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@farrarscott | |||||
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wait, which less-diligent-neighbors ? (other erudites, or other anybodys?)
Also, is this left to their choice of whether to use diligent practices? What if you asked some of the diligents to "just read" and asked some of the less-diligents to up their processes?
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Andy Matuschak
@andy_matuschak
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30. pro |
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One way to dream up post-book media to make reading more effective and meaningful is to systematize "expert" practices (e.g. How to Read a Book), so more people can do them, more reliably and more cheaply. But… the most erudite people I know don't actually do those things!
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Andy Matuschak
@andy_matuschak
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30. pro |
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There's a funny response curve: folks who are super-diligent about note-taking practices or building simulations seem to generally end up with less insight than their somewhat-less-diligent neighbors.
Maybe it's a explore/exploit thing? Or maybe just a wonk/gestalt thing?
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Scott Farrar
@farrarscott
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30. pro |
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I also wonder about your thoughts if you compare to strategies and processes that struggling readers use in grades 4-12. e.g. …vmg-craftcms-private.s3.amazonaws.com/documents/READ…
bc, if a struggling reader becomes a reader, do they keep these strategies? If not, how would they describe their process now?
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