Ways to Improve Learning
remember.... (that date or name or fact)!"
make sense of this...why can't I ever learn anything?"
so much time and effort to learn this stuff....!"
More than a
century of behavioral research tells us that every experience,
every awareness you have ever had, is still with you even
if you "can't remember it."
--So why do
most of us find it so much struggle to "learn?" --with
such weak results for so much time and effort?
--To the point
where "education" itself has been defined as "what
you have left, when you've forgotten everything you've been taught!"
There are a
lot of good answers to this question. We'll address some of the
best answers here. We'll start on the road to those answers, though,
by re-affirming what behavioral researchers have been showing us
for more than a century:
1. Every -
or very nearly every - experience, awareness, or datum you have
ever encountered is still somewhere in your memory. The trick is
to get the datum you need, when you need it, back up to the conscious
part of your mind where it is useful to you. Until recently, researchers
needed either electric probes used during neurosurgery, or deep
hypnosis, or special drugs, to get at and recover such "forgotten"
information. No longer. With a few simple, easy procedures given
you step-by-step in this book, you can now get at much or most of
your information very readily. Moreover, you can get at that information
in the most useful forms rather than merely as raw stored data.
--And you can get at the most relevant portions of that vast sea
of data. --Without surgery, without hypnosis, without drugs, without
2. --And with
understanding! Frankly, this is not a book of methods for rote-memorizing
more effectively. Our focus is understanding -- intellectual
understanding, artistic/aesthetic understanding; artistic/athletic
sensori-motor understanding, human understanding. The implications,
the reasons why, the relevance, the meaning of the data;
not just the data. If you want rote memorization only, choose another
program, another set of methods. If you would like your learning
to be useful and meaningful to you, continue into this book.
3. For any
subject area you are now struggling to learn, a surprisingly large
part of its information and core meanings are already within you,
amidst all that "forgotten data," encountered at some
time, in some context, somewhere in your life. If you can bring
yourself consciously aware, in detail, of this already-known core
of the subject, what little learning by whatever means remains
to be done will integrate quickly and easily for you around this
already-known core. There is no subject being taught anywhere
that you don't already know a great deal about, even if
you think you've never even heard of it before. Much of this present
book is given to step-by-step methods of bringing yourself consciously
aware of this hidden core of knowledge and understandings relevant
to what you are seeking to learn.
That is what
we are about.
below, in this introductory chapter, is some quick-hit help. In
part an overview of some of our methods, in part a few quick steps
or easy ways to get a leg up on a learning situation which may be
A lot of us
have put off things until the last minute, especially in schooling
or training situations. I have to assume that some who are now reading
this have done likewise. The frames that follow can help some at
least, right now.
These are not
substitutes for the main actual methods in this book. With most
of the main methods, once you've assimilated the method you can
in a few minutes, hours or days acquire levels of conscious understanding
and proficiency in almost any subject, levels which ordinarily would
require years of dedicated effort and attention to build. All who
are now reading this book and who follow its specified instructions,
should become able to achieve this level of effect and comfort.
--But now, for those of you who waited to get into this book until
you got into a bind, here are a few frames. They are different enough
from each other that, whatever your own particular situation, you
should be able to get some immediate benefit from one or several
One or more
of these frames should be of immediate though modest help to you
in your emergency. Please do, however, make a point of going on
with the rest of this book and its main methods immediately after
you've gotten through your emergency. Things can be so very, very
much easier and more rewarding for you if you do.
One: Several Generally Helpful Things You Can Do--
Even The Littlest Things Can Make A Big Difference.
-LIKE THE OUTCOME
OF THAT PLAY AT SECOND BASE....
Did the ball
get there first, or did the runner, or did the fielder? A huge difference
in outcomes, if the runner got there a tenth of a second faster
than the others, or slower. --Or if the ball got there faster than
the fielder did! Or that little thing about whether the fielder
got his foot on the bag.....
Just like games
with various factors interacting, where "a miss is as good
as a mile" and even an inch or a tiny part of a second make
huge differences in outcome, even the littlest things can make huge
differences in how well or how poorly you learn. Things so simple
and so ordinary no one ever bothered to point them out. Lack of
some tiny obvious practice or strategy can get you life-branded
as a poor learner--or your child, or anyone whom you care about.
on some little knack can get you on a roll instead and mark you
as a great, gifted learner or even a genius. Here are some tips
on some of these little knacks. If some seem overly obvious to you,
others might not. --And if, on some of these, you think they couldn't
possibly make that much difference, try them and see for yourself.
a Special Aside: you've taken too many people's word for too
many things. It's time you check some things out for yourself instead
of waiting for schools or other authorities (with their own mixed
agendas and purposes and derivations) to tell you what's what. So--check
Tips for Little Knacks of Learning--
1. Turn "dry
facts" into memorable experiences. Use your imagination and
involve all your senses.
turn the "dry facts" about such historic events as the
Battle of New Orleans into: you as one of those hunkering
down behind hasty fortifications in the heat, with the smell of
mud and sweat and gunpowder almost like a fist in your nose. Be
a soldier in that battle, eyeing which tree or rock to crouch behind
when the shooting starts, with the guy next to you hurriedly pointing
out possible firing angles. Watch the British main force coming
directly at where you've fortified most strongly instead of where
you were weakest...feel the mixed anxiety and relief that they coming
right at you there, where you are, instead of at another more vulnerable
place.... --And really feel that mix of feelings you get weeks later,
after all that you and everyone went through to win that remarkable
victory, when you learn that the War of 1812 with England had actually
ended before you had to fight that battle....
Or, for example,
take the "dry facts" of C=2 pi R or A = pi R squared.
Imagine being an inch worm the length of pi chasing his own tail
around and across circles and observe everything you can
from being that inchworm. Or work out and measure off where those
relationships, those distances, measure off in your own body. Against
D as diameter of your own body, where is pi, starting from where
to where? Measure off these lengths, these distances, these relationships
in your own body, and feel them out from the inside.
Or be a participle
dangling on the end of a sentence or clause (HOLD TIGHT!).
With great effort and resolve, pull yourself back from the precipice
toward a more comfortable place in that sentence....
mixed exhaustion and elation and other feelings Thomas Edison must
have felt all through his body when, at long last, he realized that
he was looking at a successful filament for his light bulb....
Or the astonishment
and excitement Elias Howe must have felt as he emerged from the
sweaty breathless dry-mouthed terrors of his nightmare. --His nightmare
of cannibals attacking. --When he realized that those odd holes
in the spearheads of the attacking cannibals were, in fact,
the key solution for the sewing machine he had been trying for so
long to invent....
Things # 1" among these hot tips is--
"DRY FACTS" UTTERLY MEMORABLE! (And as entertaining
and engrossing as possible!)
Your way through the key points or issues. --WITH someone.
through with a pal, whether these are math problems, science problems,
problems of the school, at-home or personal problems. Most of the
little things people miss, things which get in the way of their
solving, no one discovers until he or she has actually said it
aloud, to a listener! You'll be utterly amazed at what
you pick up this way, that you had no hint of realization before
that you were missing! (Also, taking yourself a surprising distance
along the road toward genius-level performance: keep a private diary
or journal for these things, and/or record them onto a tape recorder.)
Going through the problem, one of you describes everything that's
going through your awareness as you do that, not just what you're
"supposed" to be talking about. --To give the rest of
your mind the chance to relate to the problem.
Your pal is
listener, not interrupting, just listening and urging you on if
and when need be, until you hit your "a-HA!" instead
of letting on how he's already figured things out. If you see an
obvious answer to your partner's problem, stifle your urge to blurt
it out, even if he's missing it entirely. The more he wrestles with
it himself, the more likely it is that he will not only find the
answer that is best for him, but become able to answer all such
further questions of that type. He may even think of that answer
days later, while doing or thinking about other things, thanks to
having truly wrestled with the problem.
When it's your
turn to describe freely and to have a go at solving the problem,
allow your own ideas and perceptions, and descriptions of your ideas
and perceptions, to surprise you! --Because often
the answer comes from unexpected directions if you let it, and balks
when you don't.
the second set of hot tips,
Way Through the Key Points or Issues, WITH Someone.
If a problem
seems difficult, experiment with putting the problem into a different
form and solving that one, then come back to the main one. Also--
with imagining whatever's in that problem being bigger or smaller,
or changing with time, or standing it upside down, or being in different
colors, as another way to "get a handle on it." Imagine
an additional, extreme, "what-if-also" onto the
problem. If you are resolving a situation with a co-worker, for
example, toy with something like the notion, "what if he also
pulled a knife on us," or "what if he also picked his
nose during staff meetings, and flicked it onto the boss."
Play with solutions to the what-if to step back from the genuine
problem and give your mind some room to work in. By so diverting
your mind from the literal problem, amazingly enough, some of the
solutions to the what-ifs will help you resolve the real problem.
(But you probably don't want to let get back to the other person
what you did to find answer!)
widely regarded as the 20th Century's greatest genius, did such
simple "mind experiments" on his way to discovering Relativity
- not only as his way to figuring it out in the first place but
then in teaching that theory to others.
experimentation, and after talking problems through with a pal,
review and examine what you did. See if from that review you can
find out what happened, especially things that became apparent whether
large or little that will make your next problem-solving be easier
and more accurate.
the third set of hot tips,
the Problem, Experiment, Observe, Record.
what in your studies you don't understand to be like problems.
Do to those points-of-not-understanding, what you did to problems
in the hot tips above.
state of your learning and your history as a learner, some
parts of your learning, during your earlier life and even currently,
have gone easier and better than have other parts. Not all of the
good and not all of the bad in those differences can be attributed
to good or bad teachers or texts. Compare everything that
was going on for you in your most successful learnings with any
contrast in those factors during the less successful. Brainstorm
all possible factors, don't edit for accuracy or reasonableness
until you have maybe 50 or more items, some of them wild. Then
sort down to see what items you might find it useful to give some
attention to, or to provide for yourself in future rounds of successful
learning. Cluster your items, notice chunks of similar factors and
impressions. Focus on those patterns; also give some further attention
to several of your more surprising or wilder items. If anything
triggers a gust of laughter from you, pay it special attention:
chances are good that may be pointing to something significant.
In any case, sort down from the original 50 or so to maybe five
or so items you can give further attention to.
the fourth set of hot tips,
Point not Understood into a Problem and Solve it as per the above.
5. To make
sure you understand something, explain it to someone much younger
than you are, and/or less experienced than you are, and/or from
a very different background. --And make HIM understand it!
One of our
most famous educators, Jerome S. Bruner, once said that you can
teach any idea or concept to anyone at any age level! --provided
you put it to him in his own conceptual vocabulary. Meaning: in
terms that he already understands and uses. In your search to find
the terms which someone much younger than you understands, you strengthen
your own grasp immensely on that point of understanding.
For the youngest
among my readers: You might not have to get a teacher or parent
to explain any of the above to you! --Just get together with two
or three friends. Each of you take turns explaining the above to
each other, in detail..... --And then take the most important understandings
you can build together, and teach them in turn to a younger brother
your fifth set of hot tips,
key points effectively to someone younger, making sure BOTH of you
now understand them.
So here in
one small space are the 5 "Golden Sets of Hot Tips," where
even remarkably little things can make remarkably big gains in learning
your "dry facts" utterly memorable! (And as entertaining
and engrossing as possible!)
Your Way Through the Key Points or Issues, WITH Someone.
with the Problem, Experiment, Observe, Record.
each Point not Understood into a Problem and Solve it as per the
Sure you Understand a Key Point by Explaining It Effectively To
Someone Much Younger than You Are.
All of you
You have brains
enough to run a galaxy. What are you doing with them?
One of the
most frequently used paths to genius: find a knack that works for
you. Get on a roll. Find ways to stay on that roll. Find ways to
return to being on that roll, until so much else falls into that
roll that even you begin to realize that you are, indeed,
GBD.com without it costing you a dime. Learn
Way YOU Can Learn Like A Genius
were some very general, brief, and quickly assimilated suggestions
to improve your learning. Many other programs have similar recommendations.
In this section of frames for quick emergency coping, however, we
had to share with you at least a little of what our program is special
for. Here is at least a glimpse of one of the types of method which
are special to this book and to our program, though it also is beginning
to come into use in other programs elsewhere. We call it "Periscopic
Learning;" also "Borrowed Genius" and a few other
How To Learn
Through A Periscope--
* We had enrolled
our 4-year-old daughter in a neighborhood swim team, not for the
sake of competing but simply for safety reasons, to ensure she would
be competent in the water. During one of the team's meets, in one
heat a clerical error had her swim as the only small kid among 8,
9 and 10 year olds. To our amazement, she swam far faster than ever
before and finished right in the middle of the pack. "How did
you do that?!?" we asked her. Her reply: "I made-believe
I was one of the big kids."
* In the play
Camelot, Merlin was working with Arthur, the young to-be
king of England, at a point where Arthur was imagining himself to
be a hawk. Asked Merlin of Arthur: "What does the hawk know,
that Arthur does not know?" (From "up there," young
Arthur discovered that all those political boundaries everyone was
always so worked up about, simply weren't visible down there on
the physical landscape. --That England was one land. That was the
beginning of his resolve in unifying England.)
* Like projecting
your view through a periscope: let some aspect or part of you "become"
a whole, distinct person who happens to be the world's greatest
genius in what you are trying to learn. Through that new
vantage point cum periscope, see and understand easily what
had been obscure to you before...
* ...Just create
such genius in the same sense that tribesmen of the Bear Clan wore
the heads of bears to better understand the wilderness from which
they made their living...--While wearing a bear's head, discovering
what would bears see in that landscape....
* ...Or in
the same sense that one young lad of our experience, about to "not
make" his high school's baseball team, working with us during
an hour of "putting on the heads" of his various baseball
heroes, discovered through one of those "hero heads" how
to get extra focus on the baseball by swinging, not at the baseball
itself but at an imaginary flyspeck on that baseball. He
made the team; his first ten games he batted 800; at season's end
he was voted MVP by not only his team but his school's entire league.
* --Or in the
same sense that in our very first 1977 experiment which launched
Project Renaissance, a secretary starting to take violin lessons
leaped from raw beginner to advanced student in two lessons by our
special way of "putting on the head" of great violinists.
She came by to visit our second experiment three weeks later and
gave us a very nice concert. (ALL of us were getting similar results
in our chosen areas even before we perfected this method!)
Each of the
47 diverse methods for such Periscopic Learning, through Project
Renaissance's strategies of contextual projection and description,
enable one to learn with understanding, or gain in skills, years'-worth
in only hours: truly "accelerated learning!" (Periscopic
Learning in its 47 different versions, in turn, is only one of eight
types of accelerated learning method unique to Project Renaissance.
You do have something to look forward to in going beyond
these first few "emergency first-aid" pages!)
suggestion for this frame: imagine being a genius at what it is
that you are trying to learn. While describing that genius to
tape recorder or listener to make that experience more real to you,
give special attention to imagining, as concretely as possible,
in as sensory a way as possible, becoming that genius. Give
special attention to the way it feels being that genius--that
helps you discover the things which that genius would notice or
discover. Hold onto that feeling of that particular genius
while you are working at whatever you are seeking to learn. (Suggestion:
also recover that feeling and bring it silently with you into the
test or exam which usually accompanies the windup of such last-minute
to discover how your deeper mind may represent a particular type
of genius to you, try out several different types of genius
first. Study what it might feel like in your body if, say, you were
a genius mathematician. Describe all the differences in feeling
in your body, posture and ways of moving when you are "being
a genius mathematician" and being yourself. Then imagine being
a genius artist, and study those differences, then a genius
in dealing with people, and so on. Once you've experienced directly
for yourself how each type of genius feels differently to you, you
can get the best defined patterns of feeling which go with the type
of genius you need for this present occasion. "Wearing"
that feeling, then, will let things occur to you or happen for you
that otherwise would not, strengthening on this occasion your learning
or test performance or general performance.
benefits you can glean from this immediate occasion, please know
that by the stronger of these periscopic learning methods as found
later in this book, you may easily learn in several days, sometimes
in only hours, and with far fuller understanding. proficiencies
which otherwise conventionally require arduous years to build. (This
is also true of the seven other basic types of accelerated
learning given you in this book.) This is especially true in the
sciences and in most of the humanities -- and, oddly enough, in
athletics, where kinesthetic understanding is involved.
is the key here These are not memorization techniques. These methods
are not especially helpful in courses whose contents are mainly
the memorization of things, especially the temporary memorization
for tests and then forgetting--which typifies far too many classes
and classrooms today. Don't turn to our kind of method if what you
want is to memorize something for a test.
I hope that,
whatever your schooling has been, that you reading this still do
positively value understanding.
Oh, all right,
we do have one short-term memorization technique a few pages below,
for those of you caught in that type of learning emergency. Look
up "STARS" - "Spaced Tape And Replay System"
in the index and if you have a tape recorder, find some quick -
if only temporary - relief that way. But 99% of this book and program,
and rightfully so, is dedicated to finding and building true understanding.
--With direct recourse to those further, richer regions of your
mind and brain which see patterns, relationships, significance through
those relationships. --Direct resource to those further, richer
regions of your mind and brain wherein your understandings first
3: Psychology's Main Law And How To Use It.
prime "natural law," the Law of Effect, you can access
any region of your awareness and bring it into full focus of consciousness
where it's immediately useful to you. What is that Law of
are not the kind of laws which any legislature can pass. They are
patterns of events carefully observed in nature, described in a
form which allows one to recognize or predict where else such patterns
of event will occur, and tested to make certain that these descriptions
are accurate. You might or might not have a formal statement yourself
for "the law of gravity" in physics, but you are well
aware that there is such a law, you know that that law is there
regardless of what Congress or any legislature might try to say
about it, that the "enforcer" is nature itself rather
than some policeman or government regulator. For example, you can
pretty well predict even from your informal understanding of the
law of gravity, the outcome of walking off of the top of a cliff.
well enough, enough natural laws, and you can not only understand
but pretty well predict most of what's going on around you (and
within you!). If we knew enough of the actual laws of nature, everything
happening to us and around us would make sense, and it would be
a lot easier to make things come out in a desirable way. Most of
science itself is an ongoing, careful, disciplined search for better
understandings of natural law.
texts have been written on the Law of Effect. A simple, informal
statement of it, however, will suit most purposes even when closely
examined. Here is that simple, informal statement of the Law of
Get More of What You Reinforce!
law can be taken in many directions, just as a simple screwdriver
can be used in a lot of different ways. In this frame, though, we
will look mainly at:
1) How to take
control over more of your own life, away from unthinking institutions
and overworked authorities which may control so much of your life
2) How to use
this Law of Effect to reinforce into full conscious useful awareness
the learnings, information, understandings, and awarenesses that
you are pursuing;
1) Do More
of Your Own Reinforcement, don't depend so directly upon the
rewards and guidance of others.
Let me give
to have an idea, didn't do anything about it, and eventually forgot
all about it?
--We all have
done that, hundreds if not thousands of times. Only those ideas
that you respond to in some way - telling somebody, or making a
note of it, or acting in some way in response to it -- can
you remember many, maybe even any, of your passed-over ideas now?
Here is the problem with that:
Each time you
let an idea slip through without responding in some way to
it, you are reinforcing the behavior of being UNcreative.
Each time you do tell somebody about it, or note it down
somewhere, or in some way respond to it or act upon it, you
are reinforcing the behavior of being creative. By reinforcing
such behavior, you become more creative.
time you notice something others probably have not noticed, and
you let that slide through without response, you are reinforcing
the behavior of being UNobservant. --Alas, in fact, too much
of the training and schooling we have going on, is training in what
not to notice! --And each time you do tell somebody about
it, note it down somewhere, or in some way respond to it,
or act on it, you are reinforcing the behavior of being observant,
of being perceptive. By reinforcing this behavior you make yourself
into a more perceptive person, gaining permanent benefits of being
more perceptive and observant.
are, whoever you are, whatever your circumstances, you can easily
do that for yourself. How observant or perceptive or creative a
person you are is your choice, your doing, you don't have to have
a special program provided to you. There are plenty of good programs
which are a real convenience to have, but you don't have to have
these, you don't even need anyone's permission, to make yourself
as creative and perceptive and observant as you please. It's up
of Law of Effect to Learning:
you respond to, you reinforce. You reinforce your contact with and
awareness of, whatever it is you are responding to. --And, you are
reinforcing whatever skills and traits you are drawing upon for
The more you
can find to reward, even excite, your senses or imagination or pleasure
in any body of learning, the more of that learning is reinforced
into full focus of conscious awareness and of immediately retrievable
suggested above, and most notably everything suggested in the first
frame, are ways to find your own reinforcements in what you are
learning, thus to learn it more effectively.
OK, so you've
got a test coming up tomorrow morning. But let me ask you:
A) What are
the things reinforced in you if your main reinforcement is just
to get past that test?
B) What are
the things reinforced in you if your main reinforcements are from
within and from the added values you can gain from these effective
ways of focusing your awareness?
Just one thought
here - I'm sure you can take this question the rest of the way.
How long has most of the learning you've gone through up to this
point lasted for you or remained where it's useful to you? Can you
relate that to what gets reinforced when your main or only major
objective is to get by that next test?
* * *
(Here is where,
if you happen to have previously acquired the "Freenoting"
method taught next chapter, we'd ask for a Freenoting pause because
that will bring out so very many astonishing realizations for you.
If not now, though, after your immediate learning emergency is over
and you've gone into the main part of this book, you might for fun
come back to where I've put the three stars or asterisks, freenote
there for 10 or so minutes, and discover just how much there really
is for you that is revolving around even just this one point! --For
now, just paperclip this page for easy return to it after you've
read the Freenoting technique.)
Your life is
controlled by what is reinforced in it. How much of that you wish
to continue to entrust to others, and how much you care to take
on for yourself, is up to you. --As is what directions you take
this in if you do assume that added control over your own life by
developing your own ways of reinforcing yourself.
tip from this, your third frame, then, is almost the same as from
your first frame:
to make what you want to keep, from your learning-efforts, as utterly
memorable, as entertaining, as engrossing, as reinforcing as possible.
And, from day to day and from point to point in your activities,
examine just what it IS in you that's being reinforced at
that point....and what you care to do about it.
You have heard
before, that only 5 to 10 percent of the cells in your brain are
developed at all. If you factor in the question of how well
those cells are developed, the statistic becomes a little more alarming.
Some brain cells have been counted with as many as 60,000 connections
with other cells - one measure of their development. Most cells
in your brain that are developed at all, only have maybe a dozen
connections. Which means, it is not true that people's brains
are 5 to 10 percent developed. Instead, factoring in the degree
of development of such cells as are developed, less than a thousandth
of one percent of their brains are developed!
one may reasonably infer, that you, me, and those around you, all
of us have some room for improvement. That's not a rueful "boy,
do we have a long way to go!," but a hopeful "hey, look
how far further we can get!"
We know very.
VERY little as yet about how to turn on more of our endowed natural
abilities. Even the little we do now know, though, can make huge
differences. However much advantage you find here or in the rest
of this book, however, before you play king of the hill remember
how much further room there is to go!
Here is a little
of what we now already know--
serious researcher of the brain or mind has come to agreement on
one point from their various observations: that for every awareness
you are consciously experiencing, there are hundreds, if
not thousands, of other awarenesses which you are unconsciously
How have we
learned to select and funnel a very few things to conscious awareness
and to route everything else to unconscious, is in part by
practicality. Most of the time at least, I don't want to
put much of my attention into monitoring my liver functions or analyzing
in detail why so-and-so four years ago seemed to be in such a hurry.
But part of it was by accident of personal history, which may or
may not have led you toward the best strategy of selection. --And
part of it features aspects of our culture, some of which are useful
and some of which lead you away from the best selection as to what
goes to conscious attention and what gets dumped into the unconscious.
In our culture,
whatever your personal ethics, you perceive some value to "the
truth" and to ways of "getting at" truth. Correspondingly,
at least some of what reaches your conscious attention bears on
truth and its discovery, even if you were an inveterate liar. If
that weren't the case, you'd be hopelessly muddled and lost.
But also in
our culture, we are all taught - by well-meaning teachers and usually
also by parents and bosses - to "pay attention," meaning
to look like you're paying attention instead of mulling things
over, instead of imagination games which are the child's way of
making sense of the world.
So all things
considered, it seems possible to develop a better strategy in routing
some awarenesses to consciousness and others to unconsciousness,
so that more of what's meaningful and/or useful becomes clear to
you. There is a little of that further on in this book, but more
--How to retrieve
the more useful and meaningful parts of what had previously been
dumped into unconsciousness.
I hope you
interpret that to mean, not only the answers you need for tomorrow
morning's test, but whatever it is, in the body of information you
are studying, that might in the long run be useful and meaningful
to you. Otherwise, you are reinforcing in yourself short-term rote
memorization, and post-test forgetting, with all that effort you've
burned to date as a result going to waste thereafter.
So part of
this frame's suggestion to you is this: in whatever you are now
seeking to learn, what is there in it that you would like to have
more useful to you, more meaningful (meaning, how it affects
other things in your experience), or draws upon skills you would
like to build upon? Therein direct at least part of your attention;
therein find your reinforcements; and you are on the way.
at stake in retrieval:
thing all serious researchers of brain and/or mind, for more than
a century, have come to agreement on from their very different observations,
objectives, and backgrounds, is: that every datum, every awareness
conscious or unconscious, is still with you in memory. --Still
there to be usefully drawn upon.
this where we came in? The complaint that you can't remember such-and-such
on a test "when you need it," yet all that stuff is there
somewhere in your memory - more information by far, in fact, than
everything in print at a great library or at a major university!
There, in your memory, somewhere!....
found that out by using an electric needle to stimulate individual
tissues and cells in the brain during brain surgery. Others found
that out by use of certain experimental drugs. Many others found
that out by use of deep hypnosis.
neither electroshock nor drugs nor hypnosis is needed in the slightest,
to enhance your ability to learn. My little daughter in that swim
meet certainly never resorted to any of these. I have used hypnosis--but
not for twenty years. It's far harder to get anything like these
effects going with hypnosis than by our present methods.
act in some way upon or respond to what you are learning,
to reinforce it and the skills associated with it; and (2) respond
more to, and so reinforce, those elements within that learning which
relate to being useful to you beyond that test, and/or which draw
upon or lead to your further skills and proficiencies. And, in terms
with whatever sector of awareness or memory you want to retrieve.
Start with the part that's most easily accessed, and by describing
in detail to someone or to your tape recorder, find
that some leads to more which leads to yet more. (In some sectors
the most accessible part may be even pure imagination. Even by focusing
and describing what's in your imagination in certain ways, will
lead into direct retrieval and experience of what you were searching
for.) Worth noting: you've got within you - l'il ol' you!
- more insight and understanding than can be found in print in a
major university. A remarkably easy way for you to get at
that treasure-trove: simply find a way to describe, from your own
impressions, recall, imagery, or even imagination, in detail and
at length to an audience, thereby putting the Law of Effect at your
service in getting to your buried data.
This is, in
fact, once you've done it a time or so, so easy to do that the easiest
way of learning almost anything is to simply start describing, aloud
to an audience, everything you know, think you know, perceive,
or otherwise guess, in the context of what you're trying to learn.
Describe rapidly, without worrying yet about accuracy, and keep
going for awhile. Soon it may become apparent how remarkably much
of the subject you actually already know! --And what remains, then,
to be learned by whatever method, integrates rapidly around that
You don't need
any "magic pill;" you don't need any hypnosis.
With or without
hypnosis, the fact remains that by the stronger of the periscopic
learning methods we introduced in Frame Two and feature later on,
and by each of our seven other main types of accelerated learning
method, one may easily learn in several days, sometimes in only
hours, and with far fuller understanding, proficiencies which otherwise
conventionally require arduous years to build. --Especially in the
sciences and in most of the humanities - and, oddly enough, athletics,
where kinesthetic understanding is involved. Understanding
is key here: these are not memorization techniques. The Law of
Effect is the second key here. Where do you want to find
your reinforcement in the learning you are now pursuing? What
do you want, in that learning and in yourself, to get reinforced?
The third key: find more ways to interact with what you are
trying to learn, so those reinforcements can begin to happen and
so that more of what you are trying to learn can find its way to
three keys - going for understanding, choosing where you want the
Law of Effect to affect you, and interacting more with what you
are seeking to learn --are your third set of "hot tips."
differ, but all these frames are saying pretty much the same thing:
to involve yourself with, and interact with, what you are trying
to learn. RESPOND to what you are learning, in ways which reinforce
that learning - and YOU - to your long-term advantage.
educational history and experience--
You are brighter
than you think. Much brighter. You have huge untapped potentials.
Everyone who has seriously researched brain or mind, whatever their
starting point, is in agreement on this important point. Albert
Einstein himself, worldwide a household word for "genius,"
is believed to have been mildly retarded before he started doing
some of the things we will teach in this book. You don't have to
make yourself a genius if you don't want to, but you don't have
to make heavy weather either out of what should be an easy, productive
pleasure: effective learning with meaningful understanding.
Good luck on
that test of yours tomorrow morning! I hope that beyond that short-term
emergency situation, I will see you in the meaningful rest of this
book! --Starting with a general explanation introduction and Freenoting,
in Chapter Two next...
by Win Wenger and Project Renaissance - copying, printing, and/or
distributing is strictly forbidden without prior consent from the
To reach Win
Wenger, please visit his website at Project
on the latest Double Festival is available here.
originally published on Anakin's
Brain (now Genius By Design)