Ultralearning, by Scott Young

How do you feel when you hear stories of people who learned the basics of a language in a month, who graduated in half the time or who could memorize an impressive amount of information?

Do you feel like you’re inferior because you don’t have that ability? Do you envy those great brains? Do you think that what they do is impossible and that there’s some trick behind those stories? 

Well, you must know you are able to achieve similar things. You can learn in a faster way and use your brain in a much more useful way, even if you believe you weren’t born with enough intelligence. 

All you have to do is follow some principles that those people followed, too. If you learn how to learn like they did, you’re going to incredibly leap forward in the way you learn.

In today’s Arata Academy Summary, we’ll see nine principles of fast learning which are described in detail in the book “Ultralearning: Master hard skills, Outsmart the Competition, and Accelerate your Career”, by Scott Young

This book shows how common people like you and me managed to learn any kind of topic in an efficient and fast way when they followed the nine principles we are going to discuss here. 

Principle 1 – Metalearning: First, design a map with your studying strategy. 

The first characteristic that defines people who learn fast is the importance they give to metalearning. Metalearning is the art of learning how to learn. 

Most people, when they want to learn something, go straight to read a book, watch a video or attend a class about that topic. They start by trying to learn the subject itself. 

People who learn fast don’t do that. Before starting, they design a metalearning map. They spend at least ten percent of the time learning how to learn that topic.

That metalearning map seeks to answer three questions: Why? What? How?

First you must explain to yourself the reasons why you want to learn that topic. It may be a desire you have to know something. It may be a skill you need to develop for your job. It may simply be some compulsory subject from your school or university. 

Afterwards, you need to define exactly what you want to learn. Which are the specific points? What are the pieces that form those points? What knowledge do you need to emphasize? What points can you exclude? 

Finally, you need to understand how you’re going to learn that. What’s the best method? Is it reading books? Which books? Is it practising any skill? How are you going to practise it? Is it taking exams? Which exams?

Your map doesn’t need to be perfect. It just needs to show you the right direction for you to follow the correct path from the beginning of the journey. The idea is for you not to waste time learning useless things, checking out bad materials or using an inefficient learning method.

You can watch the episode 175 of the series Hello! Seiiti Arata so that you can get more information on how to design your metalearning map. 

How to Learn Faster class Arata Academy

Principle 2 – Start now, continue and always improve. 

Another characteristic that sets ultra learners apart is the ability those people have to keep focused on their studies. In order to do that, you need to improve your ability to concentrate.

In the current world, full of distractions and cell phone notifications, the ability of staying focused on only one task is increasingly rare. Those who do have that ability, will most certainly stand out, not only on the learning field, but also on their professional career. 

The best way to develop this ability to focus is to divide your time into different blocks. so that you can focus exclusively on learning what you want to learn.

Having a hard time to focus when studying is usually related to three problems: starting, maintaining and optimizing. 

The first problem is starting to study. It’s the famous procrastination, the habit of leaving for later what you should be doing now. 

To overcome the problem of starting to study you simply have to realize that you are procrastinating. 

When you’ve realized that you’re procrastinating, try to convince yourself that you’re going to study just for a couple of minutes before making a pause. Everyone can do anything for five minutes. The trick is simply to get started. Once you’ve started, you can pick up the pace and end up studying more than you had initially thought. 

Once you’ve overcome the problem of beginning to study, the second step is to keep the focus on your studies. That is, apart from starting, you have to keep on studying.

If you manage to avoid the distractions, you’re going to enter a state of flow and you will start to have a much higher performance in your studies. Watch the episode 134 of the series Hello! Seiiti Arata if you want to understand better how the flow state works.

Here, once again, the technique of dividing the time into blocks is very useful. When you schedule blocks of time to focus on your studies, you also need to plan the breaks, a time to enjoy. For example, you can separate periods of 50 minutes to focus on your studies and a ten-minute break after each block.

Apart from that, try to study in an environment that doesn’t foster distractions. Keep your phone away, turn the TV off, block web pages and social networks. 

If you get distracted easily, try to improve your mind. It’s much more difficult to study with a mind full of anger, anxiety and frustration. In order to free yourself from those evils, you can try meditation, therapy or any other practice that relaxes your mind. 

After overcoming the difficulty of starting… and solving the problem of continuing to study, now we’re going to conquer the third and last problem, which is to optimize your focus. That problem is solved with practice: the more you practice the skill of keeping your focus on one topic only, the stronger that skill becomes.

In order to optimize your focus, make sure you know where you are and start small. If today you can only concentrate for five minutes, try to keep focused for ten minutes. Soon those ten minutes will become fifteen, twenty, fifty.

By being a more focused person, you’re going to be better at using the third principle of ultra learners: directness.

Principle 3 – Directness: Go straight to the point. 

The third principle that all those who manage to learn fast have in common is directness. It’s the ability to go straight to what matters. The fastest way of learning anything is to spend a lot of time practising what you want to learn.

The learning idea of directness is directly linked to the situation or context in which you want to use what you’re learning.

For example, let’s say you want to learn a new language. Directness would mean to go straight to the point and starting to speak to a native speaker. To read books in that language. To write in that language.

That’s not what most people do. Usually, when people want to learn a new language, they start by using gamified apps, they watch lessons about fictional situations, they take multiple answer tests.

That principle applies to everything. If you want to learn how to code, the best way to do it is to create a program of your own. If you want to learn how to draw, you must start to draw. If you want to learn how to speak in public, you have to give a speech.

The straighter to the point you go, the faster you’ll learn. And in case you feel you’re not yet prepared, remember that you’re going to learn by doing things.

The problem is that doing directly what we’re learning is uncomfortable, difficult, frustrating. That’s why we prefer to spend our time reading books, watching videos, and using apps. It gives us the impression that we’re learning something, and at the same time we stay inside our comfort zone.

Going straight to the point is probably the biggest differentiating factor of ultra learners. They go straight to what’s interesting for them. And, when they try to do something and they don’t succeed, then they check out reference material to solve that specific point and they go on.

One of the challenges of the straight to the point learning is that sometimes you won’t have access to the exact situation to which you’d like to apply your learning. For example, if you want to learn how to fly a plane, you won’t be able to start actually piloting a plane. 

In those cases, what you need is to simulate the real experience as much as you can. That way, when you find yourself in the real situation, you’re going to be much better prepared than you would be if you had simply read books and watched videos or lessons.

Let’s see four strategies you can use to apply the directness principle to your learning process.

How to Learn Faster class Arata Academy

Directness strategy 1: Project Based Learning

One of the best ways for learning something directly is to carry out a project. To organize your studies in sight of producing something, instead of just consuming didactic material to learn something abstractly.

For example, if you want to learn music, your project can be to compose a song. If you want to learn how to sell online, your project must be to publish a web page and make a sale. If you want to learn how to code, your project may be to create an app and release it.

Even more abstract and less practical topics can be the base of a project. For example, if you want to learn philosophy, your project could be to publish an article.

Directness strategy 2: Immersion  

The immersion strategy is very well known for language learning. People who spend years studying a language passively, usually know less than those who make an exchange program and live in a foreign country for six months.

Immersion means to surround yourself with what you want to learn. That forces you to practice for a much longer time.

Besides language learning, you can practice immersion by joining groups of people who are actively engaged in learning about something. Or getting a job, even if it’s not paid, in the field you want to study.

Directness strategy 3: The flight simulator method

Some of the knowledge areas don’t allow you to practice directly what you want to learn. Flying a plane, performing surgery, building an apartment block. You won’t be able to accomplish those things from the beginning of your studies.

In those cases, you must use the flight simulator method. You must simulate the skill you want to learn in a way as similar to reality as possible but maintaining everyone’s safety. 

The flight simulator method can also be used when immersion isn’t possible. For example, if you can’t go to China to learn mandarin, at least you can change the language of your phone, your computer, the videos you watch. You can try to speak to Chinese people on the internet. Whatever can simulate the real experience is valid, and it’s going to accelerate your learning.

Directness strategy 4: The challenging approach 

The last directness strategy is to intentionally increase your learning challenge. You must design a great objective, that contains in itself the whole skill you want to learn.

For example, you can start to learn a language today and already schedule a language proficiency test in six months from now.

The challenging approach is going to put you in a high demanding position. The idea is that the sole greatness of the challenge prevents you from wasting your time studying  and never learning anything.

Whatever the strategy you use is, the most important thing for you to do is to understand the principle. The best and fastest way of learning anything is practicing that topic in real life.

Principle 4: Strengthening: Attack your weak points

You know when you’re studying something, and at some point you find it hard? Most of us tend to give up and avoid facing difficult things.

Ultra learners do the exact opposite. They use the strengthening principle and attack directly their weak points.

The best way to strengthen weak points is to break concepts or skills into smaller parts. Afterwards, you learn each one of these smaller parts. And only then you put them all back together in order to understand the entire skill or concept as a whole. 

When you don’t attack your weak points, it can become draining and make your learning process slower. That happens especially when those weak points are basic concepts, initial knowledge that form the foundations of other more advanced concepts.

Every time you study, try to find what your weak points are in that field. Write it down on your metalearning map. And start making the effort to learn it, spending blocks of time exclusively on each weak point.

The sooner you identify those weak points, the better.

Probably those weak points will come to light when you try to put your knowledge in practice. In those cases, you must begin to alternate between practice and strengthening.

For example, let’s say you’re learning how to code. Then you start trying to code an app, and you find an obstacle with variables. That’s a weak point that you need to study harder. You go back to the theoretical materials and study that specific point until you manage to apply it to your project.

The advantage of this method is that you will study more the things you need to learn and will waste less time studying what you already know. Every cycle of obstacle and learning will be a step forward in your journey.

This principle requires you to be willing to expand your comfort zone by dealing directly with knowledge you find difficult.

The easiest way to apply strengthening is to create blocks of time and devote them exclusively to studying the identified weak points.

Going back to our example, you understood that you had trouble dealing with coding variables. So you’re going to select blocks of time to study that topic alone.

Those blocks of time can be short, of twenty five minutes, or longer, of fifty minutes or an hour. In that set time, you need to put away all distractions and keep focused on the chosen weak point.

If the weak point is very broad, try to break that weakness into smaller parts. And then dedicate blocks of time to each one of those smaller pieces.

Principle 5: Retrieval: Try in order to learn

To learn something means to retrieve the information you need.

What’s the best way of knowing whether you’re able to retrieve information about the topic you’re studying? By trying. Among the many ways of learning there are, the one that shows the best positive results is trying to retrieve information without consulting any material.

Trying to retrieve facts and concepts from your memory without using books is more efficient, but more difficult, too. That’s why very few students use the retrieving technique as a studying method. Usually students prefer more comfortable techniques like underlining, summarizing or drawing mind maps.

In addition, a lot of students think they don’t have enough information to test themselves. They believe that they first need to read all the material, write some summaries, and only then will they be ready to start testing whether they’re able to retrieve information without consulting any material.

Ultra learners go a different way. They start testing themselves from the beginning of their studies. They understand that retrieving information from their memory is one of the most effective means to learn anything. They understand that, precisely because it’s more difficult, that method implies a better learning.

Important! The test can’t be difficult to the point that retrieving information becomes impossible. You can delay your first test a bit, but you shouldn’t delay it so much that you forget what you studied.

Among the methods for retrieving information, the one that works the best is called the free recall test. In this test you have to remember as much information as possible, without checking neither questions nor answers. The free test leads to better results than the tests with questions, alternatives or answer tips, those in which students receive clues about what must be remembered. 

The worst kind of tests are the recognition tests. Recognition tests are those of multiple choice that don’t require much reasoning, like the following one. How do you say apple in Swedish? Äpple. Then, when I say the word “äpple”, which image is correct, the right one or the left one? You got it right if you said that the right answer was the image on the right, but that didn’t help you learn much. This is a recognition test, in which you just have to choose the right answer among multiple given answers. In those tests, the right answer just needs to be recognised, not created. That’s why you learn less.

In order to know what information you need to memorize, the best thing to do is to apply the directness method. If you go straight to the point and practise what you’re studying, experience itself will show you what the most important information is.

A simple and effective way of testing your ability to retrieve information is by using flashcards and spaced repetition. You can use special programs for that, like Anki. Watch the forth video of the series Study Arata to know more about spaced repetition.

The negative point of flashcards is that they only work for a specific kind of learning, based on questions and answers. If you’re learning how to play the guitar, for example, flashcards aren’t as useful. The more diverse the information is, the smaller the usefulness of flashcards will be. 

In those cases of very diverse information, the best way of applying the retrieval of information is trying to teach what you have learnt. After you’ve studied a topic, try to write down everything you remember about that subject, without consulting any material. Imagine you have to teach that to a child. What information would you choose? This is one of the principles we discussed in the Feynman Technique.

Another option is to change the way you take notes. Instead of taking notes and making summaries, try writing down questions.

For example, at a history class, instead of writing down that the Magna Carta was signed in 1215 by King John Lackland, write down: “Who signed the Magna Carta? When?”. That way you’re creating material to practice the retrieval of information. 

If you’re studying for something more practical, like how to code apps, or how to play the guitar, try to create challenges that can be solved later without consulting any materials.

Retrieving information is the most effective way of fulfilling your studies. But that’s only the half of a bigger cycle. After testing yourself, you need feedback. You need to know whether the information you remember is correct. In order to obtain it, we need to see the sixth principle of ultra learners: feedback.

Principle 6: Seek corrective feedback so that you can keep improving.

Getting a fast and continuous feedback is a habit that takes part of the strategy that a lot of ultra learners use. 

In a normal school situation, students wait too long to get feedback. Usually, students study a subject and only after three or even six months it’s when they take an exam to get feedback about what they learnt.

In fast learning it’s not possible to wait for so long. You need to receive steady feedback about what you’re learning. 

When you don’t get that kind of fast and precise feedback, the result is usually stagnation. You spend a long period of time studying a topic or practising an ability without progressing. Sometimes, a lack of feedback may even lead to a worse performance.

But you have to be careful with the kind of feedback you get. Some studies show that harsh criticism can have the opposite effect. In the same way, compliments to your ego can end up damaging your learning process.

The ideal thing is that the feedback tells you what you’re doing wrong and especially how to correct that mistake. That’s very different from useless feedback like “you’re silly and you will never learn that!” or “you’re so intelligent!”

Our ego can hinder the processing of feedback… even if we received high quality feedback that told us what we did wrong and how we can solve the problem. A lot of students get sad when they are criticized, even if it’s constructive criticism. That’s why they avoid getting any kind of feedback.

The best thing is to go straight and take the most sincere and constructive feedback possible. This can be obtained from a good teacher or even through automatized systems that evaluate your answers and show you where you made a mistake.

Both teachers and algorithms will basically give you three kinds of feedback: feedback about the result, informative feedback and corrective feedback.

The feedback about the result is the most common one, and often the only kind of feedback available. It’s when someone evaluates the result of what you made: your project, the grade in a test, the answer to a question.

The informative feedback doesn’t only analyze your result as a whole, but also specific parts of what you produced or even of how you produced it. For example, you played a piece on the piano and the general result was good. But the teacher gave you feedback about how to better position your hands. Or you coded an app and the teacher realized that you could have gotten  the same result using a different code.

The corrective feedback is the hardest to find, but it’s the one that can accelerate your learning the most. That’s the feedback you usually receive when you have a private teacher, a tutor. Someone who has experience in the field you want to learn. And someone who is paying close attention to your learning process, showing you what to do and what not to do.

There are four different ways to obtain feedback. The first technique is to avoid interference and to focus only on the useful information. For example, you received feedback that mixes personal offences with some constructive criticism. Instead of getting angry and ignoring the feedback completely, learn to ignore the offences and to focus on the constructive parts.

The second technique is to avoid completely positive feedback. That is, avoid asking friends or relatives about your results, because they will only compliment you. Instead,try to get feedback from someone you know that’s going to make good criticism. 

The third technique is the meta feedback. When you find it difficult to find someone to  help you, use your own critical sense. Whenever you finish studying a subject or conclude a part of a project, make a sincere self-evaluation. How was your performance? What could have gone better? Which are the weak points that need to be strengthened?

The fourth and last technique is the highly intensified fast feedback. Try to increase the quantity, frequency and speed of your feedback. Instead of asking for one person’s opinion, ask ten, fifteen, twenty people. This technique has an advantage, because we don’t want to show any weak points to so many people; that way we make an effort to learn more and better.

No matter what technique you use, once you’ve received high quality feedback, you need to focus on retaining what you learnt. And that’s the next principle ultra learners use.

Principle 7: Retention: Don’t fill a leaky bucket. You need to retain the information. 

Being able to master an ability or to learn how something works is useless if you can’t retain that knowledge. In order to retain information better, you need to use some strategies so that knowledge doesn’t escape your mind as water in a leaky bucket.

First we need to understand why we forget what we learn. The forgetting curve shows that we tend to forget quickly what we learn. There’s an exponential reduction in our knowledge, especially in the beginning. Later, that loss of knowledge decreases with time.

One of the most effective strategies to retain information is the spaced repetition system. We space the study sessions in several intervals during the duration of our learning process so that we don’t forget what we’re learning. Programs such as Anki help us control the breaks between study blocks. And with skills that can’t be practiced with flashcards, you need to practice some other way, creating procedures, deliberate practice and specific routines. 

Of course not all knowledge can be transformed into procedures. So you may need overlearning.

With overlearning, you learn much more than necessary. This way what could be advanced knowledge ends up becoming more basic knowledge. And that more basic knowledge is more difficult to forget.

For example, you want to learn how to learn the basis of a coding language to use it at work. With overlearning, instead of learning only the basic skills that you will use, you go way further. You learn how to code in an advanced way in that code language. This way you will learn the basics in a way that will be very hard to forget.

There’s also another very well known strategy of retention: mnemonics. Mnemonics is a series of techniques that help us remember something. For example, we make diagrams, symbols, words or sentences related to the topic we’re learning. The stranger the relation is, the hardest it will be to forget. 

Principle 8: Intuition is the ability to process a great amount of information in a very small period of time. Intuition is acquired through experience.

The eighth principle of ultra learners is the most abstract of them all: intuition. Intuition is hard to explain, but, in the learning field, it can be defined as a way of thinking based on principles. 

For example, when an experienced mathematician faces a difficult problem, he knows that he needs to use the general principles of mathematics before examining the details of the problem. Just thinking about the basics, the mathematician knows in advance which options to consider and which ones to reject when trying to solve the problem.

Intuition tends to come with experience. The more time you spend learning a topic, the more intuitive things will be for you.

Sometimes intuition seems to be magic, but it’s actually something much more ordinary. It’s simply the production of a huge amount of information in a short period of time. That makes your brain find shortcuts when it needs to learn something new inside that knowledge area.

In order for you to start developing your intuition, you can’t give up when you face difficult problems. When you find something that is beyond your knowledge, don’t give up. Insist more than you would usually insist to see if your brain manages to solve that problem intuitively even without having the necessary specific knowledge.

The second rule is trying solutions to be able to say that you understood them. Instead of simply applying a formula or using a solution created by someone else, try to recreate the way the other person achieved the solution formula. That may take time, but it’s going to create a much deeper knowledge than if you simply applied already created solutions.

The third rule is to always start with a specific example. Even if the subject you’re studying is more abstract, try to think about an analogy in the real world so that your brain considers some problems and solutions intuitively. 

The fourth rule is not to fool yourself. Always be sceptic towards your understanding of the subject. Did you really understand what you just studied? Or are you just willing to go ahead and finish your studies as fast as possible?

If you didn’t understand completely, you may end up being a victim of the Dunning-Kruger effect. The Dunning-Kruger effect happens when someone who has a partial understanding of a subject believes he knows more than someone who actually understands the topic.

The Dunning-Kruger effect happens because, the more you study something, the more questions you will have about it. While someone with basic knowledge has more certainties, advanced students have more doubts. 

We’ve already seen that, in the Feynman technique, if you’re not able to teach what you learnt to a child, then you probably don’t understand the topic completely.

And now we’re going to see the last principle that those who manage to learn in a fast and efficient way is: experimentation.

Principle 9: Experimentation: Explore beyond your comfort zone.

The last of the nine principles ultra learners use is experimentation.

We talked about this experimentation principle slightly in our discussion about the use of the scientific method for the resolution of your personal problems. Experimentation is one of the steps of the scientific method: observation, formulation of hypothesis, EXPERIMENTATION and analysis of results.

The same way scientists make experiments to find the best solution to a problem, you must also use experimentation as a key to become a true master of the topic you’re studying.

When you start learning something, usually you only need to follow the steps of someone who has learnt that already. You follow a book, a course, or even replicate a success case and you learn the basics.

Nevertheless, if you want to advance and become a master, maybe even surpass your teachers, you’re going to need experimentation. You need to experiment in order to find the best solution for your case. And, in this journey, you’ll start to have your own ideas, you may even start disagreeing with your old teachers. This is how new knowledge is created, especially in those fields that require creativity.

There are three ways to experiment.

The first way is to experiment with different learning materials. If you always studied following one method, try using another. If you always used books, try attending presencial classes. If you always followed a teacher, follow another one who has the opposite approach.

The second way is to experiment with different techniques. If you’re learning something more practical, like learning how to paint or how to play bagpipe, you can try using different techniques to see if you get better results.

The third way is to experiment with different styles. If you always studied classical guitar, try studying more modern styles. If you always studied american cinema, try studying iranian cinema. If you studied how to write poetry, try studying how to write novels.

Experimenting is not easy. But precisely because it broadens your comfort zone, experimentation brings you excellent results. It’s as if it made you complete a level, going from knowing that topic to mastering it. To do that, you need to have a mentality of growth. You need to understand that your brain evolves as it learns and adapts to new knowledge.

That understanding can be taken into practice with some specific techniques.

One well known experimentation technique is copying first, then creating. That is, you copy what other people do and you use that as a starting point to experiment something different. When you do that, you’re bound to deconstruct the previous work to see how it’s made.

Another experimentation technique is to compare methods side to side. If there are two ways of learning the topic you’re learning, put those methods next to each other and compare them. What do they have in common? What is different about them? How can I use the best of each one of them to create a method made by myself?

There’s yet another experimentation technique that consists on placing restrictions on your own study. One of the greatest learning challenges when you’re advanced is that you start to think that you already know what to do. That’s the famous knowledge curse.

A good way of breaking that knowledge curse is to leave that state of “I know that already” by placing restrictions that make old methods impossible to use.

For example, if you’re learning how to code and you’ve always solved a problem using a hundred lines script, you can force yourself to solve the same problem using fifty lines. That kind of restriction makes you experiment with different solutions, and that way you broaden your mastery of the topic.

You can also experiment by mixing different abilities you have that aren’t related. That can make you stand out from other students in the same field.

For example, a chemical engineer who learns how to speak in public can have a professional advantage over another chemical engineer with the same knowledge level but who knows nothing about oratory.

Finally, you can experiment with high specialization. If you want to know a bit of everything, that can make you stay in mediocrity. 

For example, let’s say you’re studying physics. If you want to be good at classical mechanics, quantum mechanics, thermodynamics, electromagnetism and relativity at the same time, you will probably stand out in none of them. It would be better if you chose just one of those fields and find a specific topic within it so that you can try to go all the way through it.

Whatever your experimenting technique is, the important thing is to be sure that experimentation is the principle that brings all nine principles of ultralearning together. After all, learning isn’t but a big experiment in which you acquire knowledge a lot of times through trial and error.

Start your first ultralearning project

Because you followed this Arata Summary until this point, you must be very interested in knowing how to learn more and better. In some way, learning is important for you.

The book Ultralearning is makes it clear that accelerated learning projects aren’t always easy, but they are certainly possible. It’s not necessary to be a genius to learn things in a faster way than most people. You only need to have a method.

That method can be divided into five practical steps.

The first step is doing some research and designing your metalearning map.

The second step is preparing a calendar. It’s having clear deadlines to learn each topic defined in the map and planning the necessary time during your week to study.

The third step is implementing your plan. Knowing that no plan is perfect, you should start with what you have today and improve as time goes by.

The fourth step is analysing your results. When your plan of studies ends, evaluate what went well and what didn’t. That way, when you decide to study a new topic, you won’t make the same mistakes.

The fifth and last step is deciding what you’re going to do with the knowledge you obtained. You can choose to maintain, relearn or master what you learnt.

All knowledge decreases with time when it’s not used. That’s why I’m asking you: what are you going to do when you finish your studies?

The first option is to maintain your knowledge without any goal in mind, without any desire to take that knowledge to a new level. To do that, you just need to practice that skill every day a little bit so that you won’t forget it.

The second option is to relearn it. Sometimes, the cost of relearning something is smaller than the cost of maintaining that knowledge over time. So, you accept the fact that you’re going to forget it… and in case you need that knowledge in the future, you’ll just need to quickly relearn it.

The third option is to master what you learnt. It’s going deeper into that topic you learnt, becoming a true master in that field. That can be accomplished through ongoing practice or by following a new ultralearning project, this time with deeper knowledge.

Regardless of your choice, what you must keep in mind is that you’re able to learn anything. You just need to follow the nine principles you learnt in this summary and apply the most effective study techniques discovered by science.

In the course How To Learn Faster, we see in detail what those techniques are. And, particularly, we see how you can put those techniques into practice, in your everyday study, to master the art of accelerated learning.

That’s why I invite you to watch right now a special class from the How To Learn Faster course in this link here