Incremental reading can make even experienced users feel like beginners, highlighting the complexity of the technique.
The traditional education system should prioritize knowledge retention and incorporate evidence-based learning methods.
Deep dives
Feeling like a beginner at incremental reading
The speaker discusses feeling like a beginner again in incremental reading, despite having prior experience and proficiency in the subject. They express frustration and confusion about their sudden struggle in using the technique effectively, even questioning whether it is worth their time. The feeling of being a beginner is distinct from deliberately cultivating a beginner's mindset and raises questions about the complexity of incremental reading.
The steep learning curve and layers of incremental reading
The podcast hosts delve into the steep learning curve of incremental reading, highlighting its layers of complexity. While one can quickly grasp the basic functions such as adding and reviewing items, mastering advanced features like incremental reading, planning, and task lists requires focused effort and extensive exploration. The hosts emphasize that even experienced users may still feel like beginners in certain aspects due to the constant depth and breadth of the technique.
The lack of emphasis on retention in traditional education
The hosts critically discuss the traditional education system's failure to prioritize knowledge retention. They highlight the focus on acquisition rather than retention of knowledge, pointing out that this oversight neglects a fundamental aspect of learning. The hosts express frustration at the long-standing existence of effective learning techniques, such as spaced repetition, that have not been widely adopted in the education system. They criticize the lack of focus on deliberate practice and the failure to recognize learning as a skill that can be improved.
The need for a change in attitudes towards learning
The hosts emphasize the need for a shift in attitudes towards learning and deliberate practice. They argue that learning should be taken more seriously and regarded as a learnable skill. The hosts highlight the effectiveness of deliberate practice in fields like fitness and athletics and lament the lack of equivalent practices in the knowledge work domain. They call for an increased focus on evidence-based learning methods, progress tracking, and sharing of learning experiences to drive a revolution in learning.
