Saturday, October 20, 2018

FAST Learning

How to learn Fast - Jim Kwik - 2018 - YouTube

Forget: what you already know, start with beginners mind; ignore distractions; limitations
Active: Brain does not learn based on consumption, it learns by creation 
State:  Information + Emotion = long term memory
Teach: Learn to teach to somebody else; this makes you pay attention differently

"With great power comes great responsibility"
<=> "With great responsibility comes great power"
When we take responsibility for something we have great power to make it better!

The greatest responsibility: controlling how we feel, to be in state of curiosity, excitement.

"When you teach something you get it to learn twice"

book: The Power of TED (The Empowerment Dynamic)

POWER OF TED* (*THE EMPOWERMENT DYNAMIC): 10th Anniversary Edition: David Emerald, Obadinah Heavner, Robert Lanphear: 9780996871808: Books

Home Escape the Drama Triangle with TED* (*The Empowerment Dynamic)Image result for POWER OF TED* (*THE EMPOWERMENT DYNAMIC)

The Power of TED* (*The Empowerment Dynamic) PDF

PNTV: The Power of TED by David Emerald - YouTube (review by Brian Johnson)

The Power of TED by David Emerald - PhilosophersNotes | Optimize

Optimize Interview: The Power of TED* with David Emerald - YouTube

3 vital questions:
  • where is my focus
    • problems or 
    • outcomes
  • how am I relating: to others, to experiences, to myself 
    • more drama or 
    • empowering myself to take creative action
  • what actions am I taking: 
    • reactive, or 
    • generative, creative
Orientation is crucial
  • Victim or 
    • DDT triangle: Dreaded Drama Triangle
      • victim, 
      • prosecutor, (a person,  a condition, a situation)
      • rescuer
    • focus on what we don't want, on problems
    • inner state of anxiety, fear
    • reactive actions (fight, flight, freeze) 
    • this is the default human orientation, survival instinct
  • Creator 
    • TED triangle: The Empowerment Dynamics: 
      • creator, 
      • challenger, 
      • coach 
    • focus on what we want, envisioned outcomes
    • what has a meaning for us
    • creative actions, passion, desire
    • start with baby steps in solving problems toward goals

people play different roles in different situations, both in DDT and TED triangles

important is to shift mindset DDT => TED
  • victim => creator:
    • what I want to create
    • I own my capacity to respond to life experiences, even when feel victimized 
    • questions to ask: 
      • why am I experiencing this
      • what can I learn here
    • the key for shift from victim to creator is to be able to ask and answer questions: 
      • "what do I want?" and
      • "what are the choices here
    • chose to respond to what is happening in life
  • persecutor => challenger
    • challenges to improve and create, instead to react
    • be constructive challengers in our relationships with others
    • always ask yourself questions: 
      • what do I want
      • what is my intention here" before challenging someone
      • what kind of question can I ask
    • conscious constructive challenger has learning, supportive intention (not to show off)
    • not to see others as "problems to fix", instead as "creators in their own right"
  • rescuer => coach
    • professional or trusted friend
    • clarify intended outcomes and current reality
    • rescuers often from good intention reinforce powerlessness of the victim 
    • as a coach, we see the person we support as a creator, capable and resourceful
    • support by inquiry, asking questions:
      • what do you want
      • what is your current reality
      • what are possible options, choices,
        baby steps to move to better outcome

Dynamic Tension
Example of rubber band as an illustration
  • What do I want (goal)
  • What is current reality (starting point)
    • what supports the goal
    • what is in the way, problems to solve
  • Resolving this tension (distance from start to goal) by
    • taking baby steps from current reality to desired goal
    • short term, the smallest thing I can do
    • every step can be 
      • forward, good
      • backward, what can I learn from it?
      • breakthrough, you never know when it may happen if not taking baby steps
    • in every step evaluate
      • what do I want?
      • what did I got?
      • what is next?
Why baby steps rather then giant leaps?
  • High-achievers assumptions that need to
    figure out all the steps to desired future outcome before taking action. 
  • Detailed plans are often voided by unanticipated situations. 
  • Spending all time planning steps rather than taking them. 
  • Baby steps open up paths for breakthroughs or learning along the way 
  • What can I do in next 30 days is much more powerful than what I can do in 5 years
  • Immediate actions inform subsequent actions, 
  • Don't have to have it all figured out before we start
Quote: "It is impossible to invest your soul in a compromise"
There is always a tension between desired outcome and reality.
If we give in to this tension by reducing goal, we react from victim reality, compromising vision.
Part of discipline of being a creator is to allow ourselves to have big visions, that creates a meaning for our lives, and taking baby steps to make it closer to reality.


  • being able to identify "where am I" (DDT or TED)
  • and "what I really want" and what are choices
  • no mater the situation we always have choices, and can choose choice

David Emerald womeldorff - YouTube

Wednesday, September 26, 2018

book: 21 Lessons for the 21st Century

21 Lessons for the 21st Century: Yuval Noah Harari: 9780525512172: Books

...urgent, shape-shifting topics that will shape our present and near future, including nationalism, religion, immigration, artificial intelligence, and even the nature of Truth..

“In a world deluged by irrelevant information, clarity is power"

"Unlike "Sapiens" and "Homo Deus" (previous books of the same author), this book is intended not as a historical narrative but rather as a selection of lessons. These lessons do not conclude with simple answers. They aim to stimulate further thinking and help readers participate in some of the major conversations of our time."

“So what should we be teaching?
Many pedagogical experts argue that schools should switch to teaching
the four Cs’—critical thinking, communication, collaboration, and creativity. 

More broadly, they believe, schools should downplay technical skills and emphasize general-purpose
life skills
. Most important of all will be the ability to deal with change, learn new things, and
preserve your mental balance in unfamiliar situations
. In order to keep up with the world of
2050, you will need not merely to invent new ideas and products but above all to reinvent
yourself again and again.

Part I The Technological Challenge
 1 Disillusionment
 2 Work
 3 Liberty
 4 Equality
Part II The Political Challenge
 5 Community
 6 Civilization
 7 Nationalism
 8 Religion
 9 Immigration
Part III Despair and Hope
 10 Terrorism
 11 War
 12 Humility
 13 God
 14 Secularism
Part IV Truth
 15 Ignorance
 16 Justice
 17 Post-Truth
 18 Science Fiction
Part V Resilience
 19 Education
 20 Meaning
 21 Meditation