🤔 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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Id agree that atomized knowledge isnt understanding, but isnt the former required for the latter? At least deep understanding? Facts alone dont explain, certainly other parts are required, but distilling information down to its constituent parts seems useful.
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Yeah, it’s totally a prerequisite; didn’t mean to imply otherwise!
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Ah, my mistake, I was reading too much into the last sentence. Completely agree, I wonder a lot of the same things. I also wonder about if there are different strategies required (or maybe just preferential) for different subjects.