The fourth step is to Apply the Reflection. Adjust behavior based on reflection. We improve not for validation, we improve for ourselves (stoic philosophy)

Document the journey in for example a journal. Make a comparison between what would be done in the past and what will be done in the future.

Data collection. Measurement.

Marginal Gains. It's sort of a daily continous Kolb's cycle but in a more lightweight form. I can already see the power in this. Absolute gem.

Could also be overwhelming if applied to a lot. therefore, use the power law and focus on what is essential to life change. (thanks Dr. Benjamin Hardy.)

Success is about delaying gratification and building momentum. Be okay with a big goal taking time. Just work towards it, focus on the process, rather than the goal.

Persistence and perseverance as well.

Perfection is a big limiter. Don't obsess with finding the perfect path before starting. Build the map while going. Of course, starting with a rough idea or sketch for a map is always good.

(14:20-19:00) Dopamine Prediction Error is explained by Andrew Huberman in the following way: When we anticipate something exciting dopamine levels rise and rise, but when we fail it drops below baseline, decreasing motivation and drive immensely, sometimes even causing us to get sad. However, when we succeed, dopamine rises even higher, increasing our drive and motivation significantly... This is the idea that successes build upon each other, and why celebrating the "marginal gains" is a very powerful tool to build momentum and actually make progress. Surprise increases this effect even more: big dopamine hit, when you don't anticipate it.

Social Media algorithms make heavy use of this principle, therefore enslaving its user, in particular infinite scrolling platforms such as TikTok... Your dopamine levels rise as you're looking for that one thing you like, but it drops because you don't always have that one golden nugget. Then it rises once in a while when you find it. This contrast creates an illusion of enjoyment and traps the user in an infinite search of great content, especially when it's shortform. It makes you waste time so effectively. This is related to getting the success mindset of preferring delayed gratification over instant gratification.

It would be useful to reflect and introspect on your dopaminic baseline, and see what actually increases and decreases your dopamine, in addition to whether or not these things help to achieve your ambitions. As a high dopaminic baseline (which means your dopamine circuit is getting used to high hits from things as playing games, watching shortform content, watching porn) decreases your ability to focus for long amounts of time (attention span), and by extent your ability to learn and eventually reach success. Studying and learning can actually be fun, if your dopamine levels are managed properly, meaning you don't often engage in very high-dopamine emitting activities. You want your brain to be used to the low amounts of dopamine that studying gives. A framework to help with this reflection would be Kolb's.

A short-term dopamine reset is to not use the tool or device for about half an hour to an hour (or do NSDR). However, this is not a long-term solution.

https://math.stackexchange.com/questions/160039/contradiction-any-symbol-for

https://marginalsyllab.us/research/

The global, open access Tipping Point Festival can be launched as a zero marginal cost festival (ZMCF) or a netfest for bottom-up, rapid whole system change to synchronize the ordinary citizens of the globe to deal with the hyperthreat.

This can be done through a decentralized, zero marginal cost hyperthreat education campaign relying on crowdsourcing via the internet. Since the threat level has become salient to a sufficient scale, these aware actors can be crowdsourced for a scalable education campaign.

Dr. Laura Gibbs is one of the most inspiring educators I know.

I don't mean to trivialize this, but I can resist thinking of this scene in The Big Lebowski

Careful, there's a beverage here man.

It seems everyone in this movie could define themselves as 'marginal' or marginalized. Margin and center are spatial. Without one you could not have the other. One person's margin is another's center. Where does this leave us?

\(y\) is the data, \(f\) is the model, \(x\) is the input variable

This aspect of information goods is oft quoted as a distinguishing feature whose existence supports a radically different approach from previous publishing methods.

It's true that the marginal cost is dramatically decreased with digital publishing. But there's a big difference between "closer to zero than before" and actually zero. The marginal cost of digital information goods is not actually zero. That people are willing to trade their privacy in exchange for someone else bearing the costs of managing information is one piece of evidence of this.

I wonder, must voice be used to change the hearts and minds of others? Is there not power and value in a voice for naming, articulating, and potentially affirming things for oneself?

Utility is subjective and personal.

Just a quick note to say that I'm looking forward to our marginal syllabus flash mob annotating the preface to our book... let's get started!

A daily, weekly, and yearly occurrence in every classroom given the shifting students.

and a developer of human beings. Tis' important to remember how much this rubs off on others even if the intention is not so.

YES!!! Again, great resource for open observation and feedback: http://robertkaplinsky.com/observeme/

Just like our students, it seems when they see this they begin to adopt similar viewpoints and practices

A great testimony to reflective practice. It seems some of the very best educators understand this concept at its core.

Very well put, I'm adopting this specific language to my practice as this is how I view it. Thanks for putting it in such eloquent words for me!

In addition to new poses that combine their previous knowledge and expertise, seems to be quite the connection with teaching

Growth mindsets vs fixed mindsets, this is what teaching is all about - learning at the core. Brought to mind this observation movement I ran across recently: http://robertkaplinsky.com/observeme/