Stop Overthinking Your Zettelkasten System: How To Get Started Writing Your First Notes
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Jul 25, 2023
3 min read
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Stop Overthinking Your Zettelkasten System: How To Get Started Writing Your First Notes
When it comes to organizing and managing our notes, it's easy to get caught up in overthinking and analysis paralysis. We want our system to be perfect, to capture every detail and connection, but the truth is, it's more important to just get started. In this article, we'll explore the concept of Zettelkasten, a note-taking method, and discuss how to overcome overthinking and start writing your first notes.
Zettelkasten is a powerful system for organizing knowledge and facilitating creative thinking. It consists of three types of notes: literature notes, permanent notes, and sequence notes. Literature notes are the rough and incomplete notes you take while reading, capturing your initial thoughts and impressions. Permanent notes are top-level topics or groups of notes that help you establish thoughts and arguments. And sequence notes are atomic notes with one idea each that sit inside your permanent notes.
The most important thing to remember is to just start writing. Don't worry about making your notes perfect or complete. Create chaos. Write some bad notes. It's all part of the process. Think of your permanent notes as essays or pieces of writing, and give them names that reflect their content. This will help you find a place for new notes among all the other sequence notes.
Understanding Content Curation
Now, let's shift our focus to the concept of content curation. Curation is not just about collecting and classifying information. It goes beyond that to deeper thinking through synthesis and evaluation of the collected items. The key phrase here is the inquiry process. To truly curate educational resources, inquiry must be a part of the process.
When we curate, organization moves beyond thematic to contextual. We start to build knowledge and understanding with each new resource that we curate. Themes support central ideas, but context allows learners to determine why those ideas or resources are important. As we progress from collecting to curating, context becomes essential in deciding what to keep and what to discard.
One important aspect of content curation is that it is meant to be shared. It is done for a broader audience, not just for the collector. This means that curated items need to be organized, annotated, and published. By publishing curated resources, we add value to the collection as a whole, allowing others to share in that knowledge, comment on it, add to it, and participate in the learning it generates.
Learning is a Social Endeavor
Learning is a social endeavor, and participatory learning leads to increased understanding. When we share our curated resources, we invite others to contribute their perspectives, which enhances our own learning. The more perspectives we have, the better our understanding becomes, and we experience those "connecting the dots" moments.
In conclusion, whether it's organizing our notes or curating content, it's important not to get caught up in overthinking. Just start writing, create chaos, and clean it up later. The same goes for content curation - focus on the inquiry process, build context, and share your curated resources. Here are three actionable pieces of advice to get you started:
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Embrace imperfection: Don't worry about making your notes or curated collection perfect. The process is more important than the end result.
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Share and engage: Don't keep your curated resources to yourself. Share them with others and invite their perspectives and contributions. Learning is a social endeavor.
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Start now: Procrastination is the enemy of progress. Don't wait for the perfect moment or perfect system. Just start writing your notes and curating content. You can refine and improve as you go along.
Remember, the journey of learning and organizing knowledge is a continuous one. Don't be afraid to experiment, make mistakes, and adapt your methods. The key is to take action and keep learning.
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