Podcast appearances and mentions of Benedict Carey

"Under the Tree" is an initiative to re - live the child hood and our lives by relating to stories by great writers of yesteryears. The objective is to rekindle the interest of reading and showcase the Indian authors work which give rebirth to the tradition, culture. Spiritual series that is rich in Indian ethos along with Management aspects increase positivity which is much needed always..

We're back with Season 2! To kick us off we look into the research behind music - does it help students study better? Does it help them focus? We'll find out.If you're enjoying The Pedagogue-cast, why not subscribe to the show so you're first to know when a new episode drops? And while  you're there, please rate the show, it really is the best way for new listeners to discover us.Get in touch with us hereYou can hear more of Staś over at his podcast, Education Bookcast or learn more here.The Pedagogue-cast is proudly powered by Maths PathwayShow notes: “Dual coding theory” (multimedia learning)- Sweller, J. Implications of Cognitive Load Theory for Multimedia Learning. Appeared in The Cambridge Handbook of Multimedia Learning (2005).“Phonological loop” and “Visual-spatial space pad”- Same reference.Music, learning, & memory- Balch, W.R., Bowman, K. & Mohler, L.A. (1992). Music-dependent memory in immediate and delayed word recall. Mem Cogn 20, 21–28.-How We Learn by Benedict Carey (2015)Please rate and subscribe so you're first to know when the next episode drops. You can hear more of Staś over at his podcast, Education Bookcast The Pedagogue-cast is proudly powered by Maths Pathway

I was reading the Cambridge Handbook of Expertise and Expert Performance edited by K. Anders Ericsson yesterday, and after going through a chapter on medical experts, something struck me about the nature of expertise, automaticity, and Kahnemann and Tversky's System 1 vs. System 2 (also known as dual-process theory, popularised by their book Thinking, Fast and Slow), which joined together what I know about chess players, doctors, and how literacy works. I'm excited to share it with you today. Enjoy the episode. *** RELATED EPISODES 11. Thinking, Fast and Slow by Daniel Kahnemann 17. Blink by Malcolm Gladwell 24. Outliers by Malcolm Gladwell 52. How We Learn by Benedict Carey 79. What learning is 95. The Reading Mind by Daniel Willingham 114. Philosophy of Science - the good bits 124. The Cambridge Handbook of the Learning Sciences SUPPORT To support Education Bookcast and join the community forum, visit www.buymeacoffee.com/edubookcast.

or, “Why Isn't There A Science of X?”or, “Alchemy is to Chemistry as Astrology is to…?”“If people don't believe us after all the results we've produced, then they never will.”“It's time for a new era, for someone to figure out what the implications of our results are for human culture, for future study, and — if the findings are correct — what they say about our basic scientific attitude.”– Robert G. Jahn“We have been very open with our data. But how do you get peer review when you don't have peers?”– Brenda Dunne“The culture of science, at its purest, is one of freedom in which any idea can be tested regardless of how far-fetched it might seem.”– Benedict Carey, writing on the PEAR Lab for The New York TimesFull show notes available at Patreon.com/michaelgarfield Get bonus content on PatreonSupport this show http://supporter.acast.com/futurefossils. See acast.com/privacy for privacy and opt-out information.

The key to making target language grammar feel effortless for your students is (drum roll please…) intuition building! In this podcast, your guide Emily (educator, PhD) talks more about the importance of implicit learning activities, and shares 4 fun and easy tips for building your students' intuition for target language grammar.Looking to download our White Paper or Setting Good Goals PDF we mentioned in this episode? Click here to access: https://info.mangolanguages.com/glc-signupIf you'd like the blog article that accompanies this episode, click here: https://blog.mangolanguages.com/how-can-teachers-help-students-develop-an-intuition-for-target-language-grammar-4-easy-tips-for-acquiring-a-feel-for-grammarWe also invite you to check out our website at https://mangolanguages.com/ and follow us on social media @MangoLanguages. Wondering what languages were used in today's episode? Tagalog | Kamusta kayo? is ‘how are you?'' and paalam is ‘goodbye' Brazilian Portuguese | Sem mais demora means ‘without further ado' Interested in learning English, Tagalog, Brazilian Portuguese, or one of the other 70+ languages that the Mango app offers? Click here to learn more! https://mangolanguages.com/appWant to explore more of the research underlying this podcast episode? Check out Chapter 9 of Benedict Carey's 2016 "How We Learn." (p.175-194). It's a great read with a nice meta-review of “intuition builders” (A.K.A. Perceptual Learning Modules). For more on the implicit-explicit instruction continuum, consider the following three articles:Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning , 50 (3), 417–528. https://doi.org/10.1111/0023-8333.00136Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction. Studies in Second Language Acquisition , 27 (2), 129–140. https://doi.org/10.1017/S0272263105050084Hulstijn, J. H. (2007). Psycholinguistic perspectives on language and its acquisition. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (pp. 783–795).New York: Springer.Meet your guide Emily! Emily Sabo (PhD, University of Michigan) is a linguist at Mango Languages. A Pittsburgh native, her areas of specialization are the social and cognitive factors that impact bilingual language processing and production. Having studied 7 languages and lived in various countries abroad, she sees multilingualism -- and the cultural diversity that accompanies it -- as the coolest of superpowers. Complementary to her work at Mango, Emily is a Lecturer of Spanish at the University of Tennessee, a Producer of the “We Are What We Speak' docuseries, and get this...a storytelling standup comedian!#teachingtips #implicitlearning #grammar

Today, "Aiming for the Moon" is collaborating with Joanna from Thumbs Up Concepts (as seen in Ep 56 & 57) to interview Benedict Carey. Carey, long-time science journalist and author of "How We Learn - The aspiring slacker's guide to learning," shares a taste of the fascinating science of learning!If you like this collaboration and want to see more, message us! We love feedback.Also, if you want us to interview another teen or kid running interesting projects for our bonus series, please message us on Instagram, Twitter, or our email.Thumbs Up Concepts: https://www.thumbsupconcepts.com/Our Website: https://www.aimingforthemoon.com/Instagram: https://www.instagram.com/aiming4moon/Twitter: https://twitter.com/Aiming4MoonYouTube: https://www.youtube.com/channel/UC6-TwYdfPcWV-V1JvjBXk

About this episode My guest this week is Joshua Wöhle, CEO & co-founder of Mindstone. Mindstone is an online platform that creates the best learning pathways from the best content available online. Imagine aggregating and curating all the best articles, podcasts, videos, and anything else, to help you learn faster, remember more, and develop your skills and expertise on that given topic of interest. In a world with unlimited access to information and resources, Joshua and the Mindstone team want to provide anyone, anywhere in the world, with the tools, confidence, and motivation to take ownership of their own learning. The mission of Mindstone is incredibly ambitious and complex. If you are one of those startup founders, or wantrepreneurs, that find yourself a bit stuck on how to move forward because you too have a massively complex road ahead of you because of industry or technology then this is the episode for you! In this episode, you'll hear: How being raised by a Pastor and a Philosopher has shaped how he pursues understanding of complex questions. Why he dropped out of University twice before he was able to complete a degree program. What drove him to launch a startup that was centered around making the internet safe for kids, yet he had no kids. Why he thinks solving a problem based on personal need is not the only way to sustain passion and fullfillment during the entrepreneurial journey. Why he would leave his first startup after a massively successful exit with a globally recongnized brand. Why the current cultural foothold held by larger institutions needs to be disrupted. How Joshua, and the Mindstone team, seek to democratize learning and shift how self-driven learning is perceived by the Corporate & Career sector. Resources from this episode Join Grindology: https://grindologymagazine.com/ ExpressVPN: Get 3 Months Free → https://www.expressvpn.com/startupstory Get Emails: https://app.getemails.com/referrals/newaccount?ref=R18HWW5 The Startup Story Inner Circle: https://www.thestartupstory.co/vip The Startup Story on LinkedIn: https://www.linkedin.com/company/thestartupstory The Startup Story is now on YouTube: https://www.youtube.com/jamesmckinney The Startup Story on Instagram: https://www.instagram.com/thestartupstory Book: “How we learn” by Benedict Carey - https://amzn.to/3DgB5zt Mindstone: https://www.mindstone.com/ Share the podcast The Startup Story community has been so incredible in sharing our podcast with others, and we thank you! We do have more stories to tell and more people to reach. So please keep sharing!

Benedict Carey (he/him) is an award-winning reporter who recently retired from The New York Times and he's an Unapologetically Black Unicorn. Benedict talks about a series he wrote called “Lives Restored” about mental health and mental health care and how he included Keris in one of his profiles. They talk about the importance of highlighting the experience of those impacted by the mental health system, how as a science writer he got involved writing about mental health and getting peers involved from the very beginning. If you or someone you know is in a mental or substance use disorder crisis, call the National Suicide Prevention Lifeline: 1-800-273-8255.

การเรียนรู้ทักษะใหม่ภายในระยะเวลาเพียง 20 ชั่วโมงมีวิธีการอย่างไร เคน นครินทร์ สรุปเทคนิคการเรียนรู้ที่น่าสนใจจากหนังสือ The First 20 Hours: How to Learn Anything Fast โดย Josh Kaufman และ How We Learn โดย Benedict Carey

การเรียนรู้ทักษะใหม่ภายในระยะเวลาเพียง 20 ชั่วโมงมีวิธีการอย่างไร เคน นครินทร์ สรุปเทคนิคการเรียนรู้ที่น่าสนใจจากหนังสือ The First 20 Hours: How to Learn Anything Fast โดย Josh Kaufman และ How We Learn โดย Benedict Carey

Rote memorisation is commonly reviled. I think some careful consideration of its role is in order. In short, my position is that rote memorisation is an inefficient approach, but sometimes difficult to avoid (such as when learning foreign language vocabulary), and should not be shied away from when there is no other option, though we should certainly do what we can to use alternatives. In the recording I also talk about ways to reduce or eliminate rote memorisation where possible, cultural differences between China and the West, and my own experience of learning vocabulary, among other things. Enjoy the episode. *** RELATED EPISODES Cognitive science (general): 19. Seven Myths about Education by Daisy Christodoulou; 52. How We Learn by Benedict Carey; 79. What Learning Is; 80. The Chimp Paradox by Steve Peters; 81a. The Myth of Learning Styles; 81b. on the Expertise Reversal Effect; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Dan Willingham; 86. Learning as information compression

What Video Games Have to Teach Us About Learning and Literacy is a book that I read early in my education research quest. At the time, I thought that it had interesting points to make, but I was unclear on quite how to react to it. After several more years of reading and research, it's clear to me that this book is deeply flawed. First of all, the author redefines "literacy" in a very strange way. He takes any form of semiotic system to count as a "type" of literacy. So, for example, if you know how to use a smartphone, then you are "literate" in the layout, symbols, and conventions of smartphone user interface. This is obviously not the kind of literacy that most people are interested on or concerned about, and it is less valuable than "conventional" literacy, partly because of barrier to entry (learning to read is relatively hard, learning to use a phone is relatively easy) and partly because of utility. Secondly, he coins a lot of new terminology for no apparent reason. During the recording I've had to translate some of his terms into more ordinary language, including the usual technical terms rather than his special ones. His terminology only serves to obscure his message and make it seem as if there is more content here than there really is. Finally, and most importantly, his central point is misguided. He essentially says that learning a subject is mostly about socially getting on in that world - knowing how to get on with other artists, mathematicians, surgeons, or whatever other skill "community", depending on the domain. However, this completely overlooks the glaring difference in difficulty between getting to know social conventions and attitudes of a subculture and learning the requisite knowledge and skills in order to be useful and productive in that domain, let alone to actually understand what is being said by other practitioners. The former takes a matter of weeks or months of acculturation, and the latter years or even decades of dedication. If we focus on the social context of knowledge rather than the knowledge itself, to coin a phrase, it would be like making beautiful light fittings for a house that you haven't built - pointless in the absence of the larger task that is left undone. Enjoy the episode. *** RELATED EPISODES Cognitive science (general): 19. Seven Myths about Education by Daisy Christodoulou; 52. How We Learn by Benedict Carey; 79. What Learning Is; 80. The Chimp Paradox by Steve Peters; 81a. The Myth of Learning Styles; 81b. on the Expertise Reversal Effect; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Dan Willingham; 86. Learning as information compression Cognitive science (literacy-related): 41. What Reading Does for the Mind by Keith Stanovich and Annie Cunningham; 91. Vocabulary Development by Steven Stahl; 93. Closing the Vocabulary Gap by Alex Quigley; 95. The Reading Mind by Dan Willingham Expertise: 20. Genius Explained by Michael Howe; 22. The Talent Code by Daniel Coyle; 24. Outliers by Malcolm Gladwell; 49. The Art of Learning by Josh Waitzkin; 97. The Polymath by Waqas Ahmed; 98. Range by David Epstein Games and play (including computer games): 34. Reality is Broken by Jane McGonigal; 35. Minds on Fire by Mark Carnes; 36. Fun, Play, and Games; 37. A Theory of Fun for Game Design by Raph Koster Other fads / critical reviews: 42. Do Schools Kill Creativity by Sir Ken Robinson; 53. Brain-based Learning by Eric Jensen; 59, 60 on Brain Training; 62. Brainstorming makes you less creative; 65. Beyond the Hole in the Wall (on Sugata Mitra); 71. Visible Learning by John Hattie; 81. on Learning Styles; 87. Experiential Learning; 88. The Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Learning is a complicated process. Several thousand years ago, the primary job of the human brain was to figure out how to find food, avoid getting eaten by a predator, and to find a mate. Today, in addition to those three basic functions, our brains are inundated with other tasks and facts that need to be learned. And now, thanks to breakthroughs in neuroscience research, we can observe how the brain responds during learning. And these new insights into how the human brain learns makes it clear that many of the learning practices that faculty currently use or have used in the past, are highly inefficient, ineffective and just plain wrong. One of the prolific writers / researchers in this area is Dr. Judy Willis who was a practicing neurologist before she became a teacher. She has numerous valuable articles and books on the topic of teaching and learning from a neurological point of view. The book "Upgrade Your Teaching: Understanding by design meets neuroscience" that she co-authored with Jay McTighe is one I reference in this podcast episode. A few other recommended resources that I reference in this episode are the books, "How we Learn" by Benedict Carey, "The Art of Changing the Brain" by James Zull, and "The New Science of Learning" by Terry Doyle and Todd Zakrajsek. Hosted by Dr. Professor Chef Colin Roche, the podcast is available for free in any app that supports podcasts (Sticher, Google Podcasts, Apple Podcasts, Spotify, etc.) or through this link: www.chefeducator.com If you find the show to be of interest, please be sure to subscribe and to share with all of your podcasting friends and teachers! We appreciate the support! Our new “Culinary School Stories” podcast is a weekly show with engaging interviews that share the stories of people from around the nation who have an association with a culinary school in some way. Each episode brings you the best stories from people whose lives have been influenced, impacted, touched, and/or enriched, for good or for bad, from their culinary school experience! And this podcast is dedicated to telling their story! It can be found on your favorite podcast app or at http://www.culinaryschoolstories.com SOCIAL MEDIA Email: DrProfessorChef@gmail.com Website: http://chefroche.com/ Facebook: https://www.facebook.com/DrProfessorChef Instagram: https://www.instagram.com/drprofessorchef/ YouTube: https://www.youtube.com/user/DrChefColin Twitter: https://twitter.com/ChefRoche Please call our "Audience Response Hotline" and leave us you questions, comments and/or suggestions! We would love to hear from you! (207) 835-1275 Kendall Hunt Publishing - "Culinary Educators' Teaching Tools and Tips" book https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tipsThe Chef Educator podcast is a proud member of the Food Media Network.Support the show (https://www.patreon.com/user?u=31815102)

This episode is with Benedict Carey, science and medical writer for the New York Times. Ben has been a science writer since his first job out of journalism school in 1987, writing for the San Francisco-based medical science magazine Hippocrates. For the New York Times Ben has published numerous articles about mental illness and is the author of the 2015 book, How We Learn: The Surprising Truth About When, Where, and Why It Happens. Scientific American reviewed his book, saying, “How We Learn is more than a new approach to learning; it is a guide to making the most out of life. Who wouldn’t be interested in that?” Among many awards, Ben was a recipient of the 2016 Erik Erikson Institute Prize for Excellence in Mental Health Media. He is a long-time friend of those who care about individuals with mental illness and has joined with them is seeking to find and report on emerging solutions. We first hear from Ben as a journalistic leader in the mental health field and then address three main talking points: 1) Seeing a diagnosis as a "setback" and something to inform a lifelong process of learning about oneself. A diagnosis does not define and should not limit a person. 2) Actual mental health recovery seems to come from adaptation and experimentation: if 'adaptation and experimentation' is the better approach how can the professional, family, and person who is in distress engage most effectively with this dynamic process? 3) The real experts of mental health recovery are "psychiatric veterans" and we need to listen more to those who have been “set back” by mental health challenges and learn how they have learned to manage their recovery.

In this episode of The Wired Educator Podcast, I interview Kyle Pearce about making math moments that matter. Kyle is an amazing resource and inspiration in education. This is an awesome interview for all educators because Kyle is so inspiring. Regardless of what you teach, I know Kyle has something for you to help you level up. Yes, he is that inspiring! This is a super-cool interview with a brilliant educational leader. You are going to love it.  Kyle Pearce is a former high school math teacher and now the K-12 Mathematics Consultant with the Greater Essex County District School Board, where he uncovers creative ways to spark curiosity and fuel sense making in mathematics. He is the co-host of the Making Math Moments That Matter Podcast [makemathmoments.com/podcast] and founder of the websites TapIntoTeenMinds.com and MathIsVisual.com.  Mentioned in this Episode:  Kyle's website: www.makemathmoments.com/podcast Kyle's other websites: TapIntoTeenMinds.com and MathIsVisual.com.  You can find Kyle on social media @MathletePearce. One of Kyle's choices for most influential book is How We Learn: The Surprising Truth About When, Where and Why it Happens by Benedict Carey.  Check out the Teach Better Team Podcast and resources. I just enrolled in one of their courses; it's awesome. The Teach Better Team is made up of Jeff Gargas, Chad Ostrowski, Rae Hughart, & Tiffany Ott. They are making an awesome impact in education.  Are you #Wired2Teach? Are you doing something amazing in education? I want to know. I want to recognize listeners of the podcast and share it out to the world on www.WiredEducator.com, and I may even choose to interview you on the show. Check the show notes for a link to a form so you can submit your EDUawesomeness. Here is a link to the form: https://forms.gle/ovd1cZjd7YCx1Vyg7 Thank you for taking time from your busy week to listen to the show, level up and make a difference in the lives of students. You are awesome. Many of you are purchasing Christmas presents this time of year; I also hope you will consider my book Along Came a Leader as a gift for yourself, a colleague, and administrator, and a family member this holiday season. It's available on Amazon. It was a work of love. I am so proud of it. Level-up your leadership. Discover the 8 core attributes of leadership and how to put them work to impact lives and lead. We need leaders. If you've already read it, I hope you will leave a review.  I also encourage you to follow me on Instagram between now and Christmas Day because I am sharing lots of my artwork. I am drawing a Santa Claus every day and posting the speed-painting video of me drawing it, which is so much fun to watch, alongside the art. You can only find it on my Instagram. ———————————————- Kelly Croy is an author, speaker and educator. If you'd like to learn more about Kelly, or invite him to your school or conference to speak please send him an email. • Listen to Kelly's other podcast, The Future Focused Podcastand subscribe. • Subscribe to The Wired Educator Podcast with over 148 episodes of interviews and professional development. • Visit Kelly's website at www.KellyCroy.com. • Looking for a dynamic speaker for your school's opening day? • Consider Kelly Croy at www.KellyCroy.com • Order Kelly's book, Along Came a Leaderfor a school book study or your personal library. • Follow Kelly Croy on Facebook.  • Follow Kelly Croy on Twitter.  •  Follow Kelly Croy on Instagram       

This is something I’ve been working on for ~1.5 years and something diligent scientists have been working toward for 20+ years.This episode features a recording of the press conference announcing the launch of the world’s largest psychedelic research center and the U.S.’s first psychedelic research center -- The Center for Psychedelic and Consciousness Research at Johns Hopkins Medicine. Among other things, they will be investigating the effectiveness of psychedelics as a new therapy for opioid addiction, Alzheimer's disease, post-traumatic stress disorder (PTSD), post-treatment Lyme disease syndrome (formerly known as chronic Lyme disease), anorexia nervosa and alcohol use in people with major depression. The researchers hope to create precision medicine treatments tailored to individual patients’ specific needs.I couldn’t be happier, and it wouldn’t have happened without generous support from Steven and Alexandra Cohen (@cohengive), Matt Mullenweg (@photomatt), Blake Mycoskie (@blakemycoskie), and Craig Nerenberg. Many thanks also to Benedict Carey of the New York Times (@bencareynyt) for investigating and reporting on this from multiple perspectives, as he’s done for many years.As some of you know, I shifted most of my focus from startup investing to this field in 2015, and it’s incredibly important to me that this watershed announcement helps to catalyze more studies, more ambitious centers, more scientists entering the field, and more philanthropists and sources of funding taking a close look at psychedelic science. To that end, it’s critical that more people realize there is much more reputational upside than reputational risk in supporting this work in 2019 and beyond. To broadcast this as widely as possible, I have one offer and one sincere ask:THE OFFER — If you’re involved with media and would like to learn more about the center or speak with the key scientists involved, please visit this contact page.THE ASK — Please share the New York Times articles (here is one tweet) or the announcement. Whatever you can do to spread the word is most appreciated! The short link tim.blog/nyt will also forward to one of the NYT articles.On this press conference, I am joined by Roland Griffiths, Ph.D., who initiated the psilocybin research program at Johns Hopkins almost 20 years ago, leading the first studies investigating the effects of its use by healthy volunteers. His pioneering work led to the consideration of psilocybin as a therapy for serious health conditions. Griffiths recruited and trained the center faculty in psychedelic research as well. Also participating is Matthew Johnson, Ph.D., associate professor of psychiatry and behavioral science, who has expertise in drug addictions and behavioral economic decision-making, and has conducted psychedelic research at Johns Hopkins since 2004 (with well over 100 publications). He has led studies that show psilocybin can treat nicotine addiction. Johnson will lead two new clinical trials and will be associate director of the new center. The conference was moderated by Audrey Huang, Ph.D., a media relations director at Johns Hopkins.Additional resources: Johns Hopkins Opens New Center for Psychedelic Research (New York Times) Tim Ferriss, the Man Who Put His Money Behind Psychedelic Medicine (New York Times) Center for Psychedelic and Consciousness Research (Official website) Johns Hopkins Launches Center For Psychedelic Research (Johns Hopkins Newsroom) Center for Psychedelic and Consciousness Research Contact Form***If you enjoy the podcast, would you please consider leaving a short review on Apple Podcasts/iTunes? It takes less than 60 seconds, and it really makes a difference in helping to convince hard-to-get guests. I also love reading the reviews!For show notes and past guests, please visit tim.blog/podcast.Sign up for Tim’s email newsletter (“5-Bullet Friday”) at tim.blog/friday.For transcripts of episodes, go to tim.blog/transcripts.Discover Tim’s books: tim.blog/books.Follow Tim: Twitter: twitter.com/tferriss Instagram: instagram.com/timferrissFacebook: facebook.com/timferriss YouTube: youtube.com/timferriss

On this week's episode, we ask what does success look like in the Instagram age? Anna shares her story about the early days of what is now her very successful newsletter, The Professional Freelancer. She talks about that moment when she almost gave up but tells us why she didn’t. We try to get to grips with why humans have always had the desire to be famous and how in modern culture success appears to happen overnight. We then ask how this drive for external validation in our society impacts normal working environments. In the last segment of the show, we share how we’ve redefined success so we hope you too can think about what success really means to you in today’s working world. Get in touchWe want to hear from you because this podcast is all about how we can improve your working lives. Get in touch with any questions you have about your working life. Email: isthisworkingshow@gmail.comTweet: @isthis_workingLinks Have we hit peak podcast? By Jennifer Miller in The New York Times: https://www.nytimes.com/2019/07/18/style/why-are-there-so-many-podcasts.html Arianna Huffington’s The Iceberg Illusion on Instagram: https://www.instagram.com/p/Bz_EHwyBkf9/Why The Rise Of 'Work Porn' Is Making Us Miserable, by Vicky Spratt in Grazia: https://graziadaily.co.uk/life/real-life/work-influencers-instagramOn the Origin of Celebrity, by Robert Sapolsky in Nautilus: http://nautil.us/issue/5/fame/on-the-origin-of-celebrity The Fame Motive by Benedict Carey in the NYT: https://www.nytimes.com/2006/08/22/health/psychology/22fame.html You Accomplished Something Great. So Now What? AC Shilton in the NYT: https://www.nytimes.com/2019/05/28/smarter-living/you-accomplished-something-great-so-now-what.htmlHappier: Learn the Secrets to Daily Joy and Lasting Fulfillment by Tal Ben-Shahar Getting Fired At 29 Was The Best Thing To Happen To Me by Tiffany Philippou in Refinery29: https://www.refinery29.com/amp/en-gb/2019/07/237705/getting-fired-how-to-get-another-jobA kinder, gentler definition of success, TED talk about Alain de Botton: https://www.ted.com/talks/alain_de_botton_a_kinder_gentler_philosophy_of_success Phoebe Waller-Bridge on Elizabeth Day’s How To Fail podcast: https://podcasts.apple.com/gb/podcast/s5-ep2-how-to-fail-fleabag-is-back/id1407451189?i=1000443506972Reid Hoffman Masters of Scale podcast, Make Everyone A Hero episode: https://mastersofscale.com/reid-hoffman-make-everyone-a-hero/ The Professional Freelancer, Anna’s newsletter on freelancing: https://theprofessionalfreelancer.substack.com/ See acast.com/privacy for privacy and opt-out information.

Esse é um livro muito bacana sobre aprendizagem. Ele trabalha com muitos dos aspectos de neurociência cognitiva que aprendemos nos últimos anos. Veja as principais lições!

«How stupid not to have thought about that!» skal angivelig Darwins venn Thomas Huxley (1825-1895) ha sagt når han hadde lest On the Origin of the Species fra 1859. Hvordan kom Charles Darwin (1809-1882) egentlig frem til denne ideen, og hvorfor hadde ingen tenkt på det før? Det som i alle fall er sikkert er at han selv brukte lang tid på å endre syn, og at det ikke skjedde i et såkalt aha-øyeblikk hvor alt stod klart for han. «I feel not a shade of surprise at your entirely rejecting my views: my surprise is that I have been successful in converting some few eminent Botanists, Zoologists, & Geologists. In several cases the conversion has been very slow & that is the only sort of conversion which I respect.» - Darwin til en ukjent korrespondent, 14 mars 1861, sitert i Sulloway 1982: 321 Vi tar en tur gjennom Darwins historie, fra turen med Beagle, bearbeidelsen av materialet han samlet i løpet av turen, samarbeidet med mer etablerte vitenskapsmenn, kontakten med Alfred Russell Wallace, frem mot utviklingen av evolusjonsteorien og publikasjonen av On the Origin of Species, samt litt av den umiddelbare påvirkningen boka har. Darwin var definitivt en interessant person. Nysgjerrig og usikker, en brokete faglig bakgrunn, åpenbart mye både personlig og språklig sjarm, kombinert med en solid økonomisk arv som gir ham frihet til å drive med det han vil, et systematisk sinn og utholdenhet i arbeidet.   Til slutt, vi kan faktisk ikke anbefale nok å selv lese On the Origin of Species, som selv om det er litt tung lesing til tider, er et fascinerende innblikk inn i vitenskapelig tenking og hvordan teorier utvikles.   Kilder: Vitenskapshistoriker Frank J. Sulloway har skrevet en rekke gode og detaljerte artikler om Darwins tur til Galapagosøyene og hvordan det tok tid før han forstod og trakk de konklusjonene hans og andres observasjoner gjorde mulige, og til slutt utviklet evolusjonsteorien. Mange av hans artikler er tilgjengelig på: http://www.sulloway.org/Darwinpubs.html  Charles Darwin, de bøkene vi har brukt for episoden (en full bibliografi er lett tilgjengelig om man søker på nett, og de fleste verkene hans, samt alle brevene, er tilgjengelig i digitalt format, helt gratis). Den engelske wikipediaartikkelen er også veldig bra. On the Origin of the Species, Penguin 2009 Autobiography, Penguin 2002 Peter J. Bowler, Evolution: The History of an Idea, University of California Press 2009 Bill Bryson, A short history of nearly everything, Black Swan 2004 William Bynum, «Introduction», i Darwin 2009 Benedict Carey, How we learn, Macmillian 2014 Jerry Coyne, Why evolution is true, Oxford University Press 2009 Daniel Dennett, Darwin’s dangerous idea, Penguin Books 1996 Randall Fuller, The book that changed America. How Darwin’s theory of evolution ignited a nation, Penguin 2017 Howard Gardener, Creating Minds, Basic Books 1993 Tim Lewens, The meaning of science, Penguin 2015 Peter Medavar, The art of the soluble, Methuen & Co 1967 Frank Sulloway, «Darwin’s conversion: The Beagle Voyage and Its Aftermath», Journal of the history of Biology, vol.15,1982 «Darwin’s Early Intellectual Development: An Overview of the Beagle Voyage (1831-1836), The Darwinian Heritage, edited by David Kohn, 1985, s.121-154   Podkaster om tema: Darwin’s legacy: forelesningsrekke fra Stanford, med en rekke eksperter på relaterte felt, fra 2008-9 Fire episoder av BBC4s In our time med Melvyn Bragg fra 2009, til jubileumsåret. Discovering Darwin: Fire unge biologer diskuterer seg gjennom Darwins verk, et kapittel per episode. Første sesong er om Origin, og andre, og så langt siste, handler om The Voyage of the Beagle. ---------------------------- Logoen vår er laget av Sveinung Sudbø, se hans arbeider på originalkopi.com Musikken er av Arne Kjelsrud Mathisen, se facebooksiden Nygrenda Vev og Dur for mer info. ----------------------------   Takk for at du hører på. Ta kontakt med oss på vår facebookside eller på larsogpaal@gmail.com Det finnes ingen bedre måte å få spredt podkasten vår til flere enn via dere lyttere, så takk om du deler eller forteller andre om oss. Alt godt, hilsen Lars og Pål

Et si toutes nos croyances sur l’apprentissage étaient fausses ? Si tous les bons conseils reçus à l’école étaient contre-productifs ?   C’est le postulat que défend Benedict Carey dans son livre How we learn. Journaliste spécialiste des sujets scientifiques, Carey a décidé de faire la synthèse des découvertes récentes en psychologie et neurosciences pour expliquer comment notre cerveau fonctionne lorsque nous essayons d’apprendre quelque chose.   Dans cet épisode, je partage les idées qui me semblent les plus intéressantes pour l’apprentissage du français et comment les mettre en pratique.   Pour en savoir plus : Benedict Carey. How We Learn: The Surprising Truth About When, Where, and Why It Happens. Random House. 2014.   Vous pouvez lire la transcription de l'épisode ici.

本尼迪克特·凯里从时代的角度看艺术，这里是磨时艺见。 从小到大，考试对于很多人来说都不是一件简单的事情，它可能影响到人生道路的选择。然而，考试能给我们带来的，远不只是测试功能。美国《纽约时报》高级科学记者本尼迪克特·凯里(Benedict Carey)在他的新书《如何学习》中就提出这样的观点，即考试本身就是一种学习。 他表示，人们容易把“熟悉度”错当成“熟练度”，结果高估了自己对知识的掌握程度。如果只通过阅读来学习某项新知识，虽然大脑可以很容易地提取信息，但是在不看书的情况下，很难把它们写出来，这就是所谓的“熟练度假象”。 相反，如果阅读一段时间后，合上书本回想、背诵或者默写刚才看到的内容，提取信息的难度随之提升，大脑就需要主动工作，从而会带来更好的记忆效果。而考试正是一种记忆提取练习，它可以打破“熟练度”带来的假象，所调动的大脑运作也比反复阅读要更多。 所以，凯里在书中建议，我们可以把知识输出作为自己学习的目标，想象着要学的东西已经学成，然后通过撰写一篇概要或者评述的方式，以此强化知识记忆。 以上内容由磨时艺见整理，希望对你有所启发。磨时艺见，每晚9点，准时更新！

I was shocked by the amount of comments and feedback I received regarding my last podcast on suicide.  Most of the feedback was regarding additional resources for suicide and suicide prevention.  Here is a great site I came across speakingofsuicide.com/resources.  The second link is an article written in The New York Times on June 7, 2018 by Benedict Carey titled "Defying Prevention Efforts, Suicide Rates Are Climbing Across the Nation."  I found the information in this article very disturbing.

This is an episode which requires little justification for its relevance to education - the title says it all. How We Learn presents a selection of cognitive science's more recent findings, some of which are rather counterintuitive, and gives several "tips" for how one might study more effectively based on these. Topics covered include the importance of forgetting (!) for learning; the effect of context on learning, and the idea that varied context provides for better learning by enhancing the number of cues for memory retrieval; the power of spaced repetition; test-taking as a study method; and incubation and percolation, two ways of enhancing creativity and problem-solving by making use of downtime and the subconscious mind. The idea that seems to run through everything most strongly is desirable difficulty, not a phrase that the author himself uses, but one that he explains in his own way. If there's one key take-away, it's "make learning hard". Personally, most of the topics covered make me think of my approach to learning languages, which seems to jibe well with many of the ideas, although in some cases I clearly could do things better. There are a number of things here that I could have used either in my own learning or in my teaching, but somehow forgot about them all in the time (more than two years) between reading this book and recording this episode. Hopefully the audience will make better use of these ideas than I have so far! Enjoy the episode. Music by podcastthemes.com.

Get instant access to a *ton* of distilled, practical wisdom: https://actualizer.me/actualizenotes/Here are my favorite Ideas from "How We Learn" by Benedict Carey. Hope you enjoy! Get the book: https://www.amazon.com/How-We-Learn-Surprising-Happens/dp/0812984293/ref=sr_1_1?ie=UTF8&qid=1506343393&sr=8-1&keywords=how+we+learnAuthor: www.nytimes.com/by/benedict-carey?mcubz=0★☆★ Subscribe for more practical Wisdom ★☆★Subscribe ► https://www.youtube.com/channel/UCahC4uBvRBxXfFCGc-MPpMg★☆★ Join the Actualizers ★☆★Facebook ► https://www.facebook.com/actualizewithfrodeosen/Twitter ► https://twitter.com/FrodeOsenInstagram ► https://www.instagram.com/frodeosen/~ Created by Frode Osen, here to help you Self-Actualize

Get instant access to a *ton* of distilled, practical wisdom: https://actualizer.me/actualizenotes/Here are my favorite Ideas from "How We Learn" by Benedict Carey. Hope you enjoy! Get the book: https://www.amazon.com/How-We-Learn-Surprising-Happens/dp/0812984293/ref=sr_1_1?ie=UTF8&qid=1506343393&sr=8-1&keywords=how+we+learnAuthor: www.nytimes.com/by/benedict-carey?mcubz=0★☆★ Subscribe for more practical Wisdom ★☆★Subscribe ► https://www.youtube.com/channel/UCahC4uBvRBxXfFCGc-MPpMg★☆★ Join the Actualizers ★☆★Facebook ► https://www.facebook.com/actualizewithfrodeosen/Twitter ► https://twitter.com/FrodeOsenInstagram ► https://www.instagram.com/frodeosen/~ Created by Frode Osen, here to help you Self-Actualize

Do you have a bad memory? Well, so does the memory champion of the US Memory Championships. How's that possible you may ask? But that's exactly the point. We have misconceptions about learning and memory that need to be wiped out and replaced with accurate representations of how our brain works. In this first episode we look at two of the mental blocks that cause us to stutter, if not fail. And we transform them from failure to success. Let's find out how. Read online: Business Mental Myths --------- As late as the 1970s, women's brains were considered to be inferior to that of men, and especially so in the game of chess. Chess is a game that demands a high level of spatial awareness, among other skills, and it was erroneously believed that women could never equal men at the grandmaster level. In fact, not one woman had made it to grandmaster level until Susan Polgár came along. Susan's father, László Polgár, didn't believe in inborn talent. He wrote a book about genius, and in it emphasised the fact that “Geniuses are made, not born”. To prove the point, he and his wife Klara educated their three daughters at home, and while geography and history lessons were important, chess was considered to be the most valuable of all. At 4, Susan Polgár won her first chess tournament in the Budapest Girls' Under-11 Championship, with a 10–0 score. In 1982, at the age of 12, she won the World Under 16 (Girls) Championship. In a series shot by National Geographic, called “My Brilliant Brain”, Susan Polgár talks about her first visit to the premier chess club in Budapest. She was still just a little girl. “The room was filled with smoke and there were elderly men who thought my father was there for a game and brought his daughter along. But the reality is that my father wanted to see how I would against the members of the club”. The club members thought László Polgár was mad. But they went along with the crazy plan and soon found the “pretty little girl” was beating them hands down. Susan Polgár continued her meteoric rise She was the first woman in history to break the gender barrier by qualifying for the 1986 “Men's” World Championship. In January 1991, Polgar became the first woman to earn the Grandmaster title in the conventional way of achieving three GM norms and a rating over 2500. No longer could men claim that a woman couldn't attain the role of a grandmaster in chess. In time, Susan's sister, Judit also became a grandmaster. The third sister, Sofia earned a norm in a grandmaster-level tournament in 1989 when she was only 14. The mental myth was shattered once and for all. In business too, the we have to deal with mental myths that hold us back. As we weave our way through videos online or articles that rarely have any solid research, these myths take a hold of us and create a factor of intimidation. It feels sometimes, like everyone else is moving ahead while we lag behind. In business, as in life, it's not enough to just get and keep the business going. We have to make sure we don't get bogged down in myths have have no basis in reality. Three persistent mental myths that prevail are: Mental Myth 1: Copying is not a good idea. We need to be original. Mental Myth 2: You Need To Remember What You Learn Mental Myth 3: You need to speed up your learning (and there are systems to go faster) Let's find out why these myths need to be banished, once and for all. We will look at the first two myths in this episode. Mental Myth 1: Copying is not a good idea. We need to be original. When you look at the Taj Mahal, you don't think of Humayun, do you? Humayun, who? For over 200 years, the Mughals ruled over parts of what is modern day India, Pakistan and Bangladesh. In what is surely one of the greatest empires the world has ever known, they were rulers of between 110-150 million people—a fourth of the world's population at that time. The family tree of the Mughal emperors started with Babur, went down to Humayun, Akbar the Great, Jahangir, but it's Shah Jahan who gets most of the spotlight. And let's geek out a bit on history a bit here because we're talking about the Taj Mahal, built by Shah Jahan. Emperor Shah Jahan was utterly besotted with his wife, Mumtaz Begum. In an age where marriages were simply ties between one ruling family and the next, Shah Jahan and Mumtaz fell in love with each other. However, Shah Jahan was so in love with Mumtaz that he showed little interest in exercising his polygamous rights with his two other wives, other than having a child with each. Mumtaz, on the other hand, bore him thirteen children, which, if you're rolling your eyes, was a family size quite common back in those times. Anyway, on 17 June 1631, at the age of 38, Mumtaz Begum died while giving birth to what would have been the fourteenth child. The Taj Mahal is a memorial to the intense grief that followed It took 21 years, from 1632-1653 to build the Taj Mahal. And today, if you're around Delhi, you're likely to make a trip to Agra to look at this remarkable monument. The Taj Mahal had more than its share of inspiration from another structure built almost a hundred years earlier—Humayun's tomb. If you look at Humayun's tomb and then look at the Taj Mahal, there's more than a striking resemblance. It almost looks like a copy. Copying is given a bad name because it's often mashed with plagiarism Before the advent of computers, the best way for an artist to learn to draw was to copy. If you head to Amsterdam and look at Van Gogh's start, you'll notice he copies a lot. In a museum dedicated to Van Gogh, the curators have taken great pains to show how Van Gogh's early work was an almost identical copy of the Japanese art of the time. As it says on the museum's website: Japanese printmaking was one of Vincent's primary sources of inspiration, and he became an enthusiastic collector. The prints acted as a catalyst: they taught him a new way of looking at the world But did his own work change as a result? There was tremendous admiration for all things Japanese in the second half of the nineteenth century. Vincent did not pay much attention to this Japonisme at first. Very few artists in the Netherlands studied Japanese art. In Paris, by contrast, it was all the rage. So it was there that Vincent discovered the impact Oriental art was having in the West when he decided to modernise his own art.” In a letter to his brother Theo, Vincent Van Gogh says the following: My studio's quite tolerable, mainly because I've pinned a set of Japanese prints on the walls that I find very diverting. You know, those little female figures in gardens or on the shore, horsemen, flowers, gnarled thorn branches.” He and his brother then proceeded to buy stacks of Japanese woodcuts because they recognised the Japanese art as highly as any Western masterpiece. Van Gogh then went about copying the structure and composition of Japanese art in great detail. In a letter to his brother, he wrote: “All my work is based to some extent on Japanese art.” Whether you're a writer, singer, golfer or musician—you have to copy In the Da Vinci cartooning course, we have whole weeks where the participants have to trace—yes, with regular butter paper or tracing paper—just like you did when you were a child. To be able to copy allows you to see what the other person has done. And how you, in turn, can do the same. As a cartoonist, I had whole books of work. I started out copying Superman, Batman and other superheroes, moving on to comic strips like Hagar the Horrible, and for a good while, even Dennis the Menace. Years later I was copying Mort Drucker and Jack Davis from Mad Magazine. And Ajit Ninan who was a caricaturist for India Today, one of India's largest magazines at the time. The copying didn't stop there When I started out in advertising as a cub copywriter, I knew almost nothing about copywriting. I'd leaf through books; advertising books called the “One Show” that were so thick they could be used as doorstops. I learned a ton of how ads were made from those books alone. When I moved to marketing, I bought endless material from marketer Jay Abraham, learning how he promoted his courses, workshops and home study versions. I'd get his 15-20 page sales letters in the mail, and I'd go through them with a yellow marker, trying to figure out why I was so excited to buy his material. When you copy, you learn When you copy from many sources, you start to merge one style into another until you soon have a style of your own. If you keep copying, your fixed style changes. When I look at some of the cartoons I did between 2000-2010, I cringe a lot. I don't like the colours, I don't like the line work, and I want to change it all. Not entirely erase the work, I'm not that daft, but I've been copying all my life. Which, as we know, is different from plagiarism. Plagiarism is a rip-off. A photocopy of someone else's work is plagiarism. Work that's not yours and is signed by you, that's plagiarism. Without copying, you quickly plateau Copying is what pushes you outside your comfort zone a lot. When Van Gogh started to copy Japanese artists, he had to relearn a whole different way of painting and composition. As it says yet again on the Van Gogh website: “Japanese artists often left the middle ground of their compositions empty, while objects in the foreground were sometimes enlarged. They regularly excluded the horizon too, or abruptly cropped the elements of the picture at the edge.” However, not all copying should be done blindly It's one thing to copy a style, but quite another thing to blindly copy what others are doing. For instance, when we did our early workshops in Auckland and Los Angeles, catering was included in the cost of the workshop. All the workshops we'd been to, before hosting our own, had always served food. However, we found that just copying someone's else's actions doesn't necessarily work well. When we'd ask about feedback for the workshop, people would complain about the food. Someone always wanted proteins; some one else wants carbs. And these were in the days before the wave of crazy diets came along. I got good advice from speaker/author, Brian Tracy. “You're not in catering, Sean”, he said to me. And so we gave up serving food at workshops. In the same manner, it's probably a good idea to find out the strategy behind why people do certain things. It's better to know the story behind the plan, before making some horrible mistake and finding out later. Despite the downsides, copying is what makes the world go round. The Taj Mahal, Van Gogh's works of art, even Disneyland got a large dose of inspiration from the Tivoli Gardens in Copenhagen. When you're next thinking of creating your website, painting, writing or doing just about any activity, first consider copying. Consider tracing. Originality is slightly overrated P.S. Even while this article series was being completed, I found a clear case of plagiarism. The author had taken the six questions from The Brain Audit and palmed it off as his own. What made it weird was the fact that it was on the Intuit site, the company that sells Quickbooks. Through Facebook, they got in touch with me, because someone tagged Intuit. The article was taken down shortly after. Mental Myth 2: You Need To Remember What You Learn In 2006, a journalist called Joshua Foer won the U.S.A Memory Championship. He also set a new US record in the speed cards event by memorising a deck of 52 cards in barely 1 minute and 40 seconds. However, Joshua Foer doesn't consider himself to have a very good memory at all. He forgot where he put his car keys, often where he'd parked his car in the first place. He'd routinely leave food in the oven, forget his girlfriend's birthday, their anniversary. Despite the onslaught of advertising he'd miss Valentine's Day, and not remember most of the things that you and I seem to routinely forget. In 2005, he was a journalist who wanted to figure out what made memory champions so successful. In 2006, he was the U.S. Memory Champion. If there's one statement almost all of us have heard before it's this: I have a really bad memory. At first it's some relative; maybe a grandparent or someone much older that seems to complain about memory, but increasingly, even in your teens and twenties, you'll find yourself—and others making statements such as: I can't seem to remember names at all. I have a really bad memory. Which seems to make sense, because we find there are those who seemingly have memories like elephants and our memories seem to be like a sieve. Trying to remember what we've learned seems hard, and often impossible. Learning seems to go one way where we build up skills and knowledge. Forgetting seems to land all that hard earned information into the gutter. Forgetting seems to be the arch enemy of learning. Forgetting seems to be about failure, and it drives us crazy. And yet, forgetting is exactly the opposite. “The brain is nature's most sophisticated spam filter” says Benedict Carey in his book, “How We Learn” To be able to remember one thing, we often have to forget the other. In his book, he talks about how we're all amazingly impressed at the sight of a spelling bee, a competition where young kids seem to be able to spell incredulously complex words. As all contests go, there's a winner and there are losers. Yet how do we make every one of those seemingly smart kids lose? Instead of getting them to spell words, let's say we drag them back on stage and run a different type of memory test. The questions would go like this: •Name the last book you read •What did you have for lunch two days ago? •Which was the last movie you saw? •What's your sister's middle name? •What's the capital of Ouagadougou? (It's Burkina Faso) “In a hypothetical content, each of those highly concentrated minds would be drawing a lot of blanks”, says Carey. But why is this the case? And how does this related to what you're learning? Most of us automatically assume that we should remember what we learn. In many cases, we assume that we've understood what we've just read, seen or heard. In almost every instance, it might take three or four tries for a person to get all the facts right, even if they go back over the information. Take for instance, this article itself. You probably remember that there was a memory championship. But was it a world championship or based in a specific country? Who won it? Do you remember the year? You possibly remember that the winner was male and that he was a journalist, but there are constant gaps in your memory. Which is why people tend to write notes However, while notes might be a better-than-nothing option, they're still extremely poor at pulling up details. All information is dependent on your initial knowledge of the subject matter in the first place. Take for instance, the book called “Dartboard Pricing”. The book goes into a lot of detail about why one product or service can be priced higher than a similar product in an identical market. As you're reading through the book, or listening to the audio, there's a feeling that you're getting the idea. However, the moment clients put up a pricing grid, they get elements of the grid wrong. Logically this shouldn't be the case at all. You have the book in front of you. The information isn't flipping past you at high speed. Even so, clients will get the pricing grid wrong. To really get the information, you have to go back several times and no amount of arrows and boxes, or explanation will help. The brain is designed to pick up some information and drop all the rest. The best way to retain information is to follow the way the brain works best And that's to get to the first powerful idea and then turn off the audio. Close the book. Stop watching the video. If you have to, rewind, or go back. But going forward does little good. Your brain isn't necessarily picking up the details as you progress. Even when reading an article, I will get to a point where I run into something profound, different or difficult. At which point I stop any sort of progress. If it's on my phone, I freeze the idea by taking a screenshot. If it's on audio, I stop listening to the podcast and yes, you need to do the same, if you really want to remember what you've just read. The breakdown allows your brain to stop at that point. When you go back and review the point, it makes even more sense. Then, if you're ready to go ahead, please do. Does this method mean you'll progress an inch at a time? No it doesn't mean that at all. It depends on the information you're learning. I'll listen to some podcasts and it's pure storytelling or information that keeps my brain cells entertained. They may apply to my business or not, but at least at the time, I don't find I need to imprint it in my memory. However, if there's something that's important, I will make sure I stop and come back later. It's a way of highlighting that information and forcing your brain to remember. I do this at workshops and seminars as well. I will continue to sit and participate in a seminar, but I wait for the first big point to hit me. When that's done, I'm “technically” ready to go home. I notice others are scribbling tons of notes, but I know I will remember nothing when I get back. So I keep the idea down to one. If I'm feeling really generous, I may add a second or third, but that's easily the upper limit. You don't need to remember everything you learn It's a myth that your memory, or even the memory of the memory champions are any good. The brain is one of the nature's most powerful spam filters. It remembers what's important. And hence it's your job to help your brain. When you find something that's important, dig in your heels. Stop. Then go back and review it later. That's how you'll improve your memory and your knowledge over time. Next up: Is speed reading a bad idea? Well, not entirely, but you need to know when to use it and why. Find out how speed works for you and more importantly, when it fails—Mental Myth: You need to speed up your learning (and there are systems to go faster)

This is Season 3 and it’s all about the freedom to learn new things and all the benefits that come along with that. Because learning is such an important part to your life. Without being curious and without learning you are not going to be expanding, you are not going to growing and life is frankly going to be a little dull. I am a huge learner but there are definitely times in my life when I go through wanting to learn a lot and other times when I just want to impart and teach the wisdom that I’ve learned. And I think it’s beautiful to have those ebbs and flows, but most of the time I think you should be setting about to learn something new or at least improve what you already know every single day. In the previous episode I taught you 11 Benefits of Learning Something New. And in this episode, as promised,  I’m going to be covering off on how to learn anything more quickly and some hacking techniques to learn more in less time. As well as the what. What on earth should you actually be learning? 5 Hacks To Learn Anything More Quickly In Fast Company’s article Six Brain Hacks To Learn Anything Faster, the first hack Stephanie Vozza suggests, is one I personally used to get my through my Certificate in Fitness Management back in 2004. #1 Teach Someone Else I remember that I had just on a year to do this pretty full on Certificate in Fitness Management through Otago University. And as I was learning about nutrition, exercise prescription, sports psychology and even injuries, I just had to tell people about it. Otherwise, there was no way I was going to remember it.   I would come home and coach and teach my parents on exactly what we are eating and how that was broken down in the body and which of our muscles we are using to do that. When we were out playing tennis or doing something together with friends, I’ll be like “Hey! Do you know that we are using these muscles and these bones, these insertion points and this is what’s going on”. And the only way that I could remember stuff and good at it was to teach it. I also used to dance around in my room and talk it out as if I was lecturing in a university hall or teaching as a personal trainer and it really worked. When you have to teach a concept that you’ve just learned, you really have to understand that concept in order to put it out in your own terms. If you imagine that you’ll need to teach someone else the material or task you are trying to grasp, you can speed up your learning and remember more, according to a study done at Washington University in St. Louis. The expectation changes your mindset so that you engage in more effective approaches to learning than those who simply learn to pass a test. #2 Take Notes by Hand While it’s faster to take notes on a laptop, using a pen and paper will help you learn and comprehend better. Researchers at Princeton University and UCLA found that when students took notes by hand, they listened more actively and were able to identify important concepts. Taking notes on a laptop, however, leads to mindless transcription, as well as an opportunity for distraction, such as email. “In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand,” writes coauthor and Princeton University psychology professor Pam Mueller. “We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.” The course I’m taking right now called Become a Master Writer by my friend Elisa Doucette, is designed with a (now) rarely used way of learning writing and language called COPYWORK. Copywork is exactly what it sounds like - doing the work by copying the writing of someone else. This is how schools taught for centuries. The daily assignments you get will include an excerpt or essay up to ~2500 words for you to hand-copy, along with an explanation of what you will learn from that day's lesson. #3 Use the Power of Mental Spacing While it sounds counterintuitive, you can learn faster when you practice distributed learning, or “spacing.” Learning is like watering a lawn. You can water a lawn once a week for 90 minutes or three times a week for 30 minutes. Spacing out the watering during the week will keep the lawn greener over time. To retain material, author Benedict Carey said it’s best to review the information one to two days after first studying it. “One theory is that the brain actually pays less attention during short learning intervals, so repeating the information over a longer interval–say a few days or a week later, rather than in rapid succession–sends a stronger signal to the brain that it needs to retain the information.” In Lifehack’s article 8 Ways to Train Your Brain to Learn Faster and Remember More, author Maria Briliaki suggests to: #4 Do something different repeatedly “By actually doing something new over and over again, your brain wires new pathways that help you do this new thing better and faster. Say you are a procrastinator. The more you don’t procrastinate, the more you teach your brain not to wait for the last minute to make things happen. Now, you might be thinking “Duh, if only not procrastinating could be that easy!” Well, it can be. By doing something really small, that you wouldn’t normally do, but is in the direction of getting that task done, you will start creating those new precious neural pathways. So if you have been postponing organizing your desk, just take one paper and put in its right place. Or, you can go even smaller. Look at one piece of paper and decide where to put it: Trash? Right cabinet? Another room? Give it to someone?” Maria also suggests you #5 Work your body. You knew this one was coming didn’t you? Yes indeed, exercise does not just work your body; it also improves the fitness of your brain. Even briefly exercising for 20 minutes facilitates information processing and memory functions. But it’s not just that–exercise actually helps your brain create those new neural connections faster. You will learn faster, your alertness level will increase, and you get all that by moving your body. Now, if you are not already a regular exerciser, and already feel guilty that you are not helping your brain by exercising more, try a brain training exercise program like Exercise Bliss. Just like I shared above in training your brain to do something new repeatedly, you are actually changing yourself permanently. What Should You Learn So now you have those five hacks to focus on next time you learn anything new, what should you actually be learning and where? So this is actually completely personal to you. No surprises there. I mean if you are a coach or a consultant, it’s always great to upskill in that area whether you are taking a new actual certificate or a level diploma something like that will actually upskill you as a coach. Or whether you are going to a course that’s around effective leadership. Maybe it’s around financial management. Maybe it’s around negotiations and people skills and bringing out the best in people that you are working with. Maybe you are taking a project management course because that’s going to help you with your clients. If you are a web designer or an artist perhaps you are going to do a course that’s going to help you to expand your skills, learn new code or a different platform. Just so that you can expand the reach of what you can offer your clients. But I’d like to challenge you here to think a little bit outside of that because I love learning about stuff that is completely new and outside the scope of what I’d normally be discussing with friends or clients and that will actually stimulate my brain in a different way. Right now I am doing art classes, I am doing a “become a master writer course”. I’ve written a best selling book, The Suitcase Entrepreneur and another book and I’ve written 900+ blog posts on my site, you might wonder why I am taking a writing course but I want to improve as a writer. I never taught myself writing. I’ve never actually taken a course on it. Other things that I might want to do is learn how to sing or learn how to play piano or another instrument. You may want to learn about neuroscience or space or something completely different. And I think the reason why this is so good to do is it expand your horizons, it opens up your mind, it expands your perspective, it allows you to reach new people because you’ll often go along into an event, a course, a workshop or an actual physical class and you’ll be introduced to all these new people who just think differently, passionate about this topic that maybe you’ve never heard about before. Right now my partner, Josh is getting into a Bitcoin training and he’s introducing me to all these platforms that he is using, the art behind trading which is no different to normal trades to normal stock exchanges but why Bitcoin is different and I am just learning this from watching and observing him. He is reading trading books, he is listening to podcasts, he is watching Youtube videos by Bitcoin experts and along the way I am kind of learning little snippets about it. So I do suggest that you often learn something that is completely outside your realm of interests. I mean, I hope you are interested in it. But you know something that is completely outside your realm of expertise and what you do on an everyday basis. Best Online Learning Sites The reason I am focusing on online learning sites is that if you are going to classes, workshops, events, conferences, seminars, or coaching in your own town, city, location - wherever you are in the world, that’s obviously a perfect choice for you. And if you know of events and things that are happening local to you, then I highly recommend you do something in person. That’s a brilliant way to learn. I am going to a gardening workshop down the road this weekend for about 3 hours to learn about permaculture, gardening and what I should be planting, so that’s going to be a first for me. I know I will learn way more by being there and doing the actual planting then if I’d taken an online course. But in terms of online learning, you can do this from anywhere, anytime. That’s the beauty of it. So long as you now know to write out the notes by hand. So some of my favorite learning sites are: Coursera Coursera is basically some of the world's best courses online from Penn University, John Hopkins University, University of Michigan, Stanford, UC, San Diego, Duke University and more. Some of the things that they have in there are like Deep Learning, Data Science, Python for everybody, Excel to MySQL, Analytics Techniques for Businesses and many of these are free. You get to learn from the top universities around the world, even if it’s a little bit of a US focused and bias, but you are learning often for free. There’s courses on Machine Learning, Neural Networks and Deep Learning,  and around Bitcoin and Cryptocurrency technologies. There’s even one on Learning How to Learn! So for example, if I click on the Learning How to Learn, you’ll see when to enroll. It’s taught by two university professors and they talk to you about the commitment you’ll need; about three hours of videos, three hours of exercises and three hours of bonus material. It’s in about ten different languages too. They show you through the syllabus and an FAQ of when you get access to everything and do you have to pay for this course etc. And often these sites as you’ll hear from me as I go, they often have certificates. So this course is often free but to get qualified or certified in it, is anywhere between $49 and a $150. And you’ll often see reviews on there because people have already taken the course. edX One online learning platform that I’ve been loving is edX. It’s a bit cheeky to mimic the name Tedx, but hey! All the courses are free. Their motto is they have ‘Courses to advance, create and improve your life’. There are ones from the Massachusetts Institute of Technology, Harvard University, Berkeley University of California, University of Texas, University of Queensland Australia, TU Delft, The University of British Columbia and more. Some of the most popular subjects that they offer are around Computer Science, Economics and Finance, Engineering, Business and Management, Humanities, Language, Biology and Life Sciences. This is where I did the Science of Happiness course through Berkeley University and loved it! It was quite intense. It was over three months and I only had four weeks in which to do it live, because I came to it late but I could have re-enrolled again to start with the next live round. The material was great. I loved it. There were videos that you could play and none of them were over seven minutes. At the same time as you are watching the video, you could watch a live transcript. You can also download the transcript after. Plus they have little tests throughout and quizzes that you have to take and you actually get graded on those. So really really neat site. Skillshare Skillshare classes are taught by expert practitioners and they really focus on classes for your career and for your passions. Once again you can choose from all sorts of different categories: design, business, technology, photography, film, writing, crafts, culinary. These courses are more practical. Not saying that computer science isn’t but these are things like: Street photography: Capture the Life of Your City Logo Design: Secrets of Shape, Type and Color Going Freelance: Building and Branding Your Own Business Knife Skills: A Mini Class to Chop Like a Chef and; Learn How to Mix Music with a Young Guru. You can also see the ratings of them, how many people have taken them. Almost all of them you have to pay for but they constantly have specials going on with massive discounts on the normal price.  Udemy Another online learning platform  that you probably would have heard of which is huge is Udemy. Essentially, they have over 55,000 courses taught by experts and instructor, that you can enroll at them at anytime with lifetime access. It’s learning at your own pace, whereas ones on edX and Coursera can often be time limited as they are doing it in a university setting with start and end dates. In Udemy, you can find things like The Complete Web Developer course, you can learn about Javascript, Complete Cyber Security, Become a Super Learner or an NLP practitioner.. The point here is there’s almost nothing you can’t learn online. I mean, as a course creator and as somebody who teaches people skills in business and building an online business, lifestyle, systems, sales funnels, you name it, it’s quite easy for me to be able to put some of my courses up here. In fact, Udemy approached earlier this year to do that. And there are benefits for you as a business owner if this is what you do. So look at some of these platforms and see whether it’s actually worth putting them up on there rather than on your own site.   If you have a small list or reach then tapping into their huge databases of students is definitely a bonus. Those four would be my top picks for Online Learning Platforms. There are many others. I hope that this episode has given you an understanding of some of the hacks that you can use to learn more effectively and also some of the things that you might want to be learning as well as where in the heck you can go to learn those things. Before we finish off, I would love to say, if you’d like to learn more about creating freedom in business and adventure in life, the 3rd edition of my book, The Suitcase Entrepreneur is out! It is available in Amazon, Itunes, Google Play, Barnes & Noble, Bam Books a Million and a couple of other book shops for the first time, it’s available in books shops in North America. For full details, go to suitcaseentrepreneur.com/book. We have a little contest going on right now, all details are on that page so I’d love for you to check it out. This episode is proudly brought to you by Freshbooks. So you’re racing against the clock to wrap up 3 projects, prepping for a meeting later in the afternoon all while trying to tackle a mountain of paperwork. Welcome to life as a freelancer. Challenging? Yes, but our friends at FreshBooks believe the rewards are so worth it. The working world has changed. With the growth of the internet there’s never been more opportunities for the self-employed. To meet this need, FreshBooks is excited to announce the launch of an all new version of their cloud accounting software! It’s been redesigned from the ground up and custom built for exactly the way you work. Get ready for the simplest way to be more productive, organized, and most importantly get paid quickly. The all new FreshBooks is not only ridiculously easy to use, it’s also packed full of powerful features: Create and send professional looking invoices in less than 30 seconds. Set up online payments with just a couple of clicks and get paid up to 4 days faster. See when your client has seen your invoice, and put an end to the guessing games. Go to freshbooks.com/quest and enter Quest For Freedom in the how did you hear about section when signing up. Get the latest blog post and episode delivered straight to your inbox. See acast.com/privacy for privacy and opt-out information.

Dall'omonimo video pubblicato su YouTube il 5 marzo 2017

Benedict Carey is an award-winning science writer for The New York Times. This book is his exploration of what the latest research says about, you guessed it, How We Learn. Big Ideas we cover include the #1 enemy to learning (and how to win that battle), why distributed your learning is where it’s at, how sleeping is like learning with your eyes closed and how to put the Zeigarnick Effect to use for maximum benefit.

Benedict Carey is an award-winning science writer for The New York Times. This book is his exploration of what the latest research says about, you guessed it, How We Learn. Big Ideas we cover include the #1 enemy to learning (and how to win that battle), why distributed your learning is where it’s at, how sleeping is like learning with your eyes closed and how to put the Zeigarnick Effect to use for maximum benefit.