{"id":3010,"date":"2013-10-22T07:50:29","date_gmt":"2013-10-22T14:50:29","guid":{"rendered":"https:\/\/www.scotthyoung.com\/blog\/?p=3010"},"modified":"2018-04-04T02:01:34","modified_gmt":"2018-04-04T09:01:34","slug":"how-to-learn-boring-subjects","status":"publish","type":"post","link":"https:\/\/www.scotthyoung.com\/blog\/2013\/10\/22\/how-to-learn-boring-subjects\/","title":{"rendered":"How to Learn Boring Subjects"},"content":{"rendered":"

Last week I did a post on mistakes learners make<\/a>. One of the biggest? Believing a subject is intrinsically boring. When you\u2019ve decided something you have to learn is boring, that makes every attempt to learn it harder.<\/p>\n

You\u2019ll want to study boring subjects less. Worse, when you do study, you\u2019ll remember less. Our brains don\u2019t remember everything equally. Emotionally charged information, narratives and vivid imagery are remembered far better than dull facts.<\/p>\n

Despite this, there\u2019s almost always going to be something boring you\u2019ll need to learn. Maybe you\u2019re in school, and you need to pass that boring class to finish your degree. Maybe you want to master a skill, but it involves learning about something you find dull.<\/p>\n

Why Learn Boring Things at All?<\/h2>\n

The easy solution would be to just not learn boring things. Don\u2019t pick degree programs you hate. Don\u2019t specialize in skills just for the money. I\u2019m not a believer that passion must precede every life decision, but if you\u2019re bored from the first day, that\u2019s not a good sign.<\/p>\n

But even if you choose a career path you generally like, you will be forced to learn boring things at times. Even in my career, which has considerably more flexibility to outsource than most, I\u2019ve had to learn skills that don\u2019t interest me considerably to reach a particular goal. Knowing how to tackle these boring subjects is a life skill that pays dividends in many areas.<\/p>\n

The other reason is that most \u201cboring\u201d subjects aren\u2019t actually boring at all. You just haven\u2019t figured out the right way to learn them. Learning how to learn these subjects can open you up to new interests and opportunities.<\/p>\n

Boring or Just Difficult?<\/h2>\n

Sometimes calling a subject \u201cboring\u201d is simply a way to dismiss a subject you find difficult. Many people find math boring, but I believe that this is almost always because those people can\u2019t see the patterns in math. When math is just symbol shunting to you, it is hard to truly appreciate it.<\/p>\n

This difficulty might be conceptual. Physics, math, computer science are often boring to many people because they can\u2019t see the true pictures they represent.<\/p>\n

The best analogy I have with this are magic eye pictures. They are those pictures that look like a slightly distorted, abstract pattern. However, if you can change the focus of your eyes just right, you can see a 3D image within them. (See examples here<\/a>)<\/p>\n

When I was a kid, I couldn\u2019t see those 3D images. I knew they weren\u2019t boring, because of how much other people seemed to enjoy them. But they didn\u2019t interest me because, to me, they were just abstract blobs of color. Wallpaper was about as interesting.<\/p>\n

Then one day I saw one of those pictures in a glass frame. I found out that by focusing my vision on the reflection of the surface of the glass, I could pop the 3D image into view. The best part was that once I had learned this with the glass-covered prints, I could do it at will, even if they were on a matte surface.<\/p>\n

I think about math in a similar way. Many people find it boring only because they\u2019ve learned to see it as abstract symbols. Maybe they\u2019ve even learned to pass tests by pushing those symbols around. But they don\u2019t find it interesting because they don\u2019t realize there\u2019s a 3D picture hidden beneath it.<\/p>\n

I\u2019m not going to go into all the ways you can hone your skill to see that picture in conceptual subjects. Tools like metaphors, visualization and the Feynman technique<\/a> are strong starting points. But above all, what matters is recognizing that a picture does exist and all you need is the right insight to have it click into place.<\/p>\n

In other cases the difficulty isn\u2019t with a hidden insight, but with the volume of information to be learned. Law, accounting, biology and languages all suffer from the problem of having thousands of seemingly isolated facts to remember. This frustration can lead to labeling a subject as boring.<\/p>\n

The problem here tends to be that those facts are divorced from contexts you care about. When you start connecting those dull facts to actual consequences in the real world, they start becoming more interesting.<\/p>\n

Languages are more interesting when you actually read, write and speak in the language you want to learn. Law is more interesting when you connect it to the stories of actual cases. These connections aren\u2019t enough to guarantee success in your subject (there are many other techniques to help with that), but they are an essential starting point.<\/p>\n

Make Dull Subjects More Interesting<\/h2>\n

When I get emails from students, I often get asked what studying routine I follow. When I ask the student what studying routine they currently have, they sheepishly admit that they procrastinate much of the time and find it hard to focus.<\/p>\n

If that\u2019s the case, however, why ask for my studying routine? What good is a studying routine if you\u2019re not going to follow it?<\/p>\n

Discipline and training your ability to focus is important. But even those rarely work if you truly believe the subject you\u2019re learning is boring. Adjusting that belief has to come before anything else.<\/p>\n

I\u2019ve found three general strategies work well to make a subject more interesting. Next time you have a dull subject, try one of these (or all of them):<\/p>\n

#1 \u2013 Discover the Context<\/h3>\n

I remember my days in school where the professor would start the first class by scribbling down example problems and formulas. That was it. No context, no motivation for why those problems were important. I had enrolled in the class, therefore the professor didn\u2019t feel he needed to sell me on what made the topic worth studying.<\/p>\n

Unfortunately many teachers, textbooks and subjects start off on this footing. Worse, the buildup of facts and problems means that the students already feel pressured to memorize. Who has time to learn about things that won\u2019t be on the test?<\/p>\n

You\u2019ll do yourself a huge favor if you do take the time to sell yourself on the subject before you start learning it. Figuring out why something is useful, relevant or important is the first step to believing it is interesting. Believing something is interesting solves a lot of downstream problems with motivation and memory.<\/p>\n

When I would do an MIT class during my MIT Challenge<\/a>, I\u2019d often read Wikipedia articles on the subject during lunch when my concentration was less. Wikipedia isn\u2019t always the best source because it can be overly technical, but most articles usually bring up real-world contexts for a topic if you dig through them.<\/p>\n

This exercise wasn\u2019t hard and it wasn\u2019t time consuming. But the benefit of this was that it helped me form a real-world picture of how the knowledge applied outside of the textbook.<\/p>\n

#2 \u2013 Make Stories and Mental Pictures<\/h3>\n

One of the techniques I recommend to any of the students in my programs is to make stories and mental pictures. The clearest reason for this is that we remember narratives and imagery better than acausal or abstract information.<\/p>\n

A side effect of this process is that learning is a lot more fun when you do. Most of the comments I get from the students who try this is that they say that they used to learn this way, when they were younger and did better in school, but as they got older those habits of imagination faded away.<\/p>\n

Learning is a creative activity, except the product of your creativity isn\u2019t something tangible, but something inside your head. Whenever you learn a subject, you\u2019re creating connections, you\u2019re creating pictures, insights and intuition pumps<\/a>. These tools help you think about a subject better, but they are also interesting objects in and of themselves.<\/p>\n

I\u2019ve found this tool works even on subjects where I truly feel the information is useless. I remember taking a legal class with an old school professor who insisted on having us learn article numbers and signing dates of various treaties. A waste of time considering none of us were training to become lawyers who might actually use such data.<\/p>\n

Despite my disagreement with the curriculum, I found using mnemonics and mental imagery was interesting even when the subject was not. This works in the worst cases, but it also works in the more typical cases where you can find something that interests you.<\/p>\n

#3 \u2013 Use the Knowledge<\/h3>\n

Another weakness of classroom environments is that students spend so much of their time studying, that they don\u2019t use the knowledge they\u2019re learning outside of that environment. Then, by the time they graduate, much of it is forgotten or boxed away into memories that are hard to retrieve in practice.<\/p>\n

The fix for this is to actually do something with the knowledge you\u2019re learning. Pick a side project in your field of study and work on it with your classes. The only rule is that it has to be something that genuinely interests you.<\/p>\n

I\u2019ve found this method invaluable in making many subjects more interesting. Note: you don\u2019t need to make a project for every fact, idea or even class you\u2019re taking. Having one project is usually enough to generate a real-world context for what you\u2019re learning.<\/p>\n

For example, when learning AI programming, I designed a Scrabble game<\/a> that has a computer opponent. In terms of the breadth of my AI class<\/a>, however, I used only a fraction of what was taught. I didn\u2019t use neural nets, support vector machines or alpha-beta pruning. Maybe only 5% of the class applied to my particular project.<\/p>\n

However, even if only 5% of your subjects apply to your class, you can still ground them in that context. When I studied business, most of the concepts for managing large organizations didn\u2019t fit into my solopreneur pastime. But running a small business while in class helped me make connections between what I was learning and my actual projects.<\/p>\n

What if I Still Find it Boring?<\/h2>\n

No, you won\u2019t love all subjects using this method. Think of it instead as a shift. The boring subjects become less boring. The subjects that interest you becomes subjects you love. More interest is better, even if relative differences exist.<\/p>\n

Isn\u2019t it the Teacher\u2019s Job to Make a Class Interesting?<\/h2>\n

I fully agree that this process is aided immensely by having great teachers. This is one of the reasons why I strongly support the open education movement and the access to classes from the best universities online. Walter Lewin\u2019s physics lectures<\/a>, for example, were the best classes I\u2019ve ever taken for any subject (and I wasn\u2019t even in attendance).<\/p>\n

Already you can access some of the best introductions to hard topics at places like Coursera<\/a>, edX<\/a>, KhanAcademy<\/a>, PatrickJMT<\/a>, BetterExplained<\/a> and MIT OCW<\/a>. The quality in some cases is still lacking, but given the growth we\u2019ve seen, I wouldn\u2019t be surprised if the intuition about whether you learn better online or at school was flipped in the next decades.<\/p>\n

For this, I believe as much as it is the teachers\u2019 job to inspire their students, it is the students\u2019 job to find inspiring teachers\u2014even if they happen to be online. This means sifting through a lot of dirt to find gems, but the investment is worth it.<\/p>\n

But don\u2019t let poor teachers decide your fate with a topic. Learning how to learn boring or hard subjects can get you through the various educational nadirs that inevitably exist on your path to learning anything well.<\/p>\n","protected":false},"excerpt":{"rendered":"

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