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Education Productivity

Algorithms for Every Class (Part 2)

“Learning is not the accumulation of scraps of knowledge. It is a growth, where every act of knowledge develops the learner, thus making him capable of constituting ever more and more complex objectivities—and the object growth in complexity parallels the subjective growth in capacity.”

Husserl (as interpreted by Quentin Lauer)

Last week, I posted Algorithms for Every Class (Part 1), which was a collection of tips and tricks that would be helpful in all, if not most, classes. This is the 2nd part of that post.

Take what you love, leave what you don’t. Hope this is useful!

On Getting Stuck

We’ve all been there and this will happen inevitably. We’re working on something, then we reach a part that we don’t understand. This is great because that means we’re at the edge of our competence and we have an opportunity to learn something. Now, what separates the excellent students from mediocre students is what they choose to do when they get stuck. Here are a few methods that can unstick us while being constructive.

The first piece of advice I want to give is probably the most overstated and corny advice for getting stuck but it’s a cliche for a reason: Apply the 15-minute rule to try to figure it out on your own. Before asking anyone for help, try to figure out the answer for 15 minutes. This increases retention and creates a healthy relationship with ourselves. Document everything you do during that 15 minutes to give yourself something to present to the professor or teacher if the problem can’t be solved. They will be able to figure out where you went wrong or what you are missing more effectively. This saves you and your professor time and you will be able to understand the information better because that 15 minutes would have given a context for all of the new information to fit into.

This advice is so cheesy, but when we keep in mind The Relationship with Ourselves and our Identity, the implications that come with giving ourselves that extra 15 minutes are so significant. How we do anything is how we do everything, and it’s critical for us to observe ourselves solving problems that we don’t understand. If we back down and ask for help immediately after encountering a solution, we are creating a relationship with ourselves which proves that we back down when challenged and need help when things get hard. If we use that extra 15 minutes, we create a relationship with ourselves as someone who rises up to the challenge and tries. We can get much further if we know ourselves as someone who tries.

Let me add that professors and teachers will give us the answers we’re looking for, but only if we can explain to them what we don’t know. When we’re stuck it’s usually a lack of specificity. Try to find out exactly what you do not know. You can use the Feynman Technique to figure out what this is. The points that are difficult to explain are the points that we don’t understand. Those little details can usually be turned into questions that can be brought to the professor or teacher.

Articulation to the highest accuracy will give us a deeper understanding of the subject and will help our instructor help us. A proper question should take less than 2 seconds to answer. The answer itself may take longer than 2 seconds to explain, but the professor or teacher should be able to answer it quickly. If you find that your instructor is having a hard time knowing the answer to the question, chances are the question you asked them isn’t specific enough and could have probably been more specific.

Additionally, we need to always ask questions if we have them. I can’t tell you how many people I’ve known (myself included) who did not ask a question during class and we’re completely screwed later. I’ve also many so much money off people (through tutoring) just because they don’t want to ask their questions in class. A majority of the time a question that a student asks me in our tutoring session could have been answered by the teacher or professor if the student were more engaged in their class. People tend to ask questions too late – ask them right when you get them or the soonest possible moment.

On top of that, everyone has always heard the “someone else may have your question” phrase. You don’t need to ask questions for the sake of others, but you should oo it because risking the embarassment is worth getting the knowledge. Not knowing what to do feels a lot worse than looking dumb to your classmates, trust me.

Some Ways to Lighten the Workload

We can’t really decrease how much work we have to do, but there is a lot we can do to prevent unnecessary work from accumulating.

Get to know your classmates. They might actually be cool people. Plus you can ask them for notes, explanations, assignments, favors. There are so many studies that show students learn more effectively from their peers. Connections and relationships are why the human race has moved it’s way to the top of the food chain and the foundation for all of our significant accomplishments as a species. When you connect with people, they will move mountains for you.

As much as I’d love to say everyone is worth connecting with, some people require a certain skill set to connect with in order to prevent a detrimental outcome. As a student, our primary goal is to learn as much as we can from the course and get good grades. This is more easily done by identifying people of interest. This group includes, but is not limited to, the professor/teacher, the TA, and other friendly high-performing students.

Frontload the work. Either way, we have to pay, and it’s way better to pay upfront than paying installments or paying later. Everyone knows how great review sessions are, imagine if every class was a review session and the actual review session was a 2nd review session, this is active recall and spaced repetition at the highest level. Frontloading give us more time to work on passion projects and gives us some slack when the laziness starts to kick in at the end of the term.

Types of Tests & How to Prepare for Each

Not all exams are created equal and preparation for each depends on what kind of exam we’re taking.

Multiple Choice (MC) – most of us are familiar with these tests, especially in the United States. We’re simply given an array of answers and we have to select the correct choice. Since many standardized tests are MC, we’ll be using strategies for conquering these kinds of tests often.

I say the best way to prepare for these tests is to do practice problems that ask questions in a similar style as the exam we will be taking. This not only helps with active recall but also gets us used to how the questions will be asked. Since MC tests give us multiple options with one of them being correct, recognition plays a bigger role than usual. Now if we study while implementing active recall and spaced repetition, we will be training our recognition skills but with higher retention rates.

If you don’t have access to practice problems, look over the concepts that are going to be covered on the exam, and identify the main ideas of each. Once those main ideas are identified, we can turn those into practice questions. The questions can look something like “What is this main idea?”, “How can this idea not work?”, “What changes can be made to affect this idea?”, “Are there any special scenarios to keep in mind with this idea?”.

Case-Based/ Problem Solving – these types of exams are slightly more involved. Usually, we will be presented a case or a problem and we will either have to come up with a solution or proper course of action. These are usually presented in the form of a scenario. I had a bunch of these exams when I was studying engineering, and again in EMT school.

The best way to prepare for these exams is to practice each scenario that we are going to encounter. I imagine them in my mind. Visualization helped a lot for me. For example, if I had a patient with a heart attack, I would run through the situation in my mind as if I were actually there. I would write down each of the steps I would do to see if they are correct or if I’m missing something.

Essay-Based – these are similar to the case-based exams in that we need to provide a well thought out answer, but we need to communicate it in writing.

Sometimes professors will provide a series of possible prompts, and if that’s the case then create outlines for each prompt and be prepared to write any and all of them.

If the professor doesn’t give a selection of questions, then we can prepare by creating possible prompts for ourselves and creating outlines for those, but while paying particular attention to the kinds of arguments we can make and the relevant research and references used. Having a list of evidence or references to make and knowing how to use them in other contexts is an excellent way of preparing for essay-based exams.

These kinds of exams take significant amounts of preparation, so don’t underestimate the time needed to prepare for these.

Verbal/Oral Exams – most common in language classes. In these tests, we have to communicate or present something to our examiner.

Working in pairs would best for these types of exams. Taking turns leading the conversation will give you both a chance to practice pronunciation and answers. If you don’t have access to another person, you can record yourself and take notes on the necessary improvements. Remember, these tests are mostly subjective and we are examed through our examiner’s perspective so it’s imperative that we practice what we look and sound like objectively, hence the recording. It’s much harder to improve an accent or answer when we have to think about what it sounded like, it’s much easier to see it.

Open-Book/Take-Home Exams – these are the most popular during COVID-19 times. Almost every exam my students take are open book and at home. Honestly, open-book tests seem like a good deal but usually have harder questions and stricter time frames. This is to prevent students from just looking up every answer. Know what the restrictions are before you start the test!! Additionally, examiners are expecting students to look up answers so be mindful of answers that don’t sound like you and your knowledge.

And as a side note for all exams:

Find ways to collect the correct information. Being in the golden age of information, this is more relevant now than it has ever been. There is a lot of information that can throw us off course, and if we’re referencing inaccurate sources then our work will suffer.

In most classes, this comes in the form of the textbook. But if you’re like me and couldn’t afford textbooks, there are so many other ways of collecting the right information. There are answer keys and moments in the lecture when the professors have practice questions up with the correct answer. It’s crucial to work on the right stuff. I can’t tell you how many tests I’ve screwed up because I was working on the wrong stuff.

KPIs for Academics

KPI stands for Key Performance Indicators and these are the things that tell us how we’re doing in a class, I talk a little about KPIs in my post Analyzing & Improving Systems. Our job as a student is to identify out KPIs and move our attention and energy to those portions.

Some classes can get overwhelming, especially when we’ve fallen behind, but we can get through that by staying focused on the KPIs.

In most classes, the most important KPI will be our grades, but that usually isn’t specific enough to help. I recommend paying attention to:

  • The make-up of what goes into our grade – exams, homework assignments, projects, presentations, etc.
  • The weight of each of those parts – are homework assignments 10% of our grade or 40% of our grade?

Additionally, I recommend finding out if there are any exam scores that will be dropped or replaced. Each class will require us to focus on a different aspect in the class to get the grade. For example, if a class puts 100% weight in the exams and 0% in homework, then it would be wise to put 100% of our time and energy into performing well on the exams as opposed to our homework assignemnts. Now, working on the homework may help us do better on the exam, but our primary goal will be to do well on the exam.

Know which metrics to focus on.

The All-Important Syllabus

The syllabus is where we get all the information we need when it comes to scheduling our terms and identifying KPIs. The syllabus, if written well, will tell us all the assignments to expect over the term as well as their due dates, points, and weight. A good syllabus will also include the professor’s contact information and office hours.

This is where the professor will lay out their policies for their class and where we’ll learn how they feel about late work, make-up assignments, homework, etc. A lot of questions that we have about a class can be answered with the syllabus.

Analyze The Resistance

“If you tyrannize people bad enough, then they will be willing to hurt themselves to hurt you. People are often willing to take a hit if it means reclaiming justice.”

Jordan Peterson (1962 – )

For students, keep this in mind when you are making choices with assignments. Hurting ourselves to get back at a teacher is one of the least productive things we can do – it only hurts us and won’t hurt the teacher at all. I’ve had so many students not turn in work as a fuck you to the teacher, and all that came from it was that they had to retake the classes (sometimes with the same teacher). Self-destruction in the name of justice is not worth it.

When therapists have patients who miss sessions, even if the patient says they have more important priorities, it’s the therapist’s job to analyze the resistance and find out why the patient doesn’t want to go to the sessions. Educators need to approach their students in the same way. I’ve seen way too many students made out to be wrong or bad because they have resistance to their assignments. If the educators took the time to analyze why this student doesn’t want to work, then they could make adjustments so the assignments have less friction.

For example, I’ve had a fair bit of students (especially during the COVID-19 pandemic) who did not want to do their work because they didn’t respect their teachers nor see them as capable of teaching important topics. These students aren’t naturally defiant but have found reasons to not respect their teachers because of how the instructors carry themselves and approach the class. The students are aware that they need to learn things, but they (like any other rational human being) will only listen to people they respect and admire and I believe that it is upon the instructor to be that kind of person. Whenever I’m working with my students, I make it known that I care about the quality of what and how we are learning things – the information has to be accurate, and when we’re learning it must be interesting and engaging. This takes a lot of the resistance away, but I believe the most effective method I use to minimize resistance is carrying myself as someone who is competent enough to match my students at any level of intellectual stimulation or communication. This always wins over their respect.

I can see my students feel verified and understood when I try to discover why they are not doing something rather than just punishing them or making them wrong, which helps build meaningful connections. Meaningful connections are the easiest way to get students to work. If these students connect with us, they will move mountains on the basis of our recommendation.

A lot of students love to say “fuck it” but never ask themselves why they feel that way. Not only is this a powerful life skill that can help us understand ourselves, it can also remove barriers that prevent us from performing at our highest capacity. Noticing when we want to give up and analyzing why can take us through any challenge.

The Relationship with Ourselves (Part 2)

“Life is to man, in other words, to will, what chemical re-agents are to the body: it is only by life that a man reveals what he is, and it is only in so far as he reveals himself that he exists at all. Life is the manifestation of character, of the something that we understand by that word; and it is not in life, but outside of it, and outside time, that character undergoes alteration, as a result of the self-knowledge which life gives. Life is only the mirror into which a man gazes not in order that he may get a reflection of himself, but that he may come to understand himself by that reflection; that he may see what it is that the mirror shows. Life is the proof sheet, in which the compositors’ errors are brought to light.”

Arthur Schopenhauer (The Essays of Arthur Schopenhauer; On Human Nature)

Beyond Creation

In my post, The Relationship with Ourselves (Part 1), I talk about how many of us fail to recognize the significance of the relationship with ourselves, the different aspects that make up this relationship, and how we can use this knowledge to turn our biggest enemy into our biggest ally. It’s difficult work, but doing it is worthwhile and enriches our lives in a beautiful way.

However, utilizing the knowledge of the relationship with ourselves is more than just creating ourselves. It is also accepting and not avoiding ourselves. Meditating on our flaws, contradictions, and inconsistencies, then embracing them. What I’m suggesting is deeper than “self-love“, especially since that term has been bastardized in the modern world.

Taking on the responsibility of developing an integrated and healthy relationship with ourselves is a form of true love and acceptance of all that we are, in our beauty and catastrophe.

The more I write about this topic, the more I discover how much I cannot cover in these blog posts, so I’m going to hone in and just focus on one section of this idea. This post is going to focus on the archetypically negative side of ourselves. The sides of ourselves that many of us like to reject, ignore, and avoid at all costs.

Existence is the positive, the good, and the light. But it is also the negative, the bad, and the darkness. To be a human being is to understand that both the good and bad lies within our soul. Pretending that we are only good (or that we are not bad) ignores half the story and, more often than not, causes more harm than good.

“The line separating good and evil passes not through states, nor between classes, nor between political parties either – but right through every human heart…even within hearts overwhelmed by evil, one small bridgehead of good is retained. And even in the best of all hearts, there remains…an uprooted small corner of evil.”

Aleksandr Solzhenitsyn (The Gulag Archipelago)

The human mind is commonly compared to a horse and it’s rider. The horse being the unconscious mind, and the rider being the conscious mind. It’s the rider’s job to direct the horse to a desired goal, similar to the conscious mind to the unconscious mind.

From what I can tell, our psyches are more than one horse and one rider. We have many horses and it is our moral obligation to pay attention to our horses and how they may act. Similar to how people are responsible for their pets.

If we cannot comprehend that we’re dangerous, then that horse is without a rider, so to speak, and it’s free to cause as much meyhem as it will.

We have horses that we purposely try to reject, ignore, and avoid. Since these horses are usually archetypically negative, they are commonly conflated with pain and suffering. However, the structures of suffering are built right into existence and we must learn to contend with it or we’re doomed to chasing phantoms forever.

“Pain and death are part of life. To reject them is to reject life itself.”

Havelock Ellis (1859-1939)

Good Children and Repression

“When one tries desperately to be good and wonderful and perfect, then all the more the shadow develops a definite will to be black and evil and destructive. People cannot see that; they are always striving to be marvellous, and then they discover that terrible destructive things happen which they cannot understand, and they either deny that such facts have anything to do with them, or if they admit them, they take them for natural afflictions, or they try to minimize them and to shift the responsibility elsewhere. The fact is that if one tries beyond one’s capacity to be perfect, the shadow descends into hell and becomes the devil.”

Carl Jung (Visions: Notes of the Seminar Given in 1930–1934)

A fantastic example of repression are in children who consider themselves “good.”

Good children can be spotted as the ones who finish their homework early, are a little shy, always try to help their parents, and maybe even have neat handwriting. Good children strive to be perfect and on most measures may even match up with these extraordinary expectations.

The real insidious danger of the good child lies in other people not thinking anything is wrong with them. From a surface level analysis, it’s easy to conclude that there isn’t anything wrong with these kids. Adults will shift their focus, and attribute most of the problems to children who are causing conspicuous trouble, even though a little trouble is necessary for a healthy psyche.

Since good children are always doing what’s expected of them, they constantly repress their own desires and inner feelings.

This can be from a number of reasons.

Maybe a parent is depressed and overwhelmed. The child notices this and believes that this parent can’t take anymore trouble. So the good child does everything they can to make sure they aren’t the source of anymore trouble, ever.

Or perhaps one parent is a violent angry perfectionist who explodes at any behavior that’s less than perfect.

No matter the reason, a need for excessive compliance is not natural or healthy and should be treated like the danger it really is.

When a child develops a need for excessive compliance, they become over encumbered with secrets and repress their inner wants for the sake of complying with others.

This repression could take the form of psychosomatic symptoms like twitches, sudden emotional outbursts, excessive bitterness, or irritability. The child may not even be able to identify the reason for the psychosomatic symptoms because they have such little familiarity with their own feelings.

The good child does not have access to the privilege of other people being willing or able to tolerate their imperfections. A privilege necessary for a mentally healthy child.

Good children typically do not have the privilege to express their negative emotions and still be loved or accepted by people around them. In a situation like that, it’s no surprise that someone could conclude that the only way they’ll be accepted is through acting good all the time.

The good child may grow to believe that their personal wants and desires are inappropriate.

This causes a detachment from their bodies and emotions. People like this have a difficult time forming healthy relationships with others later in life. Or, as a response to the repression, the good child may give in to their inner desires too much creating a whole new pathology.

Adult life is full of moments when we need to “break the rules” or act in ways that may upset people. Good children end up having issues as they get older, because they tend to follow the rules and try not to upset people. Without either of these abilities, the good child is damned to a life of mediocrity and people pleasing.

The dangers of repression can take many different forms and don’t just apply to good children. Aiming to understand the shadow sides of ourselves is the path to proper maturity.

Proper maturity involves a deep integration of our less than perfect sides as well as our dark sides. Accepting ourselves in our beauty and catastrophe is crucial to building a strong foundation for the relationship with ourselves.

Establishing a Foundation

Human beings are creators through Logos. We create our lives through our speech. We invent worlds and stories through our conversations and live in them. Most of the time we can’t tell the difference between our conversational world and the “real” world. We build relationships through conversation and the relationship with ourselves is no different.

Most people wouldn’t tell their child to lie as much as they can to get what they want. Many of us know, either from personal experience or otherwise, that lying is a terrible long term strategy. If we were to catch someone lying to us, it would be upsetting and we wouldn’t be as willing to trust them in the future. We also know that if we were caught lying to someone else, they would feel the same way about us.

However, there is one person whom we don’t mind lying to and I bet you can guess who it is…

Ourselves.

Healthy relationships are built on honesty. In order to have a healthy relationship with ourselves, we must be able to be honest with ourselves. Honesty is a solid foundation that must be established first before any relationship can be built. If we try to build a relationship without honesty, sooner or later it will all come crashing down.

Honesty comes when we choose to stop lying to ourselves, but in order to do that we need to understand why we lie to ourselves.

We lie to avoid pain.

We love to lie about all of the problematic aspects that take tremendous effort to alter including but not limited to, our careers, relationships, health, habits, or ideologies.

It’s easier to attempt to elicit sympathy from others and ourselves than be honest with our inadequacies. The truth is we could change these things about our lives, but we lie and say we can’t. The best part is no one can call us on our bluff because we are lying to ourselves! Modern people have learned to avoid responsibility, even though adopting it provides us with meaning.

We lie to think well of ourselves.

We lie to not feel inadequate.

We lie because we are angry with people we are supposed to love and the matters we are angry about are petty.

We lie because it’s easy.

We lie because telling the truth makes us responsible.

We lie because if we don’t it will be ourselves holding us back and nothing or no one else.

As long as we understand the drives within us, then maybe we could see past the lies and look at our lives honestly. While the lying satiates us in the present, we will be forced to deal with the truth later. We can choose to confront our lies willingly, or let them take us unexpectedly when we are older. When we confront them willingly, we prove ourselves to be braver and establish a solid foundation to build the bravery upon. That bravery now has the freedom to grow into something much bigger.

No matter which choice we make, it will be painful. The idea that freedom is on the other end of suffering is a tragedy. Everyone deals with their own tragedy of life in their own way and lying to ourselves isn’t the only trick up our sleeve. This can be different for each individual and I recommend looking into methods of coping with the tragedy of life. I wrote a little bit about other methods we use to deal with our own tragedy in my post Proclivity for Comfort.

Here are some of the popular maneuvers that we use to lie to ourselves:

Distraction & Addiction

This can look like porn, news, drugs, work, etc. I go a little deeper about distraction in Proclivity for Comfort.

Manic Cheeriness

Repressed sadness can often display as intense happiness. The rejection of negative or sad emotions is so deep that we don’t let ourselves feel any sadness at all resulting in an overly happy affect.

Irritability

Being irritated is a fantastic indicator that something is wrong. However, general irritability is a cover up for unspecified issues. Honing in on elevated articulation is key for combating general irritability.

Denigration

Destructivly critiquing ourselves or others. Any fool can tear something down, but it takes substantial effort to critique then offer a solution. Most of the time, denigration is misdirected energy. Talking shit helps no one, focus on what really needs fixing.

Censoriousness

Being over critical of ourselves or other people is another sign that we are misguiding our efforts. Usually, it’s easier to find the mistakes in everything else, rather than fixing the fault where it really matters.

Defensiveness

Defensiveness comes when we have something to prove. We only feel like we need to prove something if we feel like what we are isn’t what we would like to show. If we understood what we are, accepting both our strengths and weaknesses, then maybe we would lose the need to prove we are more than what we are.

Cynicism & Dispair

These come with the loss of naïveté. When we first encounter more chaos than we can process, we inevitably lose our childlike view of the world. Suddenly, not everyone is a friend and life is no longer fun and games. While it’s easy to ride that train straight to Hell, true wisdom and freedom comes from integrating our childlike wonder with our newfound understanding of malevolence and destruction. Keep the child alive in us, but let the adult really run the show.

Utilizing Anxiety

“We should not try to ‘get rid’ of a neurosis, but rather to experience what it means, what it has to teach, what its purpose is.”

Carl Jung (Civilization in Transition)
Enlightenment through Anxiety – Big thanks to Academy of Ideas

Before we get into using anxiety to our advantage, let’s discuss why we get anxiety in the first place.

“The distinctive characteristic of the human being, in contrast to the merely vegetative or the merely animal, lies in the range of human possibility and in our capacity for self-awareness of possibility. Kierkegaard sees man as a creature who is continually beckoned by possibility, who conceives of possibility, visualizes it, and by creative activity carries it into actuality.” 

Rollo May (The Meaning of Anxiety)

Human beings have a special capacity to project possible scenarios into the future. We can think about how events could play out without actually having to act them out in real life. A lot of this type of processing happens in our prefrontal cortex, I talk about this in my post The Brain vs. The Mind. This gives us a huge advantage when it comes to survival and undoubtedly a huge contributor to our reign over the animal kingdom.

But it’s not without a price.

Choosing which potential projection to bring into reality is how we create our lives, but it’s also one of the sources of our anxiety. In this way, humans must contend with their freedom like no other animal must. We ask questions that other animals cannot ask themselves. Which potential reality is best for me? Which potential reality will bring me danger? What do I do about potential threats in the future?

Søren Kierkegaard, renown Danish philosopher, suggests the escape from a life of passivity, stagnation, or mediocrity lies in our willingness to attend, what he calls, The School of Anxiety.

Kierkegaard believes anxiety has two sides to it.

One side is demonic and can ruin our lives. This is the side we traditionally think of when we think about anxiety.

The other is constructive and guides us towards a development of the Jungian Self. Anxiety can act as directions in the journey of circumambulation.

Most people advise to follow one’s dreams, Kierkegaard advises to follow one’s anxiety. Avoiding and rejecting our anxiety leaves us blind and frozen. Our anxiety gives us a glimpse into which possible scenarios we ought to take. Anxiety can tell us what to direct our energy towards. It lets us know what we really find important.

“The capacity to bear anxiety is important for the individual’s self-realization and for his conquest of his environment. Every person experiences continual shocks and threats to his existence; indeed, self-actualization occurs only at the price of moving ahead despite such shocks. This indicates the constructive use of anxiety”

Rollo May (The Meaning of Anxiety)

As May suggests, moving forward through our anxiety is the way to a greater version of ourselves. Greatness lies on the other side of anxiety, as long as we are willing to push ahead.

Unfortunately, much of the common attitude towards anxiety is to reject or avoid it. Having anxiety is seen to be a problem that we “shouldn’t” have and feeling negative emotion has been made to be “bad” & “wrong” in modern society. This is because the constructive elements of anxiety are not easily visible to the masses.

This rejection and avoidance are so deep that some people would even claim to not desire a greater life. When our comfort and security are more appealing than the anxiety that lurks in the unknown, resignation of this nature becomes common practice. This is precisely why the trap of passivity, stagnation, and mediocrity lies in the rejection of anxiety.

When we refuse to move into the possibilities which make us anxious, we sentence the side of us seeking self-realization and a greater life to death. This isn’t a clean death either, it’s slow and sloppy. Repressing this side of ourselves breeds a violent shadow and I would go as far to say that it is like repressing the will to life itself. The tension within ourselves created from willingly seeking self-realization or circumambulation is what gives our lives meaning and stimulates the deepest parts of ourselves.

In order to access the constructive parts of anxiety, we first have to understand that we can always take action, even if we are enveloped with anxiety.

Believing that we have to get rid of our anxiety before we can act puts us at a serious disadvantage for a couple of reasons. It facilitates procrastination and it can lead to a serious dependence on drugs or alcohol.

Holding on to the idea that we need to remove anxiety to act makes us weak.

The next thing we need to understand to access the constructive parts of anxiety is understanding that no one can do this for us except for ourselves.

Realizing that nothing in my life was ever going to change unless I did something to make it change was one of the most anxiety-inducing, but empowering realizations I’ve ever had. I was able to switch my Locus of Control. This realization helped me see the constructive side to anxiety.

The possibilities which stress us out are precisely what we need to pay more attention to. The anxiety is an opportunity to exercise our divine abilities, it’s the call of the hero’s journey.

“One of the most important [revelatory] moments is when the client grasps that no one is coming. No one is coming to save me; no one is coming to make life right for me; no one is coming to solve my problems. If I don’t do something, nothing is going to get better. The dream of a rescuer who will deliver us may offer a kind of comfort, but it leaves us passive and powerless. We may feel if only I suffer long enough, if only I yearn desperately enough, somehow a miracle will happen, but this is the kind of self-deception one pays for with one’s life as it drains away into the abyss of unredeemable possibilities and irretrievable days, months, decades.”


Nathaniel Branden (1930-2014)

Enhancing our levels of articulation is another constructive and effective way of coping with anxiety. We experience anxiety when we find ourselves in too much chaos. When things don’t work out the way we expect, our brain responds by trying to prepare for whatever potential danger is lurking around the corner.

Let’s say we’re pre-med, but we get an F on a test. When we recieve that F, we are thrown out order into the domain of chaos because we aren’t sure what the F symbolizes.

Did we just get one question on the test wrong? Did we just forget to study a concept? Did we not properly learn the prerequisite material from the last class? Do we need to change our lifestyle choices? Are we incapable of learning this information? Are we not good enough to get into medical school? Are we too stupid to take this class? Are we even good enough to pursue anything bigger than us?

It’s easy for these questions to spiral out of control, because we don’t know exactly where the error lies. Maybe we just forgot a concept, but maybe we might not even be cut out for our goals at all! Anxiety comes from our mind trying to prepare for all of those scenarios at once. Our threat detection systems in our body are put into overdrive and that makes it difficult to do a lot of things. However, once we specify what we are able to prepare for, the anxiety immediately begins to subside. If there was some way of knowing exactly where the error was, then there’s no need to prepare for everything all at once.

Enhancing our levels of articulation helps us direct our energy towards something definitive, which keeps anxiety at bay, rather than letting our minds run while trying to plan a new career path, prepare for a panther attack, and an alien invasion all at the same time.

We will constantly have to choose between avoiding or moving forward. What will aid us in moving forward isn’t wisdom, intelligence, or even new information. It is the integration of the Jungian Shadow. Creating a relationship with ourselves which captivates the sides of ourselves we tend to reject, ignore, and avoid will provide a steady mechanism that can impel us to act even when our reason tries to stop us. Sometimes our instincts are wiser than our evolved executive cognition. Accepting the sides of us which yearn for chaos gives us the advantage in utilizing our anxiety.

Life is too short to not take the bold risks a fully lived human life requires.

“For believe me: the secret for harvesting from existence the greatest fruitfulness and the greatest enjoyment is – to live dangerously!”

Friedrich Nietzsche (The Gay Science)