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To the ominously increasing antilibrary and the waning summer reading bookpiles:

Counterinsurgency by David Kilcullen

The Grand Strategy of the Byzantine Empire by Edward Luttwak

Spook Country by William Gibson

Hope to start  a couple of these by the end of the month. A number of other books to be finished first.

I have a new decentralized reading strategy that seems to be helping me wad through books faster. Books that I am reading are distributed to be read in different places – one in my gym bag for the treadmill; one in my car in case there’s time to kill at an appointment or at a restaurant; one or two books downstairs to read on the couch or outside on the deck; one to take to the pool with the kids and four of five on my bedstand. There are also a store of books on my iPad, “just in case”.

The strategy allows me to concentrate on finishing several books – my “primary” reads – even as I steadily chip away at the rest and there are enough choices available to suit my mood on any given day so it doesn’t feel like I am doing a literary marathon. Books that I am focusing on, usually histories, strategic studies and social science works, I will mark up with marginalia and the others are just read without recourse to notation.

How do you handle your reading time?

Frequent commenter T. Greer had an outstanding post on historical analogies and cognition at Scholar’s Stage:

Musing – ‘Cognitive Consequences of Historical Metaphors’

You can summarize the history of the Second World War in two paragraphs. Squeezing the causes, campaigns, and countries of the war into these paragraphs would be a gross simplification, but it is possible. This does not hold true for the Thirty Years War. It is one conflict that simply cannot be related in a paragraph. The number of actors involved, the myriad of motivations and goals of each, and the shifting alliances and intrigues between them all are simply too complex to be stripped down to a single page.* Piecing together the events of the Thirty Years War inevitably takes up much more time and effort than single page summaries allow.

….The implications of this are worth contemplation.

The great majority of policy makers are familiar with the Second World War. If asked to, I am sure that most folks in Washington concerned with foreign affairs and security policy could provide an accurate sketch of the countries and campaigns involved. Indeed, we conceptualize current challenges from the standpoint of World War II; allusions to it are the lifeblood of both popular and academic discourse on foreign affairs. Pearl Harbor, Munich, Stalingrad, Normandy, Yalta, and Hiroshima are gifts that keep on giving – they serve as an able metaphorical foundation for any point a pundit or analyst wishes to make.

Most of these metaphors are misguided

Agreed. Read the rest here.

Actually, we have two cherished analogies: hawks look at a situation and see Munich, but doves see the same conflict and exclaim”Vietnam!”. Neither does much for recognizing unique circumstances or complexities. These analogies are political totems signifying group affinity; or are rhetorical weapons to bludgeon the opposition in debate.

Metaphors and analogies are extremely powerful cognitive tools. But like all forms of power, they can be used for good or ill, well or poorly. Those that capture the essence of previously unrecognized similarities are the basis for generating novel insights from which innovations are derived and problems are solved. Poorly constructed but attractive analogies or metaphors capitivate our attention and transmit misinformation that is efficiently remembered and stubbornly retained, at times in the face of overwhelming evidence to the contrary.

Matt Armstrong has a must-read, incisive, take on the manipulatively edited propaganda popularly known as the “Wikileaks video”:

The true fiasco exposed by Wikileaks

….The Wikileaks release apparently caught the Defense Department flatfooted. Even today, three days after its release, there is largely silence from DOD, save a brief public comment and a link to documents and photos at http://www.centcom.mil/ (hidden in plain sight through the link labeled “Link to FOIA documents on July 2007 New Baghdad Combat Action“). Don’t bother going to http://www.defense.mil/ as that site, and hence the Pentagon, has nothing readily available either. The April 6 briefing pack did not include the explanatory imagery and there is no news release explanation the Department’s position. It’s as if nothing happened. When asked about the situation, senior official at DOD pointed me to the “great piece” in The New York Times explaining how trained soldiers view and operate in these events differently than civilians. This, however, misses the point.

Despite the vigorous discussion online and over the air whether there was a violation of the laws of war, the old belief that if you ignore a problem it will go away continues to dominate.

Read the rest here.

A big hat tip to John Robb for finding and posting this gem. I guess Nazism, the French and Russian Revolutions, the Spartacus Revolt and several world religions could all have been ignited by an inspired moment of interpretive dance:

There have been some thoughtful posts on visual thinking lately which (according to Wikipedia) is the dominant form of thought for 60-70% of the population. I am somewhat skeptical of that unsupported figure because many people report thinking in a combination of words, images and other nonverbal prompts but I can accept that the percentage, whatever it may be precisely, is significant. Here are the posts:

Drs. Eide – Writing for Visual Thinkers , Mind Over Matter: Imagery at Work and in the Classroom

Dr. Von – Importance of Imagery for Memory & Learning

Austin Kleon – VISUAL THINKING FOR WRITERS: NOTES AND SLIDES 

Gerald Grow – The writing problems of visual thinkers

On a related note, a while back, Dave Schuler and I, along with Dave Davison, had some exchanges on “visualcy” that are also worth consideration:

Dave Schuler – “I Can Read a Passage in a Book 20 Times and It Doesn’t Click”, More On Visualcy, The Visual Imagery Society, cognitive reliance on visual media:

ZP – On the Virtues and Vices of “Visualcy”, Visualcy and the Human Terrain

Dave Davison – MuralCasting – Improving ROA (Return on attention) -corrected 2.8.08 , Logic + Emotion: Developing an Experience Strategy in 4 Parts, Too many ripples in the pond?

Visual imagery is exceedingly powerful on a neurocognitive level, even with populations that are highly educated and predisposed to think in words and therefore, lends itself well to disinformation, propaganda, IO, advertising and mundane distraction and wastage of time. “Surfing the web” is a visual activity, albeit one that can involve a good deal of reading but ultimately sites like youtube have a definite advantage in attracting and holding attention. Usually to no productive purpose.

On the other hand, I would like to suggest that visual imagery or thinking in pictures is a critical component of insight. We like to use the term “visionary” to describe a trailblazing genius in some field and it is an apt description. Many an empire or artistic acheivement or intellectual discovery was crystalized as a hazy image that served as a template within which many future problems, known and unknown, could be addressed successfully. Or be refined and extrapolated in a tinkering, tweaking manner by trial and error by individuals or groups over time. Imagery can also be a useful starting point for strategic thinking in the form of brainstorming conceptual outcomes.

Furthermore imagery can be used as a “bridge” to improve the comprehension of difficult concepts and make learning more efficient. Dr. Von explains:

….For readers, 60% of 5th graders report naturally using some imagery during ‘think aloud’ breaks in reading stories. It appears to be a natural reaction, even for children, to try and ‘see’ the scenes that words are trying to convey in order to develop memories of a story that we, ourselves, are not part of in reality. Humans are more visual creatures, as I like to tell my own students, and it is important to remind and also teach students how to visualize physical events and experiences. In fact, in problem solving in physics, I try and teach as an essential part of every single problem to draw a picture and mentally ‘see’ what is happening in the problem. We use a technique that requires making pictures and labeling all forces on the picture, and then use the picture to actually set up the math (for F = ma problems). So science and imagery are naturally connected, just as reading, writing and imagery are connected. Memory improves when visualization and imagery are used for stories or for how physical events play out in reality. The experimental finding that a good majority of the brain used for the physical activity is used in imagery, too, begins to explain why this process works.

This is a great example of using imagery as a tool toward a calculated end rather than having imagery overrule or hijack the rational faculties ( which may be the majority of the time when imagery is involved). We should respect the power of visual imagery in cognition when considering the impact on our own thinking but we should not fail to exploit the opportunities the use of imagery can provide.