The Science of Self-Learning (2018) by Peter Hollins, Sort-of Book Review

The Science of Self-Learning: How to Teach Yourself Anything, Learn More in Less Time, and Direct Your Own Education (2018) by Peter Hollins, Ebook

 
The title and subtitle say it all. Some books are easy to read and quick to finish simply because you already agree with the main theses of the book. And extra if you already applied most of the ideas. So, what is the benefit of reading a book that doesn't challenge me to do or think about something new? Well, for one, the feel-good effect I had due to confirmation bias. And the other, for self-reminder, that it is the right thing for me to continue to pursue. Peter Hollis, a psychologist by profession, wrote in such a way that is engaging and balances theories with practicality. He reminds me that the path - for me, not necessary for everyone - to education is through self-learning.

We all should've realized that the process of acquiring information has changed significantly over the last few decades. The author seriously joking that 30 to 40 decades ago, one of the main ways for people to look up general info was inside an encyclopedia! Today, all we have to do is just Google-ing absolutely anything and find out very specific info about any subject of interest in less than a few seconds anywhere, anywhen. What hasn’t changed, sadly, is our educational system. It is still based mostly on a traditional model, where students still learn what somebody else has decided for them to learn. Although there are exceptions and some positive sides to it, the outdated model is overall limiting and intimidating. Mr. Hollins writes, "[Motivating] someone to learn by threats or reproach isn’t just ineffective - it’s impossible. If one is feeling hurt or mistrusted, or if they’re dealing with depression, stress, difficult personal issues, or fear, they don’t have any resources left to help them learn."

Enter the keyword: autodidact (or a self-educator). It simply means a self-taught person. He or she is both a teacher and a student at the same time. Self-taught is not a new pursuit. There are famous people like Mark Twain, Albert Einstein, and Leonardo da Vinci who are autodidacts. The advantage for us today is that it is easier and faster for us to be one. “Courtesy of the Internet, the world is your oyster,” writes Mr. Hollins, “and we have the ability to learn anything we want these days.” Due to my personality and learning style, classroom-type, professor-guide, assignment- dateline like Bible seminary is not suitable for me. My process of directed personal education growth is via proactive intellectual curiosity. Thus, my motivation is not from the outside forces but from the inside a.k.a. intrinsic. Nobody can 'force' me to learn, I WANT to learn. The author puts it like this: "Rather than performing a task to gain rewards or avoid punishment from someone else, a person experiencing intrinsic motivation does an activity for how it will enrich them on an intangible level." Right!

If you are an autodidact, reading Chapter 1: Principle of Self-Learning is a good reminder for you to keep doing what you are doing (probably Chapter 1 is just enough). If you are aspired to be one, reading this book is a good starting point. You will learn the Learning Success Pyramid, the classic SQ3R Method, the Cornell Note-Taking System, Speed-Reading tactics, and more. The author is generous with his resources. I love this quote, "Anyone can be an autodidact - there aren’t any restrictions on age, gender, or background. All that’s required is the willingness to actively find new knowledge and to do so with a discerning, evaluative mind." Yes! ☕

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Education, Free & Compulsory (1999) by Murray N. Rothbard, Book Review

 Education, Free & Compulsory (1999) by Murray N. Rothbard, audiobook

Murray N. Rothbard, an influential American historian, natural law theorist, and economist of the Austrian School who helped define modern libertarianism*, in this short book (66 pages only and audiobook 2 hours 35 minutes), explores the history of compulsory schooling in Europe and especially in the United States. I find that the main ideas and concerns in this book are interesting although I have to keep in mind that my context is Asia or Malaysia in particular not Western countries. But it seems that, in terms of education, we almost always facing the same problem: our educational system, if not seriously reformed, is doomed to fail. For the past few weeks, I’ve been listening to an excellent podcast series by BFM radio called Malaysia’s Education Challenges with a focus on Malaysia’s Education Blueprint (MEB). As I reflect on what has been discussed in this series and Rothbard’s thoughts in this book, I cannot help but agree that we should seriously rethink public schooling. More than ever I observe that our educational system, instead of for the betterment of individuals and communities, has become very burdensome for the students, parents, and teachers and continues to be used to impose political, racial, and religious agendas or ideologies. Through the misuse of formal education, dictatorship can be disguised as democracy. Beware!

There are three (3) short but powerful chapters in this book, namely, 1) The Individual’s Education; 2) Compulsory Education in Europe; 3) Compulsory Education in the United States. There are half-a-dozen ideas that are worth considering such as the importance of individual or homeschooling, the function of the parents and the state (government) in child education, the history and philosophy of compulsory education, the shadow of ‘citizen control’, the influence of religious (particularly by Calvinism in Europe) reformation, the demons of Fascism, Nazism, and Communism. There are things that I don’t agree with, don’t understand, and don’t care much about. The most essential read, in my opinion, is the first half of Chapter 1: The Individual’s Education because regardless of our context and background, race and nationality, it deals with our universal human need and uniqueness. Rothbard writes:

“[The] entire process of growing up, of developing all the facets of a man’s personality, is his education. It is obvious that a person acquires his education in all activities of his childhood; all his waking hours are spent in learning in one form or another. It is clearly absurd to limit the term ‘education’ to a person’s formal schooling. He is learning all the time. He learns and forms ideas about other people, their desires, and actions to achieve them, the world and the natural laws that govern it; and his own ends, and how to achieve them. He formulates ideas on the nature of man, and what his own and others’ ends should be in light of this nature. This is a continual process, and it is obvious that formal schooling constitutes only an item in this process. In a fundamental sense, as a matter of fact, everyone is ‘self-educated.’ A person’s environment, physical or social, does not ‘determine’ the ideas and knowledge with which he will emerge as an adult. It is a fundamental fact of human nature that a person’s ideas are formed for himself; others may influence them, but none can determine absolutely the ideas and values which the individual will adopt or maintain through life.”

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*Libertarianism: a political philosophy that advocates only minimal state intervention in the free market and the private lives of citizens.

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The Element: How Finding Your Passion Changes Everything (2009) by Ken Robinson, Ph.D, Book Review

The Element: How Finding Your Passion Changes Everything (2009)

by Ken Robinson, Ph.D. (with Lou Aronica)

"My aim in writing [this book]," writes the late Sir Robinson (1950 - 2020) in the introduction, "is to offer a richer vision of human ability and creativity and of the benefits to us all of connecting properly with our individual talents and passions." This aim resonates with my own belief and probably that was why I bought the book when I first saw it (or subconsciously I was influenced by his most popular TED talk of all time, Do Schools Kill Creativity? Check out his other TED talks too). As a student of the Word of God and a temporary citizen of the world, I firmly believe in the depths of human depravity and at the same time, I have a high view of human ability and potential. The lens of which I read this book is from the Biblical worldview but let me write this review from the humanistic worldview as it is written.

What is the Element? Sir Robinson defines it as "the place where the things we love to do and the things we are good at come together." I find that this concept is not unique. For example, Jim Collins' The Hedgehog Concept consists of these two factors and another one, namely, what drives your economic engine. And the Japanese Ikigai is more detailed which consists of what you love, what you are good at, what the world needs, and what you can be paid for. But what makes Ken's Element interesting is that - besides its simplicity - it takes a holistic approach not just from an individual perspective (like Ikigai) or from the business standpoint (like Jim Collin's Good To Great) but the discovery of the Element will not only makes us more fulfilled "but because, as the world evolves, the very future of our communities and institutions will depend on it." In The Afterword, he is making a good case about this. Of all the inspiring stories told in the book about how people like Richard Branson, Paul McCartney, Arianna Huffington, Paulo Coelho, etc. from very different backgrounds and circumstances found their Elements and self-help antidotes permeate throughout the pages (I love the chapters on Think Differently, Beyond Imagining, Finding Your Tribe & What Will They Think?), one subject that sparks my most interest is on EDUCATION (the last chapter Making the Grade focus on this).

"Many of the people we've met in this book didn't do well at school, or at least didn't enjoy being there," emphasized Sir Robinson. "Of course, many people do well in their schools and love what they have to offer. But too many graduate or leave early, unsure of their real talents and not knowing what direction to take next. Too many think they're not good at anything." This is exactly the problem that I see in most of the education systems in the world today especially in Malaysia. In school and university, I was an average student based on the system standards. My teachers think I'm smart at mathematics because I get an A and dumb in English because I get a D but in my job now it doesn't require my math skill to succeed but my ability to communicate well that is more important. My parents gave me approval when I get a B+ for history and disappointed when I get a C for science but as it turns out I'm more interested in the wonder of science now than the history lessons of Kesultanan Melayu Melaka. I studied civil engineering in the university to secure a good future vocation but God ends up calling me to be in the full-time Christian ministry. I appreciate every experience and education that I've learned when I was in school and university but truth be told I only discover my Element - what I love to do and the things that I'm good at - years after I left that 'cage' and enter the real world.

I'm not anti-education (as you can see from the volume and variety of interests that I have and the books that I read) but I'm against standardizing education. "One size does not fit all," said the author. For example, in school, the measure of our smartness or intelligence is based on our test or exam results. If you have a good memory, are very intellectual, and know the 'right' answers, you will definitely get good grades. But human intelligence is not limited to knowledge-based or one-right-answer for everything. Our human intelligence, explains Sir Robinson, is extraordinarily diverse, tremendously dynamic, and entirely distinctive (or unique). The question we should ask is not "How intelligent are you?" which suggest limitation but "How are you intelligent?" which suggest many possibilities. By schooling standard, culinary arts is probably the secondary subject (if any) but look at what Datuk Chef Wan has accomplished and sports or PJK may be seen as a recreational subject but see what Pandelela Rinong has become. Both of them have discovered their Elements in the less known (or order of importance) subjects in school. How about others who have these talents too but are unable to express them because they are stuck in a mathematics group study, language class, and science tuition to get good grades at school which may or may not be relevant to them in the ever-changing future?

"The fact is that given the challenges we face, education doesn't need to be reformed - it needs to be transformed." Sir Robinson continues: "The key to this transformation is not to standardize education but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions. The key is to embrace the core principles of the Element. Some of the most invigorating and successful innovations in education around the world illustrate the real power of this approach." Yes, I agree wholeheartedly! There are other gems and aha moments that I get from this book. I haven't mentioned another subject that I'm very interested in, namely, CREATIVITY. But enough for me to say: if you're still in search of your Element and you want to be inspired and if you are in the business of helping others to discover their Elements, read this book!

[Note: There is a follow-up book after this one, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life (2014). I suggest, if you already read The Element, you don't need to read this one because the contents are apparently not that good. Average. Just find his keynotes and talks on this subject online. Try YouTube videos.]

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