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MSP_POD_NLP

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to them. these results can be tangible results like making money or a development.
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there has to be some sort of goal on the part of the person seeking out information and experience and everything that they're doing is designed to help them move closer to that goal.
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how most people learn about learning, however, is-
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that is endorsed.
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how domost people learn how to read?and what's-
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how to read because an authority figure in their life believes this is an important skill for them to have. that authority figure-
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as a tool for satisfying their curiosities or helping them achieve their goals. but they approach-
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and something that authority figures demand of them. moreover...
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figures are continually asking them... they're not only-
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only assigning them what to read, but they're asking them.
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-certain kinds of questions and asking them to engage what they read in a certain kind of way. so people inherit this mentality.
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that says, when i read, i'm reading, because it is important to someone who has power in my society and i'm reading for the purpose-
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...having reactions and responses to the texts that will either, that will impress them sufficiently enough for me to get some kind of grade or-
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potential. and so people have this mentality that when i sit down and read, or when i listen to a lecture-
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and i think that's very tragic because it's not-
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your thinking ought to be dominated by a conviction that this is my-
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time, my energy going out in the direction of consuming this-
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better be valuable to me in helping me get what i-
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selfish enough. learning should be.
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...and at its best, it is utterly and completely-
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huge problem with not being selfish enough in your learning. and i think.
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going to be something. i'm going to get something out of this and you usually always do. but so it's-
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[inaudible 00:03:12] process. the amount that i gained was so much more vast in the-
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usefulness of it. and even my usefulness-
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seen as someone who likes this book, whether or not i want to prove-
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interpretation before, through which it could have done something for you. and if not, i mean, if so-
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uses to gain value from something. look-
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does that make sense? am i getting anywhere with this?
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creating some kind of lesson plan that will help people engage a text in a way that will exercise critical thinking. i'll have them-
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ask questions, like identify three elements in the text that you agree with and-
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and tell me why. identify three elements in the text that you disagree with. and tell me why. what-
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place for that kind of thinking. however, we [inaudible 00:04:06]
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answer to that. and so when people don't have that-
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exercise, then the only way they know how to meaningfully engage a text is by reading-
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something and saying, "all right, let me let you guys know what i agree with and what i-
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disagree with. and here are my arguments why. and that's almost all people know how to do.
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and if you watch the way people respond to-
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content, just, i know a lot of people say, "never waste your time reading comments." and i get the arguments for that. and there's a lot of that i do agree with.
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but as an exercise...
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okay. so why are we supposed to go read comments? it sounds horrible to me. you got to-
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because it'll provide you with a lot of good illustrations for the many ways in which we exercise this tendency to be distracted from learning. so for instance, what one-
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almost always find a comment that said-
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"this guy, he stole a lot of money from people."
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one example of this actually is with steve jobs. with his recent passing-
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there were a lot of articles and posts written and tribute to steve jobs. and you can hardly find a single one that was-
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there wasn't someone who felt the need to balance all of it out.
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by saying, "yeah, but he also kind of was a jerk. and he also had this-"
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if anyone misunderstands, i'm not against criticism. i'm not against being factual and i'm not here to defend people's lack of integrity or anything like that.
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i continue to be amazed at the absence of selfishness-
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to learn. i'm so determined to use what it is i'm learning to create what matters to me that-
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if there's some imperfection in the person, it's just sort of like, "okay, all right."
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selfish to spend any time debating the people who want to go over this nuance point or anything like that, even-
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though, again, there can be a time and a place for that.
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objection. i'm not using my time valuable enough, based on my own definition.
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why am i spending my valuable time telling you? that just move-
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but it has a much deeper meaning and implications that go far beyond just the physical act of standing in a single-file line.
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well, because time you go to an institution and you spend eight or more hours, or heck, five or more hour-
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rules might be neutral, in many cases, most of them don't come-
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into existence because of some process of trying to consciously figure out how to make children more intelligent or creative.
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most of these rules or many of them come into existence for no other reason than that.
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authority, figures need effective ways to manage children.
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so the concept of children walking in a straight line,
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for instance, there's nothing about walking in a straight line that's inherent.
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teacher and i'm managing 20 to 30 children and a bunch of unruly high-energy kids. and it's my job to transport them from one location-
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to another, then it might be easier for me to create a rule that says you all have to walk in straight lines.
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i'm creating this rule because it makes my life as a manager of them-
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...going over the lesson. most, at schools, you wouldn't be able to do this sort of thing.
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now there's nothing inherently wrong with these things.
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difficult for you to learn, but that presents a problem for the person that's-
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responsible for managing these kids. you're going to have some kids-
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hey kids, look the janitor's tired of peeling gum off from under the desk.and that's
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understandable, right?. i have no beef with the janitor. it totally makes sense, right?
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that these rules exist because people are a part of institutions where they are incentivized to create regulations that make it-
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walking in straight lines generates creative thinking. that's not how they come up.
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applied to so much more than just how a child must walk down the halls or whether or not-
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and you are compelled to define learning in a way that involves quantifying people's progress and performance for the sake of comparing it.
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i can't just let you read, okay? because someone's going to ask me to prove to them that you're act-
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actually learning when you read. i have to answer to parents. i have to answer to-
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i have to also have a way of testing you having a way of quantifying this experience.so now-
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learns to react and respond to authority figures in a way that gets them whatever that credential or reward-
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is that they're seeking, or that helps them avoid trouble, because nobody wants to get a-
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nobody wants to get in trouble with their parents. nobody wants to be held.
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that process actually interferes with learning because it gets in the way of-
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to engage material in the way that we're talking about. and whenever they come across anything, they go into this routine of-
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"i'm this kind of person. and that's the dominant way that people engage content rather than just saying, hey, what do i want to learn?"
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you're not learning. those are all negative things. and so people-
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... imbibe books and in content ...
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... because instead of, it's a very risk averse attitude. and i think having a risk aversion is the worst way to approach-
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... we've talked about this before, too, with criticism. can i say, and it ...
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... held accountable for every feeling and change intellectually you go ...
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... side to that too. students not only want to avoid pain, but ...
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... there's also a positive side where we like the way it feels to get praise, so ...
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... i might also be motivated to learn and come up with things to say, because it makes my teachers and my parents very proud of me and ...
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... while there's nothing inherently wrong with loving ...
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... the reception of praise and hating ...
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... the reception of pain, both of these things are two sides of the same coin because it ...
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... this movie or this book ...
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... is i didn't have as much of that sort of schooled mentality, but ...
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... so for me, this one particular thing has never been a fight ...
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... it's useless. and pursue the truth. and it doesn't matter who the truth comes from ...
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