add knowledge hydrant
This commit is contained in:
parent
3fbb13a6db
commit
14cffc9958
3 changed files with 223 additions and 1 deletions
|
|
@ -1,3 +1,3 @@
|
||||||
# void
|
# void
|
||||||
|
|
||||||
Zettlelkasten
|
Zettelkasten
|
||||||
BIN
notes/khdraft.pdf
Normal file
BIN
notes/khdraft.pdf
Normal file
Binary file not shown.
222
notes/knoledge-hydrant.md
Normal file
222
notes/knoledge-hydrant.md
Normal file
|
|
@ -0,0 +1,222 @@
|
||||||
|
# Knowledge Hydrant
|
||||||
|
|
||||||
|
<!-- TOC -->
|
||||||
|
* [Knowledge Hydrant](#knowledge-hydrant)
|
||||||
|
* [Introduction](#introduction)
|
||||||
|
* [Concepts](#concepts)
|
||||||
|
* [Summary](#summary)
|
||||||
|
* [1. SPIRIT](#1-spirit)
|
||||||
|
* [2. ATMOSPHERE](#2-atmosphere)
|
||||||
|
* [3. ROLES](#3-roles)
|
||||||
|
* [4. CUSTOMS](#4-customs)
|
||||||
|
* [1. Spirit](#1-spirit-1)
|
||||||
|
* [1.1 Knowledge Hydrant](#11-knowledge-hydrant)
|
||||||
|
* [1.2 Pool of Insight](#12-pool-of-insight)
|
||||||
|
* [1.3 SAFE PLACE](#13-safe-place)
|
||||||
|
* [1.4 ENDURING ENERGY](#14-enduring-energy)
|
||||||
|
* [1.5 KINDRED COLLABORATORS](#15-kindred-collaborators)
|
||||||
|
* [2. ATMOSPHERE](#2-atmosphere-1)
|
||||||
|
* [2.1 COMMON GROUND](#21-common-ground)
|
||||||
|
* [2.2 PUBLIC LIVING ROOM](#22-public-living-room)
|
||||||
|
* [2.3 INTIMATE CIRCLE](#23-intimate-circle)
|
||||||
|
* [2.4 VIRTUAL SPACE](#24-virtual-space)
|
||||||
|
* [3. ROLES](#3-roles-1)
|
||||||
|
* [3.1 ENTHUSIASTIC LEADER](#31-enthusiastic-leader)
|
||||||
|
* [3.2 MOTIVATED MODERATOR](#32-motivated-moderator)
|
||||||
|
* [3.3 ACTIVE PARTICIPANT](#33-active-participant)
|
||||||
|
* [3.4 PREPARED PARTICIPANT](#34-prepared-participant)
|
||||||
|
* [3.5 DISTINGUISHED PARTICIPANT](#35-distinguished-participant)
|
||||||
|
* [4. CUSTOMS](#4-customs-1)
|
||||||
|
* [4.1 OPENING QUESTION](#41-opening-question)
|
||||||
|
* [4.2 SEQUENTIAL STUDY](#42-sequential-study)
|
||||||
|
* [4.3 AGENDA](#43-agenda)
|
||||||
|
* [4.4 SUBGROUP](#44-subgroup)
|
||||||
|
* [4.5 STUDY CYCLE](#45-study-cycle)
|
||||||
|
* [4.6 DISTRIBUTED DIARY](#46-distributed-diary)
|
||||||
|
* [4.7 AFTER HOURS](#47-after-hours)
|
||||||
|
<!-- TOC -->
|
||||||
|
|
||||||
|
## Introduction
|
||||||
|
|
||||||
|
A study group can make a difficult book easier to understand, it can succeed
|
||||||
|
where an unsatisfying class fails, and it can support you if your environment
|
||||||
|
doesn't support your ongoing learning and growth.
|
||||||
|
|
||||||
|
A study group is a collection of individuals who meet regularly to improve
|
||||||
|
their understanding of some non-trivial subject, like a body of great literature,
|
||||||
|
by participating in dialogue.
|
||||||
|
|
||||||
|
The authors and architects of the original pattern language understood that
|
||||||
|
individuals vary in how they obtain knowledge. Some don’t have a lot of time
|
||||||
|
and want to gain knowledge as fast as possible. Others prefer to extract as
|
||||||
|
much knowledge as they can by pondering a work’s every paragraph and
|
||||||
|
page. Still others prefer to study a work’s visual elements–its photographs
|
||||||
|
and sketches–before diving into the words.
|
||||||
|
|
||||||
|
There are 21 patterns in this pattern language. They are grouped into four
|
||||||
|
sections called Spirit, Atmosphere, Roles, and Customs. As you study the
|
||||||
|
patterns from each section, consider the structure of this language: **the
|
||||||
|
patterns from the Spirit section, at the beginning of the language, help to
|
||||||
|
define the study group's core, its spirit of learning. The patterns that follow
|
||||||
|
this section, in Atmosphere, Roles and Customs, are all intimately tied to the
|
||||||
|
earliest core patterns and serve to re-enforce them**.
|
||||||
|
|
||||||
|
## Concepts
|
||||||
|
|
||||||
|
| Concept | Meaning |
|
||||||
|
|--------------------|-----------------------------------------------------------------------------|
|
||||||
|
| [Great] Literature | Piece of information in it's original form, un-destiled, no summarized, etc. |
|
||||||
|
|
||||||
|
|
||||||
|
## Summary
|
||||||
|
|
||||||
|
### 1. SPIRIT
|
||||||
|
|
||||||
|
_After identifying a great source of knowledge in a subject, work to create a
|
||||||
|
rewarding, intellectually safe environment for the study of that subject._
|
||||||
|
|
||||||
|
1. KNOWLEDGE HYDRANT
|
||||||
|
2. POOL OF INSIGHT
|
||||||
|
3. SAFE PLACE
|
||||||
|
4. ENDURING ENERGY
|
||||||
|
5. KINDRED COLLABORATORS
|
||||||
|
|
||||||
|
### 2. ATMOSPHERE
|
||||||
|
|
||||||
|
_Establish a home for the study group that is centrally located, comfortable,
|
||||||
|
aesthetically pleasing, and conducive to dialogue._
|
||||||
|
|
||||||
|
1. COMMON GROUND
|
||||||
|
2. PUBLIC LIVING ROOM
|
||||||
|
3. INTIMATE CIRCLE
|
||||||
|
4. VIRTUAL SPACE
|
||||||
|
|
||||||
|
### 3. ROLES
|
||||||
|
|
||||||
|
_Lead and energize the group, come prepared, and help guide dialogues so
|
||||||
|
that they are insightful and productive._
|
||||||
|
|
||||||
|
1. ENTHUSIASTIC LEADER
|
||||||
|
2. MOTIVATED MODERATOR
|
||||||
|
3. ACTIVE PARTICIPANT
|
||||||
|
4. PREPARED PARTICIPANT
|
||||||
|
5. DISTINGUISHED PARTICIPANT
|
||||||
|
|
||||||
|
### 4. CUSTOMS
|
||||||
|
|
||||||
|
_Follow customs that will re-enforce the spirit of the group, piquing
|
||||||
|
participant's interest in dialogues, accommodating different learning levels,
|
||||||
|
making the study of literature easier, recording group experiences, and
|
||||||
|
drawing people closer together._
|
||||||
|
|
||||||
|
1. OPENING QUESTION
|
||||||
|
2. SEQUENTIAL STUDY
|
||||||
|
3. AGENDA
|
||||||
|
4. SUBGROUP
|
||||||
|
5. STUDY CYCLE
|
||||||
|
6. DISTRIBUTED DIARY
|
||||||
|
7. AFTER HOURS
|
||||||
|
|
||||||
|
## 1. Spirit
|
||||||
|
|
||||||
|
### 1.1 Knowledge Hydrant
|
||||||
|
|
||||||
|
> . . . where can one obtain knowledge in its fullest, unfiltered, unsimplified, form?
|
||||||
|
|
||||||
|
This ignorance about great literature is widespread. It exists today primarily
|
||||||
|
because several important ideas about great literature have been forgotten.
|
||||||
|
These include some of the following facts:
|
||||||
|
|
||||||
|
- The hard work put into the study of great literature is worthwhile because
|
||||||
|
it ensures that people retain the knowledge they wish to obtain
|
||||||
|
- Great literature is much easier to understand when it is studied in an
|
||||||
|
intelligent sequence ([4.2 SEQUENTIAL STUDY](#42-sequential-study))
|
||||||
|
- It is easier and more rewarding to study great literature with other people ([1.2 POOL OF INSIGHT)](#12-pool-of-insight))
|
||||||
|
|
||||||
|
**Discover the great literature in your profession or area of
|
||||||
|
interest—the finest books, articles, and speeches ever
|
||||||
|
written—and then begin an earnest study of these works.**
|
||||||
|
|
||||||
|
So how do you find the great literature worthy of study? Ask people. Ask
|
||||||
|
knowledgeable people which authors they like, what are their favorite books,
|
||||||
|
what profoundly influenced them?
|
||||||
|
|
||||||
|
After identifying the works, form or join a study group ([1.2 POOL OF INSIGHT](#12-pool-of-insight)), order the works
|
||||||
|
to be studied ([4.2 SEQUENTIAL STUDY](#42-sequential-study)), and compose an [4.3 AGENDA](#43-agenda).
|
||||||
|
|
||||||
|
### 1.2 Pool of Insight
|
||||||
|
|
||||||
|
> . . . once you've discovered your [KNOWLEDGE HYDRANT](#11-knowledge-hydrant), it can be overwhelming to drink from it. This pattern suggests how to make the study
|
||||||
|
of great literature easier and more rewarding.
|
||||||
|
|
||||||
|
**To obtain the fullest understanding of great literature--to penetrate its
|
||||||
|
meaning – it is tremendously helpful to read and study a work on one's own
|
||||||
|
and then engage in meaningful dialogue on the work with others.**
|
||||||
|
|
||||||
|
In dialogue, people get the chance to learn from themselves and from their
|
||||||
|
colleagues. In communicating how they understand something, people may:
|
||||||
|
|
||||||
|
- clarify what confused others
|
||||||
|
- expose their own misunderstandings
|
||||||
|
- reveal new ideas
|
||||||
|
- articulate that which they didn't know they knew
|
||||||
|
|
||||||
|
There is a spirit present in dialogues that one doesn't
|
||||||
|
find in many other learning environments. Frequent meetings help sustain this
|
||||||
|
spirit. **When a group doesn't meet frequently, it can struggle to keep its
|
||||||
|
momentum and enthusiasm**; lively subjects and debates can fade between
|
||||||
|
meetings, and if people miss just one meeting, they will be absent for a very
|
||||||
|
long period. **Many groups sustain a group's spirit by meeting weekly or
|
||||||
|
biweekly**.
|
||||||
|
|
||||||
|
Group study also helps motivate people to learn, especially when they are no
|
||||||
|
longer officially "in school." A reading assignment every week or every other
|
||||||
|
week can help individuals continue to learn while balancing work and family
|
||||||
|
life.
|
||||||
|
|
||||||
|
**Read and study literature on one's own, but discuss it with
|
||||||
|
others in a regular study group. Aim to ask questions about
|
||||||
|
what you don't know and explain what you do know. Your
|
||||||
|
exchanges with colleagues will enrich your understanding
|
||||||
|
immensely.**
|
||||||
|
|
||||||
|
The best study groups are those in which individuals feel comfortable
|
||||||
|
learning with others ([1.3 SAFE PLACE](#13-safe-place)).
|
||||||
|
|
||||||
|
Atmosphere plays an important role in a dialogue. Some environments
|
||||||
|
promote dialogues ([2.1 COMMON GROUND](#21-common-ground), [2.2 PUBLIC LIVING ROOM](#22-public-living-room))
|
||||||
|
and some don't.
|
||||||
|
|
||||||
|
The most enriching study happens when a group has a [MOTIVATED
|
||||||
|
MODERATOR](#32-motivated-moderator) and [PREPARED PARTICIPANTS](#34-prepared-participant)...
|
||||||
|
|
||||||
|
### 1.3 SAFE PLACE
|
||||||
|
|
||||||
|
### 1.4 ENDURING ENERGY
|
||||||
|
|
||||||
|
### 1.5 KINDRED COLLABORATORS
|
||||||
|
|
||||||
|
## 2. ATMOSPHERE
|
||||||
|
|
||||||
|
### 2.1 COMMON GROUND
|
||||||
|
### 2.2 PUBLIC LIVING ROOM
|
||||||
|
### 2.3 INTIMATE CIRCLE
|
||||||
|
### 2.4 VIRTUAL SPACE
|
||||||
|
|
||||||
|
## 3. ROLES
|
||||||
|
|
||||||
|
### 3.1 ENTHUSIASTIC LEADER
|
||||||
|
### 3.2 MOTIVATED MODERATOR
|
||||||
|
### 3.3 ACTIVE PARTICIPANT
|
||||||
|
### 3.4 PREPARED PARTICIPANT
|
||||||
|
### 3.5 DISTINGUISHED PARTICIPANT
|
||||||
|
|
||||||
|
## 4. CUSTOMS
|
||||||
|
|
||||||
|
### 4.1 OPENING QUESTION
|
||||||
|
### 4.2 SEQUENTIAL STUDY
|
||||||
|
### 4.3 AGENDA
|
||||||
|
### 4.4 SUBGROUP
|
||||||
|
### 4.5 STUDY CYCLE
|
||||||
|
### 4.6 DISTRIBUTED DIARY
|
||||||
|
### 4.7 AFTER HOURS
|
||||||
Loading…
Add table
Add a link
Reference in a new issue