Slow Reading
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09 Jun 2012, 1:09 pm
In Nietzsche's "Daybreak":
Quote:
It is not for nothing that one has been a philologist, perhaps one is a philologist still, that is to say, a teacher of slow reading.
— Friedrich Nietzsche
— Friedrich Nietzsche
Quote:
Besides, we are friends of the lento, I and my book. I have not been a philologist in vain — perhaps I am one yet: a teacher of slow reading. I even come to write slowly. At present it is not only my habit, but even my taste — a perverted taste, maybe — to write nothing but what will drive to despair every one who is ‘in a hurry.’ For philology is that venerable art which exacts from its followers one thing above all — to step to one side, to leave themselves spare moments, to grow silent, to become slow — the leisurely art of the goldsmith applied to language: an art which must carry out slow, fine work, and attains nothing if not lento. Thus philology is now more desirable than ever before; thus it is the highest attraction and incitement in an age of ‘work’: that is, of haste, of unseemly and immoderate hurry-skurry, which is so eager to ‘get things done’ at once, even every book, whether old or new. Philology itself, perhaps, will not so hurriedly ‘get things done.’ It teaches how to read well, that is, slowly, profoundly, attentively, prudently, with inner thoughts, with the mental doors ajar, with delicate fingers and eyes. My patient friends, this book appeals only to perfect readers and philologists: learn to read me well!
— Friedrich Nietzsche
— Friedrich Nietzsche
Instead of "speed reading" I believe Aspie's should intentionally focus the structure of their powers of Special Interest towards books.
Consider Tony Attwood's observations:
Quote:
Activities to encourage flexible thinking and the ability to engage in pretend play can include games where the objective is to invent as many uses as possible for a given object – that is, to think beyond the most obvious, functional use of that object. For example, how many uses can be thought of for a brick, a paper clip, a section of toy train track, and so on? The section of train track could become the wings of an aeroplane, a sword or a ladder, for example. This will encourage the ability to ‘break set’ when problem solving and be more comfortable when involved in pretend play with other children.
I, for instance, create mnemonic devices from the First Letter of sentences of significant paragraphs of books. Then I produce a grid that I use as a "conceptual barometer." From a book I'm reading:
S C I C I
T B I A I A
A T I N T H
T I A T A
Which can be used to memorize as well. If Aspie's with decent memory use this, it may help with retention.
09 Jun 2012, 1:55 pm
nerdfiles wrote:
In Nietzsche's "Daybreak":
Quote:
It is not for nothing that one has been a philologist, perhaps one is a philologist still, that is to say, a teacher of slow reading.
— Friedrich Nietzsche
— Friedrich Nietzsche
Quote:
Besides, we are friends of the lento, I and my book. I have not been a philologist in vain — perhaps I am one yet: a teacher of slow reading. I even come to write slowly. At present it is not only my habit, but even my taste — a perverted taste, maybe — to write nothing but what will drive to despair every one who is ‘in a hurry.’ For philology is that venerable art which exacts from its followers one thing above all — to step to one side, to leave themselves spare moments, to grow silent, to become slow — the leisurely art of the goldsmith applied to language: an art which must carry out slow, fine work, and attains nothing if not lento. Thus philology is now more desirable than ever before; thus it is the highest attraction and incitement in an age of ‘work’: that is, of haste, of unseemly and immoderate hurry-skurry, which is so eager to ‘get things done’ at once, even every book, whether old or new. Philology itself, perhaps, will not so hurriedly ‘get things done.’ It teaches how to read well, that is, slowly, profoundly, attentively, prudently, with inner thoughts, with the mental doors ajar, with delicate fingers and eyes. My patient friends, this book appeals only to perfect readers and philologists: learn to read me well!
— Friedrich Nietzsche
— Friedrich Nietzsche
Since my first language is not English, it's pretty much the way I like to read classic literature, like Dickens. Currently I'm reading Great Expectations, and I'd like to finish it this year... It's very, very difficult to read.
When I'm reading something in my own language, I'm still a somewhat slow reader.
nerdfiles wrote:
Instead of "speed reading" I believe Aspie's should intentionally focus the structure of their powers of Special Interest towards books.
Consider Tony Attwood's observations:
I, for instance, create mnemonic devices from the First Letter of sentences of significant paragraphs of books. Then I produce a grid that I use as a "conceptual barometer." From a book I'm reading:
S C I C I
T B I A I A
A T I N T H
T I A T A
Which can be used to memorize as well. If Aspie's with decent memory use this, it may help with retention.
Consider Tony Attwood's observations:
Quote:
Activities to encourage flexible thinking and the ability to engage in pretend play can include games where the objective is to invent as many uses as possible for a given object – that is, to think beyond the most obvious, functional use of that object. For example, how many uses can be thought of for a brick, a paper clip, a section of toy train track, and so on? The section of train track could become the wings of an aeroplane, a sword or a ladder, for example. This will encourage the ability to ‘break set’ when problem solving and be more comfortable when involved in pretend play with other children.
I, for instance, create mnemonic devices from the First Letter of sentences of significant paragraphs of books. Then I produce a grid that I use as a "conceptual barometer." From a book I'm reading:
S C I C I
T B I A I A
A T I N T H
T I A T A
Which can be used to memorize as well. If Aspie's with decent memory use this, it may help with retention.
I use this very technique sometimes.
