The technique is based on the method Richard Feynman originally used.
There are four steps to the Feynman Technique:
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The Feynman Technique can also be used for a different way of thinking that allows you to break ideas apart and reconstruct them.
When you have a conversation, and the other person uses words or relationships that you are not familiar with, ask them to explain to you as if you're a child. Doing this will supercharge both of your learning.
The Feynman Learning Technique is a way to supercharge your learning.
Learning doesn't happen from browsing through a book or remembering enough to pass an exam. We learn information when we can explain it and use it in several situations. The Feynman Learning Technique is a simple way to help us learn anything.
When you have written down notes containing simple explanations, organize them in a narrative that you can tell from start to finish.
If the explanation is not clear, identify your gaps, look up definitions, augment with other sources, then organize and simplify again. You may end up with a binder full of pages that will remind you just how much you do retain.
Michel de Montaigne said, "What good does it do us to have our belly full of meat if it is not digested, if it is not transformed into us, if it does not nourish and support us?"
We learn from books, but also from people we talk to, and the various positions, ideas, and opinions we are exposed to. We have to know how to sort through the relevant information and discard what is not worth learning.
Very few ideas are absolutely true. You want to get as close to the truth as you can with the available information.
Decide whether someone else really knows their stuff or is just copying others.
Ask them naive but relevant questions. When you apply your knowledge of the Feynman Technique, you know they should be able to explain it to you in simple terms and must be able to make educated analogies.
There is a difference between just knowing the name of something and knowing something. We know something when we are able to use that knowledge broadly.
We can learn to know something by taking it apart and seeing how each part works.
"The person who says he knows what he thinks but cannot express it usually does not know what he thinks."
The problem is not what is possible - it's what's probable, what is happening. It's impossible that everything that is possible is happening.
You can also not judge the probability of something happening if it has already happened. You have to run an experiment forward to mean anything.
The last step is to run it past someone who knows a little of the subject. You can read what you've written or present the material like a lecture. Ask your friends for a few minutes over dinner. The idea is to attempt to transmit the material to at least one person who is not that knowledgeable about it.
The questions you get and the feedback you receive can be used to develop your understanding further.
When we investigate if something is true or not, new evidence and methods of experimentation should show a stronger effect, not a weaker one.
We must refine the method for getting at the real truth. If re-tests get weaker and weaker effects, it's likely not true to the magnitude we hoped for.
The areas where you are struggling to explain the points in simple terms or forget something important are where you have some gaps in your understanding.
Now that you know your gaps, go back to the source material. Look up definitions. Augment with other sources. When you can say something in multiple ways using different words, you really understand the subject.
Many of the errors that people make come because they don't know they're missing the information they need.
Unless someone can demonstrate a truth to you with real experiments, there's no point in considering their knowledge.
In both children and adults, being in ‘play mode’ is an essential and overlooked factor in the quest to learn about our surroundings, discovering our capabilities and finding new information. Not having a goal in mind helps develop free form creativity and experimentation.
When we are not pressured or in any obligation, we feel unrestricted and our relaxed mind forms new connections, ideas and innovative concepts, becoming a fertile ground for creativity.
Why is marking a book indispensable to reading it?
First, it keeps you awake, not merely conscious, but wide awake.
Second, reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The person who says he knows what he thinks but cannot express it usually does not know what he thinks.
Third, writing your reactions down helps you to remember the thoughts of the author.
The best-case scenario is seldom the one that happens. It is okay to hope for the best. Some degree of optimism is necessary for trying anything new. Without it, we would not start a business or enter a new relationship.
Even when the best-case scenario comes to pass, it rarely unfolds according to plan. Unforeseen problems may appear due to lack of information. Or our ideas may take much longer to implement.
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