🤔 argues that the "knowledge dynamics" problems Atkinson et al pursued with HyperCard entail amplifying both creation ("tools for thought") as well as assessment/distribution—and that the latter are perhaps the more immediate bottleneck: design.quora.com/Old-Problems-N
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I'm left wondering: how do the dynamics of *learning* relate to this hypothetical knowledge dynamics pipeline? How related are those dynamics to the problems of syntopic reading and thinking? I'd suggest atomized knowledge isn't understanding—and we ultimately want understanding.
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I feel I overstated that a bit; I mainly wanted to argue that it’s reasonable to consider those areas important, less that any given area is obviously (or even defensibly) more important than another!
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Wow threading is weird, just saw your reply re: understanding vs. knowledge. Agree, but with caveat that e.g. importance of understanding doesn’t reduce value of books, libraries, the printing press, etc. Basically same as earlier: lots to work on, all interrelated!
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Totally: it’s a yes-and; didn’t mean to imply otherwise! Wondering how to integrate into framework.
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