David R. 8
  215. MacWright, Tom 5
  216. Magnus, Margaret 12
  217. making 77
  218. management 14
  219. Manaugh, Geoff 27
  220. Markson, David 16
  221. Mars, Roman 13
  222. material 39
  223. math 16
  224. McCarter, Robert 21
  225. meaning 33
  226. media 16
  227. melancholy 52
  228. memory 29
  229. metaphor 10
  230. metrics 19
  231. microsites 49
  232. Miller, J. Abbott 10
  233. Mills, C. Wright 9
  234. minimalism 10
  235. Miyazaki, Hayao 30
  236. Mod, Craig 15
  237. modularity 6
  238. Mollison, Bill 31
  239. morality 8
  240. Murakami, Haruki 21
  241. music 16
  242. Müller, Boris 7
  243. Naka, Toshiharu 8
  244. names 11
  245. Naskrecki, Piotr 5
  246. nature 51
  247. networks 15
  248. Neustadter, Scott 3
  249. Noessel, Christopher 7
  250. notetaking 35
  251. novelty 11
  252. objects 16
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  255. Orwell, George 7
  256. Ott, Matthias 4
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  260. patterns 11
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  262. Pawson, John 21
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  278. practice 10
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  297. repair 28
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  299. Reveal, James L. 4
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  320. Simms, Matthew 19
  321. Simon, Paul 6
  322. simplicity 14
  323. Singer, Ryan 12
  324. skill 17
  325. Sloan, Robin 5
  326. Smith, Cyril Stanley 29
  327. Smith, Justin E. H. 6
  328. Smith, Rach 4
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  332. solitude 12
  333. Somers, James 8
  334. Sorkin, Michael 56
  335. sound 14
  336. space 20
  337. Speck, Jeff 18
  338. spirit 10
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  341. Strunk, William 15
  342. Ström, Matthew 13
  343. style 30
  344. Sun, Chuánqí 15
  345. symbols 12
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  347. Sōetsu, Yanagi 34
  348. Sōseki, Natsume 8
  349. Tanaka, Tomoyuki 9
  350. Tanizaki, Jun'ichirō 15
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Learning, Practice, Mastery

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  • An endless living world

    If there is a heaven, and I am allowed entrance, I will ask for no more than an endless living world to walk through and explore.

    Michael R. Canfield, Field Notes on Science and Nature
    • learning
    • nature
    • religion
    • walking
  • Leveling up aptitude

    Image from www.ribbonfarm.com on 2021-07-31 at 10.29.18 AM.png

    Your first short story takes 10 days to write. The next one 5 days, the next one 2.5 days, the next one 1.25 days. Then 0.625 days, at which point you’re probably hitting raw typing speed limits. In practice, improvement curves have more of a staircase quality to them. Rather than fix the obvious next bottleneck of typing speed (who cares if it took you 3 hours instead of 6 to write a story; the marginal value of more speed is low at that point), you might level up and decide to (say) write stories with better developed characters. Or illustrations. So you’re back at 10 days, but on a new level.

    This kind of improvement replaces quantitative improvement (optimization) with qualitative leveling up, or dimensionality increase. Each time you hit diminishing returns, you open up a new front. You’re never on the slow endzone of a learning curve. You self-disrupt before you get stuck.

    The interesting thing is, this is not purely a function not of raw prowess or innate talent, but of imagination and taste.

    Venkatesh Rao, Mediocratopia
    www.ribbonfarm.com
    • learning
    • creativity
    • taste
    • practice
  • Thinking in situations

    Naturally, practice is not preceded but followed by theory.
    Such study promotes a more lasting teaching and learning
    through experience. Its aim is development of creativeness
    realized in discovery and invention – the criteria of creativity,
    or flexibility, being imagination and fantasy. Altogether
    it promotes “thinking in situations,” a new educational concept
    unfortunately little known and less cultivated, so far.

    Josef Albers, Interaction of Color
    • learning
    • creativity
    • practice
  • Practice before theory

    Instead of mechanically applying or merely implying laws and rules
    of color harmony, distinct color effects are produced
    – through recognition of the interaction of color –
    by making, for instance,
    2 very different colors look alike, or nearly alike.

    The aim of such study is to develop – through experience
    – by trial and error – an eye for color.
    This means, specifically, seeing color action
    as well as feeling color relatedness.

    As a general training it means development of observation and articulation.

    This book, therefore, does not follow an academic conception
    of “theory and practice.”
    It reverses this order and places practice before theory,
    which, after all, is the conclusion of practice.

    Josef Albers, Interaction of Color
    • understanding
    • learning
    • practice
  • Amassing the archive

    I once sent a camera to a client, with a request that she keep a visual diary of her newly completed house. For a number of months she duly sent me one photograph a day, of whatever caught her attention, and it was fascinating seeing the spaces from her point of view.

    In part it's simply about amassing the archive, but it's also about understanding the implications of every design decision and bringing this knowledge to bear on new projects. You have to keep pushing the learning process.

    John Pawson, A Visual Inventory
    • photography
    • memory
    • learning
    • collections
  • The basic course

    IMG_1197.HEIC

    The Basic Course was a general introduction to composition, color, materials, and three-dimensional form that familiarized students with techniques, concepts, and formal relationships considered fundamental to all visual expression, whether it be sculpture, metal work, painting, or lettering. The Basic Course developed an abstract and abstracting visual language that would provide a theoretical and practical basis for any artistic endeavor.

    Ellen Lupton & J. Abbott Miller, The ABC's of ▲■●: The Bauhaus and Design Theory
    • learning
    • graphics
    • art
  • The skill of perception

    The newborn baby and the [blind man suddenly gifted with sight] do not have to learn to see. Sight is given to them. But they do have to learn to perceive. Perception is learnt and learnt slowly. Skill is required for perception as for speech. We are largely unaware of the skill we exercise. None of the things we have to learn to perceive are self-evident, or, apparently, instinctively evident. No doubt, however, we have an instinctive aptitude for this learning, and once we have learnt we cannot easily see as though we had not.

    As Ruskin says, one has to strive, if one is to see with the 'Innocent Eye'.

    David Pye, The Nature and Aesthetics of Design
    1. ​​The innocence of the eye​​
    2. ​​the innocent i​​
    • seeing
    • perception
    • learning
    • instinct
  • The wisdom of the apprentice

    Diderot's solution to the limits of language was to become himself a worker.

    Become an apprentice and produce bad results so as to be able to teach people how to produce good ones.

    Richard Sennett, The Craftsman
    • learning
    • teaching
    • wisdom
  • Curiosity spurred on

    Methodically noting and filing resources is a sign of a mature and deliberate craftsman—it is an investment into future learning and projects. Before long, you will begin to reach the point where this collection generates projects and ideas with minimal effort; previously isolated ideas are consolidated and curiousity spurred on.

    Will Darwin, Building a knowledge base
    www.willdarwin.com
    • commonplace
    • craft
    • ideas
    • learning
    • connection
    • notetaking
  • Reading

    I suppose it’s because I believe you don’t really become a finer person just by reading lots of books.

    Natsume Sōseki, Kokoro
    • learning
    • commonplace
  • Nobody was doing anything

    "The thing that amazed me is that they had these drawing classes, and I'd be in there drawing like a son of a bitch, and then I'd go around and look at everybody else's drawing boards to see what was going on, and there wouldn't be anything on them! They were all talking and going through these weighty things, and nobody was doing anything."

    Lawrence Wechler & Robert Irwin, Seeing Is Forgetting the Name of the Thing One Sees
    • learning
  • Learning how to learn

    "Once you learn how to make your own assignments instead of relying on someone else, then you have learned the only thing you really need to get out of school, that is, you've learned how to learn. You've become your own teacher."

    Lawrence Wechler & Robert Irwin, Seeing Is Forgetting the Name of the Thing One Sees
    • learning
    • teaching
  • The Art of Doing Science and Engineering: Learning to Learn

    A Book by Richard Hamming
    www.amazon.com

    The Art of Doing Science and Engineering is the full expression of what "You and Your Research" outlined. It's a book about thinking; more specifically, a style of thinking by which great ideas are conceived.

    1. ​​Gifts of knowledge to humanity​​
    2. ​​Hamming-greatness​​
    3. ​​It cannot be taught in words​​
    4. ​​Preparing for problems​​
    5. ​​Student's future, not teacher's past​​
    1. ​​You and Your Research​​
    2. ​​Chance favors the prepared mind​​
    3. ​​Serendipity​​
    • learning
    • science
    • engineering
    • discovery
  • The Usefulness of Useless Knowledge

    An Essay by Abraham Flexner
    press.princeton.edu
    1. ​​A curious fact​​
    2. ​​Roaming and capricious​​
    3. ​​Use​​
    4. ​​Freedom​​
    5. ​​The Institute for Advanced Study​​
    1. ​​The research agenda​​
    2. ​​The technology shelf​​
    • knowledge
    • learning
    • discovery
    • progress
    • experiments
  • Inheriting Froebel's Gifts

    A Podcast by Kurt Kohlstedt
    99percentinvisible.org
    Image from 99percentinvisible.org on 2022-05-24 at 4.32.53 PM.jpeg

    Froebel’s Gifts were meant to be given in a particular order, growing more complex over time and teaching different lessons about shape, structure and perception along the way. A soft knitted ball could be given to a child just six weeks old, followed by a wooden ball and then a cube, illustrating similarities and differences in shapes and materials. Then kids would get a cylinder (which combines elements of both the ball and the cube) and it would blow their little minds. Some objects were pierced by strings or rods so kids could spin them and see how one shapes morphs into another when set into motion. Later came cubes made up of smaller cubes and other hybrids, showing children how parts relate to a whole through deconstruction and reassembly.

    These perception-oriented “Gifts” would then give way to construction-oriented “Occupations.” Kids would be told to build things out of materials like paper, string, wire, or little sticks and peas that could be connected and stacked into structures.

    1. ​​Gifts and occupations​​
    • learning
    • childhood
    • objects
    • creativity
    • form
  • Things you didn't know you can be bad at

    An Article by David R. MacIver
    notebook.drmaciver.com

    I wonder how many things we're all going around doing badly because the idea of not knowing how to do them well seems too ridiculous to admit to.

    ...You've probably never been taught to have a conversation. I've had exactly one class on it and it was in the last six months. I know damn well that many people have not self-taught this well... In general there's this entire class of implicit skills that we mostly don't think of as skills, that we're entirely self-taught on, and that we practice sufficiently non-demonstratively that we can't easily watch what other people do. The result is a very personal skill idiolect.

    1. ​​Idiolect​​
    • skill
    • learning
    • practice
  • Some thoughts on writing

    An Essay by Dan Luu
    danluu.com

    Besides being unlikely to work for you even if someone is able to describe what makes their writing tick, most advice is written by people who don't understand how their writing works. This may be difficult to see for writing if you haven't spent a lot of time analyzing writing, but it's easy to see this is true if you've taken a bunch of dance classes or had sports instruction that isn't from a very good coach. If you watch, for example, the median dance instructor and listen to their instructions, you'll see that their instructions are quite different from what they actually do. People who listen and follow instructions instead of attempting to copy what the instructor is doing will end up doing the thing completely wrong. Most writing advice similarly fails to capture what's important.

    1. ​​The superficial aspects of what someone else is doing​​
    2. ​​Things that increase popularity that I generally don't do​​
    • writing
    • learning
    • expertise
  • Menus, Metaphors and Materials: Milestones of User Interface Design

    An Article by Boris Müller
    medium.com

    Students traditionally learn art and design by studying the masters, analyzing, sketching and interpreting the grand visions of the past. In doing this, they get to understand the ideas, concepts and motivations behind the visual form.

    In user interface design, this practice is curiously absent.

    1. ​​Interface design is ephemeral​​
    2. ​​Xerox Star​​
    3. ​​Magic Cap​​
    4. ​​Information Landscapes​​
    5. ​​BeOS Icons​​
    1. ​​The Mother of All Demos​​
    2. ​​Essential vs. nice to have​​
    3. ​​Metaphors We Web By​​
    • interfaces
    • www
    • history
    • learning
  • What do I need to read to be great at CSS?

    An Article by Baldur Bjarnason
    www.baldurbjarnason.com

    A rule of thumb is that the importance of a blog in your feed reader is inversely proportional to their posting cadence. Prioritise the blogs that post only once a month or every couple of weeks over those that post every day or multiple times a day...Building up a large library of sporadically updated blogs is much more useful and much easier to keep up with than trying to keep up with a handful of aggregation sites every day.

    • blogging
    • css
    • code
    • learning
    • rss
  • What to learn

    An Essay by Dan Luu
    danluu.com

    While being an extremely broad generalist can work, it's gotten much harder to "know a bit of everything" and be effective because there's more of everything over time (in terms of both breadth and depth).

    ...If you watch an anime or a TV series "about" fighting, people often improve by increasing the number of techniques they know because that's an easy thing to depict but, in real life, getting better at techniques you already know is often more effective than having a portfolio of hundreds of "moves". I've personally found this to be true in a variety of disciplines.

    1. ​​Managing Oneself​​
    • learning
    • skill
  • Eulogy for Steve Jobs

    An Article by Jonathan Ive
    www.wsj.com

    He was without doubt the most inquisitive human I have ever met. His insatiable curiosity was not limited or distracted by his knowledge or expertise, nor was it casual or passive. It was ferocious, energetic and restless. His curiosity was practiced with intention and rigor.

    Many of us have an innate predisposition to be curious. I believe that after a traditional education, or working in an environment with many people, curiosity is a decision requiring intent and discipline.

    In larger groups our conversations gravitate towards the tangible, the measurable. It is more comfortable, far easier and more socially acceptable talking about what is known. Being curious and exploring tentative ideas were far more important to Steve than being socially acceptable.

    Our curiosity begs that we learn. And for Steve, wanting to learn was far more important than wanting to be right.

    1. ​​Steve Jobs​​
    • curiosity
    • learning
    • ideas
  • I completely ignored the front end development scene for 6 months. It was fine

    An Article by Rach Smith
    rachsmith.com

    What I’ve learnt through experience is that the number of languages I’ve learned or the specific frameworks I’ve gained experience with matters very little. What actually matters is my ability to up-skill quickly and effectively.

    If you focus on:

    • learning how you best learn, and
    • practicing effectively communicating the things you've learned
      you can't go wrong.
    • learning
    • programming
    • skill
    • experience
    • practice
  • Against Canvas

    An Article by Alan Jacobs
    ayjay.org

    Even with all the features and plugins, Canvas presumes certain ways of organizing classes that might not be universal, just typical. And if (like me) you’re an atypical user, you have to choose between constantly fighting with the system or gradually doing more and more things the way Canvas wants you to do them. This, by the way, is why it’s never true to say that technologies are neutral and what matters is how you use them: every technology without exception has affordances, certain actions that it makes easy, and other actions that it makes difficult or impossible. A technology whose affordances run contrary to your convictions can rob you of your independence — and any technology deployed on the scale of Canvas will inevitably do that. It will turn every teacher into an obedient Canvas-user. I don’t want to be an obedient Canvas-user.

    • technology
    • learning
    • ux
  • Apprenticeship: An Internship Replacement

    An Essay by Ivana McConnell
    louderthanten.com

    Universities are often too large, dulling the student-educator relationship. Internships are often transitory and involve large volumes of work without context or learning: building web pages or presentations from pre-built components to meet a deadline, for example. It’s work that people need to do, but it doesn’t require learning or understanding the client or the project. Thankfully, there is a middle ground that we seem to have forgotten about in tech: the apprenticeship.

    • craft
    • learning
    • work
  • Walking lessons

    A Tweet
    twitter.com
    Image from twitter.com on 2021-04-02 at 10.30.52 AM.jpeg

    Lecturing Birds on How to Fly, from Nassim Nicholas Taleb's Antifragile

    If children started school at six months old and their teachers gave them walking lessons, within a single generation people would come to believe that humans couldn't learn to walk without going to school.

    • learning
    • school
    • childhood

    Via Geoff Graham on Twitter.

  • What 80% Comprehension Feels Like

    An Article
    www.sinosplice.com

    One of the major principles of extensive reading is that if a learner can comprehend material at 98% comprehension, she will acquire new words in context, in a painless, enjoyable way. But what is 98% comprehension?

    1. ​​98% comprehension​​
    2. ​​95% comprehension​​
    3. ​​80% comprehension​​
    • reading
    • learning
    • language
    • understanding
  • Four stages of competence

    An Idea
    en.wikipedia.org
    Image from en.wikipedia.org on 2020-10-10 at 10.56.10 AM.png

    In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill.

    1. Unconscious incompetence
    2. Conscious incompetence
    3. Conscious competence
    4. Unconscious competence
    1. ​​Good design can copy​​
    • learning
    • skill
    • progress
  • Re-learning to learn

    An Article by Erica Heinz
    ericaheinz.com
    1. Pause at the end of each chapter and try to recall it (Recall)
    2. Highlight relevant passages for later comparative reading
    3. Analyze the book once I’m finished
    4. Explain it to unfamiliar audiences (The Feynman technique)
    5. Review topics I care about at regular intervals (Space repetition)
    • learning
    • notetaking
    • memory
  • You and Your Research

    A Speech by Richard Hamming
    www.cs.virginia.edu

    This talk centered on Hamming's observations and research on the question "Why do so few scientists make significant contributions and so many are forgotten in the long run?"

    1. ​​Important problems​​
    2. ​​Open doors, open minds​​
    3. ​​Inverting the problem​​
    4. ​​Intellectual investment is like compound interest​​
    5. ​​Great people can tolerate ambiguity​​
    1. ​​The Art of Doing Science and Engineering: Learning to Learn​​
    • research
    • discovery
    • creativity
    • learning
  • Evergreen notes

    A Definition by Andy Matuschak
    notes.andymatuschak.org

    Evergreen notes are written and organized to evolve, contribute, and accumulate over time, across projects. This is an unusual way to think about writing notes: Most people take only transient notes.

    • Evergreen notes should be atomic
    • Evergreen notes should be concept-oriented
    • Evergreen notes should be densely linked
    • Prefer associative ontologies to hierarchical taxonomies
    1. ​​Maggie Appleton's Digital Garden​​
    • notetaking
    • learning

See also:
  1. practice
  2. creativity
  3. skill
  4. notetaking
  5. discovery
  6. teaching
  7. understanding
  8. commonplace
  9. craft
  10. ideas
  11. progress
  12. memory
  13. childhood
  14. nature
  15. religion
  16. walking
  17. wisdom
  18. seeing
  19. perception
  20. instinct
  21. connection
  22. knowledge
  23. experiments
  24. science
  25. engineering
  26. research
  27. interfaces
  28. www
  29. history
  30. graphics
  31. art
  32. reading
  33. language
  34. work
  35. photography
  36. collections
  37. school
  38. technology
  39. ux
  40. taste
  41. programming
  42. experience
  43. curiosity
  44. blogging
  45. css
  46. code
  47. rss
  48. writing
  49. expertise
  50. objects
  51. form
  1. Josef Albers
  2. Lawrence Wechler
  3. Robert Irwin
  4. Richard Hamming
  5. Dan Luu
  6. Michael R. Canfield
  7. Richard Sennett
  8. Natsume Sōseki
  9. David Pye
  10. Will Darwin
  11. Abraham Flexner
  12. Andy Matuschak
  13. Boris Müller
  14. Ellen Lupton
  15. J. Abbott Miller
  16. Erica Heinz
  17. Ivana McConnell
  18. John Pawson
  19. Alan Jacobs
  20. Venkatesh Rao
  21. Rach Smith
  22. Jonathan Ive
  23. Baldur Bjarnason
  24. David R. MacIver
  25. Kurt Kohlstedt