THE 3 TECHNIQUES OF THE NOBEL IN PHYSICS RICHARD FEYNMAN TO LEARN AND DOMINATE ANY MATTER

Hello Steemians. Learning can seem like a complicated task, but only because the systems in which we usually do so present it to us as a difficult obligation to carry out.

But it does not have to be like that. In fact, it is possible that if we changed our considerations regarding learning, it would also change the enthusiasm with which we approach knowledge, no matter what the nature of it is.

Below we share three techniques synthesized from the peculiar way in which the scientist Richard Feynman, Nobel Prize in physics in 1965, learned and developed new knowledge. The bibliographical references of this synthesis can be found in this post, where the so-called "Feynman technique" is explained in greater detail.

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Imagine that you explain to a girl or boy what you have learned

It has been said that achieving simplicity is one of the most complicated tasks in the world and this is valid in almost any field. Knowledge is not the exception. And it is not a matter of simply thinking just because, but rather why, unexpectedly, simplicity can be stimulating and, in the same sense, unnecessary complication only clouds our thoughts, confuses us and entangles us.

In this sense, explaining what we know to a child can be profoundly enlightening for ourselves, for it forces us to think and express ourselves in simple terms, not because children do not understand (in fact, they are usually smarter than many of us, or his reasoning follows other ways), but only for a matter of language: they know fewer words, their world of experiences is somewhat reduced and, in general, their worldview is different.

Check out

When explaining, writing, reading or listening it is very easy to acquire the habit of staying in the first impression received. However, in terms of knowledge, it can always be much more fruitful to review everything that is read, what is said, what is heard, not only to review what we know but, above all, to recognize what is not we know, that is, to realize the limits of our knowledge.

Organize and simplify

The learning process is usually progressive and occurs in stages that happen and in which not everything we learn remains once we acquire new knowledge. In this sense, it is advisable to checkpoints from time to time to re-organize and simplify what we have learned and try to distinguish between what is useful and what we can do without.

Transmit what you know

Teaching is the fine point with which the learning cycle is completed. As we said before, it allows the person who does it to give order and clarity to their ideas. But not only that, since the elaboration of knowledge is always a shared task that is done with others, it allows us to build in the company of other new knowledge, understand things in a different way and, in short, build bridges towards other fields of knowledge. When we teach, we discover that knowledge is dialectical because transmitting it to others can be regarded as a final but not conclusive point.

ACQUIRE KNOWLEDGE CAN FOLLOW PATHS THAT WE DO NOT SOLEM TO TAKE INTO ACCOUNT.