Learning something new requires forgetting
something old-and that is hard for organizations that remember too much.
"A moderate level of brain activity is critical to this forgetting
Their findings not only confirmed that humans have the ability to control what they forget, but that successful intentional forgetting
required "moderate levels" of brain activity in these sensory and perceptual areas -- more activity than what was required to remember.
But the same process that leads to this brief inconvenience also leads to the forgetting
of irrelevant thoughts - a process we need.
While the document still exists, you don't have a good way of getting to it, and today many memory researchers don't even use the word "forgetting
These results show that intentional forgetting
isn't a passive process--the brain has to actively work to wipe out a memory on purpose.
Using the directed forgetting
method, several authors were able to show a compromised retrieval inhibition in subjects with AD.
valuable Information, techniques, and knowledge in an organization can lead to competitive advantage lose; however it's an essential process in change management.
But if my memory fails me in the compilation of the list, will I ever remember what I've forgotten that was supposed to stop me forgetting
the thing I forgot in the first place?
Whitehead concludes that forgetting
has become "a crucial if not essential element in the future tra-jectory and direction of 'memory' studies." (4) She bases her argument for this mode of forgetting
on Paul Ricoeur's concept of an "oubli de reserve," which he defines as "le caractere inapergu de la perseverance du souvenir, sa soustraction a la vigilance de la conscience." (5) In his analysis, based on his reading of Heidegger, he argues that whether forgetting
functions as destruction or preservation can be determined by the "meaning attached to the idea of the past." He explains that if the past is considered as "being-no-longer," as expired, then forgetting
destroys our memories of the past.
As its title indicates, this collection recognizes a related and growing interest in forgetting
, a process with its own cultural roles, iconography, and material history.
As the book's title suggests, however, Sullivan offers an in-depth examination of memory and forgetting
in the English Renaissance drama of Shakespeare, Marlowe, and Webster.