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Dr. Tom Barnett had an excellent WPR column on the cognitive value that blogging has had for him:

The New Rules: Strategic Thinking in 10,000 Blog Posts or Less

In the last half-decade, blogs have gone from a quirky personal sideline activity to a mainstream, almost de rigeur professional activity — following the previous trajectory of Web sites and, before them, e-mail itself. To many, this democratization of the flow of information is a distinct blessing, to others it is the epitome of data deluge. As someone who has now posted blog entries every day for six years and recently passed the 10,000-unit mark (fulfilling Malcolm Gladwell’s quota for expert practice), I wanted to take stock of what this has meant to me as a writer and thinker

….Old-timer that I am at 47 years of age, I still read many of these sources via paper subscriptions, but that habit is slipping with each passing year and each new technology. In fact, what originally attracted me to online posting was the ease it offered in terms of maintaining the resulting database, compared to the hassle of physically clipping and filing MSM articles of interest, as I did during my pre-blogging days. With the blog, I can now attach my first-impression analysis to the formal citation, with both hot-linked to the full article and stored in a content management system — the blog — that I can instantly access and search from anywhere in the world.

In this sense, generating and maintaining the blog magnificently expanded my professional “RAM,” or random-access memory storage capacity. Without that upgrade, I simply couldn’t write or think at the level I do today, nor could I cover as much of the world or so many domains. Without that reach, I couldn’t be much of an expert on globalization, which in turn would seriously curtail my ambitions as a grand strategist — because nowadays, strategic thinking requires a whole lot more breadth than merely mastering the security realm. To be credible and sustainable in this complex age, grand strategy requires a stunning breadth of vision when judged by historical standards. So as far as this one-armed paperhanger is concerned — no blog, no grand strategist.

And I have to tell you, just making that admission in 2010 stuns me. But without the blog’s organizing and storage capabilities, I’d be reduced to a parody of “A Beautiful Mind”: tacking news clippings on walls and feverishly drawing lines between them, desperately seeking patterns but constantly falling behind the data tsunami. The blog thus prevents the early onset of what I call “strategic Alzheimer’s,” which is what happens when a strategist’s growing inability to process today’s vast complexity provokes a sad retreat into the past and an overdue reliance of history-is-repeating-itself arguments. But if a strategist no longer “gets it,” it’s because they’ve stopped trying to “see it.” The blogging “lens” corrects their vision’s lack of acuity.

But my blog is also my daily workspace, and I share it with strangers — for free, mind you — because I want to pass on this largely lost skill set of strategic thinking to others. I especially hope to reach the next generation of grand strategists, who would otherwise have to rely primarily on op-ed columnists’ flavor-of-the-news-cycle habits, with new “Manhattan Projects” proposed and “Marshall Plans” demanded every other month. Consider it a one-to-many offer of virtual internship.

Read the whole column here.

I really enjoyed this one because Tom was expounding on how a social media platform – this case, his blog – altered the psychological flow and conceptual reach of his professional work. It is now standard for author/thought leader types to have a blog that relates in some way to their books or speaking gigs. Some ghost it out to their PR firm or shut off the comments or have an almost static web page with little or no personal investment or thought.

IMHO those who keep the blog as an interactive medium with their readers as Tom does, tend to be more intellectually interesting and productive figures – they “grow” and play with ideas in the scrutiny of the public eye and accept the reader’s pushback along with the accolades which makes the exchanges are very stimulating – “infocrack”, as it were. Participation in well moderated, high quality forums like the Small Wars Council have a similar effect and are good places to “test drive” your new ideas – provided you have a thick skin and a healthy ego that can stand up to constructive criticism.

Personally, I wish I had more time for blogging – I learn a great deal from the readers who take the time to contact me across various Web 2.0 sites, send me links, ask questions, challenge my assertions, suggest new books or correct my errors. While the volume of feedback from ZP readers and other bloggers is sometimes more than I can manage as a one-man band, your contributions are always appreciated.

In one of those “Socrates lamenting how the young folk can’t memorize and recite worth a damn because of all the time they waste reading!” moments, The New York Times hosted a debate of cultural significance. The authors are all thoughtful and reasonable in their contentions:

Do School Libraries Need Books?

Keeping traditional school libraries up to date is costly, with the constant need to acquire new books and to find space to store them. Yet for all that trouble, students roam the stacks less and less because they find it so much more efficient to work online. One school, Cushing Academy, made news last fall when it announced that it would give away most of its 20,000 books and transform its library into a digital center.

Do schools need to maintain traditional libraries? What are the educational consequences of having students read less on the printed page and more on the Web?

• James Tracy, headmaster, Cushing Academy
• Matthew G. Kirschenbaum, English professor, University of Maryland
• Liz Gray, library director, Dana Hall School
• Nicholas Carr, author, “The Big Switch”
• William Powers, author, “Hamlet’s BlackBerry”

I spend a copious amount of time reading online with a PC, Blackberry, netbook and a Kindle but there’s something sad and sterile about the concept of a library without books. It is like calling a room with an iPod plugged into a Bose a “concert hall”.

This isn’t an antiquarian reaction. I am enthusiastic about the potential and the evolving reality of Web 2.0 as a powerful tool for learning, to set “minds on fire“, to facilitate mass collaboration in open-source  communities of practice, to lower costs and increase access to the highest quality educational experiences available and to drastically re-engineer public education. I am all for investing in “digital centers” for the “digital natives” – hell, all students should be carrying netbooks as a standard school supply! The capacity to skillfully navigate, evaluate and manipulate online information is not an esoteric accomplishment but an everyday skill for a globalized economy. Going online ought to be a normal part of a child’s school day, not a once a month or semester event.

I am also sympathetic to the economic questions facing school librarians – and not merely of cost, but of physical space. School library budgets are shrinking or nonexistent even as digital data compression and processing power follows Moore’s Law. Digital investment, especially when most vendors that specialize in k-12 educational markets feature egregiously oligopolistic, rip-off, prices, gives librarians an orders of magnitude larger “bang for the buck”.

But abandoning books entirely is not the way to go. Cognitively, reading online is likely not the same at the neuronal level as reading from a book. For literate adults, that may not matter as much as for children who are still in the complicated process of learning how to read. The key variable here may be visual attention moreso than particular cognitive subsets of reading skills, but we don’t actually know. Science cannot yet explain the wide developmental and methodological preference variation  among students who learn or fail to learn how to read using the ancient dead tree format. To quote neuroscientist, Dr. Maryanne Wolf:

….No one really knows the ultimate effects of an immersion in a digital medium on the young developing brain. We do know a great deal, however, about the formation of what we know as the expert reading brain that most of us possess to this point in history.

In brief, this brain learns to access and integrate within 300 milliseconds a vast array of visual, semantic, sound (or phonological), and conceptual processes, which allows us to decode and begin to comprehend a word. At that point, for most of us our circuit is automatic enough to allocate an additional precious 100 to 200 milliseconds to an even more sophisticated set of comprehension processes that allow us to connect the decoded words to inference, analogical reasoning, critical analysis, contextual knowledge, and finally, the apex of reading: our own thoughts that go beyond the text.

This is what Proust called the heart of reading – when we go beyond the author’s wisdom and enter the beginning of our own.

I have no doubt that the new mediums will accomplish many of the goals we have for the reading brain, particularly the motivation to learn to decode, read and experience the knowledge that is available. As a cognitive neuroscientist, however, I believe we need rigorous research about whether the reading circuit of our youngest members will be short-circuited, figuratively and physiologically.

For my greatest concern is that the young brain will never have the time (in milliseconds or in hours or in years) to learn to go deeper into the text after the first decoding, but rather will be pulled by the medium to ever more distracting information, sidebars, and now,perhaps, videos (in the new vooks).

The child’s imagination and children’s nascent sense of probity and introspection are no match for a medium that creates a sense of urgency to get to the next piece of stimulating information. The attention span of children may be one of the main reasons why an immersion in on-screen reading is so engaging, and it may also be why digital reading may ultimately prove antithetical to the long-in-development, reflective nature of the expert reading brain as we know it.

I could make a cultural argument about the tactile pleasure of book reading. Or the intrinsic role of books as the cornerstone of cultivating a “life of the mind” . Or that book-bound literacy is a two thousand year old element of Western civilization that is worth preserving for its own sake – which it is. However, such cultural arguments are not politically persuasive, because if you understand them already then they do not need to be made. And if you do not understand them from firsthand experience, then you cannot grasp the argument’s merit from a pious secondhand lecture.

Which leaves us with an appeal to utilitarianism; bookless schools might result in students who read poorly, which wastes money, time, opportunities and talent. Online mediums should be a regular part of a student’s diet of literacy but without books as a component of reading, a digital environment may not make for a literate people.

My amigo, the novelist Steven Pressfield, is considering writing a sequel to his The War of Art, but in E-book form:

Writing Wednesdays #27: “Help!”

….Here’s the issue. I’m thinking about writing a follow-up to The War of Art. Sort of a War of Art 2.0. Some things I’d like to know from your perspective are:

1) Would you be interested in such a book? (Tell the brutal truth; don’t be kind.) Would you consider buying it?

2) In what ways would such a book be most helpful to you? As a motivational aid? A kick in the butt? For further insights on Resistance? On professionalism? Something else?

I have my own ideas on these issues, but it would help me a lot to hear what you think.

3) If War of Art 2.0 could be exactly what you want, what would it be? If it had three main sections, what would they be? If the book could deliver a specific feeling as you closed the final page, what would that feeling be?

Would it be like the original War of Art or would it be different? In what ways?

5) Does it matter to you if the book comes out in hardcover? (It doesn’t to me.) Would paperback be just as good? What if it was released as an eBook that you had to download and print out-is that worthwhile or a pain in the butt?

I’m thinking of constructing the book so that it could be read on an iPad-in other words, including video or links along with the text. If you were reading it on an iPad or other such device, what type of videos would you like to see included?

Some years back, I was briefly involved in some preliminary discussions with venture capitalist Dave Davison, on how to take a book and make it into an extended Web 2.0 experience. This was well before the Kindle or the Nook and a designated platform did not exist. Ideas were kicked around with a designer, but nothing ever came of it, being just a little too far ahead of the technology.

My question is: What additional features would you like to have with an E-book that you do not have now? Regardless of the content, what would you like an E-book to do in terms of an experience beyond just providing you with a text?

Microsoft has a product for you…..c’mon….go for that “natural 20″….you know you want to…..

Daemon by Daniel Suarez

I was not entirely happy with the amount of book reading that I accomplished in 2009 and this year I am going to shoot for both a larger number of books as well as more books that are fiction or relate to science. In this instance, both.

I picked up Daemon because of the exceptionally high praise given to Suarez’s new book, Freedom
TM by John Robb and Shlok Vaidya (Freedom is the sequel to Daemon and Robb has a blurb on the book jacket). They were right. Suarez is good. As in William Gibson good. Orson Scott Card good. Philip K. Dick good. You get the idea.