Lucifer is such an amazing character in this show, especially portrayed by Mark Pellegrino

~16:10

I absolutely love how Death ironically says "God..." to Castiel

~15:00

I love that Death is so Stoic and calm even in the presence of "almighty" Godstiel.

Death is one of my favorite characters in the show.

LOOOOOOOOOL.

Death called Lucifer (satan) a "Bratty child having a tantrum"

~13:18

Epic entrances.

Great song in Supernatural...

Fun trivia: The actor's reactions are genuine as Sam and Dean (well, the actors) had not heard the song beforehand.

Although not in this scene; earlier in the episode.

One of my favorite scenes in Supernatural

(~8:40)

Overlearning basically has the purpose of schema automation; creating an intuition for the built cognitive schemata.

(~0:45)

Justin mentions that a better way to think about learning is in systems rather than techniques. This is true for virtually anything. Tips & Tricks don't get you anywhere, it is the systems which bring you massive improvements because they have components all working together to achieve one goal or a set of goals.

Any good system has these components working together seamlessly, creating something emergent; worth more than the sum of its parts.

The main idea, able to be generalized, I get from this video is that in order to develop any skill, whether it is learning or something else, you need to break it down into its constituents, much like the 4 Component Instruction Design model argues, and figure out where your weak links are.

The more accurately you know the system of your skill, the better you know what to potentially improve on. This requires research, and sometimes asking experts.

Another benefit of networking.

Argument for general knowledge vs. specialistic knowledge?

This is the concept of growth mindset; and we need to teach that to our children in any way possible. It has been shown in studies that growth mindset has a positive causal influence on academic and financial success (I cannot state sources, but I know I've come across this)

Note to self: Research this later.

Success is the ability to go from failure to failure without losing enthusiasm (or motivation)

Interesting. Using Mortimer J. Adler's concept of Syntopical Reading to produce motivation, in a good way, for diving into books.

This is equal to the imitation principle of biologically primary knowledge as stated in Cognitive Load Theory (Sweller, 2011). Perhaps also the borrow-and-reorganize principle though that has to do with biologically secondary knowledge and explicit instruction.

Reminds me of Dragon Ball's concept of Ultra-Instinct, where the best way to fight is to rely on complete intuition and let go of all thought.

Fixed mindset. Self fulfilling prophecies. Ignorance.

The first thing I ask people who cannot focus for more than an hour straight (which I would argue is a necessity for proper deep learning; see also Flow) is how their dopamine regulation is.

Dopamine regulation is the biggest factor that I know of (I am not an expert, so there might be even more influential factors) that hampers with the ability to focus for prolonged times in a cyclic way.

One can enjoy learning, and thus focus, if the average dopamine the brain produces is close to the dopamine they get when performing the act of learning. This is hard if someone uses "dopamine factories" such as TikTok and other shortform content.

Indeed. But testing in general, as it is done currently, in modern formal education, discourages deep learning as opposed to shallow learning.

Why? Because tests with marks implore students to start learning at max 3 days before the test, thus getting knowledge into short-term memory and not long term memory. Rendering the process of learning virtually useless even though they "pass" the curriculum.

I know this because I was such a student, and saw it all around me with virtually every other student I met, and I was in HAVO, a level not considered "low".

It does not help that teachers, or the system, expect students to know how to learn (efficiently) without it ever being taught to them.

My message to the system: start teaching students how to learn the moment they enter high school

Self-fulfilling prophecy?

Language is essential for the expression of thought, be it novel or ancient.

The complexity of the topic is determined by the content of the discussion the topic is about.

To me, it seems that Adler et al., are arguing that a topic should be stated as a phrase with varying degrees of complexity, determined by ?

Some examples of topics that are formulated and used in the original syntopicon.

A topic should never be suggestive, for it would not be a topic in that way.

A topic is a place where minds meet for discussion.

It seems as though an idea is very broad and a "sub-topic" is more granular, though also determined based on the overall content and related to the primary idea.

It seems that most of the ideas were chosen based on scope and significance.

Adler et al. operated from a state of efficiency in the sense that they did not want the book to become too long (even though, or maybe because of, the fact that the end result became already two volumes each more than a thousand pages)

Adler explains the distinctive factor determining which authors and works were included in the list of the Great Books of the Western World.

Basically, they were works that were influential, written excellently, and had applicability to a considerable amount of ideas processed by the whole.

The ideas were chosen on the basis of coverage within the Great Works.

One point for having many unread books is to show the extent of ignorance and develop intellectual humility.

As Confucius already said: "True knowledge is to know the extent of one's ignorance."

Umberto Eco recommends to have as much unread books in your personal library as your financial means allow.

For an intellectual, the library is not there to simply collect books, but rather to serve as a tool for research.

Tsundoku = Japanese for the art of buying more books than you can read.

Memory is the soul. Memory is identity.

Identity is determined by memory, for without our memory, we become mere husks.

(~2:30)

The universe came of nothing = oxymoron

Like saying that X created X

Great performance

Excellent performance.

Goosebump-giving

(~11:00) I am getting inspired to create my own "Syntopicon" of Education and Learning. Obviously this will be a lifelong endeavor and great undertaking, bound to change with every single reading... As I am not a team of 501 people.

I think I will do this. But how? I am not sure yet. Let's think about it.

I will probably build it out in the open. Perhaps I will even build this syntopicon of education using Obsidian's networked thought system... Instead of a formal linear book. A network of notes is much easier to navigate and will get me where I want to be. Also much easier to edit throughout the process of doing research.

Is Syntopical Reading not the same as meta-analytic research? In what ways does it differ? In what ways is it the same?

(~3:00) Syntopical Reading requires building a map of the topic across sources (coming up with one's own terms) in order to find out what each author is saying.

How does one do this if the process of syntopical reading is the process by which one comes up with the knowledge? I believe the answer lies in a high skill level of Inspectional Reading

Obviously, one cannot make a perfect map from the get go, and this should not be the intention (defeat perfectionism)... However, a rough sketch or map is far more valuable than none at all.

I believe this is also the point of Dr. Justin Sung's prestudy... Building the barebone structure of the mindmap, finding the logic behind it all; the first layer.

( ~1:40) Syntopical Reading is about making one's own mind up.

Reply to Nidhi Sachdeva: Nidhi Sachdeva, PhD Just went through the micro-lesson itself. In the context of teachers using to generate instruction examples, I do not argue against that. The teacher does not have to learn the content, or so I hope.

However, I would argue that the learners themselves should try to come up with examples or analogies, etc. But this depends on the learner's learning skills, which should be taught in schools in the first place.

Reply to Nidhi Sachdeva: I agree mostly, but I would advice against using AI for this. If your brain is not doing the work (the AI is coming up with the story/analogy) it is much less effective. Dr. Sönke Ahrens already said: "He who does the effort, does the learning."

I would bet that Cognitive Load Theory also would show that there is much less optimized intrinsic cognitive load (load stemming from the building or automation of cognitive schemas) when another person, or the AI, is thinking of the analogies.

https://www.linkedin.com/feed/update/urn:li:activity:7199396764536221698/

Alan Clark True. As Dr. Sönke Ahrens says, "The one who does the effort does the learning."

What goes on in the mind is how learning happens, it is the learner that must do the learning.

I think what you mean is that when YOU are teaching, it does not mean OTHERS are learning.

What I meant was that when the LEARNER is doing the teaching, HE consolidates his own learning.

Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

Reply to John Whitfield: I think that one is mostly a semantic issue. In some definitions of learning, learning does equate to a change in behavior. In parenting for example, how is learning measured? If the behavior is changed. Therefore, for parenting, learning is a change in behavior.

I'd argue for many books the same is true, what is the use of a book if the knowledge is only in your head. Application, thus changing one's behavior, is essential for the proper use. Obviously this is not for everything the case, but I am highlighting a few scenarios where it would be accurate to say that learning is a change in behavior.

Nothing is ever black and white, it is quite simplistic to say such things, often there is a lot of nuance going on.

Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

Reply to Alan Clark: Alan Clark Perhaps teaching is not learning, but teaching is an excellent way of consolidating and verifying knowledge. Depending on how one does it, the teaching improves both comprehension and retention. See, for example, the whole-part-whole reteaching method that Dr Justin Sung teaches in the advanced parts of the iCanStudy course.

Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

Fascinating, Carl Jung was into the occult.

(~6:30)

I think the major point here is that Adler points out our minds, and thus our thinking, changes over time. Therefore, when a book is read at a later point in time, our notes are different.

Perhaps his argument to "think again as to make the thought more current" is antithetical to Luhmann's Zettelkasten, which principles upon continuing previous lines of thought, even decades later.

(future note, about half an hour later)... I think in the Zettelkasten the problem is dealt with adequately, since you actually can make new notes expressing why your thought changes... So in this sense it is even more expanded upon the point that Adler makes even though at first sight it seems the complete opposite.

(~8.55)

It is argued by Mortimer Adler and Charles van Doren that to fully grasp a book (part of analytical reading), one should make their own analytical table of contents, outlining not just the chapters but also the content. I need to look into how to make those.

Interleaving

Interesting. Needs more research on my part.

This is because of the fact that one needs to think (process) before writing. One can't possibly write everything verbatim. Deep processing. Relational thinking.

"The great books are the inexhaustible books. The books that can sustain a lifetime of reading."

"The great books are the books that never have to be written again. They are so good no-one can try to write them again."

"The great books are the books that everyone wants to have read but no-one wants to read."

What did not stand out to me before while reading the book, but does now when watching this, is the fact that the greatest books are subjective to each individual... Meaning my list might not be the same for others.

Very fascinating thought experiment. Out of the 140+ books I have read so far only a few, less than a handful, would fit the list of "growth" books; the greatest, that I would take to the deserted island for 10 years...

1. The Bible
2. Antonin Sertillanges' The Intellectual Life: Its Spirit, Method, Conditions
3. Marcus Aurelius' Meditations

No other book, to my mind, that I have read so far would cut it to my list.

Summarization. Building of cognitive schemas.

Interesting, Luhmann recommends to know many languages so as to prevent the pitfalls of translational errors in conveying meaning when it is to read translated books. So read books in their original language.

As Luhmann would say, it is foolish to think that things are black and white; in most scenarios there is nuance... So too is it with reading speed, it must be relative or else it is not accurate. Even speed within books can differ.

I will start doing this too, but on the associated bib-card.

I might actually use a system similar to this myself to aid with the dissection of a book in its fullest; to keep track of arguments and points, I am in need of this. Combine the bib-card with the Marginalia to enhance my reading process.

This is the entire point of an Antinet or Zettelkasten, and it is far more advanced/useful for this purpose than just Marginalia. Sorry Adler, but you should have spoken to Luhmann in this regard. Both of you are heroes of mine, but in this round, Luhmann takes the crown.

I need to do this more often myself. Too often, at least when reading physical books, I am doing the thinking in my head instead of writing on my bib-card what I actually think.

I agree on these three points, which I usually do through the bib-card method or annotating on hypothes.is if I read digitally. I keep the physical book mostly clean.

However, I am looking for a way to keep track of points and arguments in works, and I hypothesize that marginalia are the way to do this the best.

Apparently, the real ownership of a book, to make it a part of oneself, you need to mark it up. To make use of marginalia, according to Adler that is.

I personally don't like Marginalia, as I want to keep my books clean, which is why I use Luhmann's bibliography card method, but perhaps Adler can convince me of the opposite. We shall see.

Adler makes a valid point here, books in its own have no worth. Owning a book, or even having "read" it don't serve any purpose. One must read properly in order to this, analytically or syntopically as Adler would call it.

What he is wrong at, in my opinion, that Marginalia are the key to doing this... Yes, they might be helpful, but other techniques, such as Luhmann's bib-card method and learning methodologies like GRINDEmapping could perhaps be even more useful for this purpose.

I have experienced this firsthand for many months, until my laptop got away and I failed to stay productive due to my own limiting beliefs and stupidity... Now it's hard to get back into the lifestyle of the great again.

About anti-goals

"The worst day working on your own goals is still better than the best day working on someone else's." -- Dan Koe

100X goals force one to filter action... Impossible goals = Mental Clarity of the HIGHEST degree.

100X come from vision which in turn comes from future identity (future-self)

Gamify one's life to get progress if necessary. Integrate into systems.

I have not yet encountered this myself. Honestly, vagueness to me would mean that I do not understand the subject enough and so I need to take a step back and reassess my knowledge.

All vagueness can be overcome by expertise.

How can one expect to teach when one does not understand how learning works on a deep level? This is a fatal flaw within the current education system. In High School you are expected to know how to learn without it ever being taught, and teachers cannot help for they too do not know how to learn...

They come with severely outdated methods (i.e., summarization, rereading, or flashcards), or even disproved principles like Learning Styles.

This, too, is very logical. It is due to the nature of systems.

When one component, or even a lot, get "upgraded" this does not result in the overall results being improved. A system works best when all components work together to one or multiple goals in seemless harmony, creating emergence.

Therefore, if a component is out of place, even if it is better than its predecessor, it won't yield the correct results.

So for the methods to have a large, positive, impact, the entire system needs to be transformed.

This is why I don't want to upgrade a component of education at a time, but completely transform it once my theory of optimal education is complete. Like a phoenix, from the ashes we will rise. Burn it all down, and build it up again with an OODA loop at the core... The system needs to be in constant change, for without change, evolution cannot happen.

Observation Orientation Decision Action

This loop needs to be at the center of every system for "systems without the inherent capacity to change are doomed to die" -- Colonel John Boyd.

Of course, the system will need to be designed with utmost care and based on countless amounts of research, reviewed by a multitude of world-class experts in numeral areas.

True, learning is complicated, so is the learner. In what ways does it not yield the results? Did the theory get applied correctly? Please give more detail.

How many is "most"? Did they apply the evidence correctly?

LOL. Why does this stupid myth still get promoted??? This is so dumb. It's not about the medium you use (to a certain degree) but about the processes going on in your mind. Dumb fuck.

This video actually has some pretty valid learning advice despite its lighthearted style.

Don't agree with everything, as usual.

Maybe

Submitted my own issue...

A bug I have too now that I use Librewolf, I hope this can be fixed soon.

Just like my book classification system, start broad and go more granular only if need be. Is future-proof and doesn't require buttloads of time.

Naming Scheme should support findability.

Goals of good organization system for computer files

(~5:00) PARA is suitable for organizing files for deliverables.

Projects => On Top of Mind Areas => Longer Term Commitments Resources => Future Reference (Research Material, current Interests) Archive => Completed or on Hold

Questions: 1. In which project will this be most useful? 2. In which area will be most helpful? 3. Which resource does this belong to? If none of these ( in prioritization order), then the archives.

See Obsidian for example (screenshot)

(3:20) A good folder structure must mimic the way one works and make it easy to access the files one needs.

(1:20.00-1:40.00) What he describes is the following: Most of his notes originate from the digital using hypothes.is, where he reads material online and can annotate, highlight, and tag to help future him find the material by tag or bulk digital search. He calls his hypothes.is a commonplace book that is somewhat pre-organized.

Aldrich continues by explaining that in his commonplace hypothes.is his notes are not interlinked in a Luhmannian Zettelkasten sense, but he "sucks the data" right into Obsidian where he plays around with the content and does some of that interlinking and massage it.

Then, the best of the best material, or that which he is most interested in working with, writing about, etc., converted into a more Luhmannesque type Zettelkasten where it is much more densely interlinked. He emphasizes that his Luhmann zettelkasten is mostly consisting of his own thoughts and is very well-developed, to the point where he can "take a string of 20 cards and ostensibly it's its own essay and then publish it as a blog post or article."

(~14:00) The way to gain massive results is to have massive irrational goals complemented by small reasonable steps or milestones.

Big goals motivate. Big goals give focus and clarity, they are a filter (see Dr. Benjamin Hardy's content); they allow for easy application of the power law.

(~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.

(~10:20) Koe makes a very, very, very valid point about education:

I quote: "There is one thing that the school system did get right which is consistent, daily education in hopes for a better future. But, schools don't prioritize curiosity, so most people hate learning by the time they graduate." (emphasis added by me)

The larger point that Koe is making is that if we own anything in life, it is our mind; for everything else can be taken away from us; as such, we must spend a significant amount of effort to cultivate it, grow it, care for it, and make it unique.

(~6:07) Koe argues that specializing, or focusing on one aspect only, limits your potential in every conceivable way.

I think I agree, yet I do also think there is a place for that... It depends on the person and what they enjoy. However, I might still be mistaken.

Koe argues for the following trait of a modern renaissance man (or woman):

• Self-Educated
• Pursue Interest
• Leverage the Digital World
• Exercise (physical training)
• Conscious about their health
• Social
• Doing meaningful work
• Acknowledgement of the Spiritual

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.

Ten minutes before sleep, do the following: PRAY

It's a combination of visualization, commitment, and meditation

Request the subconscious through this act of prayer.

Also visualize the outcome and process of that which you aspire to do the following day, and even that which you want to achieve the following month(s). Thus, visualize the following: Big Picture, Milestones, and yourself the next day.

In the morning, process your subconscious state by instead of immediately inputting, you start outputting!

This can be done through journaling.

Put the phone on airplane mode (in addition to blocking blue light) before sleep, for quite some time before sleep, in order to avoid (over)stimulation and the creation of dopamine which negatively impacts (falling a)sleep

What is done right before and right after sleep sets the stage for literally everything.

How you do anything is how you do everything.

(~10:00) "The context determines the meaning of the content."

Thus reframing is very powerful as you recontextualize the past, and therefore see it in a whole new light; the meaning of the past changed.

By asking what you have learned from the past, you become anti-fragile and flexible, as you turn the past into something useful; an asset.

"The past happens for us, not to us."

"How you frame the past influences your expectations for the future."

"You can't disconnect your view of the future from your experience in the present."

"You can't have meaning in the present without hope & purpose in the future."

One of the powerful things about journaling is that you can control the past; reframe it. What is the meaning of the past gets determined by both the present and the future.

Hardy recommends to often (even daily) reflect on the past and notice how different you are now compared to then. What you have achieved, what is possible now that was not possible then, etc.

What did I learn today?

(~4:00) We interpret reality in a (cognitive) schema. Reality exists only in the mind. We cannot view reality objectively because it is intertwined with perception and cognition (see also John Boyd's OODA loop).

Sidenote; because of this, time is also holistic; in our schema, the past, present, and future are basically all-existent at once.

Watch this video for much interesting information about journaling.

Journaling is all about agency

Ideally in the evening, before sleep, do some activity or activities that turn off the mind. You want to relax and stop thinking so much.

Interestingly enough, forgiveness, or the act of forgiving makes relaxing easy. So, if you have someone, or even yourself, to forgive... Do this right before going to sleep :)

Apparently, cold shower for roughly 3-4 minutes (rather than a hot shower) before sleep are helpful for sleep, as it decreases the core body temperature.

When you wake up, get sunlight in. Andrew Huberman also advocates for that. It tells the brain and body to wake up. It creates cortisol.

Can be combined with movement/exercise as well which also increases sleep quality. (Movement should not to be too late, however.)

Consistency is key when it comes to sleep.

Always go to bed at the same time and wake up at the same time.

Apparently, some Magnesiums can help with deep sleep.

Author takes 400mg.

It is important to block blue light in the evening. Blue light sends signals to your body to be awake.

One of the things to optimize sleep is to take care of meal timing. Author eats: - Breakfast at 8 - Lunch at noon (12) - Dinner between 5 and 6.30

Discipline and consistency is important here.

Essential is to eat dinner 3+ hours before you go to sleep.

Food increases core body temperature which negatively impacts sleep.

Sleep is the absolute foundation for top-performance.

Measure it. Track it. Optimize it.

After that, results WILL go into the sky.

The sixth step, most essential as well, is to Accept the Wins

Owning the losses means also owning the wins.

The fifth step is to have Selective Memory only choose to remember the events that serve the future. Things that help to improve in the future.

It's like Marcus Aurelius wrote (in a slightly different way): "Ask yourself at any moment, is this essential?" In this way it would become: "Ask yourself at any moment, does this help me?"

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.)

The third step is to Reflect and think into the future. Extract meaning and lessons from the failure. Think about opportunities.

Reflection increases confidence. Kolb's can help with this a lot.

The second step is Sit with the loss in order to find the (root) cause of the loss or pain. Do not avoid the pain, don't distract oneself, instead embrace it and feel it.

Endurance can be trained. Comfort with uncomfortability can be trained in the same way.

Accept and sit in the fire. Embrace the turmoil.

The first step to deal with loss of any kind, be it a girlfriend, love, job, purpose, etc. Is to ACCEPT YOU LOST

Failure = Failure.

Failure is inevitable, and will be part of any learning process. Therefore it should not be avoided at all costs. It should be used to learn from. However; there is also no point in seeking failure, for if failure is not something negative, there is no point to improve (says the author at least)

Note: When in need of more stoic books, and appropriate editions: Refer back to this video.

This method is interesting, I like the aesthetics of such commonplace books. However, in terms of functionality, it is nearly fully replaced with the Antinet Zettelkasten method. Perhaps I could use some of this to improve my journals though? In addition, this does inspire me to create progressive summarization pages of my ideas and concepts, contained in Sage Scientia, in Notion or Obsidian.

A method such as this, or Zettelkasten, can help create theoretical expertship... It might not be the MOST EFFICIENT, but it is highly effective.

The essence for this video is correct; active learning, progressive summarization, deep processing, relational analytical thinking, even evaluative.

Yet, the implementation is severely lacking; marginalia, text writing, etc.

Better would be the use of mindmaps or GRINDEmaps. I personally would combine it with the Antinet of course.

I do like this guy's teaching style though 😂

1. In the morning, prepare for the struggles of the day, by mentioning the possibilities.
2. Write for oneself.
3. Repeat what is most important.
4. Process stress on paper, in a healthy and good way. (If need be, continue this in a Kolb's session; not in the video)
5. Copy favorite quotes.
6. Ask the tough questions, and answer them truthfully. (As Dr. Hardy says: "All progress starts by telling the truth") Remember Socrates.
7. Review the day and the actions. Examine. "The unexamined life is not worth living."

A Fred-box could be very useful. This contains cards with useful snippets of thought, very small usually, that don't need a particular ordering or connection of thought but are worth it to be reminded of every now and then, a shuffle if it were.

If need be used in connective thought as well, the content could be copied over into an Antinet entry as well.

"Journaling is an opportunity to think the thoughts that we're not allowed to say out loud."

(24:58) In order to perform significantly better, you need to FOCUS your attention on a single thing only. Multitasking won't work, and thinking about different things at once also doesn't work. Set up your environment to foster this insane level of focus.

(23:20) Accomplished Marathon Runners & Athletes use what Dr. Sung would call "performance goals" to motivate themselves to continue and build momentum.

(21:47) There is a clear relation between the body and the brain and they influence each other, at least in terms of perception with regards to motivation.

(13:36) Perhaps this is also why visual information is so useful for learning and cognition (see GRINDE)... Maybe the visual medium should be used more in instruction instead of primarily auditory lectures (do take into account redundancy and other medium effects from CLT though)

(8:00) Perhaps this is metaphorical to thinking and planning in general? When we set goals, we need to zoom out in order to see the whole picture, or at least a more holistic view, before we can somewhat accurately plan forward.

For any action, habit, and belief you have, ask yourself: "Does this help toward my goals and future self or not?", if the answer is no, it is a distraction and part of the 80% you need to let go in order to reach 10X

Your future self and 10X (or 100X) vision and goals serve as a massive filter for action and belief.

Note: You should not 10X everything! Just 3 priorities.

Counterintuitively, the 10X mindset and goal setting is not about goals. It is about identifying the essential PROCESSES that lead to significant progress.

What is the game you want to play? What is the game you could play? What is a game you could go all in on and succeed at and be really good at?

This defines your pathways and strategies within your 20%

The path can change and adjust over time.

Hope = 1. Clear and Committed Goal 2. Agency Thinking 3. Pathways Thinking

This turns into definite optimism.

To achieve goals, raise the floor, FOCUS on removing bottlenecks. Also create constraints by Schwerpunkt (primary objective), contrary to common wisdom, constraint actually gives freedom, it prevents analysis paralysis.

Millionairres are just regular people lol. They don't (always) have luxury and other high paid stuff.

Becoming a millionaire takes skillset and effort, not saving.

Becoming wealthy means aiming high. You will not go higher than the goals you set. Aim for a crazy amount, and do the work it takes. It filters behavior down to the essentials.

A (business) partner MUST share your vision, otherwise they are a liability instead of an asset.

Eat the frog. Do the most important thing(s) in the morning, before noon. The rest, in the evening, is acceleration.

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.

Advice doesn't matter as much as guidance, this way, not everyone needs to know about your goals. The fewer, the better. Those who do know, let them mentor you (also seek the correct mentors).

To become unstoppable, you must:

1) Outwork everybody

2) Outsmart everybody

3) Hire the greatest talent in the world

The four primary questions to ask yourself for a 100x 10-year vision:

1. What is the commitment I desire to have?
2. What are my hindrances (goal-conflicting actions or inactions)? -- Past-Based Actions/Behaviors
3. What are my hidden commitments of my former self? (things that might've helped my past self but are not as helpful right now.) -- Past-Based Commitments/Identities
4. What are my limiting beliefs or assumptions toward achieving this goal? -- Past-based Beliefs

Step 1 is to fill out these questions. Step 2 is to go backwards, and start identifying what is necessary, so what are the necessary beliefs to achieve this goal, what commitments must I make and thus what actions must I take?

The power of a 10-year vision is that you can go 100x. A bigger goal (vision) motivates way better than a small vision. Even if you fail, which you will, it's better to fail at a big goal than at a small goal... In addition, such a ginormous goal will act as a massive filter for action. It literally FORCES you to do only that which is ESSENTIAL.

Power of purpose: When the why is big enough, you can handle almost any how.

A belief is: "A thought or idea you trust to be true." Therefore a belief is made by reinforcing thought.

Sascha's process of incoporating the problems into the ZK workflow

Not everything has to be a problem in the literal sense of the word; it's a tool for generating creative insight by means of prompting and relational thinking.

Effective problem-solving method that can be incorporated with ease in the Zettelkasten technique.

To be processed

When it comes to thinking, the Zettelkasten solves an important issue which is the problem of scope, which is impossible at the current moment in mindmapping software such as Concepts.

Mainly, Zettelkasten allows you gain a birds-eye holistic view of a topic, branch, or line of thought, while allowing you to at the same time also gain a microscopic view of an "atomic" idea within that thought-stream, therefore creating virtually infinite zoom-in and zoom-out capability. This is very, very, beneficial to the process of deep thinking and intellectual work.

Think of branches not as collections, but rather as conversations

When a branch starts to build, or prove itself, then ask the question (before indexing): "What is the conversation that is building here?"

Also related to Sönke Ahrens' maxim of seeking Disconfirming Information to counter Confirmation Bias. By thinking of branches as conversations instead of collectives, you are also more inclined to put disconfirming information within the branch.