An argument on behalf of the notebook as a thinking tool. I'm working on a much larger project that has to do with the place of subjective cognitive processes in a largely outcome- or assessment-focused educational landscape. This is a first stab at a few of the central ideas, and if you're interested, you can check the development of this project here: charleshuette.com/notebooks.html
Additional video is from the Prelinger Archive. A couple shots come from the students in Studio 424. Big thanks to the Studio 424 family, for their help with the ideas in this video and for being such patient and open collaborators. One explanatory note: when I use “notebook” in this essay, I mean sketchbook, journal, diary, daybook, science log—anything that performs the same process/function as is described here. “Notebook” is just the most generic term to use.
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