Effective learning: Rules of formulating knowledge (1999)

Last time I checked, Anki was nowhere near SuperMemo in regards to incremental reading features. Especially not with FSRS.

SuperMemo is actually almost the only reason I still keep a Windows VM.

You deserve some credit, though. Setting this up properly takes quite a bit of discipline and persistence. I only did it for certain memorization-heavy classes and I still found it to be kind of a chore. Mostly in college I just tried to understand things deeply and hoped that this kind of understanding/memory would be reasonably durable. That got me good enough grades for what I was trying to do, but it probably would not have been sufficient for a very competitive professional school like medicine.

That's impressive! Would you mind sharing how you used Anki for your studies?

Memorization is part of learning. Memorized knowledge is knowledge. But memorized knowledge isnt understanding.

You can fully understand something without being able to recall it perfectly later.

Not sure if this will help (or if it's even correct), but Wilfrid Sellars in his essay "Philosophy and the Scientific Image of Man" talks about the difference between "knowing that" to ride a bike one needs to put pressure on the pedals to rotate the tire and move the bicycle and rider forward and "knowing how" to ride a bike. To me the latter is indicative of understanding and the former is information or knowledge.

Mortimer Adler's How To Read A Book talks about "reading for understanding" a lot. By understanding, he means getting a holistic feel for the content. Grokking, if you will. An analogy is reading a newspaper article on what happened in Gaza yesterday versus reading a 500-page book on the history of Palestine and writing a report on it. In the first example you are reading for facts (knowledge), in the second you are reading for understanding

How does one walk? To walk one needs to move their foot forward, to move their foot they have to lift it up, to lift a foot up they first have to place it down, and that requires moving it forward. It feels circular!

Learning is circular. You do it step by step, one bite at a time: you learn a fact, you understand its connection to other facts you know, you gain a little knowledge, you repeat.

You are correct that those concepts are interrelated. It works well not to get caught up in precise definitions. Instead, reflect on your current level and take the next best step.

Enter: knowledge. It's a messy thing. Before you know it, it 'clicks'. That's the only thing worth chasing.

I always thought that point 1 is obvious (don't try to memorize Goethe in the original if you don't understand any German) and that point 2 is where it's at, and what most people underemphasize (learn the material before you try to memorize it). Granted, some types of learning and memorization go hand in hand; but for me the key point is to not try to use SRS to learn the material. Writing and rewriting notes; explaining topics out loud to myself and others; and using information to create something of my own — those are the ways I learn best. And at that point I've naturally memorized a lot already because I've "internalized" it; the spaced recall system becomes more of a repeating task list to remind me to practice recalling what I already learned, right before I would forget it. In that way it's similar to my OmniFocus lists of repeating maintenance tasks and chores, except that the repetition scheme varies with my forgetting curve instead of on a plain daily, weekly, monthly, or yearly schedule.