Skill Acquisition Quotes

A general “law of least effort” applies to cognitive as well as physical exertion. The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

acquisition of skills requires a regular environment, an adequate opportunity to practice, and rapid and unequivocal feedback about the correctness of thoughts and actions.

But the transformation of consciousness undertaken in Taoism and Zen is more like the correction of faulty perception or the curing of a disease. It is not an acquisitive process of learning more and more facts or greater and greater skills, but rather an unlearning of wrong habits and opinions. As Lao-tzu said, "The scholar gains every day, but the Taoist loses every day.

This is a fundamental truth about any sort of practice: If you never push yourself beyond your comfort zone, you will never improve.

Learning isn’t a way of reaching one’s potential but rather a way of developing it.

The trouble comes when we confuse learning with skill acquisition. If you want to acquire a new skill, you must practice it in context. Learning enhances practice, but it doesn’t replace it. If performance matters, learning alone is never enough.

Learning is more than the acquisition of the ability to think; it is the acquisition of many specialized abilities for thinking about a variety of things.

The best way to get past any barrier is to come at it from a different direction, which is one reason it is useful to work with a teacher or coach.

It is one of the defects of modern higher education that it has become too much a training in the acquisition of certain kinds of skill, and too little an enlargement of the mind and heart by an impartial survey of the world.

The crime of capitalism is that it forces the vast majority of the population to remain preoccupied with basic concerns of nutrition, housing, health, and skill acquisition. It leaves little time for fostering the community and creativity that humans crave

[Patricia Greenfield] concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen-based technologies has led to the “widespread and sophisticated development of visual-spatial skills.” We can, for example, rotate objects in our minds better than we used to be able to. But our “new strengths in visual-spatial intelligence” go hand in hand with a weakening of our capacities for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.

Life is more than a job; jobs are more than a paycheck; and a country is more than its wealth. Education is more than the acquisition of marketable skills, and you are more than your ability to contribute to your employer’s bottom line or the nation’s GDP, no matter what the rhetoric of politicians or executives would have you think. To ask what college is for is to ask what life is for, what society is for—what people are for. Do students ever hear this? What they hear is a constant drumbeat, in the public discourse, that seeks to march them in the opposite direction. When policy makers talk about higher education, from the president all the way down, they talk exclusively in terms of math and science. Journalists and pundits—some of whom were humanities majors and none of whom are nurses or engineers—never tire of lecturing the young about the necessity of thinking prudently when choosing a course of study, the naïveté of wanting to learn things just because you’re curious about them.

the key to improved mental performance of almost any sort is the development of mental structures that make it possible to avoid the limitations of short-term memory and deal effectively with large amounts of information at once.

The second mistake is the tacit assumption that first you go to school, and when you are done, you go get a job. This made sense when jobs and skills changed on a generational timescale, but it does not in today’s fast-moving labor markets. These two phases of life need to be strongly interleaved, or at least the opportunity for new skill acquisition must be explicit and omnipresent.

With deliberate practice, however, the goal is not just to reach your potential but to build it, to make things possible that were not possible before.

Purposeful practice has well-defined, specific goals.

What’s the return on investment of college? What’s the return on investment of having children, spending time with friends, listening to music, reading a book? The things that are most worth doing are worth doing for their own sake. Anyone who tells you that the sole purpose of education is the acquisition of negotiable skills is attempting to reduce you to a productive employee at work, a gullible consumer in the market, and a docile subject of the state. What’s at stake, when we ask what college is for, is nothing less than our ability to remain fully human.

The central idea of the present book is very simple. It is that education is not primarily about the acquisition of information. It is not even about the acquisition of ‘skills’ in the conventional sense, to equip us for particular roles in society. It is about how we become more human (and therefore more free, in the truest sense of that word). This is a broader and a deeper question, but no less practical. Too often we have not been educating our humanity. We have been educating ourselves for doing rather than for being.

The law (of least effort) asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

A good listener is one who always pays attention, not to gain, but to learn.

The key thing is to take that general goal—get better—and turn it into something specific that you can work on with a realistic expectation of improvement.

Generally speaking, no matter what you’re trying to do, you need feedback to identify exactly where and how you are falling short. Without

Purposeful practice requires getting out of one’s comfort zone. This is perhaps the most important part of purposeful practice.

meaning aids memory.

The things that are indispensable require no elaborate pains for their acquisition; it is only the luxuries that call for labour. Follow nature, and you will need no skilled craftsmen.

Preparation" is a treacherous idea. In a certain sense every experience should do something to prepare a person for later experiences of a deeper and more expansive quality. That is the very meaning of growth, continuity, reconstruction of experience. But it is a mistake to suppose that the mere acquisition of a certain amount of arithmetic, geography, history, etc., which is taught and studied because it may be useful at some time in the future, has this effect, and it is a mistake to suppose that acquisition of skills in reading and figuring will automatically constitute preparation for their right and effective use under conditions very unlike those in which they were acquired.

Hayes and his colleagues have distilled these insights into seven skills for coping with loss. In more than a thousand studies over thirty-five years, they’ve found that the acquisition of this skill set predicts whether people facing loss fall into anxiety, depression, trauma, substance abuse—or whether they thrive. The first five skills involve acceptance of the bitter. First, we need to acknowledge that a loss has occurred; second, to embrace the emotions that accompany it. Instead of trying to control the pain, or to distract ourselves with food, alcohol, or work, we should simply feel our hurt, sorrow, shock, anger. Third, we need to accept all our feelings, thoughts, and memories, even the unexpected and seemingly inappropriate ones, such as liberation, laughter, and relief. Fourth, we should expect that sometimes we’ll feel overwhelmed. And fifth, we should watch out for unhelpful thoughts, such as “I should be over this,” “It’s all my fault,” and “Life is unfair.” Indeed, the ability to accept difficult emotions—not just observe them, not just breathe through them, but actually, nonjudgmentally, accept them—has been linked repeatedly to long-term thriving.

Regular training leads to changes in the parts of the brain that are challenged by the training. The brain adapts to these challenges by rewiring itself in ways that increase its ability to carry out the functions required by the challenges.

But willpower is necessary only where _ability_ to do is lacking. Learning ... is not the training of willpower but the acquisition of the skill to inhibit parasitic action and the ability to direct clear motivations as a result of self-knowledge. [Introduction]

This explains the importance of staying just outside your comfort zone: you need to continually push to keep the body’s compensatory changes coming, but if you push too far outside your comfort zone, you risk injuring yourself and actually setting yourself back.

We all want to do something that we are good at, that the world in some way recognizes, but the point of practice is never just about skill acquisition. It’s about making a contribution to the world. Which is why when we are in the midst of pursuing our calling, we must not only ask if this is something that we are good at, but if it is something good. We need more than excellence to satisfy the deepest longings of our souls. Which should raise the question: Is it, perhaps, possible to succeed at the wrong thing? It is, indeed.

Not being willing to jump in over your head is the single biggest emotional barrier to rapid skill acquisition. Feeling stupid isn’t fun, but reminding yourself that you will understand with practice will help you move from confusion to clarity as quickly as possible.

If we can show students that they have the power to develop a skill of their choice and that, while it is not easy, it has many rewards that will make it worthwhile, we make it much more likely that they will use deliberate practice to develop various skills over their lifetimes.

Those were wise men, or at any rate like the wise, who found the care of the body a problem easy to solve. The things that are indispensable require no elaborate pains for their acquisition; it is only the luxuries that call for labour. Follow nature, and you will need no skilled craftsmen.

The real value in setting goals is not in their achievement. The acquisition of the things you want is strictly secondary. The major reason for setting goals is to compel you to become the person it takes to achieve them. The greatest value is in the skills, knowledge, discipline and leadership

So here we have purposeful practice in a nutshell: Get outside your comfort zone but do it in a focused way, with clear goals, a plan for reaching those goals, and a way to monitor your progress. Oh, and figure out a way to maintain your motivation. This recipe is an excellent start for anyone who

In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs.

In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

It is the skills that you have acquired through difficulties that will give you the desired result.

Learning isn’t a way of reaching one’s potential but rather a way of developing it. We

abilities gradually deteriorate in the absence of deliberate efforts to improve. So

Learning new skills represents the ability to change your life and circumstances from top to bottom.

These steps are: Deep Observation (The Passive Mode), Skills Acquisition (The Practice Mode), and Experimentation (The Active Mode). Keep

economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

In short, perfect pitch is not the gift, but, rather, the ability to develop perfect pitch is the gift

You seldom improve much without giving the task your full attention.

Indeed, one could define a mental representation as a conceptual structure designed to sidestep the usual restrictions that short-term memory places on mental processing.

if there is no agreement on what good performance is and no way to tell what changes would improve performance, then it is very difficult—often impossible—to develop effective training methods.

Generally speaking, meaningful positive feedback is one of the crucial factors in maintaining motivation. It can be internal feedback, such as the satisfaction of seeing yourself improve at something, or external feedback provided by others, but it makes a huge difference in whether a person will be able to maintain the consistent effort necessary to improve through purposeful practice.

the principal force for convergence—the diffusion of knowledge—is only partly natural and spontaneous. It also depends in large part on educational policies, access to training and to the acquisition of appropriate skills, and associated institutions.

The clear implication is that perfect pitch, far from being a gift bestowed upon only a lucky few, is an ability that pretty much anyone can develop with the right exposure and training. The study has completely rewritten our understanding of perfect pitch.

In a field you’re already familiar with—like your own job—think carefully about what characterizes good performance and try to come up with ways to measure that, even if there must be a certain amount of subjectivity in your measurement. Then look for those people who score highest in the areas you believe are key to superior performance. Remember that the ideal is to find objective, reproducible measures that consistently distinguish the best from the rest, and if that ideal is not possible, approximate it as well as you can. Once

If you teach a student facts, concepts, and rules, those things go into long-term memory as individual pieces, and if a student then wishes to do something with them—use them to solve a problem, reason with them to answer a question, or organize and analyze them to come up with a theme or a hypothesis—the limitations of attention and short-term memory kick in. The student must keep all of these different, unconnected pieces in mind while working with them toward a solution. However, if this information is assimilated as part of building mental representations aimed at doing something, the individual pieces become part of an interconnected pattern that provides context and meaning to the information, making it easier to work with. As we saw in chapter 3, you don’t build mental representations by thinking about something; you build them by trying to do something, failing, revising, and trying again, over and over. When you’re done, not only have you developed an effective mental representation for the skill you were developing, but you have also absorbed a great deal of information connected with that skill.

If careful attention is paid to the reality, we will see clearly, the real shortage is of the right skills, rather than of jobs. If the right skills are developed, the right start-ups and other enterprises will emerge and provide the jobs needed. It’s always the horse before the cart, not the other way round. At a personal level, it will require the realisation of the need for the acquisition of required skills, the discipline to pursue it and the commitment to push through. These will require a great deal of personal courage and effort. But then, the benefit will be immeasurable.

The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

Learning isn’t a way of reaching one’s potential but rather a way of developing it. We can create our own potential. And this is true whether our goal is to become a concert pianist or just play the piano well enough to amuse ourselves, to join the PGA golf tour or just bring our handicaps down a few strokes.

The reason that most people don’t possess these extraordinary physical capabilities isn’t because they don’t have the capacity for them, but rather because they’re satisfied to live in the comfortable rut of homeostasis and never do the work that is required to get out of it. They live in the world of “good enough.

Technological immodesty is always an acute danger in Technopoly, which encourages it. Technopoly also encourages in-sensitivity to what skills may be lost in the acquisition of new ones. It is important to remember what can be done without computers, and it is also important to remind ourselves of what may be lost when we do use them.

So here we have purposeful practice in a nutshell: Get outside your comfort zone but do it in a focused way, with clear goals, a plan for reaching those goals, and a way to monitor your progress. Oh, and figure out a way to maintain your motivation. This recipe is an excellent start for anyone who wishes to improve—but it is still just a start.

general “law of least effort” applies to cognitive as well as physical exertion. The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs.

One of my recent acquisitions. It is called a medicine bag, from one of the native tribes of North America. A fascinating people, highly skilled in the use of plants’ power. They too understand nature’s essence as divine. So much so that they do not think it is man’s place to own the land at all. Imagine that – think of all the wars we would have missed!

The main thing that sets experts apart from the rest of us is that their years of practice have changed the neural circuitry in their brains to produce highly specialized mental representations, which in turn make possible the incredible memory, pattern recognition, problem solving, and other sorts of advanced abilities needed to excel in their particular specialties.

Today, the term “education” has become almost meaningless. People speak of a “high school education.” They assume any college will automatically “provide an education.” Virtually any sort of instruction is assumed to have “educational value.” But education is more than the learning of skills or the acquisition of facts. It includes acquiring a broad understanding of one’s culture, its development and the principles upon which it is founded. Education develops the ability to put immediate situations into a larger context built of history, philosophy, and an understanding of the nature of man. Inherent in education is the ability to think logically, to approach problem solving methodically, but without a predetermined set of solutions.

But scientists call this heightened performance during the acquisition phase of a skill “momentary strength” and distinguish it from “underlying habit strength.” The very techniques that build habit strength, like spacing, interleaving, and variation, slow visible acquisition and fail to deliver the improvement during practice that helps to motivate and reinforce our efforts.12

Deliberate practice involves well-defined, specific goals and often involves improving some aspect of the target performance; it is not aimed at some vague overall improvement. Once an overall goal has been set, a teacher or coach will develop a plan for making a series of small changes that will add up to the desired larger change. Improving some aspect of the target performance allows a performer to see that his or her performances have been improved by the training. Deliberate practice is deliberate, that is, it requires a person’s full attention and conscious actions. It isn’t enough to simply follow a teacher’s or coach’s directions. The student must concentrate on the specific goal for his or her practice activity so that adjustments can be made to control practice.

A general “law of least effort” applies to cognitive as well as physical exertion. The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

In the context of male provisioning and multigeneration resource transfers (both pre-existing features of the human adaptive complex), wealth accumulation becomes especially significant for men as an extended form of parental and/or nepotistic effort. For this reason, selection on behaviors favoring the acquisition of prestige and wealth through technical skills must have been significantly stronger in men than in women.

Far am I from denying in theory, full as far is my heart from withholding in practice, (if I were of power to give or to withhold,) the real rights of men. In denying their false claims of right, I do not mean to injure those which are real, and are such as their pretended rights would totally destroy. If civil society be made for the advantage of man, all the advantages for which it is made become his right. It is an institution of beneficience; and law itself is only beneficience acting by a rule. Men have a right to live by that rule; they have a right to do justice, as between their fellows, whether their fellows are in public function or in ordinary occupation. They have a right to the fruits of their industry, and to the means of making their industry fruitful. They have a right to the acquisitions of their parents; to the nourishment and improvement of their offspring; to instruction in life, and to consolation in death. Whatever each man can separately do, without trespassing upon others, he has a right to do for himself; and he has a right to a fair portion of all which society, with all its combinations of skill and force, can do in his favor. In this partnership all men have equal rights; but not to equal things. He that has but five shillings in the partnership, has as good a right to it, as he that has five hundred pounds has to his larger proportion. But he has not a right to an equal dividend in the product of the joint stock; and as to the share of power, authority, and direction which each individual ought to have in the management of the state, that I must deny to be amongst the direct original rights of man in civil society; for I have in my contemplation the civil social man, and no other. It is a thing to be settled by convention.

Effective curriculum, instruction, and assessment can occur without textbooks or technology. New resources can be used in a manner that augments the quality of the curriculum and transforms student learning. Schools and districts that most effectively leverage the acquisition of new materials invest significant time, effort, and energy in establishing the professional skills and strategies, standards, assessments, and curriculum that will be used to drive students' use of those resources.

third of the variants for success are simple competencies. These include, but are not limited to: Possessing a drive for results and being able to get results from others The ability to make decisions, including unpopular decisions Strategic agility when dealing with ambiguity A certain level of risk tolerance Financial acumen Critical thinking, which is an innate trait Tactical ability Perseverance Self-awareness, which includes the ability to work through your weaknesses and not have blind spots Interpersonal skills The

Imagine you live on a planet where the dominant species is far more intellectually sophisticated than human beings but often keeps humans as companion animals. They are called the Gorns. They communicate with each other via a complex combination of telepathy, eye movements & high-pitched squeaks, all completely unintelligible & unlearnable by humans, whose brains are prepared for verbal language acquisition only. Humans sometimes learn the meaning of individual sounds by repeated association with things of relevance to them. The Gorns & humans bond strongly but there are many Gorn rules that humans must try to assimilate with limited information & usually high stakes. You are one of the lucky humans who lives with the Gorns in their dwelling. Many other humans are chained to small cabanas in the yard or kept in outdoor pens of varying size. They are so socially starved they cannot control their emotions when a Gorn goes near them. The Gorns agree that they could never be House-Humans. The dwelling you share with your Gorn family is filled with water-filled porcelain bowls.Every time you try to urinate in one,nearby Gorn attack you. You learn to only use the toilet when there are no Gorns present. Sometimes they come home & stuff your head down the toilet for no apparent reason. You hate this & start sucking up to the Gorns when they come home to try & stave this off but they view this as evidence of your guilt. You are also punished for watching videos, reading books, talking to other human beings, eating pizza or cheesecake, & writing letters. These are all considered behavior problems by the Gorns. To avoid going crazy, once again you wait until they are not around to try doing anything you wish to do. While they are around, you sit quietly, staring straight ahead. Because they witness this good behavior you are so obviously capable of, they attribute to “spite” the video watching & other transgressions that occur when you are alone. Obviously you resent being left alone, they figure. You are walked several times a day and left crossword puzzle books to do. You have never used them because you hate crosswords; the Gorns think you’re ignoring them out of revenge. Worst of all, you like them. They are, after all, often nice to you. But when you smile at them, they punish you, likewise for shaking hands. If you apologize they punish you again. You have not seen another human since you were a small child. When you see one you are curious, excited & afraid. You really don’t know how to act. So, the Gorn you live with keeps you away from other humans. Your social skills never develop. Finally, you are brought to “training” school. A large part of the training consists of having your air briefly cut off by a metal chain around your neck. They are sure you understand every squeak & telepathic communication they make because sometimes you get it right. You are guessing & hate the training. You feel pretty stressed out a lot of the time. One day, you see a Gorn approaching with the training collar in hand. You have PMS, a sore neck & you just don’t feel up to the baffling coercion about to ensue. You tell them in your sternest voice to please leave you alone & go away. The Gorns are shocked by this unprovoked aggressive behavior. They thought you had a good temperament. They put you in one of their vehicles & take you for a drive. You watch the attractive planetary landscape going by & wonder where you are going. You are led into a building filled with the smell of human sweat & excrement. Humans are everywhere in small cages. Some are nervous, some depressed, most watch the goings on on from their prisons. Your Gorns, with whom you have lived your entire life, hand you over to strangers who drag you to a small room. You are terrified & yell for your Gorn family to help you. They turn & walk away.You are held down & given a lethal injection. It is, after all, the humane way to do it.

The illusion of pattern affects our lives in many ways off the basketball court. How many good years should you wait before concluding that an investment adviser is unusually skilled? How many successful acquisitions should be needed for a board of directors to believe that the CEO has extraordinary flair for such deals? The simple answer to these questions is that if you follow your intuition, you will more often than not err by misclassifying a random event as systematic. We are far too willing to reject the belief that much of what we see in life is random.

You need to get a job, but you also need to get a life. What’s the return on investment of college? What’s the return on investment of having children, spending time with friends, listening to music, reading a book? The things that are most worth doing are worth doing for their own sake. Anyone who tells you that the sole purpose of education is the acquisition of negotiable skills is attempting to reduce you to a productive employee at work, a gullible consumer in the market, and a docile subject of the state. What’s at stake, when we ask what college is for, is nothing less than our ability to remain fully human.

John Henry Holliday believed in science, in rationality, and in free will. He believed in study, in the methodical acquisition and accumulation of useful skills. He believed that he could homestead his future with planning and preparation: sending scouts ahead and settling it with pioneering effort. Above all, he believed in practice, which increased predictability and reduced the element of chance in any situation. The very word made him feel calm. Piano practice. Dental practice. Pistol practice, poker practice. Practice was power. Practice was authority over his own destiny. Luck? That was what fools called ignorance and laziness and despair when they gave themselves up to the turn of a card, and lost, and lost, and lost …

Furthermore, to the same degree in which the division of labour increases, is the labour simplified. The special skill of the labourer becomes worthless. He becomes transformed into a simple monotonous force of production, with neither physical nor mental elasticity. His work becomes accessible to all; therefore competitors press upon him from all sides. Moreover, it must be remembered that the more simple, the more easily learned the work is, so much the less is its cost of production, the expense of its acquisition, and so much the lower must the wages sink—for, like the price of any other commodity, they are determined by the cost of production. Therefore, in the same measure in which labour becomes more unsatisfactory, more repulsive, do competition increase and wages decrease.

Suppose there was some group of people who selected beginning chess players for some chess program according to what seemed to be their “innate talent.” They would teach a group of youngsters how to play and then, after three or six months had passed, look to see who were the best. We know what would happen. On average, the kids with higher IQs would have an easier time in the beginning learning the moves and would be selected for further training and grooming; the others would not be offered a spot in the program. The end result would be a collection of chess players with much higher than average IQs. But we know that in the real world there are many grandmasters who don’t score particularly well on IQ tests—so we would have missed the contributions of all of those people who could become great chess players.

A key fact about such mental representations is that they are very “domain specific,” that is, they apply only to the skill for which they were developed. We saw this with Steve Faloon: the mental representations he had devised to remember strings of digits did nothing to improve his memory for strings of letters. Similarly, a chess player’s mental representations will give him or her no advantage over others in tests involving general visuospatial abilities, and a diver’s mental representations will be useless for basketball. This explains a crucial fact about expert performance in general: there is no such thing as developing a general skill. You don’t train your memory; you train your memory for strings of digits or for collections of words or for people’s faces. You don’t train to become an athlete; you train to become a gymnast or a sprinter or a marathoner

If you talk to these extraordinary people, you find that they all understand this at one level or another. They may be unfamiliar with the concept of cognitive adaptability, but they seldom buy into the idea that they have reached the peak of their fields because they were the lucky winners of some genetic lottery. They know what is required to develop the extraordinary skills that they possess because they have experienced it firsthand. One of my favorite testimonies on this topic came from Ray Allen, a ten-time All-Star in the National Basketball Association and the greatest three-point shooter in the history of that league. Some years back, ESPN columnist Jackie MacMullan wrote an article about Allen as he was approaching his record for most three-point shots made. In talking with Allen for that story, MacMullan mentioned that another basketball commentator had said that Allen was born with a shooting touch—in other words, an innate gift for three-pointers. Allen did not agree. “I’ve argued this with a lot of people in my life,” he told MacMullan. “When people say God blessed me with a beautiful jump shot, it really pisses me off. I tell those people, ‘Don’t undermine the work I’ve put in every day.’ Not some days. Every day. Ask anyone who has been on a team with me who shoots the most. Go back to Seattle and Milwaukee, and ask them. The answer is me.” And, indeed, as MacMullan noted, if you talk to Allen’s high school basketball coach you will find that Allen’s jump shot was not noticeably better than his teammates’ jump shots back then; in fact, it was poor. But Allen took control, and over time, with hard work and dedication, he transformed his jump shot into one so graceful and natural that people assumed he was born with it. He took advantage of his gift—his real gift.   ABOUT

What are the heights, and depths, and lengths, of human science, with all the boasted acquisitions of the brightest genius of mankind! Learning and science can measure the globe, can sound the depths of the sea, can compass the heavens, can mete out the distances of the sun and moon, and mark out the path of every twinkling star for many ages past, or ages to come; but they cannot acquaint us with the way of salvation from this long, this endless distress. What are all the sublime reasonings of philosophers upon the abstruse and most difficult subjects? What is the whole circle of sciences which human wit and thought can trace out and comprehend? Can they deliver us from the guilt of one sin? Can they free us from one of the terrors of the Almighty? Can they assuage the torment of a wounded spirit, or guard us from the impressions of divine indignation? Alas, they are all but trifles in comparison of this blessed Gospel, which saves us from eternal anguish and death. It is the Gospel that teaches us the holy skill to prevent this worm of conscience from gnawing the soul, and instructs us how to kill it in the seed and first springs of it, to mortify the corruptions of the heart, to resist the temptations of Satan, and where to wash away the guilt of sin. It is this blessed Gospel that clearly discovers to us how we may guard against the fire of divine wrath, or rather how to secure our souls from becoming the fuel of it. It is this Book that teaches us to sprinkle the blood of Christ on a guilty conscience by faith, by receiving Him as sincere penitents, and thereby defends us from the angel of death and destruction. This is that experimental philosophy of the saints in Heaven whereby they have been released from the bonds of their sins, have been rescued from the curse of the law, and have been secured from the gnawing worm and devouring fire.

The art academies had offered a story of art as the conquest, loss, and finally reconquest of nature through the mastery of illusionistic technology, improved by a grasp of ideal beauty. Romanticism replaced this with the story of art as an acquisition and then loss of wisdom, warning us not to mistake naturalism or technical skill for such wisdom. Historicism proposed that each period expresses its view of the world through its own forms; no art form can be preferred for they are all true registrations of the evolving mind. Materialism, finally, a version of historicism, told the story of art as a series of local responses to conditions, materials, tools, and functions. The immediate purpose of Riegl's teleology was to counter the crass reductionism of the materialist version. He did this by insinuating that there was something animating the history of form, a ghost in the machine, a will to form that overrode pragmatic needs. There is a tension in Riegl's art history between the anthropomorphic concept of Kunstwollen, which locates the motor of history in the individual, and the teleological shape of history, the inexorable dematerialization and intellectualization of art, a schema inherited from Hegel and never justified philosophically by Riegl. For Riegl, all art is naturalistic; it is simply that each epoch sees nature differently. What they see is the true object of art. This transforms art history into a history of seeing, and therefore of thinking.

As well as the potential for conflict, human beings have a unique potential to be each other's best source of co-operation, learning, love and assistance of every kind. While there's not much that ostriches or otters can do for an injured member of their own species, among humans there is. But it's not just that we able to give each other care and protection. Because most of of our abilities are learned, we depend on others for the acquisition of our life skills. Similarly, our unique capacity for specialisation and division of labour means that human being have an unrivalled potential to benefit from co-operation. So as well as the potential to be each other's worst rivals, we also have the potential to be each other's greatest source of comfort and security.

In short, the principal force for convergence—the diffusion of knowledge—is only partly natural and spontaneous. It also depends in large part on educational policies, access to training and to the acquisition of appropriate skills, and associated institutions.

When you identify your overall goal as improved performance, it becomes clear on how to practice to build expertise, You are only as strong as your weakest links, so you must first address them.

To quote Zig Ziglar, "The elevator to success is out of order, but the stairs are always available." Expect to do the work and expect to reach success after a process. The worst thing that you can feel is an entitlement to success. Even if you have worked hard, nobody is entitled to success - hard work is merely an element of success, not a promise of it.

At Silence Hurn, we have an expert team who deliver progressive building consultancy and chartered surveying services for all of our clients. Our skilled team has a wealth of knowledge and expertise in advising developers, landlords, private investors, lenders and homeowners on the entire property life cycle. From acquisition to completion, through design and development, our range of services ensure that you get the best value from your property portfolio.

Which brings us back to Benjamin Franklin again. As a young man he was interested in all sorts of intellectual pursuits—philosophy, science, invention, writing, the arts, and so on—and he wished to encourage his own development in those areas. So at twenty-one he recruited eleven of the most intellectually interesting people in Philadelphia to form a mutual improvement club, which he named “the Junto.” The club’s members, who met each Friday night, would encourage each other’s various intellectual pursuits. Every member was expected to bring at least one interesting topic of conversation—on morals, politics, or science—to each meeting. The topics, which were generally phrased as questions, were to be discussed by the group “in the sincere spirit of inquiry after truth, without fondness for dispute or desire of victory.

But since we know that practice is the single most important factor in determining a person’s ultimate achievement in a given domain, it makes sense that if genes do play a role, their role would play out through shaping how likely a person is to engage in deliberate practice or how effective that practice is likely to be.

while innate characteristics may influence performance among those who are just learning a new skill or ability, the degree and the effectiveness of training plays a more significant role in determining who excels among those who have worked to develop a skill.

Closer to the bar is Bobby Daniels. A former partner at Morgan Stanley, Bobby was once considered a prodigy in the field of acquisitions and divestments. In fact, this skill came so naturally to him, he acquired and divested four different wives.

Psychologically speaking, Christ is a representation, or an embodiment, of the mastery of dogma and the (consequent) emergence of spirit. Spirit is the creative force that gives rise to what becomes dogma, with time. Spirit is also that which constantly transcends such time-honored tradition, when possible. It is for this reason that an apprenticeship ends with a masterpiece, the creation of which signifies not only the acquisition of the requisite skill, but the acquisition of the ability to create new skills.

The best way to invest willpower in support of skill acquisition is to use it to remove these soft barriers to practice. By rearranging your environment to make it as easy as possible to start practicing, you’ll acquire the skill in far less time.

You have 24 hours to invest each day: 1,440 minutes, no more or less. You will never have more time. If you sleep approximately 8 hours a day, you have 16 hours at your disposal. Some of those hours will be used to take care of yourself and your loved ones. Others will be used for work. Whatever you have left over is the time you have for skill acquisition. If you want to improve your skills as quickly as possible, the larger the dedicated blocks of time you can set aside, the better.

The most well-known general method of rapid skill acquisition is immersion: completely changing your environment in a way that results in constant deliberate practice.

Quick comprehension, a central skill in rapid learning, denotes the ability to swiftly understand and grasp information or concepts. It serves as a foundational element in the quest for efficient knowledge acquisition.

Rapid learning classes extend beyond conventional teaching methods by incorporating transformative approaches. Teachers leverage rapid learning principles to equip students with essential skills for their future endeavours, ensuring that the learning experience goes beyond mere knowledge acquisition to encompass practical and applicable skills.

Rapid learning unlocks a student’s potential for quicker knowledge acquisition and efficient mastery. The result: more time for leisure, personal interests and pursuits.

Rapid learning is the opposite of the traditional crawl-through type of learning. It is fast-paced and learners fast-track their understanding, master subjects efficiently, and enjoy the benefits of expedited knowledge acquisition.

Rapid learning approach fosters critical thinking and problem-solving prowess, a testament to the effectiveness of the principles guiding the accelerated acquisition of knowledge and skills.

Neuroscience research tells us that the adolescent brain is primed for the acquisition of new skills. Teens are driven to seek out new experiences, more intense social and emotional relationships, and, for better or worse, new risks.

K. Anders Ericsson, a professor of psychology at Florida State University, has studied the acquisition of expert-level skill for decades. The conventional wisdom is that it takes ten thousand hours of effort to become an expert. Ericsson instead found that it’s not about how much time you spend learning, but rather how you spend that time. He finds evidence that people who attain mastery of a field, whether they are violinists, surgeons, athletes,144 or even spelling bee champions,145 approach learning in a different way from the rest of us. They shard their activities into tiny actions, like hitting the same golf shot in the rain for hours, and repeat them relentlessly. Each time, they observe what happens, make minor—almost imperceptible—adjustments, and improve. Ericsson refers to this as deliberate practice: intentional repetitions of similar, small tasks with immediate feedback, correction, and experimentation.