Consequences: Dismemberment of our thinking

Only remember the name of knowledge, that is, only master concepts and phenomena; store it in a back-to-back manner

Understand the core of knowledge and know what they are about, and you can also reinterpret it from your own perspective and spread it to the outside world.

To achieve this goal, the Feynman Learning Method provides four keywords: Concept; Teach (teaching instead of learning); Review (evaluation); Simplify (simplification)

To achieve this goal, we go through five steps: establishing goals, understanding goals, output, review, and simplify. Through these five steps, you can fully develop the "teaching instead of learning" learning method to the highest efficiency, absorb useful knowledge, and create your own knowledge system.

To verify whether we truly master a piece of knowledge, it depends on whether we can use straightforward language and be able to explain it clearly even to a novice.

Direction →Lock the main direction of thinking, that is, goals and objectives

Induction→Establish the main logic of thinking, that is, the learning framework and steps

Verify → Verify the effect of thinking, that is, use the output to verify the digestion of what has been learned, and use teaching to replace learning.

Feedback → Feedback correctness and error, that is, get feedback from the audience after verification, correct and incorrect opinions

Simplify → Simplify the complex thinking process and sort out the key points, similar to a table of contents

Absorb → digest the results of thinking, that is, digest and absorb the results of thinking, and transform them into content that can be applied to solve work problems, deal with problems in study, reconcile family or interpersonal relationships, etc., and more importantly, gradually form one's own simplicity in the thinking process Efficient mode. The more powerful the wisdom, the simpler it is

First, ask yourself some key questions. All answers come from questions, learn to ask; At the learning level, the most critical question is "What is the most important thing to me?"

Second, turn “the most important thing” into your own direction

Interest is the driving force for all high-quality learning; be interested in the materials you learn

How to learn, how to divide it into several stages, how to proceed in an orderly manner, and how to achieve the goal on time

First, demonstrate the necessity of learning this knowledge/doing this thing

Second, confirm the substantial connection between the plan and the goal, how consistent they are, how feasible they are, and whether they are efficient.

For example, your career plan and employment direction

How do we make sure our goals are correct? --SMART principle

Correct goals will not reward you too quickly. Any knowledge that can make you rich overnight is basically false knowledge, and goals are also false goals. When learning, you must find your own comfort zone. There are two specific standards.

When making study plans, you must first set aside enough time for three things

Match your experience, experience and past knowledge accumulation to reflect your tasks within a period of time

The goals set should be focused

The goals set must be targeted

The goals set must be challenging; stimulate curiosity and enhance learning motivation

Set goals that can tap and stimulate your potential

The goals set cannot be artificially lowered in difficulty during the learning process.

The goals set must be realistic and feasible

The goals set must be consistent with our objective reality

Have alternative plans to deal with changes in the environment

First, level: classification and comparison; you can conduct reverse dialectical thinking on the ideas mentioned in the book and verify them in comparison; or carry out reverse reasoning; escape from the "logical trap" of knowledge itself

Second, divergence: mind mapping; establishing connections between knowledge and knowledge, especially letting them relate to different knowledge

Third, convergence: knowledge structure; the process of structuring and systematizing knowledge to build your own knowledge framework and improve your cognitive level

Logic is the starting point, angle, stance and way of thinking for you to understand knowledge

Systematization refers to whether you can integrate this knowledge into a macro knowledge system, verify each other and scientifically compare

Logical systematization means that we need to do three things right in the first stage of understanding knowledge.

The most important thing about learning is not to find the valuable knowledge, but to establish your own thinking framework through the screening and absorption of knowledge.

Screening and extracting knowledge - reading books thinly, similar to the knowledge sorting done now

Methodology for filtering knowledge

Summary--Standards and processes for screening knowledge

About 90% of knowledge in reality is false knowledge. How does "false knowledge" deceive the brain and be accepted by us?

Block knowledge from unknown sources - from libraries, textbooks? Or is it a public account, forum or hearsay?

Be careful with differentiated knowledge - content that is non-duplicate, divergent or even conflicting

Use comparative methods to select and distinguish knowledge - remove duplicate and unreliable information and increase credible channels for acquiring new knowledge

How to transform knowledge into your own abilities?

To understand a book thoroughly, the simple process is to draw a simple and clear step-by-step diagram.

The first step: short-term memory. Before reading a book, build a theme system, focus on the focus, and form short-term memory.

Step two: mental representation. Refers to the abstract concept that knowledge is formed in the brain in a visual way.

The third step: dual coding, cognitive psychology theory. One is based on literal language, such as the text version of history books, and the other is based on representational language, such as the video version of "Hexi Corridor"

Step 4: Long-term memory. The knowledge we want to learn must be converted into "long-term memory" in the brain to be successful. Only after the double encoding is successfully completed, the information will be transferred to the long-term memory by the brain, and the understanding of the knowledge will be completed at this time.

The fragmented nature of written language determines that it is not conducive to efficient learning, while visual expression has the characteristics of "completeness". How fast you understand and remember is how effective you are at learning to love knowledge.

Get the information you need quickly

Master methods of understanding and analyzing knowledge

Establish your own framework for thinking about problems

Create high-quality study notes

Be prepared for the output of knowledge

First, obtain useful information quickly

Second, learn how to find and analyze problems

While reading and memorizing, while learning the required knowledge, you can build your own thinking framework, deepen your knowledge understanding, expand your thinking horizons, and at the same time accumulate "knowledge points" and "skill points" in your learning.

Gallup's survey on "When you finish reading a book, do you put it down immediately and go to the next book, or do you review and organize the core ideas of the book?"

1. Build long-term memory

2. Deepen your understanding of knowledge

3. Learn more actively

4. Associate knowledge; generate new ideas and ideas, and expand learning horizons

5. Get feedback on the problem; discover content that is inconsistent with actual application, get doubts, and get feedback during retelling

The first stage: retelling based on impressions; retell the knowledge once you have learned it, and then count which ones are correct and which ones deviate from the original meaning, and then go back and focus on learning

The second stage: raising questions during the retelling; the second stage is not carried out after a few days, but subsequently. This stage not only reviews what you have just learned, but also consciously combines them with your past known knowledge to compare, doubt, and analyze.

The third stage: add your own opinions in the retelling; realize the systematic connection between new knowledge and your own existing knowledge. Export your own opinions and theoretical models

Everyone can understand it; people of different ages, different knowledge backgrounds, and different industries can understand it

Concise and in-depth analysis; after learning a piece of knowledge, you can share it on the Internet for testing; your course must be concise and easy to understand, and at the same time it must have its own unique analysis, that is, the depth of knowledge, so that you can solve practical problems after learning

Strengthen cognition; the process of teaching is also a process of secondary strengthening of cognition. You can also use writing to treat knowledge and learn knowledge

Can you get a 7-year-old to understand an advanced physics term? It doesn’t matter what you know. Being able to be understood by anyone means that you have truly learned the knowledge.

The most direct benefit of forced input is to enhance the "retention rate" of specific content; in the process of teaching others, it can strengthen memory and deepen understanding.

First, memorization-encoding; the brain mainly relies on experience and perception to judge which objects to choose as encoding objects.

Second, retention - storage; storing information is the process of the brain forming neural circuits and the process of neuron connection.

Third, reproduction - retrieval; when outputting knowledge, our brain must accurately re-present the information reflected by neurons, guide the synthesis of information proteins and reproduce the knowledge. In this process, we also need to find information from the brain and retrieve those key parts. Promote long-term memory.

Fourth, recall - consolidation; learned knowledge needs review to consolidate, and output is a review; long-term memory can be transformed into permanent memory

Simulate narrator situations, such as giving speeches

Simulate interviewee situations, such as interviews

Simulate the teacher's thinking, such as giving lectures

Simulate the thinking of a doubter, such as a debate

High-quality active learning can change your destiny

When retelling, be sure to keep it close to your own interests and hobbies

When you have just finished reading a book, you can introduce it to your friends like this: "The latest book is very well written, it is about..., the theme of the book is..., and the most worth reading content is..."

First, "group discussion" is an efficient way of independent learning

Second, help you design a retelling outline and prepare some questions

Third, get pertinent comments and objections from listeners

When faced with objections, I will think: 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?

First, reflect unique language skills-use your own language to express knowledge

Second, explain your interpretation of knowledge based on reality - not only repeat the knowledge, but also let it be implemented in reality.

Third, express your personal analysis and opinions - inject your personal understanding into the knowledge and speak it to others in an easy-to-understand manner.

Learning Anxiety and the Paradox of Knowledge

The most important thing in learning is to ensure effectiveness

The first is the impetuous mentality when choosing knowledge - on the one hand, I hope to obtain in-depth and nutritious dry information, on the other hand, I always hope that the knowledge is easy to understand, can be understood at a glance, and can be used at hand; the mentality is impetuous when choosing knowledge.

The second is behavioral blindness in the learning process - in the learning process, people follow what others say, and learning lacks direction and goals.

The third is not good at learning management - making a study plan but failing to strictly implement it

The fourth is that they don’t have their own knowledge system - they don’t know why they learn this knowledge, and they don’t know what the use of learning it is.

The fifth is not to pay attention to learning methods - the most important thing in learning is to remember "useful knowledge" to the maximum extent. We should not blindly pursue the quantity of learning, but focus on the quality of learning and provide learning effectiveness.

What is "useful learning", this is related to our understanding of learning; and how to identify useful knowledge; there are three specific methods

In the process of review and reflection, we must understand the logic, roots, and cause and effect behind a piece of knowledge or a concept; that is, we must have "principle thinking" in learning. When reviewing knowledge, think about its principles, which has a great or even decisive effect on improving content retention rate.

If you encounter problems/trouble during external output, the solution is

Maintain a restless curiosity/skepticism about everything. In learning, experience guarantees your lower limit, and curiosity determines your upper limit.

"Gap" is a relatively unique knowledge point, data and arguments not found in other books; knowledge points that can trigger my thinking, etc.

Why do we study? What does knowledge mean to us? What is the nature of knowledge?

If we learn but cannot use it, it means that our understanding of knowledge and cognition of learning are still at a superficial stage - entry level; The specific manifestation is that the purpose of your learning is to solve the current problem utilitarianally, and you do not realize the importance of learning methods, knowledge systems and thinking models. Therefore, your learning knowledge is superficial, without understanding the essence of knowledge, and without thinking deeply about what knowledge can bring to our lives.

First, reflection can help us discover misunderstandings in knowledge itself

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

Third, true reflection must be combined with action, and the inspection of knowledge must be realized in the application of learning.

First, opposite data; looking for authoritative data caliber

Second, logical loopholes;

Third, outdated knowledge; optimize learning of the latest knowledge

Fourth, opposing authoritative views

"The ability to learn" is reflected in developing some unique and good habits when learning. They are good at outputting knowledge, but also dare to question knowledge, reflect on their own learning results, and constantly explore and improve.

The principle we must adhere to when learning any knowledge: combine knowledge with reality so that it can be used for ourselves and solve current problems

In life and study, when encountering controversial issues, there are generally two ways to deal with them:

Knowledge changes dynamically. On the one hand, we constantly deconstruct it and understand it, and on the other hand, we update its content through argumentation, doubt and reflection, so that the knowledge remains always fresh and as real and objective as possible. All knowledge has its limitations, and you must understand its application boundaries

First, a scientific perspective; rigorous logic, correct data, and reasonable viewpoints; able to withstand scrutiny and screening

Second, from a practical perspective; the practicality of knowledge means that it can be put into practice

Third, a systematic perspective; compare new knowledge with our existing knowledge system and establish internal connections.

Explore the nature of knowledge and the issues behind it, rather than just memorizing the content of knowledge

To pursue learning effectiveness, not just quantity; to repeatedly understand “useful knowledge”; to increase content retention, we need to have “principle thinking”

First: the ability to take the initiative to learn

Second: The ability to doubt and reflect

Third: The ability to think originally

First, turn on the "importance switch" of knowledge; grade the importance of knowledge

Second, return knowledge from complexity to simplicity; Feynman believed that all complex knowledge systems have a simple core logic; to simplify the knowledge you have learned, you must improve your thinking dimension and look down from a high point. , find that core

With the advancement of the times, the evolution of learning methods and changes in the competition model between people, "knowledge absorption ability" is becoming more and more important to people's competitiveness.

Knowledge absorptive capacity is the ability to acquire, simplify, absorb, transform and innovate knowledge

Principles of simplifying knowledge in “online learning”

First, what you learn is just a bunch of empty conclusions instead of full logic.

Second, the simplification you made removes the most important part of the deduction.

Third, your study turns diversified dialectical analysis into a unified summary of positions.

Fourth, you only remember the superficial facts and fail to discover the principles behind them.

Over time, this kind of learning thinking will completely and completely dominate your behavior patterns and affect your life and work: First, your knowledge is not systematic, so it is difficult to think about problems systematically and macroscopically. Second, you tend to be simplistic and one-sided when looking at problems. Third, your thinking and vision tend to be narrow, and you cannot see long-term possibilities. Fourth, it is difficult for you to think complexly, independently, and deeply. As Steve Jobs said, “Sometimes the knowledge you get isn’t knowledge at all, it’s just information.”

Most of the time, learning is inefficient because you are used to horizontally expanding knowledge and doing incremental learning; not paying attention to the depth of learning is a sign of primary learning.

How to improve learning efficiency

What is your own knowledge system?

How to achieve?

First, use notes to record the core elements of knowledge

Second, we must greatly organize the knowledge we have learned

Third, conduct structured induction and understanding of knowledge

Fourth, output and publish the knowledge you understand

Fifth, simplify, absorb and memorize knowledge

The first and fourth steps are progressive and layer-by-layer dependencies, while the fifth step is our final goal

If you cannot establish your own original opinions, it cannot be called "100-point learning." Extend the theories of "self-efficacy theory", "observational learning" and "vicarious learning"

Vicarious learning, that is, by observing the behavior, representation, evolution and results of learning objects, collecting information, acquiring valuable elements, and then deducing new knowledge

Human nature pursues comfort and ignorance, so the prerequisite for creating influential knowledge is passion for learning; it determines your effort and creativity