How to Learn Anything... Fast [ RSA Talk : Josh Kaufman ]

Visual book review: The First 20 Hours: How to Learn Anything… Fast (Josh Kaufman) – The idea of learning a new skill can be overwhelming. If you break the skill down into specific things you can learn, it becomes much more manageable. Tim Ferris used this to hack cooking (video) by dissociating it from shopping for groceries or cleaning up. Josh Kaufman’s new book The First 20 Hours fleshes out how to rapidly learn, illustrating it with stories, examples, and practical tips for a wide range of skills. A key insight? Feel free to share this visual book review! The biggest new thing that I don’t yet intrinsically enjoy is strength training, which (as the name indicates) is probably more about training – my body has to adapt to it, and that takes time. So, let’s pick another skill. Creating animated videos (and not cheesy fake-written ones, either)Programming speech recognition macros (NatLink)Visualizing data with D3.js or other visualization libraries Of the three, I think visualizing data with D3.js will be the most fun for me.

STEM fields STEM is an acronym referring to the academic disciplines of science,[note 1] technology, engineering, and mathematics.[2] The term is typically used when addressing education policy and curriculum choices in schools to improve competitiveness in science and technology development. It has implications for workforce development, national security concerns and immigration policy.[2] The acronym arose in common use shortly after an interagency meeting on science education held at the National Science Foundation chaired by the then NSF director Rita Colwell. A director from the Office of Science division of Workforce Development for Teachers and Scientists suggested the change from the older acronym SMET to STEM. Dr. Colwell, expressing some dislike for the older acronym, responded by suggesting NSF to institute the change. Other variations[edit] United States[edit] National Science Foundation[edit] Immigration policy[edit] STEM-eligible degrees in US immigration[edit] Education[edit] Jobs[edit]

Bruce Lee’s Never Before Revealed Letters to Himself About Authenticity, Personal Development, and the Measure of Success “This is the entire essence of life: Who are you? What are you?” So wrote young Leo Tolstoy in his diary of moral development. Bruce Lee (November 27, 1940–July 20, 1973) was around Tolstoy’s age when he turned to this central question of existence more than a century later and approached it with the same subtleness of insight and sincerity of spirit with which he approached all of life. Revered by generations as the greatest martial artist in popular culture, Lee is increasingly being recognized as the unheralded philosopher that he was, from his famous metaphor for resilience to his recently revealed unpublished writings on willpower, imagination, and confidence. But his most intently philosophical work was the personal credo statement he wrote in the final year of his life, at the age of thirty-one, as a series of letters to himself under the heading “In My Own Process.” The timing of “In My Own Process” is also significant, for Lee began writing it at a pivotal point in his life.

The Ultimate Guide to Learning Anything Faster “If only I learned about investing when I was still in my early twenties…” If only. For many of us, there are more things we want to learn than we have time for. And as information becomes more readily accessible online, the number of things we want to learn has only increased. That means that the only variable we can actually control is the time we spend learning them. Related: 6 Practical Steps to Learning How to Build a Startup Shortening the learning curve is a topic that’s been studied for many years, and this guide will cover the fundamental core principles of learning faster. So, here are those principles: 1. Why reinvent a wheel that’s already been created? Think back to a time when you first learned how to speak a new language or obtain a new skill. In order to achieve mastery faster, our first step should be to consult the top players in the field, and model the path they have already carved out for us. 2. Related: Here Are 3 Unorthodox Techniques for Learning Leadership Skill 3.

Discipline (academia) A discipline (or specialism) is knowledge or a concentration in one academic field of study or profession. A discipline incorporates expertise, people, projects, communities, challenges, studies, inquiry, and research areas that are strongly associated with academic areas of study or areas of professional practice. For example, the branches of science are commonly referred to as the scientific disciplines. Gravitation is strongly associated with the discipline of physics, and is considered to be part of that disciplinary knowledge. Disciplinary knowledge associated with academic disciplines and professions are referred to as experts or specialists. Closely associated concepts include multidisciplinarity, interdisciplinarity, transdisciplinarity, and crossdisciplinarity, which address problems arising out of the isolation that accompanies the specialization inherent in disciplines. Prior to the 20th century, categories were broad and general. Over time, disciplines evolve and connect.

Global Warming and Violent Behavior – Association for Psychological Science – APS Environmental scientists from multiple disciplines have overwhelmingly acknowledged human-driven climate change as fact. Similarly indisputable is the fact that the effects of rising temperatures will be global in scope and resoundingly negative: droughts, coastal city flooding, decreased food production, and extreme weather, to name just a few. What you may not have considered, however, are some of the subtler psychological and social consequences of rapid climate change — including aggression and violent conflict. A growing body of evidence shows that rapid global warming can (and is) increasing violent behavior in three different ways. When people get uncomfortably hot, their tempers, irritability, and likelihood of physical aggression and violence increase. This is perhaps best demonstrated in a series of laboratory studies conducted by APS Fellow Craig A. Although laboratory forms of aggression may seem trivial, other studies illustrate the deadly implications of these findings.

Debunking the Myth of the 10,000-Hours Rule: What It Actually Takes to Reach Genius-Level Excellence by Maria Popova How top-down attention, feedback loops, and daydreaming play into the science of success. The question of what it takes to excel — to reach genius-level acumen at a chosen endeavor — has occupied psychologists for decades and philosophers for centuries. Groundbreaking research has pointed to “grit” as a better predictor of success than IQ, while psychologists have admonished against the dangers of slipping into autopilot in the quest for skill improvement. In recent years, one of the most persistent pop-psychology claims has been the myth of the “10,000-hour rule” — the idea that this is the amount of time one must invest in practice in order to reach meaningful success in any field. The “10,000-hour rule” — that this level of practice holds the secret to great success in any field — has become sacrosanct gospel, echoed on websites and recited as litany in high-performance workshops. Illustration by Vladimir Radunsky from Mark Twain's 'Advice to Little Girls.'

Curriculum In formal education, a curriculum (/kəˈrɪkjʉləm/; plural: curricula /kəˈrɪkjʉlə/ or curriculums) is the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. This process includes the use of literacies and datagogies that are interwoven through the use of digital media and/or texts that address the complexities of learning. Other definitions combine various elements to describe curriculum as follows: All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (John Kerr)Outlines the skills, performances, attitudes, and values pupils are expected to learn from schooling. It includes statements of desired pupil outcomes, descriptions of materials, and the planned sequence that will be used to help pupils attain the outcomes.The total learning experience provided by a school. Etymology[edit] Beliefs[edit] Robert M.

Rubric (academic) In education terminology, scoring rubric means "a standard of performance for a defined population".[1] The traditional meanings of the word rubric stem from "a heading on a document (often written in red — from Latin, rubrica), or a direction for conducting church services"[citation needed]. As shown in the 1977 introduction to the International Classification of Diseases-9,[2] the term has long been used as medical labels for diseases and procedures. The bridge from medicine to education occurred through the construction of "Standardized Developmental Ratings." These were first defined for writing assessment in the mid-1970s[3] and used to train raters for New York State's Regents Exam in Writing by the late 1970s.[4] That exam required raters to use multidimensional standardized developmental ratings to determine a holistic score. The term "rubrics" was applied to such ratings by Grubb, 1981[5] in a book advocating holistic scoring rather than developmental rubrics.

Glossary of Critical Thinking Terms Glossary: A-B accurate: Free from errors, mistakes, or distortion. Correct connotes little more than absence of error; accurate implies a positive exercise of one to obtain conformity with fact or truth; exact stresses perfect conformity to fact, truth, or some standard; precise suggests minute accuracy of detail. Accuracy is an important goal in critical thinking, though it is almost always a matter of degree. It is also important to recognize that making mistakes is an essential part of learning and that it is far better that students make their own mistakes, than that they parrot the thinking of the text or teacher. ambiguous: A sentence having two or more possible meanings. analyze: To break up a whole into its parts, to examine in detail so as to determine the nature of, to look more deeply into an issue or situation. argument: A reason or reasons offered for or against something, the offering of such reasons. to assume: To take for granted or to presuppose. authority: Back to top

Developing critical thinking It means not taking what you hear or read at face value, but using your critical faculties to weigh up the evidence, and considering the implications and conclusions of what the writer is saying. Imagine two situations. On the first, you are on a country walk and you come across a notice which tells you not to attempt to climb a fence because of risk of electrocution. Would you pause to consider before obeying this instruction? An allied skill is the ability to analyse – that is, to read or listen for the following points: How robust are the points presented as evidence? The key to critical thinking is to develop an impersonal approach which looks at arguments and facts and which lays aside personal views and feelings. Debate: arguing different points of view. Critical and analytical thinking should be applied at all points in academic study - to selecting information, reading, writing, speaking and listening. Selecting information critically For books, who is the publisher? 1. 2. 3.

Your Deceptive Mind: A Scientific Guide to Critical Thinking Skills " I enjoyed this course. I found it very informative, bringing together a lot of seemingly disparate ideas under the umbrella of our need to be more critical about the information we receive on any subject. Much of the first part of the course reminded me of Daniel Kahneman’s book Thinking Fast and Slow because of the way Professor Novella highlighted vulnerabilities in our way of thinking. For example, our brain tends to grab on to patterns and reduce complexity to more accessible judgments in order to make sense of information, even if those patterns serve as more of a shortcut to understanding and therefore are not fully reliable. Throughout the course Dr. Dr. This is all very interesting, and I would say that course title “The Deceptive Mind” lives up to its name. To conclude, I think this is one of those courses that should appeal to a very wide audience and sets a solid foundation for further inquiry into other subject areas."

Guide to academic methods, critical thinking and theory: Overview for journalists Journalist's Resource: Research for Reporting, from Harvard Shorenstein Center Journalists constantly face the challenge of explaining why things happened: What were the factors in an election victory? What are the reasons behind housing segregation in a city? What is the explanation for a low-performing school? In daily journalism, we are often content to quote relevant sources or officials, and let them do the “explaining.” But great journalism can do much more than that, particularly if more rigorous thinking and methods are applied. Though journalists need not understand all of the analytical tools of academics, they can benefit from understanding how critical thinking operates in the research world — and using it to their advantage. There are two reasons why: First, knowing the precise meaning of research-related terms such as “independent variable” or symbols such as “n” can help journalists read and evaluate important studies more effectively. Definitions of the term “theory” offered by social science philosophers are cryptic and diverse. 1. 2. 3. 4. 5. 6.

Henry A. Giroux | Thinking Dangerously in an Age of Political Betrayal (Image: Jared Rodriguez / Truthout)Thinking is not the intellectual reproduction of what already exists anyway. As long as it doesn't break off, thinking has a secure hold on possibility. . . . Open thinking points beyond itself. - Theodor Adorno That is, there are no dangerous thoughts for the simple reason that thinking itself is such a dangerous enterprise. . . . nonthinking is even more dangerous. - Hannah Arendt Thinking has become dangerous in the United States. At a time when anti-intellectualism runs rampant throughout popular culture and the political landscape, it seems imperative to once again remind ourselves of how important critical thought as a crucible for thinking analytically can be both a resource and an indispensable tool. At the same time there are many students who find the esoteric language associated with dangerous thinking and critical thought to be too difficult to master or engage. Also hear: Derrick Jensen | Interview With Henry A. Also see: Henry A.