Matthew Effect: Once any individual, group or region achieves success and progress in a certain aspect (such as money, reputation, status, etc.), it will generate an accumulated advantage and have more opportunities to achieve greater success. success and progress

Can make your thinking clearer

Can make your actions more targeted

future direction

current direction

Every morning you must ask yourself: "What is the most important thing to me today?" Is it to understand an outline today, or to go to the library to check out obscure information? Is today sorting out the chronology of events, or connecting the time of characters? This is a necessary step in learning history. Once the answer to this question is finalized, the efficiency of learning will be greatly improved.

Justify the goal in depth: “Do I really need it?” “Dedicate the time to it. And is it worth the money? "Should I think about it again?" "

Carefully confirm the feasibility of the plan: "How well does my study plan match my goals?" "Is this plan feasible for me?" "Is there a more time-saving and efficient way?"

clever

S: Goals must be clear and describable

M: Goals must be quantifiable and evaluable

A: The target must be within the ability range

R: The goal must have a positive meaning

T: The goal must have a deadline to be achieved

Case

Learning without purpose is pitiful, but learning with the wrong purpose is tragic. The correct purpose is non-utilitarian, non-tendency and non-paranoid. It must have a simple vision - "I just want to master this knowledge, understand it, and then generate my own understanding. When learning, I don't want to use this knowledge for myself." Create benefits”. Although the latter is very important, I would never recommend that readers devote too much attention to it when studying. Although the knowledge learned must always be used for one's own use, an overly utilitarian attitude and overly obvious paranoia may make learning half the result with half the effort.

An interesting fact is that as we age, our learning horizons tend to get smaller. Specifically, adults' ability to "ask questions" in learning is sometimes far inferior to that of children. When seeing a book, children will ask: "Why did the author write this book? What does the author want to tell us? Why is this book priced at 100 yuan? What is the special significance of the cover? How did he summarize this knowledge?" What about adults? ? There may only be a few sentences: "What's the use of reading this book? Are there any cheaper books?" It sounds old-fashioned and lifeless. This reflects the limitations of a person's vision, which is influenced by experience, practical needs in life and work, and worldview. So I often say: People should try to maintain their innocence, because an innocent mentality can expand your horizons and make you willing and able to see more "possibilities" in this world.

An objective scientific logic can help us successfully systematize knowledge and ensure that this systematization is beneficial, placing knowledge in an orderly manner and giving them their due value. A student I once discussed with me on this topic was not sure how to understand "systematization" simply and clearly. I asked him: "If you want to build a house, what is the first thing to do?" He said: "Dig the foundation and transport the materials?" I said: "No, draw a drawing." He suddenly understood . Systematization is to prepare a learning drawing for us, place the materials where they should go, and let the knowledge from different sources go into their respective places, which is convenient for us to compare and filter. Without this reliable system and objective scientific logic, you will not have a strong ability to distinguish knowledge and information. It will be easy to distinguish good from bad when studying, or you will bite off more than you can chew and suffer from indigestion.

For example The "differentiation" of knowledge refers to non-duplicate, divergent or even conflicting content. For example, Economist A said: "As the United States continues to withdraw from the group, globalization has come to an end, and the future is the era of regional economies." Economy Scientist B’s view is: “On the contrary, a new era of globalization has officially begun, and the future will be globalization with new rules and new forms.”

That is, which knowledge is important, which knowledge is generally important, and which knowledge is not important. Prioritize them, arrange them in order, and absorb the important knowledge. Usually, when we finish telling someone something, we will find a phenomenon. The knowledge that had no impression or logic in our mind before suddenly becomes clear. You can feel that some things are important and some things are not. But you may not know this before telling it. That is to say, through three retellings, we can turn on the "importance switch" of knowledge, which can not only train our language organization skills, but also check these knowledge points to form a clear logic to see which parts we need most. , and then leave them behind.

Feynman believed that all complex knowledge systems have a simple core logic, just like a mess with a general thread. If you find the thread and pull it out, the mess will be easily resolved. To simplify the knowledge we have learned, we must improve our thinking dimension, look down from a high place, and find the core inside. First of all, you must fully understand that no matter how many concepts and branches a piece of knowledge contains, it has an undeniable and vital core. This core is your key to understanding and absorbing this knowledge. If you find it, you can simplify complex knowledge into an easy-to-understand version - so simple that anyone can understand it. Secondly, simplifying knowledge is to improve our thinking model. Summarizing and refining key points from knowledge is itself an exercise in thinking ability. While learning useful knowledge, we can also improve our thinking ability. This step can kill two birds with one stone. I suggest that readers prepare a list when summarizing the key points of knowledge, using not only their brains, but also pens and hands. Write the extracted key points on paper and revise them at any time, which will be more helpful for learning. The process of simplifying the knowledge we learn actually requires us to continue to explain something in concise language until our brains understand it as easily as breathing and drinking water. Simplified knowledge can more effectively transform key points into long-term memory in the brain, and then influence the brain's thinking and decision-making, allowing knowledge to exert its power. These key points also serve as an index. When we need to focus on using this knowledge, we can search for it in our brains and quickly retrieve the content.

With this ability, when you absorb the part of knowledge you need, you will find that what you need to do is very simple. As long as you combine it with your life and work goals, and make good use of the above five keywords, you can effectively Absorb the knowledge you need into your own knowledge system. For example: we have completed a finance course. This course may include different parts, including pure accounting knowledge, auditing knowledge of listed companies, and knowledge focusing on financial management. At this time you have to see what knowledge is most valuable to you. If you work in the audit department or hold a financial audit position in a listed company in the future, auditing knowledge is what you focus on absorbing; if your employment goal is to be a financial director, then you must learn financial management knowledge. When absorbing this knowledge, you have to do two major categories of work. The first is to improve your ability to absorb potential knowledge, including the acquisition and absorption of knowledge; the second is to improve your ability to absorb actual knowledge, that is, To transform, develop and utilize knowledge, you must work hard to create on the basis of what you have learned, become a provider of knowledge and skills, and rise to the level of letting others learn from you.

First, it is based on actual results.

Second, it is aimed at practical application.

Third, pay attention to content that can promote association.

Fourth, avoid learning duplicate content on different platforms.

Fifth, combine it with our current work.

Sixth, pay attention to the growth of knowledge.

Learn knowledge with an active and exploratory attitude Focus on self-needs and seek knowledge in a planned way The purpose of learning is to improve problem-solving abilities When exporting knowledge, use network sharing and discussion as the basis Main features Simplify knowledge and focus on practical application Manifestations

The first principle to solve these problems is to achieve vertical expansion in learning. It should be noted that all the seemingly "useless" unrelated knowledge we encounter in daily life can actually be connected in the end and are related to each other, which is a bridge between knowledge. This means that we do not need to master all the knowledge points about a problem horizontally. We only need to focus on one or two points and conduct in-depth research to draw inferences. For example, you are very interested in the history of the Tang Dynasty, and especially want to learn the entire history of the Tang Dynasty from the founding of the Tang Dynasty by Li Yuan to the end of the Tang Dynasty. Then you make a plan and list a timetable, and then you find that this is really a long process. , with a history of more than two hundred years! Should I recite them all like a running account? Even an expert on Tang history cannot complete this project within two or three years, let alone an amateur history buff? At this time, you can use the vertical expansion learning method to simplify the history of the Tang Dynasty you want to learn and reduce the scope of the study - start from the knowledge point "The influence of the Guanlong Group on the establishment of the Tang Dynasty" and focus on the study of the Li family The relationship with the Guanlong Group, the influence of the Guanlong Group on the political situation in the early Tang Dynasty, etc. If you continue learning along this main line, you will find that it is like a very sticky rope, allowing you not only to grasp the historical trend of the Tang Dynasty, but also to learn a lot of in-depth knowledge points. This is the benefit of vertical expansion. We can also apply the same strategy to other knowledge, such as astrophysics, focusing on studying the gravity and motion characteristics of a certain planet, etc., and gradually bringing out knowledge about the operating rules of the galaxy, the characteristics and mutual relationships of other planets, etc.

The "green light thinking" advocated by Feynman is: anything can be done without prohibition. When we encounter new perspectives or different opinions in our studies, we must listen patiently, know how to self-reflect, and learn valuable information from them. This allows our learning horizons to be unrestricted, to see both deeply and broadly, and to have an open attitude. The opposite of "green light thinking" is "red light thinking". What is "red light thinking"? It's egocentrism. When we feel that our views, dignity or stance may be challenged by others when we are learning and expressing, our first reaction is not to exchange views with the other party and communicate on an equal footing, but to be vigilant, strengthen our defenses, close the door to communication, and refuse Reflect. It is not easy to have "green light thinking", because most people usually use "red light thinking" to think about problems and act. This includes me, you, him and countless other readers. Even great people are not exempt from the common sense occasionally. There will be times when you are self-centered. In this regard, Feynman's suggestion is: when it comes to issues of thoughts or opinions, you must know how to distinguish between what is "I" and what is "my idea." The two are not the same thing.

Real and efficient learning must be the result of integrating knowledge. If you want to achieve such a goal, you must not be impatient, but get used to "taking slow for fast". In the increasingly fast pace of life, work and ubiquitous learning anxiety, it is not easy to be "slow", but it is a task that must be completed. "Slow to be fast" means focusing on a learning object, learning it thoroughly and mastering it. With a deep understanding of its core knowledge, we can apply it 100% and turn it into our own skills. For example, teaching a child to ride a bicycle. How do you learn to ride a bicycle? Is it a smooth ride from home to school and back again? no. If it were so simple, any child could successfully ride 1,000 meters in half a day, but would he still be able to do so easily on uneven roads? So don't rush, slow down. We want him to focus on mastering the balance of the bike and repeatedly looking for the feeling of balance on the uneven road. Only when he can master the balance and cope with various emergency situations can he truly learn to ride a bicycle.

First, focus on studying the nature of the problem.

Second, lots of consistent practice.

Third, start with what interests you.

In the process of learning, we form a knowledge base for a theory, which contains all information about the theory, including arguments, arguments, argumentation logic, and other information. At this time, you need to mobilize them all, make a list, and recheck them. The purpose of the examination is to see if you have made any omissions and to identify errors in understanding, memory errors and unclear facts.

If I have to explain a profound theoretical knowledge to the point where even primary school students can understand it, I must first force myself to think and explore whether there is any problem with the theory or knowledge itself. Do I really understand it? If I don’t understand it and don’t know its essence, how can I explain it in an easy-to-understand way? How can primary school students understand it? Therefore, when reviewing learning outcomes, it is important to compare knowledge data with facts. Find or build a strong bridge between knowledge and reality, otherwise you will just play the role of an uninteresting reader.

Build a strong bridge between knowledge and reality (Form knowledge and knowledge that can be applied effectively in reality)

We have accumulated more and more knowledge in our daily life, work and study, including various common sense, thinking habits, skills, and problem solving that we have come into contact with from books, experts, sharing platforms, our own experience and the surrounding environment. formula. This knowledge is like an airtight network that will affect people's cognitive abilities in future learning. A statistic from Harvard Business School shows that 68% of people who make great efforts to learn a certain knowledge still fail to gain entry. The reason is that their knowledge reserve is not enough to understand the knowledge, rather than a problem with the knowledge itself. To give a very simple example, if you cannot learn calculus, or even feel dizzy when you see calculus, it is not because the knowledge points such as tangents, functions, differentials, integrals, etc. are not explained clearly enough, but because you do not have the foundation of advanced mathematics. Therefore, there is a lack of sufficient understanding when exposed to relevant knowledge. Just like we make mistakes at work due to lack of skills, even if you think about it carefully and plan carefully, it may be difficult to have an expected good result. There is no other solution than making great efforts to substantially improve the relevant knowledge base.

We will encounter this situation when we study. We understand a theory and then implement it in practice, only to find that it is not consistent with the facts. It’s not that the method of learning is wrong, it’s that there are some problems with the viewpoint and logic of knowledge. At this time, you have to reflect on your process of selecting knowledge. Did you obtain the knowledge from the wrong sources and did you not fully compare and verify it? For example: the knowledge you learn comes from open sharing platforms—Baidu, Wiki, Zhihu, Jianshu, etc. Due to the characteristics of the open platform that everyone can publish and edit freely, the information on it is mixed, some are true and some are false. If you believe in the above knowledge and then use this wrong knowledge to deal with and solve problems, of course it will be easy to hit a wall in reality.

First, reflection can help us discover misunderstandings in knowledge itself.

Second, reflection can promote us to generate new knowledge based on existing knowledge.

First, focus on learning knowledge that has the ability to grow.

Second, targeted learning of modular knowledge.

Third, we must not learn fragmented knowledge.

First, the principles of knowledge are more valuable to us than the knowledge itself. Second, exploring the things behind knowledge is also a very important thinking training process. Third, it can simplify the knowledge system, making learning simple and direct, saving valuable time. Fourth, mastering the principles of knowledge can help us establish a basic concept of the field we study. Fifth, the above four points are very helpful for our application practice after learning.

As mentioned before, when you explain a piece of knowledge, can an uneducated farmer understand it immediately? In addition, can you express the most connotation with the fewest words? This tests our language organization and ability to summarize essential knowledge.

To be precise, you must use the right words, and explain the knowledge clearly and concisely. You must ensure that the listener can understand your point of view immediately, and it is consistent with the original meaning of the knowledge and will not cause misunderstanding. Of course there can be errors, but there cannot be fundamental deviations.

There should be in-depth analysis and extension, and the application and more important value of knowledge should be stated. It cannot be just a superficial explanation, otherwise teaching instead of learning will lose its due meaning. It is difficult for most people to do this because they never think about it when learning, and always swallow it in a hurry, aiming for rigid memorization rather than in-depth thinking and flexible application. This kind of learning naturally lacks depth when outputting knowledge and can only act as a repeater.

When teaching knowledge to others, add your own original opinions appropriately, or draw inferences from one example and introduce other knowledge as a comparison, highlighting the characteristics of the knowledge you possess in the comparison. By doing this, you can verify your understanding through feedback from the listeners, have the opportunity to identify problems, and go back to improve these problems through further learning.

The "efficiency" of learning is always a very important goal we pursue. This is the fundamental reason why Feynman's learning method advocates "teaching instead of learning", because doing so can maximize the speed of learning and improve the efficiency of learning. You can output to one person or to a group of people. Therefore, in my teaching work, I often try to organize students to have group discussions. I act as a facilitator and then encourage them to take the initiative to speak in the group, express what they have learned, and even argue with each other. I also hope that students will organize this discussion themselves on a regular basis, rather than having it driven by outsiders. For example, it is best to set up a study group focusing on a certain subject or even a certain knowledge point. When they study independently outside of school, in society, and after joining the workforce, they must try their best to create an atmosphere for group discussions and develop this into a good lifelong habit. This learning method in which many people participate and help each other greatly mobilizes their initiative and enthusiasm. When I visited the company, I found that the company allowed employees to explain their ideas in public during meetings and deduce their ideas to colleagues. This is also a way of teaching instead of learning, which can promote his own progress.

Group discussions are different from retelling a story to oneself. There is little room for error and one needs to be fully prepared. When reciting knowledge to yourself, you can be as creative as you want and say whatever comes to your mind. It doesn't matter if you are wrong. In that soliloquy scenario, you play the role of "Almighty God", doing whatever you want and knowing everything. But when explaining your views on knowledge to others, you must pay attention to all aspects. You are no longer God but a tested orator. You must have a complete knowledge framework, strict narrative logic, clear positions and viewpoints, concise language and expression, accurate positioning, and profound personal insights. The group discussion scenario requires you to design the outline of the retelling in advance and prepare a series of questions that can interact with the listeners. Therefore, do the second retelling with a good list. During the group discussion, explain the outline and a series of questions in the outline to others in a clear and logical manner, triggering people's discussion, and then each speak and ask each other questions to further understand the knowledge learned and correct their own mistakes. cognition. Most group discussions are beneficial. In the end, you can summarize by yourself: what content you learned, what perspectives you understood, and what new knowledge you gained.

The second retelling also has an important purpose, which is to collect comments, preferably objections, from the listener. When I discuss a book, a theory, or a concept with a friend, in addition to explaining my opinion, what I want to hear most is a fierce and opposing view. The sharper the better, the more contradictory the better. This can open a new window and trigger me to do further breakthrough thinking. I will think about: Why do they object to my opinion, is it because of the way I tell it, or is it the point of view of knowledge itself? On what grounds are they basing their evaluations, and are those grounds defensible? How do I need to review relevant knowledge in order to verify that their views are inconsistent with mine? These thoughts have raised my learning to a very high level and entered a higher realm. From my friends’ positive affirmations and negative negatives, I can clearly see the differences in our understanding of the same knowledge point. This is a very important breakthrough in learning: differences mean problems, and solving problems is gaining wisdom. No matter what they do, whether they do it well or not, everyone desires to be affirmed by others and does not want to hear the voices of opposition and criticism. Because affirmation brings a sense of accomplishment, while opposition and criticism bring frustration. Especially in learning, others' affirmation can give people the joy of success and enhance their confidence to continue learning. On the contrary, it will undermine the motivation and self-confidence of learning. However, if it is all about affirmation or even praise, this kind of full "sense of achievement" will also make people feel self-paralyzed, mistakenly thinking that they have learned everything, and they may also feel good about themselves, mistakenly thinking that their intelligence is incomparable. Everything is impossible and omniscient. What is a fair evaluation? First, the quality of the evaluation is high. After listening to your retelling, the other party will think carefully and express his or her true opinion. The evaluation contains practical information and his own logic, which can stimulate us to think twice in communication. Second, the evaluation should be objective. The other party is not biased when giving feedback. He neither intentionally shows kindness nor deliberately finds fault. He gives his opinions in a realistic and realistic manner. This can form a positive interaction with you. The same is true for the standard of dissent. The other party's objections and criticisms can provide a new perspective and help you make up for your own weaknesses in thinking. No one can cover everything, not even geniuses. The purpose of group discussion is to use other people's thinking to find out and fill in the gaps in our learning and give us a pair of powerful wings.