CONTACTS 
0201 - Stanford University
020101 - Mr. Terry Winograd, PhD; Professor

SUBJECTS
Winograd, Terry Introduction Set Meeting Discuss Need for Education F
Meeting Terry Winograd Scheduled for 011219 1000
Background History Leading to SDS
NLS Terry Saw Demonstration Worked with former SRI Staff when They Mo
Meeting with Terry Winograd at Stanford Doug Sent Letter Notifying He

1707 -
1707 -    ..
1708 - Summary/Objective
1709 -
170901 - Follow up ref SDS C2 0000, ref SDS C0 0000.
170902 -
170903 - Terry's memory of NLS developed by Doug Engelbart in the 60s showed
170904 - advantages of proactive "intelligence" drawn from experience in the
170905 - military, contracting and legal practice.  SDS leverages ability to
170906 - remember the gist of things, which improves productivity in a complex,
170907 - faster paced, new world order. ref SDS 0 GS7I  A culture of knowledge
170908 - integrates traditionally separate tasks by moving up on the cognitive
170909 - scale from an age of information launched by alphabet technology some
170910 - 2,000 years ago. ref SDS 0 UT5H  Education is vital to aid transition
170911 - to a culture of knowledge, ref SDS 0 UU6N, by overcoming the aversion
170912 - to using intelligence for internal management noted by Terry today.
170913 - ref SDS 0 UU7N  Education can formalize theory and cost savings for
170914 - using new tools, practices and a professional role. ref SDS 0 UV3M
170915 - Terry's question about SDS support for learning reveals opportunity
170916 - for students to acquire a stronger foundation using SDS skills in
170917 - advance of gaining life experience, where case studies supported by
170918 - SDS are effective. ref SDS 0 EE6G  The immediate need is to begin the
170919 - process of educating educators about scope of KM and opportunity to
170920 - meet growing demand to advance beyond IT. ref SDS 0 XE5F
170921 -
170922 -    [On 020104 submitted letter with ideas for follow up. ref SDS C5
170923 -    0001
170925 -     ..
170926 -    [On 020107 Terry cannot contribute on proposed action items.
170927 -    ref SDS C6 0001
170928 -
170929 -
170930 -
170931 -
170933 -  ..
1710 -
1711 -
1712 - Discussion
1713 -
171301 - Experience Unlocked Secret of Knowledge Management
171302 - Military Organization, Contract Time Management, Law Contribute to SDS
171303 -
171304 - Reviewed Welch background in the military, contracting and legal
171305 - practice that led to development of SDS beginning in 1983, and later
171306 - POIMS and Com Metrics to explain objectives, methods and practices for
171307 - using technology to help people think, remember and communicate,
171308 - reported on 000723. ref SDS 55 0001
171310 -  ..
171311 - In the 1960s Doug Engelbart and his team at SRI developed tools and
171312 - methodologies for better handling of daily information noted on 011213
171313 - reviewing Terry's question on correlations between SDS and Doug's
171314 - work, called NLS. ref SDS C0 6P4M  Doug was awarded the National Medal
171315 - of Technology last year for seminal work, and continuing pursuit of
171316 - evolutionary improvement, as reported on 001114, ref SDS 69 SU3L, and
171317 - reviewed on 991222. ref SDS 39 3011
171319 -  ..
171320 - Doug sent a letter this morning saying he could not meet with us today
171321 - due a schedule conflict. ref DRT 1 0001  Neither was Pat Lincoln able
171322 - to attend, but in a separate letter, Pat offered to visit with Terry
171323 - about SDS at another time.  This worked out well, because Terry could
171324 - only meet for 30 minutes, which is very generous to allocate personal
171325 - time during Christmas break, but not enough time for Doug and Pat to
171326 - contribute.
171328 -  ..
171329 - Terry explained this morning that he has not worked with Doug nor NLS.
171330 - He saw a demonstration of NLS in 1968, and seemed to further indicate
171331 - that he was at Xerox Park when some of Doug's team and technology,
171332 - including invention of the mouse, came to Xerox Park after the project
171333 - ended at SRI in the late-60s.  Terry was not part of that group at
171334 - Xerox Park, but knew of their work, and this memory prompted his
171335 - feeling that SDS may be like NLS, as set out in his letter on 011213.
171336 - ref SDS C0 6P4M
171338 -       ..
171339 -      [On 020128 Doug reported that system he and his team at SRI
171340 -      developed in the 1960s did not have a system for creating and
171341 -      managing organic structure to manage context the way SDS does.
171342 -      ref SDS 1 IK96
171343 -
171344 -
171345 -
171346 -
171347 -
171348 -
1714 -

SUBJECTS
Organizational Memory Knowledge Repository Capture Experience Defines
Mental Maps Ambiguity Avoided by Copious Notes
Mistakes Caused by Complexity, Limited Time, Span of Attention
Mistakes Memory Feature Not Bug Limited Span of Attention Enables Spe
Pinker, Steven Feature Not Bug Erroneous Memory Limited Span of Atten
Blind Spots Mental Biology Hearing Seeing Overwhelmed Information Over
Alignment Linking Traceability Original Sources Attribution
Feature Not Bug Meaning Drift False Knowledge, Steven Pinker
False Knowledge Pictures Talking Impressions Sight Sound
Communication Biggest Risk Due to Spread of Misunderstanding
Meeting Education Support for SDS Culture of Knowledge
SDS Does Not Prevent Mistakes Nor Solve All Problems Enables People t

3414 -
341501 -  ..
341502 - Augment Intelligence Essential to Meet Realities of New World Order
341503 - Limited Span of Attention Makes Communication Biggest Cause of Error
341504 -
341505 - Terry's ability to draw useful correlations after 30 years shows how a
341506 - powerful mind amplifies bits and pieces of information into useful
341507 - knowledge.
341508 -
341509 - SDS strengthens natural mental ability by providing an environment to
341510 - capture a greater share of daily experience, and organize, analyse,
341511 - align, and summarize understandings into a web of connected knowledge,
341512 - which the human mind is constantly doing on "automatic pilot."  Daily
341513 - "experience" includes what is observed, heard, said, written, read,
341514 - and tasks performed like going to class, visiting a job site, giving a
341515 - lecture, attending a meeting, or social event, designing a bridge, or
341516 - digging a ditch (see on 000606, ref SDS 48 HV4F), because learning
341517 - occurs constantly from everything that is absorbed by the senses.  SDS
341518 - makes it fast and easy to assemble relevant and accurate history 10
341519 - minutes, 10 days, or 10 years ago.
341520 - ..
341521 - This helps solve a number of problems from cognitive science.
341523 -  ..
341524 - The mind often....
341525 -
341526 -    1.  Forgets correlations, implications and nuance.
341527 -        ..
341528 -    2.  Remembers incorrectly by drawing on fragments of
341529 -        unrelated events that form a coherent picture of immediate
341530 -        conditions within the time available for consideration that
341531 -        creates strong belief in erroneous memory that seems vivid and
341532 -        real in the moment.
341534 -         ..
341535 -    3.  Makes the wrong connections due the press of time (i.e., the
341536 -        heat of battle), or makes good connections, but different from
341537 -        others with different experience hearing the same information.
341539 -         ..
341540 -    4.  Recodes information to aid memory, which increases meaning
341541 -        drift, as the number of meetings, calls and email escalate into
341542 -        guess and gossip, hunch and hope, and "warm fuzzy feelings"
341543 -        that lead people down the wrong path.
341545 -  ..
341546 - These scenarios make communication the biggest risk in enterprise.
341548 -  ..
341549 - Action based on incorrect understanding causes conflict and damage,
341550 - explained on 890809, ref SDS 4 CJ9J, because memory that seems vivid
341551 - and real is believed until there is feedback that reveals error, as
341552 - set out in NWO. ref OF 3 4325  Often feedback only occurs in the form
341553 - of a disaster that shows things were not aligned, for example,
341554 - amputating the wrong leg, getting the wrong medication, reported on
341555 - 990912, ref SDS 33 0960, purchasing 10 pounds of six penny nails,
341556 - instead of 6 pounds of 10 penny nails, or using English instead of
341557 - metric units of measure, reported on 991001. ref SDS 34 0001
341559 -  ..
341560 - Remembering incorrectly is a common problem for contractors, doctors,
341561 - scientists, cooks, mechanics, executives, students, etc., because the
341562 - human mind is designed for "guessing," commonly described as relying
341563 - on the "gist of things."  Andy Grove at Intel says mental maps are
341564 - forgiving of ambiguity, see 980307. ref SDS 28 7571  Connectionist
341565 - theory says remembering incorrectly based on the gist of things is a
341566 - powerful feature, not a bug, according to Steven Pinker.  He maintains
341567 - in his book "How the Mind Works" that speed is more important than
341568 - accuracy in remembering relevant experience, since immediate feedback
341569 - and context permit making adjustment in time to be successful dealing
341570 - with conditions where the human mind is thought to have evolved,
341571 - reviewed on 990329. ref SDS 31 3196
341573 -  ..
341574 - Jeremy Campbell makes a similar point in his book "The Improbable
341575 - Machine," reviewed on 900303. ref SDS 5 4456
341577 -  ..
341578 - SDS is designed to meet conditions of a new "real world order" where
341579 - feedback and context are disconnected in time, distance and people,
341580 - from original circumstances that put action into motion.  Since the
341581 - human mind is still wired to use feedback and context to triangulate
341582 - accurate understanding of near term events, we need a technology to
341583 - help maintain alignment for the modern environment that erodes
341584 - understanding and accelerates misunderstanding, as explained in NWO,
341585 - ref OF 3 4077
341587 -  ..
341588 - SDS processes of thinking through writing expands span of attention,
341589 - and integrating time and information links planning, action and
341590 - analysis.  This design leverages innate ability to understand cause
341591 - and effect, and to maintain alignment in relation to objectives for
341592 - people individually, and secondarily to build and maintain shared
341593 - meaning so that people take complementary, rather than conflicting
341594 - action.  Unlike mental biology, connections in SDS do not wear out nor
341595 - fade with time. This makes communication and collaboration effective.
341597 -  ..
341598 - SDS does not eliminate all mistakes, nor solve every problem. SDS
341599 - enables people to think, remember and communicate at a higher plane
341600 - that reduces mistakes and increases innovation.  This does not mean
341601 - less work.  It means more productive work by increasing the value of
341602 - alphabet technology from merely crafting and preserving information,
341603 - to now provide a "spreadsheet for knowledge" that makes the computer
341604 - an operating system for people and organizations.
341605 -
341606 -     [On 011222 Gary Johnson worries SDS capabilities are overstated,
341607 -     i.e., a "utopia." ref SDS C4 I96K
341608 -
341609 -
341610 -
341611 -
341612 -
341613 -
3417 -

SUBJECTS
Alphabet Technology Key KM Tool Civilization
Alphabet Construct Understanding by Connecting Small Meaning into Big Picture
Language SDS Com Metrics Frustrating Terminology Foreign Terminology Improvement Requ
Automated Integration of Management Tasks
Literacy Orality KM Dilemma Deferred or Immediate Feedback Reward
Alignment Connectionist Theory Cognitive Science SDS Design Solve Mea
Literacy Strengthened Alphabet Uses Flexible Structure to Create Cont
Life Style Change Needs Leadership Transitioning Right Tools, SDS
Alphabet Technology Makes People Superhuman SDS Provides Better Found
Knowledge Occurs in Human Mind Connecting Information SDS Supports Th

6212 -
621301 -  ..
621302 - Life-style of Literacy is Foundation that Grows Civilization
621303 - Alphabet Foundation for Age of Information Makes People Superhuman
621304 - Culture of Knowledge Enhances Alphabet Technology for New Foundation
621305 -
621306 - Terry asked about the "alphabet" metaphor.
621307 -
621308 - Alphabet technology is an external rendering of internal mental
621309 - processing, ref OF 2 ER3G, that connects small meanings into larger
621310 - understandings, like DNA grows organic structures. ref OF 2 525M  It
621311 - makes people superhuman, as explained in NWO, ref OF 3 5541, and noted
621312 - by Douglas Lenat, reported on 010622. ref SDS 85 N668  The practice of
621313 - literacy to map mental connections uses a larger share of cognitive
621314 - capacity by employing hands, seeing, and hearing that together augment
621315 - human intelligence, as explained on 980307. ref SDS 28 4810  Literacy
621316 - emerged as a new life-style for crafting and preserving understanding
621317 - to solve the problem that human memory is fast and supple, but often
621318 - incorrect over time, per above. ref SDS 0 MY4K
621320 -  ..
621321 - The ability to speak is a powerful advantage for humans that provided
621322 - a foundation which enabled a life-style for people to succeed in a
621323 - world of faster, bigger and stronger predators.  Literacy aids human
621324 - memory and so strengthens the foundation for learning and working,
621325 - since memory is a major factor in human reasoning, per research on
621326 - 900319. ref SDS 6 0005  As a result, culture imparts through education
621327 - a life-style of literacy, also called the "alphabetic mind," that has
621328 - yielded an age of information which makes people "superhuman," and
621329 - enabled civilization to flourish.
621331 -  ..
621332 - It now appears that the life-style of literacy is "two blocked,"
621333 - borrowing a phrase from construction.  Continued progress requires a
621334 - better foundation for learning and working, because IT stifles
621335 - productivity in a faster, more complex world.
621337 -  ..
621338 - Knowledge Management (KM) may offer a solution to strengthen alphabet
621339 - technology, based on connectionist theory in cognitive science that
621340 - offers a simple advance of integrating time and information, as
621341 - explained in POIMS. ref OF 2 K84L and ref OF 2 HO4H
621343 -  ..
621344 - Terry commented that "association" is a better description of alphabet
621345 - technology than connectionist theory.
621347 -  ..
621348 - We reviewed the opportunity for civilization to transition toward a
621349 - new life-style by moving up on the cognitive scale from information to
621350 - a culture of knowledge.  We looked at a few documents using alphabet
621351 - technology on Terry's desk.  Email and other renderings in books,
621352 - papers, magazines, billboards, memos, etc., have occurred for 2,000
621353 - years in human affairs conducting government, business, science,
621354 - education and so on.
621356 -  ..
621357 - SDS works differently by providing an external environment to aid
621358 - mental processing that absorbs a continuous information stream and
621359 - organizes, analyzes, aligns and summarizes by adding connections to
621360 - related context, which imparts knowledge of cause and effect, as
621361 - explained in POIMS. ref OF 2 079L
621363 -  ..
621364 - The mental process of getting from information to knowledge can be
621365 - described as "intelligence," explained in POIMS. ref OF 2 6649
621367 -  ..
621368 - Terry seemed to concur that "knowledge" is created in the human mind
621369 - by making connections between new information and what is already
621370 - known, which aligns with Einstein's view that knowledge is derived
621371 - from experience, reported on 991124. ref SDS 37 VO8L  Therefore, the
621372 - ability to capture a greater share of experience, and to "debug"
621373 - perceptions by quickly verifying alignment is a powerful "metric" that
621374 - provides a stronger foundation than traditional literacy enabled by
621375 - handwriting, wordprocessing, email, filing cabinets, etc.
621377 -  ..
621378 - Transition to literacy that enabled an information age is said to have
621379 - occurred roughly over a period of 300 years from 700 BC to about 400
621380 - BC, during the time of Plato and Aristotle.  It should therefore be
621381 - expected that a transition from IT to a culture of knowledge requires
621382 - time for enabling forces to align, because, like literacy, tools are
621383 - only one component of a new way of thinking.
621385 -  ..
621386 - Work practices and a new professional role are essential, as discussed
621387 - with Pat Lincoln on 011218, and earlier with Doug Engelbart on 000327.
621388 - ref SDS 44 5R5G  (Discussed further below. ref SDS 0 3K5H)
621389 -
621390 -
621391 -
621392 -
621393 -
621394 -
6214 -

SUBJECTS
Cognitive Science Cultural Barrier to Advancing Beyond Information
Integrated Management Practices using Automation
Integrate Time, Information, People, Documents, Context
Integration Time Information Subjects Contacts Documents
Critical Mass Integrated Tasks Complex Use Frequently Improves Manage
Frustrated KM Too Difficult Giving Up Technology Cannot Improve Manag
Integrate Critical Mass Traditional Work Practices Key Design KM
KM Educate Integrate Management Science Computer Science Cognitive Sc

9010 -
901101 -  ..
901102 - Education Leadership Critical to Advance from IT to KM
901103 - Intelligence Role for Knowledge Space Requires Education Leadership
901104 - POIMS Explains How SDS Works and Why Integration Improves Productivity
901105 -
901106 - Terry asked several times how SDS works.  He feels objectives set out
901107 - in POIMS are interesting, but wants the design that accomplishes these
901108 - benefits.  On 010924 Morris Jones at Intel explained why the design of
901109 - SDS has proven elusive, ref SDS 95 NK4J, with the result that
901110 - organizational memory is only supported by SDS. ref SDS 95 JS6G
901112 -  ..
901113 - We could describe SDS as improving traditional methods for...
901114 -
901115 -                  information management
901116 -                  document management
901117 -                  time management
901118 -                  contact management
901119 -                  context management
901120 -                  financial management
901121 -                  decision support
901122 -
901123 - ...which leads to the impression that these capabilities improve
901124 - management.  However, many years of experience shows that this formula
901125 - turns out not to work, because the "paperwork" never catches up with
901126 - the real work, as reported on 970107. ref SDS 25 4953  As a result,
901127 - the economy expands and contracts like a yo-yo, as people assemble
901128 - into larger units through merger, then are spun off or fired because
901129 - the pace and congestion of information technology exceeds span of
901130 - attention which causes too many people to have too many problems,
901131 - reported on 001207. ref SDS 73 V54M
901133 -  ..
901134 - SDS integration enables traditionally separate tasks to each support
901135 - the other in an environment to think, remember and communicate by
901136 - capturing a larger share of organizational memory, as explained in
901137 - POIMS. ref OF 2 11G5  This resource is not simply put away in the
901138 - filing cabinet or on the computer; rather the record provides guidance
901139 - for doing the work day-to-day.  This seems like "utopia" to some,
901140 - because it requires everything being in the right place at the right
901141 - time, as reported on 010425, ref SDS 77 EP7F, which is much different
901142 - from traditional practice, as reported on 970107. ref SDS 25 4953 Even
901143 - people who undertake to use SDS after a long period of exposure, are
901144 - shocked to learn the actual process, once SDS is on the job, as
901145 - reported on 961101. ref SDS 24 8888
901147 -  ..
901148 - SDS records on the Internet demonstrate organizational memory can be
901149 - generated 24 7, and that "intelligence" can be added to produce
901150 - knowledge, as noted on 010916 by a member of Doug's OHS/DKR team.
901151 - ref SDS 92 0001  Of course anyone can write copious notes, as Andy
901152 - Grove urges in his book "Only the Paranoid Survive," reviewed on
901153 - 980307. ref SDS 28 3668  SDS enables this work to be done routinely,
901154 - at a higher quality and with better results (see below, ref SDS 0
901155 - UV3M) by integrating understanding and follow up, i.e., reporting and
901156 - planning, with taking action.  Research the past two years indicates
901157 - that nothing else supports this capability, reported recently on
901158 - 011003, ref SDS 97 SP6G, for reasons set out on 010924. ref SDS 95
901159 - XT5F
901161 -  ..
901162 - Jeff Conklin recently commented favorably on SDS enabling people to
901163 - create and use organizational memory.....
901164 -
901165 -       Awed, overwhelmed by SDS............010926, ref SDS 96 9V8G
901166 -       SDS tremendous step in KM...........011105, ref SDS A6 4S6H
901168 -  ..
901169 - US Army Corps of Engineers reported that SDS enables intelligence.
901170 - ref DRP 6 6172  Over the past two years of Doug Engelbart's OHS/DKR
901171 - project others have reported that SDS enables KM, reported on 010907,
901172 - ref SDS 88 KX3L; while, also, concluding that no one else can do this,
901173 - reviewed on 011003. ref SDS 97 O74L
901175 -  ..
901176 - KM, however, seems to be a secret because of reluctance to study
901177 - "knowledge," as distinct from information, that enables technologists
901178 - to move from IT to KM, as seen by the example on 000503. ref SDS 46
901179 - 5033  This in part reflects lack of confidence in cognitive science,
901180 - despite calls by management expert, Peter Drucker, to apply cognitive
901181 - science in order to make technology useful for management, reported on
901182 - 991025. ref SDS 35 0785
901184 -  ..
901185 - People seem to ignore and are wary of cognitive science, as reported
901186 - recently on 011129. ref SDS B0 VZ6O
901188 -  ..
901189 - Our purpose today is to consider the role of education in fostering an
901190 - environment for a stronger foundation to learn and work by enhancing
901191 - alphabet technology, which can only be accomplished by integrating
901192 - management science, computer science and cognitive science, explained
901193 - in NWO. ref OF 3 7572
901195 -  ..
901196 - Lynn Conway is cited by George Gilder for recognizing the need to
901197 - educate young people about the opportunity for VLSI in the 70s, and
901198 - this provided people in the work force later in the 80s who were
901199 - ready, willing and able to implement change, reviewed on 960612.
901200 - ref SDS 22 1368 and ref SDS 22 9870
901202 -  ..
901203 - Moving from IT to a culture of knowledge requires another Lynn Conway
901204 - with the vision and courage to step up and carry the ball for SDS in
901205 - the educational arena, per below. ref SDS 0 3K5H
901206 -
901207 -
901208 -
901209 -
901210 -
901211 -
901212 -
9013 -

SUBJECTS
Internal Management Fears Accountability, Needs Metrics

9603 -
960401 -  ..
960402 - Intelligence Improves Internal and External Management
960403 -
960404 - Terry cautioned that "intelligence" helps some types of work, but not
960405 - all, and noted differences between internal and external management
960406 - that require different treatment in the record.  This reflects the
960407 - tension between internal and external rendering of knowledge, per
960408 - above, ref SDS 0 UT5H, under the binary structure of existence.
960410 -  ..
960411 - Contractors exemplify external management that benefits from
960412 - organizational memory with objectives, requirements and commitments,
960413 - reflecting Stanford's long history of capital improvements.  The
960414 - complexity of construction makes it hard to get everything done to
960415 - everyone's satisfaction.  In 1997, Stanford gave up on project
960416 - management after trying for 20 years to demonstrate that "best of the
960417 - best," practices and people can be effective using modern technology
960418 - like CPM, cost control and email. ref SDS 26 4R3O  This is an old
960419 - story of complexity overwhelming talent, which Doug Engelbart has made
960420 - a key objective of his life's work, shown by the citation in the
960421 - National Medal of Technology awarded to Doug in 2000, and reported on
960422 - 001114. ref SDS 69 SU3L
960424 -  ..
960425 - Terry, also, cited the military where getting things done correctly is
960426 - vital to national security.  Events on 010911 support Terry's point.
960427 - ref SDS 90 UP5K
960429 -  ..
960430 - Internal management, however, seems less amenable to many people for
960431 - improvement by "intelligence."  An example is working together in
960432 - Stanford's former Project Office, where everyone was on the same team.
960433 - Another example is lawyers who are comfortable using alignment in
960434 - court, but get mixed up and suffer emotional trauma, like everyone
960435 - else, in dealings outside the courtroom, as reported on 950605.
960436 - ref SDS 18 1842  Terry mentioned students at school, and friends
960437 - having drinks in a social setting, have an expectation of privacy that
960438 - should not be invaded by intrusive "intelligence."
960440 -  ..
960441 - This proposition may not hold up under analysis.
960443 -  ..
960444 - Regardless of the setting, when information is recognized that impacts
960445 - objectives, requirements and commitments, people always strive to
960446 - remember it.  SDS makes this faster, better and cheaper than other
960447 - methods.  This does not mean that everything is disclosed on the
960448 - Internet, just as sensitive intelligence is not freely related in
960449 - everyday communication.
960451 -  ..
960452 - Moreover, cognitive science indicates that information received by the
960453 - mind on anything impacts the meaning of what is already known about
960454 - everything in some degree, under connectionist theory that explains
960455 - meaning drift. see POIMS, ref OF 2 8774  This augurs for proactive
960456 - effort to continually discover correlations, implications and nuance
960457 - of communication, in order to strengthen understanding and maintain
960458 - alignment at low levels of organic structure.  This point is subtle
960459 - and so is easily overlooked.  Capturing organizational memory is not
960460 - to hold someone hostage about what was said in unguarded moments, but
960461 - rather to discover impacts on understandings so that inadvertent harm,
960462 - commonly called "bumbling," is avoided.
960464 -  ..
960465 - None-the-less Terry is correct that reservations are widely held on
960466 - developing "intelligence" for internal management, as seen from the
960467 - record on 890908. ref SDS 4 0880  This problem was discussed with
960468 - Justice Stanley Mosk of the California Supreme Court on 911130.
960469 - ref SDS 8 P29N  On 980405 "intelligence" was advanced for helping
960470 - people overcome fear of accountability. ref SDS 29 3Q5N
960472 -  ..
960473 - Generally, internal management benefits more from intelligence than
960474 - does external management, because people are alert for "intelligence"
960475 - concerning others, and there are many traditional methods for this
960476 - task.  SDS brings a new opportunity to strengthen understanding for
960477 - internal management, also, explained on 890809. ref SDS 4 8492  On
960478 - 011006 analysis shows that opportunity to improve productivity for
960479 - internal management is effectively unlimited,  because the high volume
960480 - of information in meetings, calls and email makes communication the
960481 - biggest risk in enterprise. ref SDS A0 MO6F
960483 -  ..
960484 - The notion of "us" and "them" has been a historical dividing line for
960485 - using "intelligence" against enemies, which is no longer a viable
960486 - model, as explained in POIMS. ref OF 2 V8P1  Therefore, SDS strives to
960487 - apply intelligence more broadly, as explained on 011202, ref SDS B2
960488 - 2P4M, as a new work practice, explained on 001219. ref SDS 74 FO5M
960490 -  ..
960491 - It may well be that effective "intelligence" for internal management
960492 - to help friendly forces is more challenging than gathering traditional
960493 - "intelligence" on external management, where there is an enemy to
960494 - defeat, as reported on 010725. ref SDS 87 02EW
960496 -  ..
960497 - This is a role for education, as discussed with Doug Engelbart on
960498 - 011211 that led to visiting with Terry today. ref SDS B6 PL6O
960499 -
960500 -
960501 -
960502 -
960503 -
960504 -
960505 -
9606 -

SUBJECTS
Cost Savings Incredible, Conflict with Common Sense Black Box Quackery
Intelligence Saves Time Money Productivity Control Organic Structure

AB04 -
AB0501 -  ..
AB0502 - Intelligence Saves Time and Money
AB0503 -
AB0504 - Terry asked about evidence showing that organizational memory, and
AB0505 - adding "intelligence" to make it effective, is cost effective?
AB0506 -
AB0507 - This reflects common concern about whether "intelligence" saves time
AB0508 - and money relative to taking immediate action based on cursory
AB0509 - understanding of information, as reported on 010725. ref SDS 87 464L
AB0511 -  ..
AB0512 - Religion, farming and education are traditional practices that show
AB0513 - benefits of deferred rewards that enable civilization to flourish,
AB0514 - explained on 991217. ref SDS 38 0320  Since "intelligence" is a new
AB0515 - capability, there is less experience demonstrating cost savings.  The
AB0516 - only historical experience is in the military, where cost is not a
AB0517 - major consideration, as explained in NWO. ref OF 3 4099
AB0519 -  ..
AB0520 - With this background in mind, cost savings using SDS are explained
AB0521 - at....
AB0522 -
AB0523 -
AB0524 -       NWO.......................................... ref OF 3 0110
AB0525 -       US Army Corps of Engineers................... ref DRP 7 0001
AB0526 -       PG&E......................................... ref DRP 5 0001
AB0527 -
AB0528 -
AB0529 -
AB0530 -
AB0531 -
AB0532 -
AB0533 -
AB06 -

SUBJECTS
SDS Supports Education
Education Supported by SDS
Learning SDS Advantages Education
ABC Improvement Model
Culture Knowledge Transitions Foraging on Information in Garden of Ed
Education Improved Culture of Knowledge to Invest Information Rather
Continual Learning Future of Education Power of Microcoms, Gilder, Co
Literacy Writing Text Narrative Alphabet Construct Understanding by C
Continual Learning Future of Learning SDS Enables Growing New Knowled
AI Architecture Human Thought Missing Unable to Develop KM, 010411

BF12 -
BF1301 -  ..
BF1302 - SDS Enables New Way Thinking Learning Through Writing
BF1303 - Education Needs Intelligence Process for Continual Learning
BF1304 -
BF1305 - Follow up ref SDS A1 0001, ref SDS 83 A581.
BF1306 -
BF1307 - Terry wants a better explanation of how SDS aids learning.
BF1308 -
BF1309 -      [On 020104 letter to Terry submits this record answering his
BF1310 -      questions on learning, ref SDS C5 0001, citing this record, per
BF1311 -      below. ref SDS 0 Y74N
BF1313 -  ..
BF1314 - Terry's interest may be related in part to the classes he teaches in
BF1315 - computer science, particulalry....
BF1316 -
BF1317 -         CS378: Phenomenological Foundations of Language, Cognition,
BF1318 -         and Computation
BF1319 -
BF1320 - .....explained generally at....
BF1321 -
BF1322 -         http://hci.stanford.edu/cs378/
BF1324 -  ..
BF1325 - ...and described as....
BF1326 -
BF1327 -      Critical analysis of theoretical foundations of the
BF1328 -      cognitive approach to language, thought, and computation.....
BF1329 -      Emphasizes relevance of theoretical orientation to the design,
BF1330 -      implementation, and impact of computer systems as it affects
BF1331 -      human-computer interaction.
BF1333 -  ..
BF1334 - A listing of term papers for 2001 shows one by Andrew Dickson that
BF1335 - comments on Terry's work, and notes in conclusion the big....
BF1336 -
BF1337 -       ....gap between the language processing powers of... computers
BF1338 -       and [people]
BF1339 -
BF1340 -     http://hci.stanford.edu/cs378/papers/2001/dickson.html
BF1341 -
BF1342 - ...which aligns with analysis on 011213 that indicates progress has
BF1343 - been slow realizing goals for artificial intelligence. ref SDS C0 KW3J
BF1345 -  ..
BF1346 - SDS takes a different approach.
BF1348 -  ..
BF1349 - Rather than trying to get a computer to think like humans, SDS uses
BF1350 - computer power to leverage human acuity, as explained on 900303.
BF1351 - ref SDS 5 1088  Conceivably this could be an interim step to AI, or it
BF1352 - may turn out that AI can never be achieved, because computers do not
BF1353 - have a way to grow knowledge based on evolving goals and conduct.  In
BF1354 - any case, whether or not AI is achieved, better use of computers is
BF1355 - essential to help people think, remember and communicate in a world of
BF1356 - rapidly expanding complexity, as explained in NWO. ref OF 3 0664  SDS
BF1357 - accomplishes this by enabling continual learning, investing
BF1358 - intellectual capital, adding intelligence to information, etc., per
BF1359 - POIMS, ref OF 2 2200, and so should be of interest to people with
BF1360 - background similar to Terry's.
BF1362 -  ..
BF1363 - We only had time today to briefly examine the record on 010614 that
BF1364 - explains support for learning, which was planned as the focus of the
BF1365 - meeting today, per Terry's letter on 011216. ref SDS C3 0001
BF1367 -  ..
BF1368 - The record on 010614 explains case studies enable continual learning.
BF1369 - ref SDS 83 HD6O, noted again on 011216 commenting on Terry's questions
BF1370 - about SDS. ref SDS C3 0001
BF1372 -  ..
BF1373 - Terry feels case studies have limited use for academic learning in
BF1374 - school.
BF1376 -  ..
BF1377 - This is a good point.
BF1379 -  ..
BF1380 - Formal education in some respects must necessarily convey knowledge
BF1381 - absent experience from organizational memory, so that people are
BF1382 - equipped with basic skills to begin contributing productively in
BF1383 - advance of gaining experience.  Children are put on a bus and taken to
BF1384 - school to learn the ABCs, because, left to their own, they would stay
BF1385 - home and watch television, play ball and require mom or dad to baby
BF1386 - sit.  Children learn alphabet technology without ever being told about
BF1387 - the theory of cognition, and cost savings that make this a worthwhile
BF1388 - investment of time.  In simplest terms, school children don't perform
BF1389 - tasks and interact with others to acquire organizational memory, so
BF1390 - this advantage of SDS seems at first blush to be less useful for
BF1391 - academic training.
BF1392 -
BF1394 -  ..
BF1395 - Learning Improved Add Intelligence to Information
BF1396 - Literacy Strengthened by Enhancing Alphabet Technology
BF1397 -
BF1398 - The record on 010614 shows SDS improves basic reading and writing,
BF1399 - i.e., literacy, ref SDS 83 HD6O, which is the core of academic work at
BF1400 - all levels....
BF1401 -
BF1402 -      1.  Children perform tasks in school to attend class, listen to
BF1403 -          lecture and read assigned texts.  Children are tested on
BF1404 -          remembering what was presented and read, and on solving
BF1405 -          problems that demonstrate learning based on class lecture and
BF1406 -          assigned reading.  Thus, memory is a core dimension of human
BF1407 -          reasoning, explained on 900319. ref SDS 6 1323  SDS is a
BF1408 -          powerful memory aid, cited most recently on 010916.
BF1409 -          ref SDS 92 0001
BF1410 -          ..
BF1411 -          Class lecture is similar to people attending meetings
BF1412 -          at work, which is the weakest aspect of productivity because
BF1413 -          communication is inherently error prone, reported on 940114.
BF1414 -          ref SDS 11 2290  Research was reported on 000927 showing
BF1415 -          people remember 5% - 10% of the gist of what is heard and
BF1416 -          read. ref SDS 59 PO4F
BF1417 -          ..
BF1418 -      2.  POIMS explains the process of using SDS that improves
BF1419 -          traditional learning tasks, ref OF 2 3742, commonly called
BF1420 -          "study."  Instead of merely writing things down, SDS makes it
BF1421 -          fast and easy to write a larger share of what transpires, and
BF1422 -          to connect it up in a way that triangulates understanding.
BF1423 -          ref OF 2 16EF  This form of deliberative analysis explained
BF1424 -          in POIMS, ref OF 2 3742, enables continual learning, cited as
BF1425 -          a foundational meta-skill by the Tofflers, reviewed on
BF1426 -          950911, ref SDS 19 2222, and was discussed at Stanford on
BF1427 -          900703. ref SDS 7 1716
BF1429 -           ..
BF1430 -          Nominally, it can be argued benefits are weaker for students,
BF1431 -          because they generally are not implementing anything
BF1432 -          day-to-day.  Experience shows, however, that lecture and
BF1433 -          information from other sources enable alignment that improves
BF1434 -          understanding from first impression.  How does what is set
BF1435 -          out in chapter 7 align with discussion of related matters in
BF1436 -          chapter 1, 3, etc.
BF1437 -          ..
BF1438 -      3.  SDS provides a flexible structure that strengthens
BF1439 -          writing, by improving reading, explained on 010725.
BF1440 -          ref SDS 87 4Y4I  Organization of information in Knowledge
BF1441 -          Space expands span of attention so that people are more
BF1442 -          productive, reported on 000709, citing experience at PG&E.
BF1443 -          ref SDS 53 1029  Knowledge Space is explained in POIMS.
BF1444 -          ref OF 2 1107
BF1446 -           ..
BF1447 -          Organic structure explained on 890523 discloses correlations,
BF1448 -          implications and nuance that are otherwise overlooked,
BF1449 -          ref SDS 3 SQ5L, which aids reading and writing, cited
BF1450 -          recently on 010916. ref SDS 92 0001
BF1452 -           ..
BF1453 -          Thinking through writing explained in POIMS, ref OF 2 3742,
BF1454 -          aids understanding by revealing correlations, implications
BF1455 -          and nuance that is otherwise overlooked.  An example is the
BF1456 -          record on 890809. ref SDS 4 7433
BF1457 -
BF1458 -              [On 011222 advantages of alignment accomplished with
BF1459 -              linking are listed. ref SDS C4 FG6F
BF1460 -          ..
BF1461 -          SDS has a function for adding anchors to every
BF1462 -          paragraph of a text.  Whenever anything is saved, it checks
BF1463 -          for anchors, and adds them if new material is added. Putting
BF1464 -          an anchor on every paragraph would be a very big, and simple
BF1465 -          improvement to student work, that enables more refined
BF1466 -          alignment, as seen by SDS records.
BF1468 -           ..
BF1469 -          Traditional reading, simply reads, maybe notes are entered in
BF1470 -          the margin, or in a notebook.  SDS provides a way to
BF1471 -          integrate reading into a continuous information stream that
BF1472 -          generates plans and actions linked to original sources, and
BF1473 -          synthesizes ideas and concepts to strengthen understanding,
BF1474 -          which comprises an efficient Knowledge Space, explained in
BF1475 -          POIMS. ref OF 2 034J
BF1476 -          ..
BF1477 -          Examples of improving reading using SDS are....
BF1478 -
BF1479 -             Gary Johnson's letters............011222, ref SDS C4 0001
BF1480 -             Terry's letter....................011213, ref SDS C0 D46F
BF1481 -             Grove's book......................980307, ref SDS 27 0001
BF1482 -             Engelbart's paper.................991222, ref SDS 39 3360
BF1483 -             Drucker's article.................991025, ref SDS 35 0416
BF1484 -             Drucker's book....................931130, ref SDS 10 3937
BF1486 -           ..
BF1487 -          Organization of reading in Knowledge Space aids subsequent
BF1488 -          reading and writing, like getting interest from putting money
BF1489 -          in a savings account, so we describe a process of "investing
BF1490 -          intellectual capital." ref OF 2 1101
BF1492 -           ..
BF1493 -          This is a significant advance on traditional learning noted
BF1494 -          in Terry's letter on 011216 describing the SDS record on
BF1495 -          011213 as a profusion of mini-essays. ref SDS C3 OW4N  Essay
BF1496 -          is a form of analysis, which is part of "intelligence"
BF1497 -          enabled by SDS, explained in POIMS, ref OF 2 0367, called
BF1498 -          thinking through writing. see again POIMS. ref OF 2 5418
BF1499 -
BF1500 -
BF1501 -
BF1502 -
BF1503 -
BF1504 -
BF1505 -
BF16 -

SUBJECTS
Education Learning Enlightenment Knowledge Wisdom Intelligence Contex
Culture Knowledge Transitions Foraging on Information in Garden of Ed
Education Enable Transition Culture of Knowledge Teach SDS Skills Com
Work Role Com Manager Makes KM Effective Using SDS
Com Manager Work Role Meet Challenge New Realities New World Order Ed
Curriculum New Way Working Intelligence Convert Information into Know
Education Integrate Management Science Computer Science Cognitive Sci

C109 -
C11001 -  ..
C11002 - Leadership Vital Role of Education, While Also Following Trends
C11003 - Education Fosters Transition from Information to Culture of Knowledge
C11004 -
C11005 - Education has an important role to train future engineers, scientists
C11006 - and executives with skills for continual learning to overcome
C11007 - ignorance, fear and denial that suppress literacy in the work place,
C11008 - explained on 991108. ref SDS 36 7380  Providing SDS skills is a simple
C11009 - way to accomplish this requirement.
C11011 -  ..
C11012 - Learning literacy does not make everyone a professional writer.
C11013 - Neither does learning mathematics make everyone a scientist, engineer
C11014 - nor an accountant.  Likewise learning SDS does not make everyone a
C11015 - Communication Manager, rather implementation occurs along a continuum,
C11016 - where everyone has a basic set of skills, but a few have the
C11017 - temperament and talent to excel at providing intelligence for making
C11018 - everyone else more productive.
C11019 -
C11021 -  ..
C11022 - Education Enables New Way of Working in Three (3) Ways....
C11023 -
C11024 - As noted above, our purpose today is to direct educational resources
C11025 - for transitioning from information to a culture of knolwedge.
C11026 - ref SDS 0 XV8M
C11028 -          ..
C11029 -     1.  Practices and tools that enable intelligence.
C11030 -
C11031 -         SDS and Com Metrics strengthen the traditional life-style of
C11032 -         literacy by enabling a culture of knowledge, explained on
C11033 -         001219. ref SDS 74 FO5M
C11035 -          ..
C11036 -         A key issue mentioned briefly today is ergonomics in designing
C11037 -         technology and configuring an environment that enables
C11038 -         productive work, reviewed on 001206. ref SDS 72 PK4H
C11039 -
C11040 -             [On 021108 Bill Gates announces project for Microsoft to
C11041 -             consolidate/integrate commands so that people who cannot
C11042 -             remember and don't have time to navigate complex menus can
C11043 -             use more than 5% of Microsoft features. ref SDS C7 EFBE
C11045 -          ..
C11046 -         There is understandable reticence about transitioning to a new
C11047 -         way of working until cultural inertia can protect against
C11048 -         ignorance, fear and denial, as explained on 890809.
C11049 -         ref SDS 4 2079  Education is a key dimension of culture.
C11051 -          ..
C11052 -     2.  Intelligence saves time and money.
C11053 -
C11054 -         Discussed above. ref SDS 0 UV3M
C11055 -
C11056 -         A key role for education is to formalize caluclation of cost
C11057 -         savings.
C11059 -          ..
C11060 -     3.  Work role makes new way of working practical and effective.
C11061 -
C11062 -         Communication Managers, Intelligence Analysts, etc., use SDS
C11063 -         to create a useful record while exercising judgement to avoid
C11064 -         harming and alienating the people being helped, explained in
C11065 -         NWO. ref OF 3 6369
C11067 -          ..
C11068 -         This requires academic training for SDS skills and management
C11069 -         practices as proposed to the Wharton School of Business on
C11070 -         950523, ref SDS 17 1674, and for the reasons set out by Wayne
C11071 -         Wetzel reporting experience using SDS at DNRC, in the record
C11072 -         on 010725. ref SDS 87 03J7 and ref SDS 87 03M6
C11074 -          ..
C11075 -         Terry pointed out that educational training for Com Metrics
C11076 -         requires evidence that there is a job waiting to be filled.
C11077 -
C11078 -              Not necessarily.  There are no ads asking for people
C11079 -              skilled in alphabet technology.  Yet, every ad for a job,
C11080 -              from parking lot attendant to CEO wants "strong
C11081 -              communication skills" because communication is a core
C11082 -              competency.  SDS supports Communication Metrics that
C11083 -              enables understanding and follow up, which complements
C11084 -              the traditional focus on leadership in formal training,
C11085 -              as explained in POIMS. ref OF 2 PS7G
C11087 -          ..
C11088 -         Not many jobs are waiting for philosophy, history, sociology,
C11089 -         yet these skills are essential to make other skills useful,
C11090 -         and so are taught.
C11092 -          ..
C11093 -         Gilder reports there were no evident jobs for VLSI in the
C11094 -         1970s, yet Conway found a way to teach it, because it was
C11095 -         needed to move forward, per above. ref SDS 0 XV8M
C11097 -          ..
C11098 -         Alphabet technology is taught because it is the engine of
C11099 -         civilization, including government, military and enterprise,
C11100 -         yet, as shown on 991108 cultural pressures restrain this
C11101 -         literacy in the work force. ref SDS 36 7520
C11103 -          ..
C11104 -         SDS seems to strengthen basic literacy by an order of
C11105 -         magnitude, as explained in POIMS, ref OF 2 3742, and so should
C11106 -         be taught as well.  The specific skills that have to be taught
C11107 -         are listed on 001219. ref SDS 74 FO5M
C11109 -          ..
C11110 -         The issue is where and how to begin making this advance.
C11111 -
C11112 -
C11113 -
C11114 -
C11115 -
C112 -

SUBJECTS
Action Items Poll Notables about Need for Intelligence

C403 -
C40401 -  ..
C40402 - Beginning Transition to Culture of Knowledge Requires Little Effort
C40403 -
C40404 - Transitions by definition take time.  Our immediate goal is not to
C40405 - teach Com Metrics next week nor next year, but to begin the process of
C40406 - educating educators about the opportunity to invigorate education so
C40407 - that teaching and learning work better for everyone to improve the
C40408 - quality of work for all professions, as implied by changing from
C40409 - information to a culture of knowledge, discussed above. ref SDS 0 X87M
C40411 -  ..
C40412 - A simple first task might be to ask people like Grove, Shultz,
C40413 - Kissinger, MacNamera, et al, about the need for intelligence to
C40414 - improve daily work in government, business, education, health care,
C40415 - and science, per the record on 940609. ref SDS 13 4238
C40417 -  ..
C40418 - Another step is to open a dialog with colleagues at Stanford and other
C40419 - institutions about integrating management science and cognitive
C40420 - science with technology, similar to the way Stanford is trying to
C40421 - integrate management and engineering, reported on 000202. ref SDS 41
C40422 - 0001
C40423 -
C40424 -    [On 020104 submitted letter with ideas for follow up. ref SDS C5
C40425 -    0001
C40427 -     ..
C40428 -    [On 020107 Terry cannot contribute in any of these areas.
C40429 -    ref SDS C6 0001
C40430 -
C40431 -
C40432 -
C40433 -
C40434 -
C40435 -
C40436 -
C40437 -
C40438 -
C40439 -
C40440 -
C40441 -
C40442 -
C405 -