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Using Models to Stay Calm in Charged Situations

Relativity

The mental model of relativity states that everyone's outlook, viewpoint and perspective are different from ours.

The same situation is looked in different ways by people, and understanding these variations can help us toward a meaningful dialogue with them. We can diffuse any inherent conflict by hearing out and identifying what we understand, making the other person feel listened to.

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IDEA EXTRACTED FROM:

Using Models to Stay Calm in Charged Situations

Using Models to Stay Calm in Charged Situations

https://fs.blog/2020/03/models-charged-situations/

fs.blog

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Key Ideas

A Meeting With Conflict

When polarizing topics are discussed in meetings, it can turn into a fight. In these conflicts, where passions run high, people tend to confuse correlation with causation while determining the reason for the problem, or can have hindsight bias. They can also create evidence out of nothing or assume a maliciousness intent from the decision-makers.

Mental models are tools that can help us navigate through such challenging or confusing situations.

Hanlon's Razor

This mental model states that most actions made by people need not be categorized as malicious or intentionally bad, but simply a sign of incompetence and acting out of fear.

Many poor decisions and actions are not intentional but due to ineptitude. By following this mental model, we untie ourselves from unnecessary negativity and work towards a solution.

Relativity

The mental model of relativity states that everyone's outlook, viewpoint and perspective are different from ours.

The same situation is looked in different ways by people, and understanding these variations can help us toward a meaningful dialogue with them. We can diffuse any inherent conflict by hearing out and identifying what we understand, making the other person feel listened to.

In a conflictual meeting

A few other mental models to keep in mind while in a meeting with conflict:

  • Probabilistic Thinking: Understanding the base information before evaluating the severity of the anomaly.
  • The law of Large Numbers: Statistical figures are more reliable in large sample sizes.
  • Correlation is not causation: If something is associated with a problem, it doesn't mean it is the cause of the problem.
  • Feedback Loop: Looking for cues in the real-time responses and behavioural changes on the other side, figuring out the next possible steps and solutions.

SIMILAR ARTICLES & IDEAS:

Social-emotional learning
Social-emotional learning

Schools are supposed to be able to adjust to their students' needs and requirements throughout the year.

Especially in times of crisis, the technique called social-emotional learning is a m...

Support teachers' needs

While going through a crisis of any kind can be challenging for most of us, one category that for sure feels the change is represented by the teaching staff worldwide.

When asked to teach their subject via Zoom or applications alike, teachers have to change their way of presenting the topic, make them seem more interesting and, what is even more important, to make the class more interactive; this can eventually lead to sadness, anxiety and fear even for the most experienced teachers.

Mentoring relationships within schools

If there is one thing that teachers should be particularly good at, this has to be mentoring their students.

By doing so, not only do they guide an individual's self-development throughout his or her school years, but they also emphasize the idea of human interaction, which should actually be the basis for most of our successful actions.

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Taking cues from you

When children witness a parent in a state of anxiety, they can become unsettled, because they take information about how to interpret situations from the parent.

If you notice your child sho...

Learn stress management techniques

A big part of treatment for children with anxiety is to teach parents stress tolerance.

A mental health professional can help you work through methods of stress management for your specific needs.

Model stress tolerance

You might learn strategies in therapy that you can impart to your child when she is feeling anxious.

Try to maintain a calm, neutral demeanor in front of your child, even if you are still trying to manage your anxiety. Children are quick to read facial expressions.

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Brain Herbert

“The capacity to learn is a gift; The ability to learn is a skill; The willingness to learn is a choice.”

Brain Herbert
The Learning Model

The “conscious competence” learning model is a way to learn new skills in the future, having 4 stages:

  1. Unconscious Incompetence
  2. Conscious Incompetence
  3. Conscious Competence
  4. Unconscious Competence
Unconscious Incompetence

Stage One of this learning model is Unconscious Incompetence, where you are clueless and overwhelmed and don't know why.

In this stage: You don't know what you don't know.

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Set Learning Styles

There’s no research to support learning styles. 

How to really learn: Match your content to the process - students should learn music by listening to music, while students should ...

Rereading Material

How to really learn: Instead of rereading, highlighting, or underlining important information, ask yourself:

  • ‘What is the author trying to say?’ 
  • 'How is this different than other things I’ve read?’ 
  • 'How does this relate to other material I know?’ 
Focusing On One Subject At A Time

When it comes to learning a difficult subject, people often believe you should practice one thing at a time.

How to really learn: Mixing it up, however, is a better approach. In mixed learning, you get a chance to see the core idea below it.

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Mental Models: Out of Box Thinking

Mental models are the various thinking frameworks that are used to understand life, make decisions, and solve problems.

Just raw intelligence is not enough to solve problems. A different or a...

Mental Models: Examples

A mental model is an explanation of how something works. They are beliefs, worldviews or frameworks of thinking. You carry a certain kind of thinking in you to arrive at a solution to a problem.

Some examples:

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  • Game Theory: to understand trust and relationships
  • Entropy: to understand disorder and decay
Yuval Noah Harari
Yuval Noah Harari

“Scientists generally agree that no theory is 100 percent correct. Thus, the real test of knowledge is not truth, but utility.”

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Single & Double Loop Learning

The first time we aim for a goal, follow a rule or make a decision, we are engaging in single loop learning. 
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How Success Becomes an Impediment

Many skilled people excel at single loop learning where they become accustomed only to success. 

They aren’t used to failing, so they struggle to learn from their mistakes and often respond by blaming someone else.

“their ability to learn shuts down precisely at the moment they need it the most.”

The Key to Double Loop Learning
Push the single loop to the point of failure, to strengthen how you act in the double loop.
  • Stop getting defensive. Instead, collect and analyze relevant data, draw conclusions and test  them.
  • Change your mental models. Problem-solving isn’t a linear process where you can make one decision and then sit back and await success.
  • Fail early. Fail fast. If you learn to deal with failure you can have a worthwhile career.

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Early History

The connection between genius and possible insanity was first documented in 1891 in the Italian physicians’ book The Man Of Genius.

In 1869, this was taken up by the cousin of Charles Darwi...

Genius and Heredity

In a 1904 study by English physician Havelock Ellis, a list was made of 1030 individuals through extensive research, examining thoroughly the intellectual distinction people had by the various factors like heredity, general health, and social class.


These works established that genius minds are often hereditary.

Genetic Studies Of Genius

A body of work of Stanford psychologist Lewis M. Terman, was an in-depth multi-decade study of gifted individuals, and an attempt to improve the measurement of genius and its association with the degradation of mental stability. This also included an enhanced version of the French IQ (Intelligence Quotient) test.

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Learning is necessary for our success and personal growth

But we can’t maximize the time we spend learning because our feelings about what we ‘should’ be doing get in the way.

When our brains equate learning and work

If we are learning for work, then in our brains learning equals work. So we think we have to do it during the day, at our workplace.

We think that walking is not learning. It’s ‘taking a break’. We instinctively believe that reading is learning. Having discussions about what you’ve read, however, is often not considered work, again it’s ‘taking a break’.

The focused and diffuse thinking modes

When mastering a subject, our brain has two general modes of thinking: focused and diffuse, both important in the learning process.

The focused mode is what we traditionally associate with learning. But we need time to process what we pick up, to get this new information integrated into our existing knowledge. We need time to make new connections. This is where the diffuse mode comes in.

Externalities

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The First Law of Ecology

We can never do one thing. We should consider what the second-order consequences will be. When we interact with a system, we need to find out what the broader repercussions of our actions will be.

Negative Externalities

They can occur during the production or consumption of a service or goods. Calling something a negative externality can be a way of avoiding responsibility.

If a factory pollutes nearby water supplies, it causes harm without added costs to the factory. The costs to society are high and are not reflected in the price of whatever the factory produces. Even if pollution is taxed, the harmful effects still remain.

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Meta-Learning

It's knowing how to learn. Learning itself is a skill, and knowing how to do it well is an incredibly valuable advantage.

Merely acquiring information is not learning....

Learning has 2 phases

Learning is a two-step process:

  • Read/listen: feeding ourselves new information.
  • Process and recall what you’ve just ‘learned’: connecting new materials to what we already knew.
Remembering the right things

You should not waste your time by committing unimportant details to memory. 

Your focus should be on understanding the bigger picture, on how things relate to each other.

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