“The roots of education are bitter, but the fruit is sweet.”
Aristotle (Greek Philosopher)
People who want to do well in school usually feel that way because they’ve been told that it’s the primary route to doing well in life.
Performance in school is usually measured by grades and those who get A’s are considered the cream of the crop. It’s no surprise that students tend to fall in love with A’s.
I know plenty of students who will do anything for the A. It’s so prevalent in society, I was able to make a profitable tutoring business based on this need with little business experience and marketing. Some students genuinely needed help, most just want the A. My tutoring is what helped me pay for college, as well as inspire my writing.
Those who are interested in a fancy career, a nice house, and respect from others are the most likely to fall in love with the A’s. Mainly because they believe that having the A’s will get them a fancy career, a nice house, and the respect they desire.
However, sometimes it doesn’t work out like that.
Sometimes people who succeed in school, fail at life.
And other times the people who failed in school, succeed in life.
The Issue with Curriculums
There are many reasons for this, but I’m going to start with the school curriculums.
Most curriculums were created for students to succeed in The World of Academics, not reversed engineered to help students succeed in The World Beyond.
The typical school curriculum is not tailored to The World Beyond and the skills needed to succeed within those curriculums are not necessarily the skills we need in everyday life.
Many students pick up on this well before they enter the job market, and educators have to dedicate a lot of energy to prove they’re teaching relevant information. Students are asking me at younger and younger ages why they have to learn what they’re being taught in school.
The worst part (in my opinion) is that as time goes on, more of the curriculums become harder to justify.
Origins and Influences of Western Education
To understand why this is the case, we’ll have to look into what influences these curriculums and why are they even being taught in the first place. After all, all institutions were brought about through tremendous effort and intentionality, and to carelessly denigrate an institution without understanding its purpose or origins increases our chances of undoing valuable work.
The education system has roots in the Industrial Revolution back in 1760. The West had a massive transformation turning their textiles, agriculture, and handcrafts into large-scale factories with machines ran by factory workers. Since there was a high demand for factory workers, the school systems were designed to educate as many people as possible with the goal of employing them at the factories.
At the time, this was a great thing. Factory jobs provided people with a higher quality of life (believe it or not) and were highly sought after. Nowadays, most people get higher education specifically to avoid those kinds of jobs.
We can still see echos of this influence just by looking at a typical school schedule:
Start in the AM.
Take your 10-minute break roughly 2-3 hours in
Back to work
Lunch around the 5th hour.
It’s just like working at a 9-5. Just like working in the factories. (Except breaks and lunches were monitored in the factories.)
It’s not like this system wasn’t good. It was wonderful at the time. It was effective and helped launch the Western world into the marvel it is today. We would not be here without industrialization.
Without industrialization, we wouldn’t be in the Information Age – when not knowing something is a matter of choice.
Today we have the ability to learn anything at any moment and talk to anyone in the world at any time. We can know almost everything that everyone else knows in mere moments.
But the education system hasn’t been updated for this. There have been small improvements here and there, but not enough to address the issues that many students are dealing with today.
The same teaching methods are practiced year in and year out and are becoming exponentially irrelevant, especially with the growth of accessible technology and information.
There are almost no efforts to teach students more effectively and efficiently.
There have been some curriculums that are updated and more tailored to today’s dynamic and complex world, but traditions from the industrial revolution carry the most weight.
The industrial revolution wasn’t the only influence on our education system. The content which is taught has a long line of historical influence that worth’s paying attention to also.
Much of today’s school curriculums are based on the curriculums of medieval monasteries, the ideas of 19th-century German educationalists, and the concerns of aristocratic court societies.
This is why the underlying assumptions of most school curriculums are that:
1) The most important things are already known.
2) What currently is is all that could ever be.
3) Being original is dangerous.
Students are implicitly being taught that the only way to go about life is to ask permission and beg for acceptance.
Ask permission to use the restroom.
Ask permission to answer questions.
Ask permission to work at a job.
Ask permission to make money.
Ask permission to buy something.
Ask permission to make something.
Ask permission to live.
Too many people believe that you aren’t successful until someone else has given you permission to do something.
So many people believe that they’re limited by the income approved by their “boss.” Many people think their boss intrinsically knows their value and compensates them accordingly.
Too many people believe that we cannot create opportunities for ourselves.
We’re taught to deliver on expectations, not change them.
We’re taught to regurgitate ideas instead of originating them.
We’re taught to respect people in authority, rather than honestly contemplate the possibility that no one else really knows what’s going on.
There are liberating perspectives that can enrich the experience of our lives. If we search further than what our current systems are spoon-feeding us, then we will find a new and beautiful world where we can exercise our will to our fullest expression.
Now, I’m not just bashing the education system with no respect or regard for its miraculous achievements. It’s incredible that we have an institution that educations its young so they can go out and be enriched and powerful.
However, there are cracks and imperfections, and given the nature of a youth’s education, the consequences are not trivial. School teaches us so much, except for two critical subjects:
How to Work – how to choose the right job for us and work in a way that doesn’t take away from our lives.
How to Love – how to form satisfactory relationships with others and ourselves.
A great education trains us to:
read well – this way we can learn and expand our understanding
write well – so we can learn to think and communicate powerfully
think critically – to think about thinking and see past the obvious
develop our characters – which determines our opportunities
build our best selves – so life is worth the pain
There is a huge need for a reversed engineered curriculum that allows students to develop skills needed for The World Beyond. Something that shows students how to be outwardly obedient, but inwardly independent.
“If you find yourself in a fair fight, you didn’t plan your mission properly.”
Colonel David Hackworth (Former United States Army Colonel & Military Journalist)
Most of the educational content on my blog is pretty specific and I wanted to try something a little different.
This post is going to be a bunch of seemingly disjointed advice, but they are connected through the idea that they work for all kinds of classes.
Beware the Curse of Knowledge
The Curse of Knowledge is something I like to keep in mind when it comes to understanding our educators and ourselves. The Curse of Knowledge is the idea that — once we know something, it’s extremely difficult for us to imagine what it’s like not to know it.
This is why a lot of educators can skip over simple concepts when teaching complicated subjects. It’s easy to assume that our understanding is the same as everyone else’s, if fact that most people’s default way of communicating. Someone who’s blinded by the Curse of Knowledge would probably think something like “This made sense to me, so it must make sense to them.”
People around us don’t know what we know and we can’t assume they do. If we find ourselves in a position to teach, then we have to make a conscious effort not to “burn down the schoolhouse” after we learn something.
Everyone Has Something to Teach
We will never go far by pre-judging people – try to learn from everyone we can. A few years ago, I adopted the idea that everyone has something to teach me and because of that I’ve made more meaningful connections and learned so many fascinating things.
Self-education is a big value of mine and it’s something that I want my students to be able to effectively participate in. The key to self-education is being open to lessons from all around us and that starts by seeing everyone as a potential source of knowledge and wisdom.
Yes, sometimes people waste my time and don’t have something to teach me, but when they do it’s incredibly delightful.
Scheduling is Most Crucial at the Beginning
I’ve written a fair bit about time management and scheduling and I highly recommend checking those posts out here, but there are a few things about scheduling that I want to mention.
Take the time to make schedules for every class. Know when and where the exams are and any significant due dates. When I was in college, I even created a separate calendar for my professor’s office hours so I could easily find out when I could see them. It’s so worth it to have easy access to all the exams and due dates as well as office hours. It makes things so much easier later and we’ll have a lot fewer surprises to deal with.
Syllabus week is a perfect time for creating these schedules and getting situated. Most students treat syllabus week and an extra vacation week but take the 2-3 hours to calibrate yourself and your calendar. Future you will thank you so much when things start getting stressful.
Additionally, the brain is more receptive to changes in schedules and habits at the beginning of every semester. So syllabus week is the time to get adjusted to the changes. Make this tiny sacrifice and the semester will be at least 10x easier, I know this from experience.
Follow the path less travelled.
Playing Teacher’s Pet
This has a bad connotation, but if we want letters of recommendation, potential job hookups after college, or mentorships it’s in our best interest to have a few strategies for being buddy-buddy with our professors. This section is more applicable for college students.
Introduce yourself to the teacher/professor, take time to get to know them, and allow them to get to know you. Do this early on in the term, but don’t just walk up, say hi, and expect them to carry the conversation. We need to take responsibility for our presence and give them something to go off of. Maybe mention a question or a genuine compliment.
Speak up. Teachers like students who are actually people. Being another person floating around in their class is a perfect plan for being forgotten. I know this because I’ve taught many classes. This will also be important for getting letters of rec. Most of the time, letters of recommendation are on statements of character, and character is built through action. Teachers and professors can only speak on who we are and that is created from what we do.
Sit in the 2nd row. Sitting in the back is too secluded and sitting in the front draws too much attention. Let’s be honest, no one likes a try-hard. Plus, the teacher would be more inclined to call on us. Sitting in the second row is conducive to paying more attention, but gives us a little more anonymity.
Get to class early and sit in the same place. Studies show that this helps with retention, plus the professor will notice who cares enough to show up early.
Two Efficiency Tips
Here are two tips that I used to manage the student-work-life balance.
Chunking – breaking big tasks into smaller tasks. This is fantastic whenever I feel overwhelmed. I used this a ton when I was doing my senior design project for my bachelor’s degree. I had to design and project costs and profits for a liquid natural gas plant. The project took the entire semester and I only got through it because of chunking.
Batching – this involves doing similar types of activities at the same time. For example, I don’t wash my clothes every time I use them. I wait until I have a critical mass, then I wash it all at once. I do this to manage my youtube channel and tutoring sessions especially. I also try to batch tutoring sessions – knock out as many of them as I can in a short amount of time rather than scattering them all throughout the week.
Procrastination is a huge topic, but I wanted to include a few tips to help with it. I have a few posts I’ve written that cover topics surrounding procrastination, but I haven’t written a focused post about combating procrastination yet. Here’s a list of the posts that, when read together, could give us an effective arsenal for combating procrastination:
Obviously, no one’s life is going to change off a quote or a few tips, but this could be a starting point.
Pre-screen/pre-read lectures to set up purpose for each class. I used to think that when teachers and professors stated “Objectives” for each lesson was bureaucratic bullshit, but in fact it’s rooted in an idea fundamental to human existence – we are purpose driven creatures. When we do something imbued with purpose, the chatter in our minds falls away, excuses disappear, and obstacles are inconsequential. Pre-reading/pre-screening exposes us to things we don’t know which naturally brings up questions in our minds like “what is that?”, “why did that happen?”, or “what does that phrase mean?” It doesn’t have to take long either, we just need to know what to keep an eye out for when the lesson actually begins.
Just start. It’s much harder to get started than to keep going. Friction is one of the biggest contributors to procrastination and if you’re familiar with physics you know that static friction is usually higher than kinetic friction. Make it a goal to just get started and let momentum take us. It’s surprising how far we can go.
For essays, just write 50 words. In the same vein as the last tip, just getting the first 50 words down is a solid goal. Once we’ve gotten over the activation energy, other sources of motivation can take the reins. Usually when I’m having a hard time writing, I just tell myself to write for 10 minutes or just write 50 words and believe it or not, sometimes I actually forget that original goal and my new source of motivation becomes finish my thought or capturing an idea.
For math problems, just do the first 3 steps. Just like essays, just doing the first few steps can get us going, but the desire to finish what we started can take over fairly easily. When my students have a hard time with complex math problems (problems that take 5-10 steps), I usually just ask them to focus in on the step in front of them. Taking things piece by piece is a great way to get started and make serious progress. Don’t underestimate the effectiveness of small incremental improvements. Which leads me into my next tip. –
Break it down and do the easiest thing – it’s surprising how far incremental progress and momentum can take us. When we’re up against complex tasks, it’s easy to put them off simply because we don’t know where to start or because it seems too big. Breaking them down makes them manageable and conquerable.
Honestly, I stole this idea from Ned’s Declassified School Survival Guide, but the rationale is hard to argue with. Always look for extra credit, always do extra credit. Extra credit boosts your grade way more than normal assignments do. If you don’t believe me, review adding fractions – extra credit only adds to your numerator and not to the denominator.
For example, if I had a class where my grade was 70/100 (70% a C-) and I turned in an assignment for full credit that was worth 30/30 points my grade would be 100/130, which is roughly a 77% still a C. But let’s say that assignment was extra credit (just an additional 30 points) and not part of the graded course work, then our grade would be 100/100, an A+. Regular assignments add to the numerator and denominator, while extra credit just adds to the numerator, which means extra credit is inherently more valuable than regular assignments when it comes to our grades.
Doing extra credit is a better use of our time than doing regular assignments, unless the assignment is heavily weighted.
“How can a man come to know himself? Never by thinking, but by doing. Try to do your duty and you will know at once what you are worth.”
Johann Wolfgang von Goethe (Maxims on Life and Character)
I have spent many weeks putting off writing about this topic simply because it is so big and I didn’t know where to start. I kept scrapping intro after intro because I felt like none of them could accurately express the magnitude of importance that this idea holds. I was getting frustrated because I had this huge message inside me, but I had no way of getting it out! So rather than try to build up to the idea I’m just going to start from the point I want to make and work my way around it.
The main idea is that people are relational creatures and we do not pay enough attention to our most important relationship, the relationship with ourselves.
We see it everyday, so much energy, attention, and money are dedicated to our relationships. In fact, we have entire industries built on this phenomena – therapy, self-help, sports, the arts, the list can go on forever.
We put so much care and attention into how we relate to our work or our loved ones, but rarely think about how we relate to ourselves. This is peculiar because how we relate to ourselves impacts us far greater than how we relate to anything external of ourselves. I’ve read so many different books written by people from all different time periods, and it seems like the biggest influence on our experience of reality, life satisfaction, and peace of mind is ourselves.
People are constantly looking outward to change their lives or find happiness. The inconvenient truth, is that everything we desire is within.
They tell themselves “Once I get _____” or “Once ____ is over” or “When I’m finally ____” then I can be happy.
Most of us intellectually know that this isn’t true, but to internalize it is a different story.
Our life satisfaction, our abilities to take on new things, and potential opportunities are all dictated by how we know ourselves.
We all have feelings and thoughts about ourselves that we do not share with other people and these patterns control our orienting reflexes. People are purpose driven creatures and I talk a little bit about how we need to track things in order to succeed, but the relationship with ourselves decides what we believe we can even keep track of at all.
The relationship with ourselves is the sum total of all our achievements and failures that we observe in ourselves. We subconsciously keep score of everything. Every time we said we were going to do something but didn’t creates a relationship with ourselves that suggests we aren’t reliable. Every time we’ve done the impossible and surprised ourselves with our abilities creates a relationship with ourselves that proves we can do amazing things in the face of adversity.
Everything we do is kept record.
Christians believe that God is watching them always. I believe that we were made in God’s image and it is not only God always watching but it is the god within ourselves that is always watching. Regardless of religious affiliation, we are the only ones who have been with us since the beginning.
No one understands the experiences and situations we have been in better than ourselves and it is through this understanding which we develop the relationship with ourselves.
Who we know ourselves to be is not based in what we say to other people, but how we feel about ourselves. Our perspectives of ourselves is the only thing that has truly been with us through all of our situations. This part of ourselves keeps score, it pays attention to what we have and haven’t done and casts projects of what we can and cannot do. How we relate to ourselves dictates our orienting reflexing and ultimately our lives.
Imagine that you’re planning to meet a friend for dinner. You plan to meet them at the restaurant, but they don’t show up. You try getting in touch with them, but they’re dodging your calls. Eventually, you get a hold of them and they give some weak excuse that barely explains why they couldn’t show up. You just got let down. Your friend did not fulfil what they committed to you. Naturally, we’d feel disappointed and upset, but the real truth is we will forever see that friend as less reliable and accountable. Their word has taken a slight dip in believability and the person can no longer be counted on as much as they were before. It can seem harsh, but it’s the truth. Now, the real kicker is that we can replace that unreliable friend with ourselves.
We rarely pay attention to the expectations and commitments we put onto ourselves. Partly because we like to think as long as only I know, then it didn’t really happen. However, the feelings associated with that unreliable friend can easily be put onto ourselves if we pull the same stunt. Our self-esteem, self-efficacy, confidence, ambition, life satisfaction is a direct result of this. It’s easy to put things onto others and it’s even easier to put things on ourselves, but sometimes we tend not to notice the relationship with ourselves.
In a world of legally mandated education, I’ve noticed a lot of students wondering why they’re forced to learn and work on countless “pointless” concepts and it’s a fair argument. Most of the concepts and “education” people recieve is only useful in an academic setting and rarely applicable in The World Beyond. Admittedly the education system, at least in the United States, needs a ton of rework. However, there is something invaluable we can get from our education.
Our current education system provides students with an opportunity for them to prove to themselves what kind of person they are.
Are you the kind of person who gets things done when the going gets tough or do you quit the first chance you get?
The relationship with ourselves is always transforming and refining with every situation we encounter. Since most kids spend most of their time at school or working on their education, a large portion of the relationship with themselves is rooted in how they handled their academic responsibilities.
We can choose who we are, but first we need to discover what our relationship with ourselves is like. We can ask ourselves the follow questions to get a quick snapshot of what our relationship might look like:
What degree is it damaged?
What can we do to make it better?
Do we trust ourselves?
Do we believe we are capable of helping ourselves?
What kind of person do we think we are?
What kind of person are we actually?
The good news is we can build the relationship with ourselves no matter where we are. First we have to know what our relationship is like for ourselves, then work on ways to prove to ourselves that we are the kind of person that we want to be.
This starts with our integrity and identity.
A common definition of integrity is what you do when no one is looking. People who having integrity are typically considered moral and trustworthy because we know that even behind closed doors they will still make the right choices. This definition of integrity is fantastic and if we see it through the lense of the relationship with ourselves, we will see that integrity is important because we, us, ourselves, are always looking. We constantly are watching us and we know how we would act behind closed doors. People with integrity have a healthy and strong relationship with themselves because they know exactly what kind of choices they will make.
There’s another definition that I believe is much more useful and powerful. Integrity is also known as a state of being whole or undivided. Every commitment we break, to others or ourselves, puts a little crack in our integrity. Every aspect of our lives that is not aligned with our chosen commitments also puts a little crack in our integrity.
When our integrity is not perfectly whole, we are prone to negative emotion and lose the ability to live in the present. This creates intense dissatisfaction with our lives.
Living with perfect integrity is better than anything we can ever experiences. It’s comparable to true peace of mind and contentment. It is our goal to seek out what does not make us whole and undivided and reorient that part of our lives so it serves us, or at least does not hold back. When we have perfect integrity, the relationship with ourselves is pristine. We get out of our own way and become our biggest ally.
When we have a commitment, or vision for our lives, we create a value structure which deams certain actions as “good” (they bring us closer to our goals) or “bad” (they bring us away from our goals). When we stay on the path, so to speak, we are operating with perfect integrity and are creating a positive and powerful relationship with ourselves. If we were to stray off the path, make a “bad” decision, we won’t be able to have perfect integrity until we make up for the damage done. In a Judeo-Christian context, this can be seen as atonement – at one, at return to a state of wholeness.
I believe this is why the world religions have this mechanism built into their structure. Human beings must stay on a path towards something they find valuble. This is clear when we have a goal or a commitment. However, sometimes we may choose to act in a way that does not align with that path.
In archery, they call missing the mark a sin. In a religious context, they say not staying on the path is a sin. I’m saying that from the perspective of developing a relationship with ourselves, not saying on the path is a sin, in the technical sense of the word.
When we sin, we must correct our trajectory in order to return to the path. The world religions have their own ways for doing this, but I believe they all contain the same basic mental exercises.
In order to restore integrity we must:
Admit that we have missed the mark
Understand the impact of our sin to the highest degree that we are capable
Discover methods to make up for the sin
Implement those methods in the real world
This can look an infinite amount of ways. In the future, I’ll write more about integrity because I feel like it is one of those HUUUGE ideas that could make a significant positive impact in many people’s lives.
Living with perfect integrity requires us to clearly understand what our values, goals, and commitments are. This is not an easy task, and many people love to not clearly articulate themselves so they can escape the responsibility of paying attention to their actions. I talk about this idea in a few of my posts, but it first came up in The Reality-Possibility Exchange.
If we could be honest with ourselves and understand our commitments, we know when we’re doing something right and when we’re doing something wrong. If we pay enough attention, there is a specific moment when we decide to do the wrong thing. There is an actual second that we can point to on a clock when we decide to not follow through on our commitment. Pay attention and you will notice it when it comes. What we decide to do in that moment determines the relationship with ourselves.
Our identity, in terms of the relationship to ourselves, is how we understand ourselves to be. We know what we like or don’t like. We understand what we are skilled in and what we are ignorant of. We know ourselves as a certain kind of person.
Our identity is one of the strongest motivational forces and determines what our goals and aims are. Our identity shapes our ideals and the paths we walk towards them.
No matter what we declare our identity to be, we can act out of line and define ourselves whenever we want. This is a turbulent process which comes with its own set of stages, but it can be done. Our identities aren’t permanent, not until we’re dead.
Don’t sacrifice who you could be for who you are now.
Our identity is closely related to our integrity. We see all of our own actions and know all of our own thoughts. Our identity is built from our integrity. If we aren’t following through on our commitments and projects, then we are supplying proof to ourselves that we aren’t trustworthy and reliable. Creating an identity of being unreliable prevents us from creating an identity of someone admirable or virtuous.
The game is pretty rough, but it’s what we all have to play. It’s play the game (whatever game you choose) and play it well, or know yourself as a loser.
“When you play the game of thrones, you win or you die. There is no middle ground.”
Cersei Lannister (Game of Thrones Season 1 Episode 7)
We try hard to stick to the identity we give ourselves simply because we hate being wrong and what’s worse than being wrong about who we are? Additionally, our identities are usually justified by the people around us. Our friends and family members will consistently remind us of how we are this kind of person or that kind of person. Their perceptions of your identity are just as malleable as our own. Our identities are never permanent in our minds or in the minds of others.
Consistency & Toughness
Life is hard, but we’re tougher than we think, the only issue is that we have to prove it to ourselves. How do we prove it to ourselves? Through consistent action.
Consistency is key to building a relationship with ourselves and it’s also key to building a lasting and formidable identity. Developing a relationship with ourselves is much like developing a relationship with another person, it takes a lot of time. So we need to create consistent action to create ample proof that we are who we think we are. However, unlike relationships with other people, the relationship with ourselves is 20% discovery and 80% creation. Relationships with other people tend to be 80% discovery, and 20% creation.
We need toughness because relationships are hard work and working over the long term will require us to be tough. A lot of early life relationships end because people don’t have the toughness to deal with the challenges of intertwining the life of another. The unique part about this relationship is we can never leave it! We are always going to be in a relationship with ourselves and it’s damn hard to craft it into something steadfast and powerful.
A couple tips for developing toughness – do not say things that make you weak. You are listening to yourself when you speak, and if you say you’re weak then you’ll listen and internalize it. Be mindful of the comments we make about ourselves. Also, try operating in your Zone of Proximal Development. It’s an excellent way to grow yourself in any domain of life you choose.
This is the difference between success and failure in terms of someone reaching their full potential. The “talentless” can surpass the naturally gifted individuals and reach unimaginable heights as long as they cultivate the grit within them.
According to wikipedia – grit is a positive, non-cognitive trait based on an individual’s perseverance of effort combined with the passion for a particular long-term goal or end state (a powerful motivation to achieve an objective). It is the key to stellar performance in any field and the best part is anyone can create it within themselves. The simplest way I think about grit is as passionate persistence.
Renowned scholar and author, Angela Duckworth wrote a book appropriately titled “Grit: The Power of Passion and Perseverance” and has a TedTalk which has over 6 million views on YouTube in which she gives a fantastic overview of grit and how we can use it be reach out full potential.
The reason why I bring up grit now is because the key to understanding grit and using it to our advantage is to know ourselves as someone with high levels of grit.
Developing a relationship with ourselves where we are full of grit and cultivating an identity that matches can give us full proof armor when we encounter difficulties such as The Attack, or what Steven Pressfield describes as Resistance in his book, The War of Art.
Grit can be thought of as having 5 characteristics. Focusing on developing each of these characteristics in ourselves will help us cultivate grit as a whole.
The 5 Characteristics of Grit
Courage – developing courage does not mean ridding ourselves of fear, it means to accept the fear within us and act anyway. In order to create a relationship with myself in which I know myself to be courageous, then I have to pay attention during the times when I’m more afraid, decide what they best course of action is, and take it. No withdrawing or freezing in hopes that things will go away on their own.
Conscientiousness: Achievement Oriented vs. Dependable – being conscientious a useful trait to develop within ourselves because conscientious people work like mad. Knowing ourselves as someone who is focused on achievement and dependable makes us invaluable in any industry at any level. Conscientious people tend to rise to the level of expectation, but only because they prove to themselves that they can over and over. Rome wasn’t built in a day, but they laid bricks every hour.
Long-Term Goals and Endurance: Follow Through – nothing is worthwhile without follow through in the long term. Things that take longer are usually better and designing our lives is a long game. We need to be able to know ourselves as people who can follow through even if they goal is years down the line. We need to know that we can maintain vision over the long term. Sometimes I think that the true test of success is just maintaining the vision over the trials and tribulations.
Resilience: Optimism, Confidence, and Creativity– we will encounter hardship and challenges that rival our wildest dreams. The only way through it is knowing ourselves as resilient. If we know we have what it takes to get through it, then we will. The only thing is that we’ll need to know how to get through most challenges. Knowing ourselves as optimistic will help us keep faith and push forward. Knowing ourselves as confident will give us the willingness to push the boundaries into unexplored territory. Dragons lay in the unknown, but so does treasure! Knowing ourselves as creative will give us the means to solve some of life’s toughest puzzles – the challenges which impede us from obtaining the life of our own design.
Excellence vs. Perfection – excellence is a difficult idea to wrap our head around without tangling it up with perfection. If we know ourselves as perfectionists, or someone who produces perfect work, then we are frozen forever. Our super egos would be too strict and that would leave no room for any kind of action. However, if we know ourselves as excellent, or someone who produces excellent work, then we will inevitably put our best effort into everything we do. Going the extra mile is only tough if you don’t normally do it.
The relationship we have with ourselves can be reflected in our self-efficacy. Self–efficacy refers to an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997). It reflects confidence in the ability to exert control over one’s own motivation, behavior, and social environment.
If we have a powerful relationship with ourselves and know ourselves to follow through on our commitments, then we will have high self-efficacy.
If we have an unstable relationship with ourselves and we know ourselves as wishy-washy, then we’ll have a low self efficacy.
Remember, part of us is always keeping score and self-efficacy is the part that controls our confidence and willingness to try new and difficult things.
Now, this is not the same as self-esteem. Self-esteem is more like the amount of self-respect we have rather than confidence in our ability to perform. Self-esteem is important too, but self-efficacy is what I believe really controls the trajectory of our lives.
There is more I’d like to go over when it comes to the relationship with ourselves, but I’m going to cut it off here for now. How we treat ourselves and how we act affects us. All. The. Time. The relationship with ourselves is a part of our lives that doesn’t get as much attention as it should, especially considering that it determines the majority of our life outcome.
Love yourself. Trust yourself. Push yourself. Earn yourself.
“If you judge a man, do you judge him when he is wrapped in a disguise?”
Seneca (4 BC – 65 AD)
The mind has a few habits that we should pay attention to when we are trying to maximize our learning. Everyone is susceptible to these thought patterns and it would be advantageous to find where these patterns occur within our own lives. Without understanding these habits we could subconsciously close ourselves off to information that could be important to our education. I like to refer to these habits of the mind as Cognitive Biases. Officially, they can be thought of as systematic errors in thinking as a result of subjective perception. Cognitive Biases act as filters between us and the outside world. We view the world through whichever lense our minds naturally applies to a situation. If we don’t see the world objectively, then we see the world through our biases and that can prevent us from learning information that we don’t know we need. Understanding our cognitive biases, or unconscious filters, is our best shot at keeping them at bay so we can be best prepared for the worst that Fortuna has to throw at us. (I’ve been reading a lot of stoic philosophers recently)
Understanding these biases helps with critical thinking development. We all have biases and it’s difficult, maybe impossible, to remove them completely, but we can develop more reliable ways of learning through our bias. This could be achieved through seeking out people who will challenge and critique our ideas. Not learning about our own biases will keep us in a bubble. Our minds will filter out important information because we believe it to be useless. Through understanding our biases of the world and ourselves, our education falls into our control rather than having our minds unconsciously run the show.
Types of Cognitive Bias
Below are a few examples of cognitive biases that, if understood well, could help us maximize our learning and make our minds an ally rather than an enemy:
This principle describe the phenomena where people tend to accept new information that support their already held beliefs, and are more likely to refuse new information that challenge their beliefs.
I try to pay attention to any current beliefs that I have now and what new information I quickly reject because it doesn’t align with my beliefs. Just because something supports what we already believe doesn’t mean it’s true or that it will help us. It’s important for us to do a detached analysis of all the information we are presented with. Its healthy to keep a small degree of skepticism, but it’s useful to consider that we may just be dismissing something simply because we don’t agree.
This describes the tendency to interpret new information as evidence to support your already existing beliefs.
This is different than disconfirmation principle. Confirmation bias is saying that we will look at information and try to make it support our already held beliefs. This is dangerous because it can lead to overconfidence and overconfidence can tank our test scores and lead us to make terrible decisions. The overconfidence comes from seeing constant validations everywhere we go. Thinking that everything supports our ideas can delude us into thinking that we always come to correct conclusions. It is important to be aware of this “mind habit” and remain objective, as we can be, when obtaining new knowledge.
The tendency to keep believing an initial belief even after receiving new information that contradicts or disproves the initial belief.
This reminds me of a mentally ill patient I once had who honestly thought the sky was green. When we took her outside, she saw that the sky was grey (it was raining that day) and refused to believe that the sky wasn’t green. Now it’s easy to think that since she’s not completely alert and oriented, she’s not going to follow the same conventions as everyone else but even if we are open minded, we have a natural tendency to keep holding on to our beliefs even if everything around us tells us we‘re wrong. The best way to prevent belief preservation from hindering our growth is to recognize it’s there when it comes up and try to look at new information regardless of your personal feelings.
This bias is best summed up with the statement “I believe it strongly, so it must be true.”
We are so strongly captured by some of our beliefs that we mistake them to be truth. In order to remain open, we must constantly question the beliefs we tend to hold as truths. (I do think a little too often sometimes and wonder if I’m crazy but there is an optimal balance to be achieved) We cannot become too attached to our beliefs. Who we are and what we believe do not have to be the same thing. Learning something to be false that we believe so strongly has a punishing feel and has consequences deeper than we can see. It’s totally possible to be so rooted in our ways that we sacrifice who we could be for who we are.
This has less to do with incoming information and more to do with people that we encounter. This bias describes the assumption that we know and understand the people that we deal with and that we see them for who we are.
It is important to understand that we do not see people for who there are, but we see them as they appear to us. It’s a great piece of knowledge to bring with you throughout life but can also bring us success in the academic world. Do not think that you know a teacher, or a professor, or a student based on what you can see. Everyone is just as, or even more, complicated as you. Keep an open mind and notice when you start to think that you have someone figured out. They may know something you don’t and that knowledge may bring you incredible insights into the world. In order to maintain a grip on my appearance bias, I try to listen to people as if they always have something they can teach me.
This is regarding the lie we tell ourselves when we are in groups; we have our own ideas and don’t listen to the opinions of a group. Within a group, our thoughts are rarely our own, but are of the group and its very likely that the group will come to a conclusion that is incorrect. We are social creature and NEED to conform. This is the basis for groupthink and group polarization and can lead to dangerous outcomes. This is not to say that group work isn’t great. We can get far more done as a group than as an individual, but that trade isn’t for free. We sacrifice a bit of autonomy and individualized thinking.
Group bias is something we should look out for when we are group studying or working on group projects. Make sure that the group does not lead you astray by learning incorrect information. Its very easy to think that you understand a concept because you understand how the group looks at it, but it’s very possible that everyone in the group is incorrect. Group bias and confirmation bias can be a deadly combination, I learned this lesson the hard way when I took Physical Chemistry at Cal State Long Beach. I studied with a group and we all thought we understood what was going on, but we all ended up failing the test.
The idea that we pretend that we learn from our mistakes but actually hate to look at our imperfections closely, which limits our ability for introspection and reflection.
Learning from our mistakes is usually the best way to learn anything but keep in mind that we cannot learn from our mistakes all on our own. It’s best to look to someone who knows more about your endeavor so they can help you explore why you made those mistakes in the first place. We all have blind spots and we need others to help us see them. We are a social creature after all! Additionally, being aware of this bias allows you to have a slightly deeper insight into your errors than you naturally would have.
The idea that we believe that we are different, more rational, and more ethical than other people.
Most people probably wouldn’t say this out loud but deep down we believe it. This is why we get so upset when we see other people make dumb mistakes or think “everyone else” is so terrible. It is important to keep in mind that we are more similar to other people than different and pitfalls that most people can fall into are probably a danger to us as well. Everyone believes that they are smart, capable, independent, and good. Keep in mind that you are not as superior as you might think and you will go very far in life and in learning. Humility removes a lot of unnecessary friction and coming to terms with our own delusions of grandiosity helps with our progress.
Fundamental Attribution Error (FAE)
When we attribute other people’s errors to internal factors, and our own errors to external factors.
An example of this would be when someone cuts you off while driving. It’s easy to think that they cut you off because they are a terrible person. But if you were the one who would have cut them off, it would have been because “you had to” or “you were in a rush” and it’s not because you are bad person. FAE is a type of Self-Serving Bias, which are a set of biases that protect our self esteem or where we see ourselves in an overly favorable manner. Knowing this can help you be more patient with others and you can catch yourself when you start to think that one of your mistakes may be due to outside circumstances.
Neglect of Probability
The tendency to disregard probability when making a decision under uncertainty.
During my time in school I’ve always wondered why I had to learn something and didn’t bother learning a lot of it because I figured that most of that information would never come up. Turns out, I used more of it than I expected, like all the advanced math I use daily because I’m a math tutor. When we’re presented with new information we make a choice to learn it based on if we think it will be useful to us in the future, but this bias demonstrates that we naturally disregard actual the probability that it can come up again. It’s difficult to predict if it will come up at all and if we knew the probability, chances are we’d ignore the raw data and believe what makes feel good. This is true not just with learning but with many of the decisions of our lives. We should try to think about how often we may need the information we may learn and not be satisfied with a surface level analysis or even with what other people will tell us. Academic topics taught earlier on are taught for a reason and topics later will very likely build upon the assumption that you proficiently learned all of the topics prior, and the answers to the problems of life require a sophisticated synthesis of all the information you’ve been exposed to and internalized.
We determine how likely something is by how easily we can recall events of it happening in our brain.
An example of this would be a medical assistant who is working in a stroke center believes that strokes occur more often than they actually do because they can remember many instances when someone had a stroke. Another could be a psychiatrist who specializes in ADHD can easily view a patient’s pathologies and conclude ADHD because they believe it is highly probable that the patient has ADHD, but the psychiatrist only believes that ADHD is highly probable because he can recall many events of people having ADHD. Just because we can recall an event easily, doesn’t mean it has a high probability of occuring often.
This is a theory that suggests people tend to believe their cognitive ability is higher than it actually is.
My explanation above suggests the relationship between knowledge and perceived ability is linear but it’s more nuanced. As we learn more about a subject, our perceptions adjust from the initial ignorant and confident position following the graph below. I love graphs because they explain concepts better than I can with words.
Our tendency to be included by what someone else as said or made to create a preconceived idea.
This happens to me all the time with meal ideas. Someone will mention an In-N-Out double double in a conversation and a few hours later if someone else asks me what I want to eat, I’ll say I want a double double from In-N-Out and I will have completely believed this was my own idea. This is a big reason why I try to limit my social media use, I don’t like the idea that my thoughts could be decided by someone else’s poorly thought-through comment or that the standards for my life and myself could be created by other people’s standards. Our ideas aren’t always our own, and it’s useful to recognize that.
Also known as the “I-knew-it-all-along” effect which is our tendency to see events in the past as highly predictable.
Hindsight is 20/20 and it’s easy to wonder why we didn’t act differently when we were younger. “Last year, I couldn’t have even fathom the depths of my ignorance” is the phrase I’m telling myself every year and I tend to be a harsh judge of younger Chris’ choices. The truth is, in the present moment it’s difficult to know which is the path most aligned with our Jungian Self. When we reflect back on our decisions, it’s important to keep that in mind that our past selves were trying to make the best choices they could at the time, unless you know they weren’t. Hindsight bias makes the past make sense and with the knowledge comes a harsh judgment on our past selves. Hindsight bias gets in the way of compassion for yourself and can distort your narrative. Watch it closely, we never really knew it all along.
A big part of managing cognitive biases is taking a little extra time to recognize the patterns and reevaluating what we really think about something. Cognitive biases are strong forces in the mind, but we can overcome them by taking a little time and slowing down.
There are a huge number of cognitive biases that can help you with your learning and life in general and I recommend taking time to learn more of them. These were just a few of the biases that I have found relevant to student success and my own life. Understanding these biases, or “mind habits,” will give us power over our natural tendencies to filter information. Be aware of them when they come up and approach all new knowledge with an open mindset and healthy skepticism.
“Biology gives you a brain. Life turns it into a mind.”
Jeffrey Eugenides (1960 – )
We use both the brain and the mind to perceive the world around us and decide the best course of action. The brain is an organ and, in some respects, isn’t just in our heads. It’s spread throughout our entire body expressed in our central and peripheral nervous system. The central nervous system is essentially our spinal cord and what we traditionally consider the brain. The peripheral nervous system spreads out to our fingers and toes as our afferent and efferent nerves.
The mind is a completely different story. The mind isn’t tangible but, in some ways, can be more real than our brains. The mind is our cognitive functions which interpret and interact with the world around us. We usually consider our consciousness and thoughts as originating from the mind and because of this we like to think of the mind as “in the brain” but really the mind is an abstract idea. Our minds shape our reality and are responsible for our creativity and imagination.
There are known connections between the brain and the mind, which are easily demonstrated in drug use. But whatI’m most interested in learning is how the brain functions physically, learning how the mind functions metaphysically, and maximizing their innate behavior to bring out optimal results.
The brain is made up of 100 billion of neurons, nerve cells, that all work together to run our entire body. Neurons communicate with each other by sending neurotransmitters, electrical and chemical signals, through the spaces in between each neuron, synapses. These connections of neurons and synapses creates neurological pathways in our brain. Different neurological pathways do different things and our brain has a unique pathway for every single thing we think and do. Neurological pathways are a bunch of neurons that communicate through electrical impulses. It’s useful to know that these pathways strengthen every time they are fired. This gives the brain a unique ability to change and adapt based on what it thinks it needs to survive, this is known as brain plasticity. The brain is constantly morphing and changing, which is exciting because it shows that it’s never too late to learn anything. Learning doesn’t stop when someone gets older or gets “set in their ways.” Learning only stops when we decide it stops. However, like all organs in the body, the brain is something that requires energy and maintenance to function effectively.
In order to understand how to take care of our brains and use them more effectively, it’s helpful to know a little anatomy. This is not an exhaustive nervous system anatomy section – just some general knowledge and the parts that I’ve found relevant to learning:
3 Major Parts of the Brain
This is the part in charge of performing higher order functions like interpreting our senses, developing and deciphering speech, reasoning, emotional regulation, learning, and fine motor skills. This is the youngest part of our nervous system.
This part of the brain receives sensory information, coordinates voluntary muscle movements, maintains posture, and regulates balance. This evolved after the brainstem but before the cerebrum.
This is part connects the rest of the brain to the spinal cord. It’s in charge of many automatic functions. This includes but is not limited to respirations, heart rate, temperature, circadian rhythms, digestion, sneezing, and sweating. This is the oldest part of our nervous system.
Left Brain vs. Right Brain
We’ve all heard the common saying – left brain people are more analytical and right brain people are creative. This never really sat well with me because I’ve always felt like I could be a left brain person and a right brain person. I’m logical and extremely analytical but I’m also creative and artistic, where did I fit into this whole left brain right brain debate? Turns out, I didn’t have to pick a side! Everyone uses both hemispheres of their brains all the time. They’re just used for different things.
In Jordan Peterson’s Maps of Meaning lecture series, he outlines (in extensive detail) how human beings interpret the world and derive value structures from that information. In the eighth video of the 2017 series he presents this image and I believe it’s a much better representation of the functions of the left and right hemispheres.
We use the left hemisphere to operate in places that we understand, it’s the part of the brain that gives us our positive emotion when the world around us aligns with what we expect or want. In the context of learning, our left hemisphere is what we’re using what we already know the answers. When students feel like what they’re working on is easy and within their realm of understanding, then they’re primarily using their left hemisphere.
On the flip side, we use the right hemisphere to operate in unknown territory, it’s the part of the brain that tells us what to do when we don’t know what to do. When it comes to learning, our right hemisphere is what’s going crazy when we’re trying to learn something new. When students feel like what they’re working on is scary, confusing, or too challenging, then they’re primarily using their right hemisphere.
Each hemisphere has a separate consciousness and they don’t communicate with each other as much as we’d think. They are seperated and communicate through the corpus callosum. It’s almost like each hemisphere makes their own interpretation and we just kind of roll with it. We see this in people with prosopagnosia, the loss of the ability of recognize faces.
Take the Weirwood tree from Game of Thrones for example. There’s curves in the tree that indicate facial information but it’s still a tree. One half of the brain interprets the visual stimuli as a face while the other interprets the information as a tree. We use both of these perspectives to understand reality but someone with prosopagnosia would see only the tree.
I believe our two hemisphere brain is an amazing demonstration of intelligent design. It’s extremely useful to have our control center, so to speak, ran by two systems. If one side goes down, then the whole thing doesn’t have to shut down. We see this happen in people who have strokes. If someone experiences a CVA (cerebrovascular accident), a.k.a. a stroke, they may experience some brain damage but because we have two hemispheres, people usually lose function of only one side of their body, rather than their whole body.
The Lobes of the Brain
The Cerebrum can be further divided into four different sections referred to as lobes.
This is what’s in charge of our personalities, behaviors, and emotions. The frontal lobe is responsible for planning, problem solving, and judging and is where the majority of our executive and higher level functioning takes place. Cognitive phenomena such as concentration and self awareness are functions of the frontal lobe which helps makes us smart and also helps us move towards our goals. The Broca’s area, which is in charge of speaking and writing, sits inside the frontal lobe as well as the motor strip for voluntary body movement.
The frontal lobe also contains the prefrontal cortex, which is the part of the brain which is involved with planning complex cognitive behavior, personality expression, decision making, and moderating social behavior. It’s basically the part of the brain that’s physically responsible for our will power and ability to regulate the more animalistic and impulsive parts of ourselves. Someone with a strong prefrontal cortex is more able to do what they tell themselves to do.
The parietal lobe sits on the top part of our brains and is sort of the sensory processing center of the cerebrum. The parietal lobe is in charge of interpreting language as well as tactile, thermal, visual, auditory, and other sensory stimuli. It also manages spatial and visual perception.
The occipital lobe is at the back of our head and is the primary visual processing center. It interprets visual stimuli in three different ways – color, light intensity, and movement.
The temporal lobe is located on the sides of our heads right under our temples – the parts where our skull fuses together. This part of the brain is great for processing auditory stimuli, sequencing, organization, and memory. You can find the Wernicke’s area in the temporal lobes so It also plays a huge role in understanding language too.
This part of the brain runs us like a tyrannical 2 year old. It controls our autonomic systems and is responsible for the 4 f’s: fighting, fleeing, feeding, and fornication. So it plays a role in determining our body temperature, blood pressure, emotions, and sleep. The hypothalamus knows how to motivate us. When it wants something, it makes sure that we only care about that thing. That’s why it’s so difficult for most people to concentrate when they’re hungry – it’s because all we care about is the food! The hypothalamus is like our master orienting system. Whatever the hypothalamus wants, it gets. We can kind of regulate it with the cerebral cortex, but only to an extent. This is fantastic to know because there are learning techniques that take advantage of the hypothalamus’ behavior.
This part of the brain hides in near the base of the skull in a place called the sella turcica. It’s connected to the hypothalamus, so you know it’s got some power. It controls the other endocrine (communication from far away) glands in the other parts of the body through hormone secretion that regulates sexual development, physical growth, and stress response.
This little guy is behind the third ventricle and regulates the body’s internal clock. This part of the brain controls the balance between melatonin and serotonin. The pineal gland is crucial to sleep, which is crucial for learning.
Also known as the basal nuclei. This part of the brain works with the cerebellum to coordinate voluntary motor movements. It’s also involved in procedural and habit learning, eye movements, cognition, and emotions. So this is the part of the brain that we develop when we learn how to type, tie our shoes, ride a bike, or play a musical instrument. The basal ganglia recieves the information from the cerebellum to encode different skills, this is what people are referring to when they are talking about muscle memory.
This is the part of the brain that’s responsible for information consolidation and spatial memory which helps us with navigation. Since I’m most interested about learning, I want to focus on the information consolidation feature of the hippocampus. The hippocampus moves our memories from our short term (working memory) to our long term memory. If someone were to damage their hippocampus they would experience anterograde amnesia, the inability to form new memories. If we think about what learning is, it’s really what the hippocampus is doing. It’s turning information that we know right now into information that we can have access to forever.
This almond-shaped clump of neurons is responsible for processing our emotions. The amygdala is associated with our fear response and pleasure. This is the part of the brain that goes crazy when some of my students see math problems. Understanding our fear and pleasure tendencies is crucial for understanding learning. Fear helps us remember things better and our seemingly endless pursuit of pleasure is a fantastic motivator.
Working Memory vs. Long Term Memory
Working Memory – this memory we use throughout the day is also known as short-term memory. Working memory has a finite limit. Holding things in your working memory increase cognitive load and since cognitive load has a maximum so does working memory. Things stored in working memory are easily forgotten. The prefrontal cortex is responsible for the working memory. It stores information for about one minute and its capacity is limited to about 7 items (plus or minus 2). This is why we’re able to dial a phone number someone just told us. You can see it in reading too! Our working memory memorizes the sentence we just read so that the next one can make sense.
Long Term Memory – this is memory that we use throughout our entire lives. Some items in our working memory are converted to long term memory in the hippocampus through various methods, the most common is sleep. Highly emotionally charged ideas, events, or memories have a fast pass ticket to our long term memory. We have virtually unlimited space and the items stored in long term memory are not easily forgotten.
The goal that we are most interested in, as far as learning is concerned, is moving as much information as possible to our long term memory and be able to retrieve it using as little cognitive load as possible.
Some basic knowledge of the brain can help tremendously when examining methods for learning and improving. Given that the brain is set up for survival in dangerous living conditions, we can develop techniques which take advantage of these mechanisms. If we don’t use something often then our minds tend to forget it because the brain thinks we don’t need that specific neural pathway to survive. Our brains have evolved for a very different environment than we have built for ourselves as modern people. If we use something often, then our brain will strengthen that pathway so it’s easier for us to use later. I talk about this in my other post Neural Pruning vs. Long-Term Potentiation. This is the basis of Active Recall and many of the other scientifically proven study techniques.
Studying the mind in tandem with the brain sets up a fantastic foundation to test out other learning techniques for yourself. The next post will focus more on the mind and how we can use that knowledge to maximize our learning.