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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.

John Hagel is in a small category of thinkers who manage to routinely be thinking ahead of the curve ( he calls his blog, where he features longer but more infrequent posts than is typical,  Edge Perspectives). I want to draw attention to the core conclusion of his latest:

Challenging Mindsets: From Reverse Innovation to Innovation Blowback

Innovation blowback

Five years ago, John Seely Brown and I wrote an article for the McKinsey Quarterly entitled “Innovation Blowback: Disruptive Management Practices from Asia.” In that article, we described a series of innovations emerging in Asia that were much more fundamental than isolated product or service innovations. We drew attention to a different form of innovation – institutional innovation. In arenas as diverse as motorcycles, apparel, turbine engines and consumer electronics, we detected a much more disruptive form of innovation.

In these very diverse industries, we saw entrepreneurs re-thinking institutional arrangements across very large numbers of enterprises, offering all participants an opportunity to learn faster and innovate more effectively by working together. While Western companies were lured into various forms of financial leverage, these entrepreneurs were developing sophisticated approaches to capability leverage in scalable business networks that could generate not just one product innovation, but an accelerating stream of product and service innovations.

…. Institutional innovation is different – it defines new ways of working together, ways that can scale much more effectively across large numbers of very diverse enterprises. It provides ways to flexibly reconfigure capability while at the same time building long-term trust based relationships that help participants to learn faster. That’s a key breakthrough – arrangements that support scalable trust building, flexibility and learning at the same time. Yet this breakthrough is occurring largely under the radar of most Western executives, prisoners of mindsets that prevent them from seeing these radical changes.

Read the whole thing here.

Hagel is describing a mindset that is decentralized and adaptive with a minimum of barriers to entry that block participation or information flow. One that should be very familiar to readers who are aware of John Boyd’s OODA Loop, the stochastic/stigmergic innovation model of John Robb’s Open Source Warfare, Don Vandergriff’s Adaptive Leadership methodology and so on. It’s a vital paradigm to grasp in order to navigate and thrive in the 21st century.

Western executives (think CEO) may be having difficulty grasping the changes that Hagel describes because they run counter to cultural trends emerging among this generation of transnational elites ( not just big business). Increasingly, formerly quasi-meritocratic and democratic Western elites in their late thirties to early sixties are quietly embracing oligarchic social stratification and use political or institutional power to “lock in” the comparative advantages they currently enjoy by crafting double standards through opaque, unaccountable authorities issuing complex and contradictory regulations, special exemptions and insulating ( isolating) themselves socially and physically from the rest of society. It’s a careerism on steroids reminiscient of the corrupt nomenklatura of the late Soviet period.

As the elite cream off resources and access for themselves they are increasingly cutting off the middle-class from the tools of social mobility and legal equality through policies that drive up barriers to entry and participation in the system. Such a worldview is inherently zero-sum and cannot be expected to notice or value non-zero sum innovations.

In all probability, as an emergent class of rentiers, they fear such innovations when they recognize them. If allowed to solidify their position into a permanent, transnational, governing class, they will take Western society in a terminal downward spiral.

Thanks to the kind invitation of S. Anthony Iannarino, I have been on the much vaunted, often coveted,  Google Wave beta app ( I do not have any invites yet, sorry ) which mashes up email, realtime transparent instant messaging, other embedded web 2.0 apps and a wiki-like functionality. The interface looks like this ( from O’Reilly Radar – who can explain Google Wave far better than I can:

What is it like?

First, for me, it’s a small handful of my blogcircle ( most of who are techies) milling about chatting, trying to figure out the functionality. The champ so far is Sean Meade, who is Tom Barnett’s webmaster and also the web editor for ARES; Sean assembled a tutorial “wave” for the rest of us that I have just begun to plod through. It is not easy to find other googlewavers which is why people are posting calls on Facebook, Twitter and other social networking sites.

Secondly, this is a very unfinished symphony of a beta – at least compared to prior beta experiences I’ve had. Sliderocket, by comparison was very smooth and probably 95 % ready when I received a beta account while with Google Wave I’d anticipate significant differences before it becomes generally available. As it is going to be open source, the potential creativity for future apps is vast.

Cool, interesting, not entirely sure how I will eventually use it on a regular basis yet.

At SWJ Blog.

The Army wants your comments on its new Capstone Concept

by Robert Haddick
Brigadier General H.R. McMaster has sent to Small Wars Journal the latest draft of Army Capstone Concept version 2.7. McMaster leads a team at TRADOC that is charged with revising the Capstone Concept, which provides fundamental guidance to the Army’s doctrine and training efforts.

By December, McMaster and his team will complete their work on the Capstone Concept. Between now and then, he wants to hear from you. So please open this file, read it, and provide your comments, either here or at the Capstone Concept comment thread at Small Wars Council. McMaster and his team will read these comments and use them to improve this important document.

(You will note that the Capstone Concept draft we received is marked “For Official Use Only.” I assure you that we received this document openly from the Army and for the purposes explained above. McMaster and his colleagues at TRADOC want Small Wars Journal‘s readers to help them improve the Capstone Concept.)

Ok. Mil/intel/strategy/national security/COIN bloggers. We’ve been blogging on the “future of warfare” for five or six or more years. Some of us have also written books and journal articles, spoken at conferences and done op-eds. Along the way, there has been periodic lamentation (i.e. whining) that the powers that be don’t “get it” and no one pays attention anyway. Well HR McMaster is asking for  input on shaping official military policy. A “put up or shut up” moment for the bloggers.

I’m in! Who else is joining the party?