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 mechanism.
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.
Forgetting 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.
