- Aug 2023
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www.youtube.com www.youtube.com
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(~13:00) Koe argues for making information relevant (Dr. Sung always says you must make info relevant) through the learning for the solving of a particular problem, either for a client, your business, or your personal life. Your problem becomes the lense through which you learn.
For self-education this is ideal.
Dr. Sung's approach differs in that he advocates for the creation of relevancy through inquiry (the asking of relational questions) which is also incredibly powerful, however this is more suited to gaining more motivation for forced learning, i.e., in the formal education system.
In addition, Koe's lense is, I think, more of a high-level filter, whereas Sung's questioning is applicable on the content level. Therefore, both approaches could be, and should be, combined into the same overall (self-)educational system.
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Dan Koe seems to argue against a specialistic education based on the argument that it is nigh-impossible for a teenager to decide what they want (to be) for the rest of their lives. He also gives the argument that it results in a lack of creativity and underlying knowledge (that which connects the dots, instead of compartmentalization) which would result in abnormal performance.
I can bypass the limitation of the first point by giving the counter-point that when one has an insane amount of metacognition, which can be trained, it does not matter if one changes path later; why? Because one can easily learn the new subject matter and skills.
However, the second point is interesting and I think I agree with it. That said, I think there is a continuum, instead of only two points, between super-specialists and super-generalists. I myself enjoy specializing. And I believe a team of specialists (that can also work together) can accomplish much more than one (or even multiple) generalist.
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- Jul 2023
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www.youtube.com www.youtube.com
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GRINDE mapping: 1. Grouped: grouping knowledge together 2. Reflective: reflective of your (non-linear) thinking 3. Interconnected: making more & distant connections (stronger than the groups) 4. Non-verbal (visuals) 5. Directional: which relations are the strongest, in which order can you sequence them? 6. Emphasise (visually) the most important things (see directional as well)
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- Apr 2023
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bigthink.com bigthink.com
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One way to weed those out is to begin with the most basic question we can formulate. Conceptual artist Jonathon Keats calls these “naive questions.” Geochemist Hope Jahren calls them “curiosity questions.” Whatever the label, they are, in essence, the kind of question a child could come up with.Progressing from such questions requires us to dig deeper and slow down our thinking — which, in turn, may reveal to us unknown unknowns or information we may have missed last time we explored the topic.
For the intellectual worker, an Antinet can be used to keep track of such questions and the thought-lines corresponding to these questions.
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We can be bolder about asking questions in public and encouraging others to pursue their curiosity, too. In that encouragement, we help create an environment where those around us feel safe from the shame and humiliation they may feel in revealing a lack of knowledge about a subject, which can round back to us.
As an educator, be courageous, lead by example. Start by asking questions out loud, not only those you wish students to answer, but also those you genuinely don't know, and wish to research together with your students.
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Many people, myself included, can find asking questions to be daunting. It fills us with worry and self-doubt, as though the act of being inquisitive is an all-too-public admission of our ignorance. Unfortunately, this can also lead us to find solace in answers — no matter how shaky our understanding of the facts may be — rather than risk looking stupid in front of others or even to ourselves.
Asking questions is how we learn. Do not avoid it for the sake of not looking stupid. That is stupid. Inquiry-Based Learning.
As Confucius said: "The one who asks a question is a fool for a minute, the one who doesn't ask is a fool for life."
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- Mar 2023
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www.demorgen.be www.demorgen.be
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“Hij kwam tot de conclusie dat leerlingen drie keer op een andere manier met de leerstof in aanraking moesten komen om de materie te begrijpen”
Interleaving
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nesslabs.com nesslabs.com
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The state of current technology greatly impacts our ability to manipulate information, which in turn exerts influence on our ability to develop new ideas and technologies. Tools designed to enable networked thinking are a step in the direction of Douglas Engelbart’s vision of augmenting the human intellect, resulting in “more-rapid comprehension, better comprehension, the possibility of gaining a useful degree of comprehension in a situation that previously was too complex, speedier solutions, better solutions, and the possibility of finding solutions to problems that before seemed insolvable.”
There's a danger to using digital tools to help with Higher Order Thinking; namely, it offloads precious cognitive load, optimized intrinsic load, which is used to build schemas and structural knowledge which is essential for mastery. Another danger is that digital tools often make falling for the collector's fallacy easier, meaning that you horde and horde information, which makes you think you have knowledge, while in fact, you simply have (maybe related) information, not mastery. The analog way prevents this, as it forces you to carefully evaluate the value of an idea and decide whether or not it's worth it to spend time on writing it and integrating it into a line of thought. Evaluation/Analysis is forced in an analog networked thinking tool, which is a form of Higher Order Learning/Thinking, as they are in the higher orders of Bloom's Taxonomy/Hierarchy.
This is also true for AI. Always carefully evaluate whether or not a tool is worth using, like a farmer. (Deep Work, Cal Newport).
Instead, use a tool like mindmapping, the GRINDE way, which is digital, for learning... Or the Antinet Zettelkasten by Scott Scheper, which is analog, for research.
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Divergence and emergence allow networked thinkers to uncover non-obvious interconnections and explore second-order consequences of seemingly isolated phenomena. Because it relies on undirected exploration, networked thinking allows us to go beyond common sense solutions.
The power of an Antinet Zettelkasten. Use this principle both in research and learning.
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Networked thinking is an explorative approach to problem-solving, whose aim is to consider the complex interactions between nodes and connections in a given problem space. Instead of considering a particular problem in isolation to discover a pre-existing solution, networked thinking encourages non-linear, second-order reflection in order to let a new idea emerge.
Seems similar to Communicating with an Antinet Zettelkasten.
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- Feb 2014
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www.dougengelbart.org www.dougengelbart.org
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Interdependence and Regeneration2c5c7 A very important feature to be noted from the discussion in this section bears upon the interdependence among the various types of structuring which are involved in the H-LAM/T system, where the capability for doing each type of structuring is dependent upon the capability for doing one or more of the other types of structuring. (Assuming that the physical structuring of the system remains basically unchanged during the system's operation, we exclude its dependence upon other factors in this discussion.) 2c5c7a This interdependence actually has a cyclic, regenerative nature to it which is very significant to us. We have seen how the capability for mental structuring is finally dependent, down the chain, upon the process structuring (human, artifact, composite) that enables symbol-structure manipulation. But it also is evident that the process structuring is dependent not only upon basic human and artifact process capabilities, but upon the ability of the human to learn how to execute processes--and no less important, upon the ability of the human to select, organize, and modify processes from his repertoire to structure a higher-order process that he can execute. Thus, a capability for structuring and executing processes is partially dependent upon the human's mental structuring, which in turn is partially dependent upon his process structuring (through concept and symbol structuring), which is partially dependent upon his mental structuring, etc. 2c5c7b All of this means that a significant improvement in symbol-structure manipulation through better process structuring (initially perhaps through much better artifacts) should enable us to develop improvements in concept and mental-structure manipulations that can in turn enable us to organize and execute symbol-manipulation processes of increased power. To most people who initially consider the possibilities for computer-like devices augmenting the human intellect, it is only the one-pass improvement that comes to mind, which presents a picture that is relatively barren compared to that which emerges when one considers this regenerative interaction. 2c5c7c We can confidently expect the development of much more powerful concepts pertaining to the manner in which symbol structures can be manipulated and portrayed, and correspondingly more complex manipulation processes that in the first pass would have been beyond the human's power to organize and execute without the better symbol, concept, and mental structuring which his augmented system provided him. These new concepts and processes, beyond our present capabilities to use and thus never developed, will provide a tremendous increased-capability payoff in the future development of our augmentation means.
I think these notions of interdependence and regeneration are a very key observation.
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