<ul><li>The Feynman technique can be used to learn anything.</li><li>It was devised by the Nobel laureate Richard Feynman.</li><li>The idea is that when you can teach something in the simplest way possible, you will master it.</li></ul>

Feynman Technique

The goal of learning is to understand the world better. But more often than not, the way we learn doesn't help us to achieve this.You end up memorizing something exactly as it's written in a book or as the teacher explained it to you, so it doesn't take long for this knowledge to disappear.This is where the Feynman technique comes in.The idea is to make things simple enough for anyone to understand. In doing this, you can acquire a deep understanding of the topic you're studying.It includes 4 steps:

Need For Feynman Technique

Feynman's technique isn't limited to mathematics or physics. You can apply it to anything.

1. Choose a topic and start studying it

This step allows you to establish whether you've learned what you studied or you just thought you had.Explain the concept in your own words as if you were trying to teach it to a child.When you try to break things down into simple ideas with plainer vocabulary, you'll realize whether or not your knowledge of the subject is sufficient.This makes it easy to identify any gaps in your knowledge.

2. Explain the topic to a child

Only when you can explain the subject in simple terms will you understand it.This means the knowledge will stick with you and not disappear, as it can when you try to memorize something.Review your notes and study material for anything you still don't understand.Try to explain it to yourself in an easy way. If it's too difficult or if you have to use terms from a textbook, then you still haven't got it.

3. Go back to the study material when you get stuck

Don't stop until you can deliver a simple, natural explanation.Go back to steps two and three as many times as you need.It probably won't take as long as you think.

4. Organize and review

"You must not fool yourself, and you are the easiest person to fool."

Nobel laureate Richard Feynman's  technique to learn and understand concepts deeply and easily includes 4 steps ; check them out

Richard Feynman thought simplicity was key to learning: you truly understand a topic when you can explain it in the simplest way possible.

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Learning & Education

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Problem Solving

A Nobel Prize winner's simple technique for learning anything quickly and effectively

Los supervivientes de los campos aún recordamos a los hombres que iban a los barracones a consolar a los demás, ofreciéndoles su único mendrugo de pan. Quizás no fueron muchos, pero esos pocos son una muestra irrefutable de que al hombre se le puede arrebatar todo, salvo una cosa: la libertad humana —la libre elección de la acción personal ante las circunstancias— para elegir el propio camino.

¿Qué es lo único que no se le puede arrebatar al humano?

En esas condiciones, al hombre se le niega el valor de la creación o de la vivencia, pero aun así la vida ofrece un sentido.De manera que todos los aspectos de la vida son significativos; también el sufrimiento. Si hay un sentido en la vida, entonces debe de haber un sentido en el sufrimiento.La experiencia indica que el sufrimiento es parte sustancial de la vida, como el destino y la muerte. Sin ellos, la existencia quedaría incompleta.

El sufrimiento en la vida

En una ocasión leí la carta de un joven enfermo a un amigo; en ella le comunicaba que no le quedaba mucho tiempo de vida, que ni siquiera una intervención quirúrgica podría ya salvarlo. Continuaba recordando una película que había visto en la que el protagonista encaraba la muerte con dignidad y coraje. En ese entonces pensaba en el privilegio que suponía enfrentarse a la muerte con esa dignidad, y ahora —escribía— el destino le brindaba una oportunidad semejante.

Encarar la muerte con dignidad y coraje

Considerar la «vida provisional» como algo irreal constituía ya de por sí un factor primordial para que los prisioneros se desentendieran de su vida, pues todo carecía de sentido. Esas personas olvidaban que, muchas veces, las circunstancias excepcionalmente adversas otorgan al hombre la oportunidad de crecer espiritualmente más allá de sí mismo. En vez de aprovechar las dificultades del campo para probar su entereza, juzgaban errónea su situación, un paréntesis inconsistente del destino. Preferían cerrar los ojos y refugiarse en el pasado. Para esas personas, la vida perdía todo su sentido.

La oportunidad de crecer en la adversidad 

Debemos aprender por nosotros mismos, y enseñar a los hombres desesperados, que en realidad no importa lo que esperamos de la vida, sino que importa lo que la vida espera de nosotros. Hablando en términos filosóficos podríamos decir que se trata de una especie de giro copernicano: tenemos que dejar de preguntar por el sentido de la vida y en su lugar percatarnos de que es la vida la que nos plantea preguntas, cada día y a cada hora. Preguntas a las que no hemos de responder con reflexiones o palabras, sino con el valor de una conducta recta y adecuada.

La vida y sus preguntas (1/2)

En última instancia, vivir significa asumir la responsabilidad de encontrar la respuesta correcta a las cuestiones que la vida plantea, cumpliendo la obligación que nos asigna.Esas obligaciones y tareas, y en consecuencia el sentido de la vida, difieren en cada hombre, en un momento u otro, de manera que resulta imposible concebir el sentido de la vida en términos abstractos. Nunca se podrá responder a la pregunta sobre el sentido de la vida con afirmaciones absolutas. «Vida» no significa algo vago, sino real y concreto, del mismo modo que las tareas que nos impone son muy reales y concretas.

La vida y sus preguntas (2/2)

El Doctor Frankl, psiquiatra y escritor, suele preguntar a sus pacientes aquejados de multiples padecimientos: Por que no se suicida usted? Y muchas veces, de las respuestas extrae una orientacion para la psicoterapia a aplicar: a este, lo que le ata a la vida son los hijos; al otro, un talento, una habilidad sin explotar; a un tercero, quizas, solo unos cuantos recuerdos que merece la pena rescatar del olvido. Tejer estas tenues hebras de vidas rotas en una urdimbre firme, coherente, significativa y responsable es el objeto con que se enfrenta la logoterapia. En esta obra, Viktor E. Frankl explica la experiencia que le llevo al descubrimiento de la logoterapia. Prisionero, durante mucho tiempo, en los desalmados campos de concentracion, el mismo sintio en su propio ser lo que significaba una existencia desnuda. Como pudo el que todo lo habIa perdido, que habia visto destruir todo lo que valia la pena, que padecio hambre, frio, brutalidades sin fin, que tantas veces estuvo a punto del exterminio, como pudo aceptar que la vida fuera digna de vivirla? El psiquiatra que personalmente ha tenido que enfrentarse a tales rigores merece que se le escuche, pues nadie como el para juzgar nuestra condicion humana sabia y compasivamente. Las palabras del doctor Frankl alcanzan un temple sorprendentemente esperanzador sobre la capacidad humana de trascender sus dificultades y descubrir la verdad conveniente y orientadora.

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A prominent Viennese psychiatrist before the war, Viktor Frankl was uniquely able to observe the way that he and other inmates coped with the experience of being in Auschwitz. He noticed that it was the men who comforted others and who gave away their last piece of bread who survived the longest - and who offered proof that everything can be taken away from us except the ability to choose our attitude in any given set of circumstances. The sort of person the prisoner became was the result of an inner decision and not of camp influences alone. Only those who allowed their inner hold on their moral and spiritual selves to subside eventually fell victim to the camp's degenerating influence - while those who made a victory of those experiences turned them into an inner triumph. Frankl came to believe that man's deepest desire is to search for meaning and purpose. This outstanding work offers us all a way to transcend suffering and find significance in the art of living.

Viktor Emil Frankl M.D., Ph.D., was an Austrian neurologist and psychiatrist as well as a Holocaust survivor. Frankl was the founder of logotherapy, which is a form of Existential Analysis, the "Third Viennese School" of psychotherapy.His book Man's Search for Meaning (first published under a different title in 1959: From Death-Camp to Existentialism. Originally published in 1946 as Ein Psycholog erlebt das Konzentrationslager) chronicles his experiences as a concentration camp inmate and describes his psychotherapeutic method of finding meaning in all forms of existence, even the most sordid ones, and thus a reason to continue living. He was one of the key figures in existential therapy.

Viktor E. Frankl

Man's Search for Meaning

El Hombre En Busca Del Sentido

.If you apply yourself to something or apply your mind to something, you concentrate hard on doing it or on thinking about it.

Application Of Mind

🌈Be Conscious About What You're Putting in Your Head. ...🌈Work on Desire. ...🌈Have the Right Sources. ...🌈Give Yourself a Drive to Learn. ...🌈Be Open to Change. ...🌈Allow Yourself to Be Creative or Successful. ...🌈Don't Let Others' Thoughts Influence You. ...🌈Be Around Positive People and Things.

Ways To Use Your Mind Power

💢 Try puzzles.💢Play cards.💢Build vocabulary.💢Dance.💢Use your senses.💢Learn a new skill.💢Teach a skill.🌈Listen to music.

Things Help You In Stay Sharp

Natural Ways To Boost Your Brain Power & Sharpen Your Mind🌈Practice meditation to decrease stress. ...🌈Take up cognitive training exercises. ...🌈Exercise your body—for your brain. ...🌈Practice deep listening. ...🌈Ditch the sugar. ...🌈Nourish your brain with antioxidants. ...🌈Sleep on it.

Natural Ways To Boost Your Brain Power & Sharpen Your Mind

Hey beautiful people today we are going to learn how to stay sharp at every situation please follow and support 😁

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Research by the McKinsey Global Institute has looked at the kind of jobs that will be lost, as well as those that will be created, as automation, AI, and robotics take hold. And it has inferred the type of high-level skills that will become increasingly important as a result.The need for manual and physical skills, as well as basic cognitive ones, will decline, but demand for technological, social and emotional, and higher cognitive skills will grow.

The Jobs Of The Future

In a labor market that is more automated, digital, and dynamic, all citizens will benefit from having a set of foundational skills that help them fulfill the following three criteria, no matter the sector in which they work or their occupation:<ul><li>add value beyond what can be done by automated systems and intelligent machines</li><li>operate in a digital environment</li><li>continually adapt to new ways of working and new occupations</li></ul>

Defining Foundational Skills for Citizens

Looking at the extensive research, the research team identified 56 distinct elements of talent (DELTAs) that fall within these skills groups. They are called DELTAs, rather than skills, because they are a mix of skills and attitudes. “Adaptability” and “coping with uncertainty” are attitudes, for example.

56 DELTAs(Distinct Elements Of Talent)

Eighteen thousand people from 15 countries completed the online questionnaire and were given a score on a scale of 0 to 100 for each DELTA.The results showed respondents’ proficiency was lowest in two skill groups in the digital category—software use and development and understanding digital systems. Proficiency in the skill groups for communication and planning and ways of working—both in the cognitive category—was also lower than average.

Evaluating proficiency levels for DELTAs

Overall, survey participants with a university degree had higher average DELTA proficiency scores than those without, suggesting—perhaps not surprisingly—that participants with higher levels of education are better prepared for changes in the workplace. However, a higher level of education is not associated with higher proficiency in all DELTAs. The association holds true for many DELTAs

The Role Of Education

Holding all variables constant—including demographic variables and proficiency in all other elements - research showed employment was most strongly associated with proficiency in several DELTAs within the self-leadership category, namely “adaptability,” “coping with uncertainty,” “synthesizing messages,” and “achievement orientation.

The Intangible Soft Skills

Digital proficiency seems to be particularly associated with higher incomes: a respondent with higher digital proficiency across all digital DELTAs was 41 percent more likely to earn a top-quintile income than respondents with lower digital proficiency.
The equivalent comparison was 30 percent for cognitive DELTAs, 24 percent for self-leadership DELTAs, and 14 percent for interpersonal DELTAs.

Being Digitally Proficient

Job satisfaction is also associated with certain DELTAs, especially those in the self-leadership category. Holding all variables, including income, constant, “self-motivation and wellness,” “coping with uncertainty,” and “self-confidence,” had the highest impact on respondents’ job satisfaction

Job Satisfaction

The research findings help define the particular skills citizens are likely to require in the future world of work and suggest how proficiency in them can influence work-related outcomes, namely employment, income, and job satisfaction.

Shaping Education And Adult Learning

Research suggests governments could consider reviewing and updating curricula to focus more strongly on the DELTAs. Given the weak correlation between proficiency in self-leadership and interpersonal DELTAs and higher levels of education, a strong curricula focus on these soft skills may be appropriate.
Governments could consider setting up institutions for research and innovation in education to fund the research, facilitate researchers’ access to schools to test innovative solutions, and establish which methods work for which DELTAs.

Steps The Government Can Take: Reform Education Systems

The majority of respondents we surveyed—like the majority of people in society at large—were no longer in national education systems. Raising proficiency in the DELTAs would therefore require continuous adult training. The fact that proficiency in digital DELTAs—shown to improve the chances of achieving higher incomes—was lower among older survey respondents who had left the national educational system illustrates this point.

Steps The Government Can Take: Reform Adult-Training Systems

AI algorithms could guide users on whether they need to upskill or reskill for a new profession and shortlist relevant training programs. To develop accurate algorithms, governments would need to collect and organize data on market demand for jobs and skills, as well as data on training programs. Programs listed should include those that teach DELTAs correlated to work-related outcomes. Self-leadership DELTAs could be particularly important given their link to employment.

Encouraging Relevant Adult Learning: Establish an AI Aggregator of Training Programs

Occupation-based qualifications risk becoming outdated rapidly as occupations requiring new skills emerge. Hence, skills-based accreditation may better suit employers’ needs. Providers could develop programs that cover the practical skills and DELTAs required to perform a certain occupation, but add new components or remove old ones as those occupations evolved. Several AI start-ups have developed algorithms capable of identifying and updating the skill sets required for different occupations. Governments could adapt these to enable a dynamic, skill-based certification system.

Encouraging Relevant Adult Learning: Skill-Based Certification System

Some governments award lifelong learning grants to their citizens, who can enrol in training programs within a national aggregator. To help equip citizens for the future world of work, governments could funnel funds toward programs that include the DELTAs associated with employment. For example, trainees could be offered spending vouchers for particular programs only, while funding to program providers could be conditional upon employment outcomes or the provision of training modules that include certain DELTAs.

Encouraging Relevant Adult Learning: Fund Schemes That Encourage a Higher Focus on DELTAs

Most children around the world have access to primary and secondary schooling, but not all of it is of high quality, and early education for the very young—the best age at which to develop certain mindsets and attitudes—is unaffordable for most people in most countries. Today’s technological revolution should drive further expansion to ensure universal, high-quality, affordable access to education from early childhood to retirement and to ensure that curricula include the DELTAs that will future-proof citizens’ skills in the world of work.

Ensure Affordability of Lifelong Education

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Defining the skills citizens will need in the future world of work

Learn from people who are doing better than you or can help you learn a little bit more

Learn From Others

Learning for the sake of knowledge will lead to nowhere.... Learn.. Implement... Re-learn

Implement

Learn to distil feedback from doers that is helpful versus side liners (best ignored)

Criticism Vs Feedback

We spend most of our days practicing memorization of facts that we’ll probably never use. School dulled my brain down. It killed the natural spark of creativity I had for music because, according to…

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Habits

Become a Learning Machine, to Get Exactly What You Want (Faster)

<ul><li>PURPOSE of speech/talks: To find out the purpose of your speech, answer the following questions .Why are you giving this speech?, For whom are you giving this speech?, Who is listening to it? What the listeners should do with your speech?</li></ul>

improve your 'Public Speaking' skills. They are: 

PREPARATION: Always prepare well for your speech.i) Research about your topic thoroughly using the internet and make notes. This research will give you confidence and new details about the topic which you did not know. ii) Make a structure of your speech with points which are relevant to your audience. A speech includes: Powerful Introduction, Main Body and Conclusion. iii)Rehearse well for your speech. Start rehearsing alone with mirror, mobile camera and later ask your family & friends to see you rehearse and ask for their feedbacks. Rehearsals boosts your confidence.

improve your 'Public Speaking' skills. They are:

PERFORMANCE: If you do not perform your speech well, then it will not be impactful. People should be engaged with your speech. Things to remember: i) Having a good Body Language is important in any speech. Your dressing, maintaining eye contact with the audience, modulating your voice, all define your performance.ii) Always add some humour to your speech to engage with your audience.

improve your 'Public Speaking' skills

PARTICIPATION: Audience participation/engagement in your speech is critical. To do this add questions, fun facts, jokes, and if you know people in the audience then call out their names and talk. All this leads to engagement.

improve your 'Public Speaking' skills. 

Effective public speaking skills can help with career advancement, as they indicate creativity, critical thinking skills, leadership abilities, poise, and professionalism, qualities which are very valuable for the job market. Speaking at events and conferences is a good way of building credibility.

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Communication

Public Speaking skills 

Curiosity drives most of us to learn something new. However, turning the desire for knowledge into new capabilities requires a plan that consists of small, clear goals. The most effective strategy for reaching learning goals consists of three main elements. ﻿The 3 x 3 x 3 approach<ol><li>Three clear and immediate goals.</li><li>Three months in which to meet those goals.</li><li>Three other people who are able to support and monitor your progress on goals and hold you accountable.</li></ol>

Learning something new

When setting development goals, focus on only three goals at any time. More may be counterproductive and divide your focus and energy. On the other hand, too few may cause you to miss opportunities to broaden your impact and increase performance. For example, a mid-career professional might want to work on being a better coach for employees, broaden her network of contacts in the industry, and improve her enterprise-wide focus in leadership meetings.

Three goals: The Goldilocks zone.

Setting a limited time helps you understand the importance of building a plan and process to achieve the goal you've set. The ideal time may vary depending on the goal. However, three months is often effective for achieving development goals. <ol><li>Three months is enough "runway" time to make clear progress. The period forces us to be specific in our goals.</li><li>Three months aligns with many natural rhythms, such as quarterly reporting or updates.</li><li>Three months forces us to break down longer-term goals into achievable parts.</li></ol>

Three months

We naturally prefer to keep our goals to ourselves. It prevents embarrassment if we don't achieve those goals. However, involving others in our learning is the most powerful way to reach our goals. For example, people find it easier to lose weight or exercise regularly when they're part of a support network instead of trying on their own. There is no limit to how many people you can enlist to support you. However, try to include at least three people. It creates a healthy discipline in understanding what kind of support you need.

Three people to help with your development goals

The 3x3x3 approach is an effective strategy to continually learn, grow, and achieve development goals.

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Philosophy

Intentional learning in practice: A 3x3x3 approach

Inert knowledge is learning information without understanding it, which means you have a limited ability to recognise, express or use it. <ul><li>For example, memorising a math formula without understanding its meaning or implication. Students can learn stuff, pass examinations, and not understand what they have memorised.</li><li>Inert knowledge in language learning is memorising a grammatical rule without understanding what the rule means or how to use it.</li></ul>

Inert knowledge: Learning without understanding

The person knows something, but doesn't understand it, and can't do much with it. <ul><li>They don't understand what the knowledge means, its implications, or how it connects to other knowledge.</li><li>When it's presented in different ways or contexts, they do not recognise it.</li><li>They are unable to apply it in practice or don't know how to use it when there are minor adjustments.</li></ul>

When knowledge is considered inert

“You need facts to make sense; they are the basis for understanding, but they are never enough. Inertia as pathology describes those states of mind where people come to know something but simply can’t go beyond the facts, can’t synthesize them, think with them, or apply them in another situation.”

Bloom's taxonomy describes six major types of abilities based on educational goals:<ul><li>Remembering: Recalling the relevant information from long-term memory.</li><li>Understanding information: Interpreting it, summarising, explaining, and giving relevant examples.</li><li>Application: Implementing information.</li><li>Analysing, such as organising it and understanding how these parts relate to each other.</li><li>Evaluating: Critiquing the information and making relevant judgments.</li><li>Creating new things based on the information.</li></ul>

Six types of abilities in the context of educational goals

It is important to understand the difference between knowledge-telling and knowledge building. <ul><li>Knowledge-telling is a shallow engagement with knowledge, generally by reading or memorising without analysing or reflecting.</li><li>Knowledge-building is engaging deeply with study material by analysing it in-depth and looking at it from various angles.</li></ul>

Knowledge-telling and knowledge-building

There are two main approaches in education to avoid inert knowledge: Teach in a way that encourages the development of active knowledge. When teaching students about a certain concept,<ul><li>help them to understand what it means,</li><li>how it connects to other things, and</li><li>how to apply the information in practice.</li></ul> Encourage people to learn in a way that encourages the development of active knowledge.<ul><li>Explain the concept of inert knowledge to students.</li><li>Explain why it is a problem</li><li>Encourage them to ask themselves guiding questions when they learn new material.</li></ul>

Avoiding inert knowledge in education

“Education with inert ideas is not only useless: it is, above all things, harmful—Corruptio optimi, pessima [the corruption of the best is the worst of all].”

The Problem of Knowing Without Understanding – Effectiviology

If you look carefully at the title what is this mean? it means if you will do your work you will become a productivity athelete. Like one said that Athelete is very important role in our life. So there are following ways to become a productivity athelete -:1. Manage your energy not time - If you take a moment to think about it, you'll get your answer. What type of energy do you have in the morning? In the afternoon? In the evening? Or night? Yes you'll get your answer through this question.

Productivity Athelete

If you only do one thing each day then spend a few minutes to organize to-do list for tomorrow. It takes 10 minutes that night and saves 2-3 hours the next day. I do this every day at that night and i don't want to store all my ideas in my brain, i wrote in a list or a copy so that my brain will also relax and i know all the things that what I prepared last night

Prepare The Night Before

This advice already given by all the people but i just want to make sure that if you do all this you'll get rid of your phone. Just give it to your friend or whomsoever you want to give just give it and then say don't give me back until I'm done with my work.

Turn Off Your Phone And DND

Yes it is very important when you done with your work and you have 10 minutes break then just walk around. And while studying or what you are doing just frequently walk.

Movement Of Your Body

These ideas is very important for all of you so that you can do all the things that you want to do. And yes, we all can do it.

new things is a huge part of life -- we should always be striving to learn and grow. But it takes time, and time is precious. So how can you make the most of your time by speeding up the learning process? Thanks to neuroscience, we now have a better understanding of how we learn and the most effective ways our brains process and hold on to information.

Proven Ways to Learn Faster

While taking notes by hand is slower and more cumbersome than typing, the act of writing out the information fosters comprehension and retention. Reframing the information in your own words helps you retain the information longer, meaning you’ll have better recall and will perform better on tests.

Take notes with pen and paper.

The better your notes are, the faster you’ll learn. Knowing how to take thorough and accurate notes will help you remember concepts, gain a deeper understanding of the topic and develop meaningful learning skills. So, before you learn a new topic, make sure you learn different strategies for note taking, such as the Cornell Method, which helps you organize class notes into easily digestible summaries.

Have effective note-taking skills.

Whatever method you use, some basic tips for note taking include: 🔥Listen and take notes in your own words.🔥Leave spaces and lines between main ideas so you can revisit them later and add information.🔥Develop a consistent system of abbreviations and symbols to save time.🔥Write in phrases, not complete sentences.🔥Learn to pull out important information and ignore trivial information.

Method

You have a big project or a major presentation tomorrow and you’re not prepared. If you’re like many of us, you stay up too late trying to cram beforehand. Surely your hard work will be rewarded, even if you’re exhausted the next day… right? However, that’s not the most efficient way for our brains to process information.

Study, sleep, more study.

If you're learning a skill, don’t do the same thing over and over. Making slight changes during repeated practice sessions will help you master a skill faster than doing it the same way every time. In one study of people who learned a computer-based motor skill, those who learned a skill and then had a modified practice session where they practiced the skill in a slightly different way performed better than those who repeated the original task over and over.

Modify your practice.

Learning is a key to success stay in Play

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