I’ve name-checked one of my favorite thinkers and writers on the science of learning, Dr. Barbara Oakley, a couple of times already on this blog. It’s time I share with you a little bit about why you should be as excited about her work as I am.
Dr. Barbara Oakley and Dr. Terry Sejnowski are the teachers of Learning How to Learn – the number 1 MOOC in the world. They wanted to bring their insights from the course to students of younger ages. The result is the new book, Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying. Unless you have above average knowledge of the latest neuroscience, I’d say this book is for you, too.
The earlier in your life you pick up, read, and adopt these ideas, the better off you’ll be. As one of my other favorite life-coach-y authors, James Clear, often says: “habits are the compound interest of self-improvement.”
There is so much goodness here that I’d like to split this review into at few parts, if my faithful readers will bear with me.
The first chapter, “The Problem with Passion,” is the antidote to Facebook/LinkedIn memes like this one:
Drs. Oakley and Sejnowski beg to differ, and add personal stories to support their science:
It’s easy to believe that you should only concentrate on subjects that come easily for you. But my story reveals that you can do well in subjects you don’t even like. The truth is, it’s okay to follow your passions. But I also found that broadening my passions opened many wonderful opportunities.
I think this is a message that all of us, of all ages, need to fully embrace. As someone who is persuaded by the idea that division of labor generally leads to the flourishing of societies and individuals, I think it will lead to impossibly bad results if we misapply the insight to mean that young students (let’s say up to 8th grade) should be free to concentrate their time only on the subjects that they “get” or that seem to hold some fascination.
Educational myths like “learning styles” ironically perpetuate the bigotry of low expectations because they teach students that it’s OK not to push themselves to improve their abilities in say, math, science, or reading.
But I digress.
Drs. Oakley and Sejnowski don’t spend time tilting at the windmills of the educational establishment (and I include in that number loads of education “reformers”). They are quite correct that true change start with the individual and with the individual’s ability to grow, change, and improve. How better to empower the next generation than by letting them in on the marvelous secret that their factory-installed equipment is more than up to the challenges that life poses?
As we’ll see, Drs. Oakley and Sejnowski make the case that metaphors are the way we can “hack” our brains to learn new subjects. Having exposure to a number of different subjects, especially ones that are very different from the domains where we are most comfortable, is a powerful way to make new and creative connections and discoveries.
While specialization has many benefits, let’s not forget that our brains are antifragile. Getting too comfortable, or falling into “rut-think” (Chapter 14), can lead to stagnation and complacency.
I’m excited to share more with you about this book in the next few posts. Hopefully I’ll find a way to move a little faster than one blog post per chapter!