Umberto Eco was apparently so famous and conceptualized as a master, and great person that hundreds (if not thousands) of people came to his funeral in a castle.

( ~4:16)

Interesting food for thought for the optimization of education: should we give students not just domain knowledge (in an efficient manner) but also intercultural and experiental knowledge of the world?

Not just related to personal development such as wealth creation and personal finance, but also how other civilizations work... Tolerance. Teach them philosophy as well.

Obviously in such a way that it is attracting and they are intrinsically motivated to go to school and learn.

Raises a broader question: Is domain knowledge worth anything if you have no knowledge (or experience) about the world in itself? Can you be of any value if you do not know the world in such a manner?

I love how writers and commentators talk about Steph Curry. It's fascinating to see people try to capture his greatness and how it affects others and transforms the experience for everyone.

03:33 5 intrinsic motivators 04:20 curiosity 04:50 purpose 05:30 mastery 06:00 autotelic: enjoyment of the activity itself (Doris his enjoyment of the topic, and previous three was fairly high, but he didn’t like spreadsheets etc.) 07:00 autonomy

Aligning these 5 as driving tremendous intrinsic motivation

08:00 True mastery lies in flow, where action is not forced (Musashi on flow)

09:00 harmonising mind, body, and universe, as way to reach flow & detachment

• see zk on following natural interest, our following the quickening of the spirit, as a process of understanding and harmony

• not learning oneself, self-master as self-discovery & self-awareness
• spirituality as learning of oneself
• enjoy time doing nothing, also find things you like to do
• each person find way to climb the mountain (gaining clarity on top of mountain)
• 5 hindrances as challenges to journey (state of mind, not having/getting clarity)
• (1) sensual desire
• 2 ill will (rejection, also see my ideas on madness) "let go"
• 3 sloth (dullness of mind/body) lack if motivation/energy (see flow)
• 4 restlessness (not being in present)
• 5 sceptical doubt (being indecisive, getting lost in thoughts)
• structure/design life to prevent hindrances from arising (see my way of life as making environments/practices to prevent?) "techniques to remove them"
• (4 steps to prevent the hindrances)
• 1 what is your state of mind
• 2 accept the situation/someone/something to be they way it is/the way they are
• 3 emotional & mental questioning (why did it come up? understanding it, what will happen if it remains?)
• 4 non-identification (I am not my mind, my body, or my emotions, it is just that I am there to observe them all)

This is why one has some broad general rules for keeping and maintaining a zettelkasten. It helps to have some rules to practice and make a habit.

Unmentioned here is that true artists known all the rules and can then more profitably break those rules for expanding and improving upon their own practice. This is dramatically different from what is seen by some of those who want to have a commonplace or zettelkasten practice, but begin without any clear rules. They often begin breaking the rules to their detriment without having the benefit of long practice to see and know the affordances of such systems before going out of their way to break those rules.

By breaking the rules before they've even practiced them, many get confused or lost and quit their practice before they see any of the benefits or affordances of them.

Of course one should have some clear cut end reasons which answer the "why" question for having such practices, or else they'll also lose the motivation to stick with the practice, particularly when they don't see any light at the end of the tunnel. Pure hope may not be enough for most.

Link to: - plateau effect https://en.wikipedia.org/wiki/Plateau_effect, also described in Malcolm Gladwell's 10,000 hours rule

Interesting distinction between student learning and potential especially in an academic setting.

How can they also reach the idea of "flow"?

MIT Study Mechanical skills: larger reward leads to better performance Cognitive skills: larger reward leads to poorer performance

Pay people enough to not think about money, it is no longer a factor

Autonomy/Mastery/Self-Actualization If want engagement, self-direction is better Atlassian, work on whatever you want for 24 hours Allow learners to guide their own learning

Mastery--we want to get better at stuff because it's satisfying; people have jobs, and for free people do lots of hard work; challenge, mastery and making a contribution: purpose motive

We are purpose motivated and want to be self-directed

Having mastery of skills encourages you and makes you less hesitant or prone to procrastination. Getting over the hurdle of starting an assignment makes it less likely students will engage in plagiarism or cheating.

Read on July 4, 2019

I think knowing the limits of tools is as important as their mastery.

Mastery is a very interesting word here. It would be assumed that anything that humans have the capability to create we could retain mastery over. It is also interesting to consider the two meanings we could take from mastery. On one hand its that we are the masters or owners of that object, on the other it could be a mastery in the way a person masters a craft or a skill. So would this quote mean that compared to improving technology and the possibility of an ultra-intelligent A.I, our skill of creating technology would appear to be becoming obsolete, or does it mean the gradual loss of our control over technology? Either way it raises an important concern over the dangers of advancing technology and the ever looming possibility of an ultra-intelligent A.I.

Go to Chapter 17

Difficult goals are more important effect than easy, "do your best" goals.

p. 63

"Research suggests that avoidance of challenge may be related to motives and goals in somewhat complex ways. Elliott and Dweck (1988), in an experimental study, found that when children were oriented toward mastery goals they were more likely to choose tasks described as challenging and offering opportunities to learn, regardless of their level of perceived ability. But when students were oriented toward performance goals, they chose challenging tasks that served to enhance others' high opinions of their abilities only if they perceived their ability to be high. Children who perceived their ability to be low and were oriented toward performance goals, in contrast, tended to choose tasks described as easy but that would avoid unfavourable judgments of their ability. Some students may feel they are in a double-bind, preferring easy work that does not threaten their self-worth, yet taking on difficult tasks in order to demonstrate their competence or superiority... Elliot and Church (1997) found that performance-approach goals were positively associated with measures of both challenge-avoidance (fear of failure) and challence-seeking motives (achievement motivation). Avoidance of challenge, then appears, to be positively associated with performance-avoidance goals and negatively related with matery goals, but may have a more complex relationship with performance-approach goals."

In other words, the goal has to be to focus teaching and evaluation on the inculcation of mastery goals and the avoidance of situations in which students are encouraged to engage in performance-avoidance. Once they start engaging in performance avoidance, they then stop seeing challenge.

pp. 70-71

• Gheen and Midgley 1999 looked at classroom practices of sharing information about student work:
• Where work was shared to "see who got the right answer" (relative ability purposes) and
• to "get hints for when you have difficulty" (acquiring information purposes"

No surprise:

"They found that students' perceptions of the goal structure related to avoidance of novelty and challenge. When students perceived that their classrooms emphasized mastery goals, they reported lower levels of avoidance, but when they perceived their classrooms emphasized performance goals, they were more lilely to say that thei preferred to avoid novel and challenging work."

p.70

"Students' perceptions of a mastery classroom goal structure were associated with a lower level of help avoidance whereas their perceptions of a performance classroom goal structure were associated with a higher level of help avoidance. In classrooms where students perceived that the focus was on understanding, mastery, and the intrinsic value of learning, compared to classrooms where the focus was on competition and proving one's ability, students were less likely to avoid seeking help with their work when they needed it."

Mastery goals were associated with enhanced motivation, even in the context of a low grade.

So if the focus is mastery, a low grade is motivating.

Intrinsic value questions.

The method. Should see if I could replicate this.

If grades are succeeding (i.e. developing a mastery goal, then high grades will bolster motivation by indicating success and low grades will not diminish motivation as they will be understood as simply signalling that more work is needed.

If exams are understood as challenging, then they are seen as positive and a mastery goal results.

Mastery goals are positively associated with "self-efficacy, challenge-seeking, and intrinsic value"; performance avoidance goals are negatively associated with these same values.

Mastery goal is an intrinsic motivation on mastery.