Justin

“After World War II, physicist Richard Feynman was asked to serve on the State Curriculum Commission, to choose high school science textbooks for California. To his consternation, the texts appeared to leave students more confused than enlightened. Each book he examined was worse than the one prior. Finally, he came upon a promising beginning: a series of pictures, of a windup toy, an automobile, and a boy on a bicycle. Under each was a question: “What makes it go?” At last, he thought, something that was going to explain the basic science, starting with the fundamentals of mechanics (the toy), chemistry (the car), and biology (the boy). Alas, his elation was short lived. Where he thought to finally see explanation, real understanding, he found instead four words: “Energy makes it go.” But what was that? Why did it make it go? How did it make it go? These questions weren’t ever acknowledged, never mind answered. As Feynman put it, “That doesn’t mean anything. . . . It’s just a word!” Instead, he argued, “What they should have done is to look at the windup toy, see that there are springs inside, learn about springs, learn about wheels, and never mind ‘energy.’ Later on, when the children know something about how the toy actually works, they can discuss the more general principles of energy.”
― Maria Konnikova, Mastermind: How to Think Like Sherlock Holmes

“Another huge advantage of learning as much as you can in different fields is that the more concepts you understand, the easier it is to learn new ones. Imagine explaining to an extraterrestrial visitor the concept of a horse. It would take some time. If the next thing you tried to explain were the concept of a zebra, the conversation would be shorter. You would simply point out that a zebra is a lot like a horse but with black and white strips. Everything you learn becomes a shortcut for understanding something else.”
― Scott Adams, How to Fail at Almost Everything and Still Win Big: Kind of the Story of My Life

“A helpful exercise is to describe the situation from the beginning, either out loud or in writing, as if to a stranger who isn’t aware of any of the specifics—much like Holmes talks his theories through out loud to Watson. When Holmes states his observations in this way, gaps and inconsistencies that weren’t apparent before come to the surface.”
― Maria Konnikova, Mastermind: How to Think Like Sherlock Holmes

“poker, or a business meeting from a gesture. If you learn first how to be selective accurately, in order to accomplish precisely what it is you want to accomplish, you will be able to limit the damage that System Watson can do by preemptively teaching it to not muck it up. The important thing is the proper, selective training—the presence of mind—coupled with the desire and the motivation to master your thought process.”
― Maria Konnikova, Mastermind: How to Think Like Sherlock Holmes