Learn Better by Ulrich Boser

Learning is not easy. It takes effort. Too often, people squander their effort on ineffective activities. Ulrich Boser seeks to correct this by describing effective, research-based learning techniques in Learn Better.

Learning begins with value. You won’t put effort into learning something you don’t care about. When I was in third grade, I found very little value in memorizing how to spell words or recite multiplication tables. When my teacher tied my performance on multiplication tables to my attendance of recess, something I valued quite a bit, I found the will to exert myself.

“Motivation is the first step in acquiring any sort of skill,” Ulrich Boser, Learn Better

Once you’ve squared away the motivation, you can get on with the doing of learing. Learing is at heart doing. It is a mental activity, though it is often paired with, supported by, or supportive of physical activity. If you’re actually learning, you’re probably experience some struggle and feel like your pushing yourself a little, but not so much that you’re lost.

In a sense, Boser’s book is organized around different types of doing appropriate for different stages of learning. In the early stages of learning, you decide what you want to learn and plan you learning process. When you have a foundation, you can concentrate on improvement. As your skills improve, you can shift to deepening your knowledge and exploring more complex applications. The best experts add to this a strong sense of the patterns and connections. From beginning to end, learning requires humility, and the people who sustain and grow mastery over time evaluate their knowledge and reflect on what they are doing.

The book is full of ideas you can use. For instance, I created for myself a simple process of spaced-out learning to polish some skills I wanted to improve at work. When I started writing reviews and summaries of books, even before I started this blog, it was because I found I could remember the major points better if I summarized them in my own words, even if I did not return to my notes. I was using form of retrieval practice, which is one of several techniques Boser describes.

Though Boser draws on research, the book is intended for a broad audience. If you’re looking to improve your own learning or for ways your children or employees can get more out of their learning efforts, you’re likely to find something you can understand and use in Learn Better.

If you’re interested in this book, you may also be interested in

The Checklist Manifesto by Atul Gawande

The First 20 Hours by Josh Kaufman

The Genius in All of Us by David Shenk

How to Improve Your Memory by James D. Weinland

How to Talk About Books You Haven’t Read by Pierre Bayard

Idea Mapping by Jamie Nast

Mindset by Carol S. Dweck

Moonwalking with Einstein by Joshua Foer

The Organized Mind by Daniel J. Levitin

Six Easy Pieces by Richard Feynman

Your Intelligence Makeover by Edward F. Droge, Jr.

Boser, Ulrich. Learn Better: Mastering the Skills for Success in Life, Business, and School, or, How to Become an Expert in Just About Anything. New York: Rodale, 2017.

A Mind for Numbers by Barbara A. Oakley

I was bad at math. Possibly I still am. I missed a lot of recess in third grade as I struggled with multiplication tables. I had to take Calculus II twice in college.

This isn’t an inherent quality of mine. My struggles with math stemmed from lack of effort, poor study habits and inadequate preparation leading to falling farther and farther behind. (Incidentally, I managed to earn and engineering degree in spite of myself.) These are things that can be overcome by learning skill and developing good habits.

In A Mind for Number, Barbara Oakley describes the learning skills and habits needed to master math and science. Actually, you could use the advice in this book to improve you’re learning in any field. I started a new job a couple of months ago and I’m using some of the techniques to get up to speed as fast as I can and develop a deeper understanding of the industry I’m working in.

People tend to associate math and science with focused thinking. It is necessary to focus, especially when you are taking in new material. However, it is also very important to take breaks to allow for diffuse thinking, something like daydreaming, so the brain can stumble upon connections between thoughts, ideas and memories that are not obvious, or even available, when you are focused. This diffuse thinking helps one to gain a broader understanding of a subject that makes acquiring new information easier when you return to focused thought.

That broader understanding is important. Math and science is more than a great pile of facts. There are concepts that link these facts, and understanding these concepts helps you to understand and remember the facts. As Oakley points out, mastery of math and science is not only about knowing techniques for solving problems, is also about recognizing when to use a technique.

You brain can be your friend or enemy when it comes to learning. Oakley gives readers tips on how to get friendly with your brain. Struggling with a subject can be the result from leaning on our brains weaknesses. We can learn to apply our brains strengths to learning. Some of the things our brain is good at are remembering locations, remembering images (the wilder the better) and forming powerful habits.

Oakley doesn’t just talk about learning skills. Her book is structured in a way that demonstrates and encourages readers to use the techniques she describes.

I wish I had come across a book like this when I was much younger. Learning is a skill, and improving learning skills can help you improve in anything you want to learn.

If you’re interested in this book, you may also be interested in

Mindset by Carol S. Dweck

Moonwalking with Einstein by Joshua Foer

The Organized Mind by Daniel J. Levitin

The Power of Habit by Charles Duhigg

The Procrastination Equation by Piers Steel

Rapt by Winifred Gallagher

Succeed by Heidi Grant Halvorson

Oakley, Barbara. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra). New York: TarcherPerigee, 2014.

Your Intelligence Makeover by Edward F. Droge, Jr.

Droge, Edward F., Jr. Your Intelligence Makeover: An Easy Way to Learn All You Need to Know. New York: Free Press, 2005.



Your Intelligence Makeover is part essay on intelligence and learning, part instruction on learning techniques and part reference manual on a multitude of subjects. If you want to perform better in school, kick start new learning or plan to follow you intellectual dreams, Droge’s book is a good place to start.

Droge begins by discussing intelligence, particularly that there are many types of intelligence and the reader is likely to have a strength and at least one of them. Any of these intelligences can support the pursuit of your intellectual dreams to learn, study, grow, get a degree, write a book or any other intellectual pursuit. In the course of explaining this, Droge shares his own interesting personal story.

The pursuit of intellectual dreams is also supported by what Droge calls “super tools.” These are speed-reading, speaking and writing techniques and memorization techniques. He lays out a three-week program for learning these technique that will aid learning.

He also lays out a method for planning to achieve your intellectual dreams. This carries the reader from laying out their big picture goals down to the daily activities they’ll need to undertake to achieve them.

In the last section of the book, Droge introduces 13 areas of knowledge including history, literature, math, science, art and even sports. These chapters include many references, many suitable for an introduction or summary and some more specific, covering the subjects both in print and online.

Throughout the book are a series of quizzes. These quizzes allow the reader to evaluate their familiarity with 15 areas of knowledge. Using the results, a reader can quickly refer to appropriate chapters of the book to find a quick introduction to the subject and a host of resources including books, articles and web sites.

I found the quizzes tended to confirm may interests. I knew quite a bit about math, science and nature, as one might expect of an environmental engineer. I also did well in history and religion, which are subjects I find interesting. I didn’t do so well in music and psychology, but I don’t think they have a big enough place in my intellectual dreams to invest the effort into learning more except to support some other interest. I knew very few answers to the sports questions, but I care so little I didn’t even read the chapter on sports.

If you want to be well rounded, Droge’s book can help you get started. If you don’t care to be well rounded, but would rather delve into your interests, it can help you find many additional resources.

The Beethoven Factor by Paul Pearsall

Sometimes it seems like we’re all sick and crazy. This may stem from a focus on trying to find and fix what is wrong with us. Psychologist Paul Pearsall referred to this as a pathogenic focus. In his book The Beethoven Factor, he discusses the field of positive psychology, which focuses on what is right with people and what we can learn from those who are well adjusted, happy and healthy. In particular, Pearsall focuses on thriving.

Thriving is growth in the aftermath, and even in the midst of, stressful situations. The people he discusses and learns from in his book, some patients of his and many his fellow patients in a cancer ward, often suffered greatly from disease, war, poverty and other hardships. These people had there ups and downs, but they managed an emotional upward trend.

The heart of thriving is a flexible explanatory style. We’re all telling ourselves stories that interpret and evaluate our lives. People who thrive are adaptive and creative in the stories they tell themselves, which allows them to savor and find meaning in their lives even while suffering.

Thriving can be paradoxical, especially from a pathogenic outlook: someone is becoming stronger in a situation that is expected to make them weaker. Those who thrive can defy the expectations the traditional view of healthy thinking. They work on themselves, which can sometimes make them seem aloof or insensitive. They can be in denial, but they use it to give themselves a temporary escape for pain and time to think. They can be hard to like because of their intensity; when someone is getting the most out of life, they may have little patience for interruptions, naysayers and whiners. They are reflective, which can make them seem withdrawn. They can be depressed, down on themselves and loose hope as they make their journey. Thriving is a process of learning, so it can take a long time, though sometimes someone will catch on quickly.

Pearsall offers a lot of advice on how to thrive, especially in the second half of the book (the first half focuses on introducing positive psychology and defining thriving). This section focuses on four aspects of thriving: hardiness, happiness, healing and hope.

Hardiness comes from our beliefs. Hardy people have beliefs that help them commit to engaging in living, finding a sense of control—which includes knowing when to let go of control—and seeing the difficulties they face and challenges they can cope with if not overcome.

Happiness is rooted in flow. It is focus and engagement in life. Happy people push aside distractions, expectations and striving for things that don’t really bring them joy.

Healing is fundamentally learning. We all suffer to some extent in our lives, and these periods of sickness or other hardship are telling us to slow down and pay attention. Healing people learn to make sense of what happens (in their own ways),  cope with it, and find meaning in their experiences.

Hoping is what Pearsall calls “cautious optimism.” People who hope find a way to hold onto their dreams, or come up with new dreams, without expecting on depending on them. They imagine that the world, imperfect as it is, may be the best possible world, so they get on with seeking all they can enjoy in it.

Pearsall offers his readers a big dose of practical grace. If you’re really finding your own way to cope with adversity in a way the truly engages life as fully as you can, you’re on the path to thriving and it is okay that you may not be the upbeat, outgoing, positive, realistic person that your psychologists, physicians, self-help books and friends think you should be. Living is learning, especially in times of sickness and difficulty; learning is challenging, slow work that requires focus and imagination. If you’re learning, you will struggle and be worn out sometimes. You’ll also be engaged in life in a way that puts you in an uneven, but upward trend, instead of spiraling downward in despair.

Paul Pearsall also wrote

The Last Self-Help Book You'll Ever Need

Toxic Success

If you’re interested in this book, you may also be interested in

The Relaxation Response by Herbert Benson with Miriam Z. Klipper

The Road Less Traveled by M. Scott Peck

Solve for Happy by Mo Gawdat

Pearsall, Paul. The Beethoven Factor: The New Positive Psychology of Hardiness, Happiness, Healing, and Hope.  Charlottesville, VA: Hampton Roads, 2003.

How to Improve Your Memory by James D. Weinland

James D. Weinland’s How to Improve Your Memory is, in my mind, primarily a book on study skills. Weinland’s interest is learning, and memory is an important part of that.

As I read the book, it seemed to me that learning successfully is built on four areas: intention, attention, repetition and organization. Weinland has tips related to all of these.

Intention to learn is easy to come by when you have an interest in a subject. If you’re not interested, you’ll need to find some other motivation. Think about why you’re studying a subject and the benefits you hope to achieve. Even if you’re a student and you “have to” take a class, think of the opportunities that might open up to you if you get a good grade.

Attention is very important to memory and learning. If you forget something, it is very likely you weren’t paying attention to begin with. Remove distractions from your environment and mind (this wasn’t an issue when this book was published in 1957, but put away your cell phone and put it out of your mind). Engage as many senses as you can.

Remember that attention isn’t an infinitely available commodity. Get the rest you need. Don’t burn yourself out by focusing too long on one subject or closely related subjects. Give your mind, especially the executive functions a break, by alternating unrelated subjects, switching back and forth from mental to physical activities and making a little time for rest and recreation.

Repetition is important to memory, but it doesn’t need to be boring. Allowing time between practice sessions can actually improve performance.

Organization can go a long way to making learning easier. Some of the most successful mnemonic techniques involve arranging and associating things we want to remember with things we already remember well, especially locations. For instance, pigeonholing involves creating a spacial arrangement, such as a grid, with things to be remembered in each space. Mind maps do something similar with a more free-form arrangement that also takes advantage of our ability to remember images and colors. Memory castles are sophisticated applications of this strategy. Understanding how things are divided into wholes and parts or groups can help you break down subjects into smaller, easier to remember, parts that are connected so that remembering on item helps you remember the others.

I tend to connect the use of meaningful association to the idea of organization. Meaningful association builds on what you already know. This could be building on or filling in your background on a subject, finding analogies to familiar or using acronyms and rhymes. A related practice is it to come up with an outrageous image that represents what you want to remember. We find it easy to remember images—the more unusual the image the easier it is to recall—so we can take advantage of that by associating what we want remember with a crazy image that reminds of it.

The book is dated, but I think the advice is applicable even if the science of memory has advance. In addition, the book has the advantage of being short.

If you’re interested in this book, you may also be interested in

Double Your Brain Power by Jean Marie Stine

Moonwalking with Einstein by Joshua Foer

The Organized Mind by Daniel J. Levitin

Rapt by Winifred Gallagher

Your Intelligence Makeover by Edward F. Droge, Jr.

Weinland, James D. How to Improve Your Memory. New York: Barnes & Noble, 1957.

On Becoming a Leader by Warren Bennis

I wrote this for a class in public administration back in 1997. You can tell it’s for a class because it’s longer than the reviews I’d normally write for this blog. I have the sense from reading it that the assignment must have involve answering particular questions about the book. I got an A-. The hyperlinks are added, but I haven’t changed it otherwise from what I wrote the first time.
Bennis, Warren. On Becoming a Leader. New York: Addison-Wesley, 1994.

Bennis’ premise is that leadership comes out of the state of being of the leader. Leadership starts with a leader’s capacity for self-invention, to shape himself with learning and reflection as opposed to being shaped by circumstances. In Bennis’ words, “No leader sets out to be a leader. People set out to live their lives, expressing themselves fully. When that expression is of value, they become leaders.”

Bennis’ process of self-invention begins with self-knowledge. He proposes four lessons to gaining self-knowledge. First, “you are your own best teacher”; learning is essential. Second is to accept responsibility for your own education. Third, “you can learn anything you want to learn.” Finally, reflection is necessary to develop understanding and a leader must question his experience to learn. Leaders innovate and learn from experience without fear of mistakes. According to Bennis’ definition, a leader is someone in the front, doing things others have not done.

A leader must add knowledge of the world to self-knowledge. Bennis says that a leader should learn about the world through participation rather than reaction. One learns by trying to change something as well as experiencing it as it is. The conscious learner seeks broad experience, learns from others and from mistakes.

A leader must trust his instincts. Bennis uses Emerson’s term “blessed impulse.” Blessed impulse is a tool for making decisions in a world to complex to be completely understood.

Leaders must deploy themselves. By this Bennis means a leader must practice self-expression. Deploying oneself is offset against being deployed by others or the voices of others on one’s head.

Leaders must “get people on their side.” Bennis prescribes constancy, congruity of words and action, reliability and integrity.

Bennis also speaks more generally about the characteristics and roles of leaders. These are similar to what might be found in other books on leadership.


Bennis calls the organization the primary form in American society. He challenges leaders to shape their organizations, and shape society, to make them work in a rapidly changing world. He encourages executives to empower junior leaders in their organizations to teach them leadership through experience.

Throughout, Bennis uses the experience of twelve leaders gleaned from interviews. Bennis includes a brief biography of each leader at the end.

At first, it seems that Bennis says that one becomes a leader by being a leader. This is what he says, but he does not leave the reader hanging. Bennis’ perspective is what is unique about the book. Leadership is the expression of the character, qualities, values and personality of a leader. His is not a direct call for us to become leaders, but for us to become ourselves. Leadership will follow.

This may be a difficult lesson. Buyers of books on leadership are probably more interested in learning the skills of leadership and management to help them in their current situations. Bennis says express yourself. If you are doing what you think you ought to do, if others deploy you, you will not be a leader. Self-expression may take you to something different.

The first step to leadership is self-knowledge. A useful tool is self-evaluation, what Bennis calls “tests and measures.” Bennis offers a set of four tests—really four statements. One could apply the tests with pencil and paper, making lists in response to each statement. Of all the tools and suggestions in the book, this set of tests is the most clear and immediately applicable. A reader wanting to apply Bennis’ lessons would do well to start here.

Little else can be used immediately. Changes in point of view and lifestyle take time. One might argue that only a few Bennis’ suggested activities are specific to developing leadership. To me, much of it sounds fun and interesting. That is the point Bennis is trying to make: leadership comes out of broad experience, education, perspective, desire, mastery of one’s discipline and synthesis of ideas.

My own experience validates this. I am as proud of my single published poem as I am of my accomplishments as an engineer or public servant. The skills and abilities exercised by writing are different from those exercised by engineering. I am persuaded that, though seemingly unrelated, one improves the other in me.

Bennis’ somewhat artificial distinction between managers and leaders is a shortcoming. He makes a manager sound like something one would not want to be. He list skills and characteristics developed from the “education” of a leader and the “training” of a manager. All seemingly undesirable things are on the manager side. On might argue tat several management skills, like deduction and common sense, would be useful to a leader.

Most of the interviews are businessmen, but some come from public service agencies and professions. In may seem that businessmen are more susceptible to “surrendering to the context”—the bottom line, the corporate culture, the style of a boss to be pleased—but public service leaders must face their own context. A public servant may readily accept his organization’s view of the way things should be or done, what is important and who to involve without ever considering his own vision, ability and desire.

It may be more important for public section leadership to use self-expression. While a business leader may have the satisfaction of bringing a product to market, making a profit, even gaining notoriety, a public leader may never see his vision achieved. A public leaders’ satisfaction may have to come from living the life he wants to live.

A particular item addressed by Bennis that may be of use to one in public service is getting people on your side. A public leader may have little to rely on besides his integrity and “voice”—an ability to change the climate of his organization and shape it to work more effectively. As important as it is, Bennis can offer little on the subject except constancy, congruity, reliability and integrity. He says to be someone others might follow. He offers no lessons on persuasion, though if persuasion can be taught, it may be of little benefit to those who lake those characteristics.

If you’re interested in this book, you may also be interested in
The 21 Irrefutable Laws of Leadership Tested by Time by James L. Garlow
Blink by Malcolm Gladwell
Developing the Leader Within by John C. Maxwell
The Difference Maker by John C. Maxwell
Winning with People by John C. Maxwell

The First 20 Hours by Josh Kaufman

A lot has been written over the last few years about expertise, often referring to a 10,000-hour rule. Research indicates that the people who exhibit the highest level of expertise, even possibly being a genius, have in their life put in 10,000 hours or more of deliberate practice.

Your response to that bit of knowledge might be like mine: “I’d don’t have 10,000 hours to put into learning something new.” What if you don’t need to be an expert; you just need to be proficient. Maybe you want to learn something for your personal edification, and you do not aspire to be great, but simply to be good enough.

According to Josh Kaufman, gaining a basic proficiency in a new skill is within reach. With an orderly approach, it can be achieved in as little as 20 hours. Kaufman event entitled his book on the subject The First 20 Hours.

Unlike other books on learning I’ve read, Kaufman focuses more on skill than knowledge, more on being able to do something than knowing about something. Acquiring knowledge is important to learning a new skill, and he acknowledges this by making research a part of his program, but he still emphasizes using as much of the 20 hours as you can on deliberate practice.

Kaufman lays out a strategy for rapid skill acquisition. If compressed to a list, it wouldn’t cover the length of a page. Part of what he does is break down his method into parts that are easy, at least conceptually. That is one of the methods: breaking a skill into sub-skills that can be more easily learned and practiced. In this way, his method is simple.

If simple were easy, more things would be simple.  Kaufman’s methods may reduce gaining proficiency in a skill to 20 hours, but they are 20 hours of focused work to which you must commit yourself. You can give yourself some early wins that will make it easier to overcome the discouragement that comes when you become frustrated by difficulties, but The First 20 Hours holds no strategies for overcoming laziness or disinterest.

If Kaufman only described his method, his book would be quite short. He illustrates the methods by showing how he used them to rapidly acquire six different skills. In addition to reiterating the steps to rapid skill acquisition, he demonstrates the variety of skills one can learn. They range from knowledge-intensive, technical skills (programming) to physical skills (yoga), and much in between (playing an instrument).

The skills that interested Kaufman were not skills that were of much interest to me. Even so, it prompted me to think of skill I would like to acquire and how I might apply his strategies to the task.

Kaufman also hints that his method could be used by a proficient person to improve his skill, taking a step closer to expertise. The strategies are aimed at engaging you in deliberate practice. Deliberate practice is the heart of both acquiring and improving a skill.

If you’re interested in this book, you may also be interested in

The Checklist Manifesto by Atul Gawande

The Genius in All of Us by David Shenk

Future Bright by Martin E. Martinez

Moonwalking with Einstein by Joshua Foer

One Small Step Can Change Your Life by Robert Maurer

The Peter Principle by Laurence J. Peter & Raymond Hull

Your Intelligence Makeover by Edward F. Droge, Jr.

Kaufman, Josh. The First 20 Hours: How to Learn Anything…Fast.  New York: Portfolio/Penguin, 2013.

The Right to Write by Julia Cameron

We are all writers. Language and writing come naturally to us. We learn the notion that we are bad writers somewhere along the way, most likely in school. We are trained to be self-conscious and anxious about writing; we need to break that training and start having fun.

This viewpoint is the starting point for Julia Cameron’s advice to writers in The Right to Write. She envisions millions of people writing. They’ll write naturally and organically for the joy of writing.

That is the other major theme that runs through the book: write for the sake of writing. Writing has a lot of benefits even if you only write for your own eyes. It is a way for us to express ourselves and examine our lives.

Cameron has a lot of advice for writers but it is generally not prescriptive. Each writer has his own way. Cameron’s advice is aimed at helping him discover it. That does not mean her advice is impractical. She has some hardnosed comments about what it takes to overcome the blocks would-be writers create (or accept) to their own development.

As Cameron describes it, the writing life is not about being a writer. It is more about becoming the person and writer you can be. It is a process of learning and discovery. She tells several stories of writers who, for various reasons, stop learning and stop being open. The result is that they stop writing or find it difficult. Always be learning is good advice for anyone who wants to improve at something, whatever it may be.

Writing should be integrated into life. Your life, interests, experiences, relationships, emotions, and all the things you take in through the senses are fuel for writing. The more you live, the more you’ll have to write about and the more you’ll want to write.

The book contains many exercises to help a budding writer develop. One of the main things is simply to write every day. She describes daily writing that is intended to get one used to writing without the inner censor putting on the breaks. You also get used to writing even when not in the mood, though once you start writing your mood is likely to come around.

If you’re looking for a step-by-step guide for writing a popular genre novel, this isn’t it. If you want some practical advice and encouragement from a professional writer who thinks you can write something worthwhile, and enjoy it, then The Right to Write is a good choice.

If you’re interested in this book, you may also be interested in

Finding Your Writer’s Voice by Thaisa Frank & Dorothy Wall

Just Write by Walter Dean Myers

Keeping a Journal You Love by Sheila Bender

Mastering Fiction Writing by Kit Reed

No Plot? Not Problem! A Low Stress-High Velocity Guide to Writing a Novel in 30 Days by Chris Baty

Reading Like a Writer by Francine Prose

Write Your Heart Out by Rebecca McClanahan

Cameron, Julia. The Right to Write: An Invitation and Initiation into the Writing Life. New York: Jeremy P. Tarcher/Putnam, 1998.

Range by David Epstein

Specialization is king. It has become seen as the road to success. Since Malcolm Gladwell popularized the 10,000-hour Rule a few years ago (perhaps unintentionally), I’ve seen a lot of people using it to justify and spell out the road to specialization: focus and start early. However, specialization can hurt when we face problems that cross boundaries and pull us out of our niche; we can be lost and ill equipped outside of our specialization. Journalist David Epstein explored the issue in his book, Range.

 Epstein starts out by showing the limitations of specialization. It works well in an arena where repeating patterns prevail, and we can learn to recognize those patterns from exposure. When there are no repeating patterns, or they are complex and obscure, a high degree of specialized knowledge can lead to wrong conclusions and false confidence. We can have a few good tools that we trust, but if they are the wrong tools for the job we may be doing the wrong thing without realizing it. Complex environments and problems require us to reason conceptually, connect ideas from different contexts and solve problems without direct prior knowledge of what we are facing. We need breadth.

 Though it is not as popular a narrative, Epstein provides several examples of how people with broad and diverse knowledge have become high achievers. Creativity is, to a great extent, finding relationships between seemingly unrelated things. One must be equipped with a variety of experience to be able to make these leaps.

 I can see how the generalist’s path can seem unappealing. It may not seem like a path at all. Deep learning is slow and effortful. It is a way of errors, false starts and diversions that can seem like a waste of time. Developing range is messy and uncertain; by comparison, specialization seems like a sure thing.

 Epstein’s book contains ways to develop range. Analogies allow us to apply knowledge from one area to another, and seeing where analogies fall apart can lead to new ideas. Take an outsider’s cooler, distant and critical view and save yourself from the pitfall of taking a rosy view of familiar things. Pay attention to things that don’t fit the model. Don’t plan too far ahead, but be open to exploration an experimentation. There is a time for mastering particular knowledge and procedure, but the overall approach to learning should be to make connections and gain perspective.

 If you’re interested in this book, you may also be interested in

The Checklist Manifesto by Atul Gawande

The First 20 Hours by Josh Kaufman

Freakonomics by Steven D. Levitt & Stephen J. Dubner

The Genius in All of Us by David Shenk

Learn Better by Ulrich Boser

Outliers by Malcolm Gladwell

 Epstein, David. Range: Why Generalists Triumph in a Specialized World. New York: Riverhead Books, 2019.

Learning & sciences have no material effect in subduing ambition and selfishness

But learning & sciences have no material effect in subduing ambition and selfishness, reconciling parties or subjecting private interest to the influence of a ruling preference of public good.

-Noah Webster

Learn Python 3 the Hard Way by Zed A. Saw

I’ve been putting some effort into learning to code in Python. One of the books I turned to is Learn Python 3 the Hard Way by Zed A. Shaw.

Shaw leads one through Python coding by providing an example of code in each chapter. You can enter it in your editor and run it. He then provides a set of exercises to break, test, modify or improve the code or come up with something on your own.

Actually, this isn’t a particularly hard way to learn coding. It takes time and effort to work through all the exercises in the book, but learning anything challenging and worthwhile takes time and effort. You’ll learn a lot about Python, what works and how to approach programming computers in general as you work through the book.

I don’t know that I have a good way of elaborating on a book like this. It is a workbook. You work through it slowly, step-by-step at the keyboard of your computer.

If you’re a beginner in programming, this is a good place to start. Python is reputed to be easy to learn, but is a powerful general-purpose language the you can use to do about anything you want. The early chapters and exercises are quite easy and Shaw builds skill upon skill as you proceed. In that sense, Shaw makes it easy, you just have to put in the work.

If you’re interested in this book, you may also be interested in:

Ada's Algorithm by James Essinger

How to Build and Android by David F. Dufty

The Numerati by Stephen Baker

Shaw, Zed A. Learn Python 3 the Hard Way: A Very Simple Introduction to the Terrifyingly Beautiful World of Computers and Code. Boston: Addison-Wesley, 2017.

A Sand County Almanac by Aldo Leopold

Aldo Leopold had a long career working with and studying nature as a government forester, university professor, founder of the discipline of wildlife management. He is remembered as author and popular proponent of wilderness based on his book A Sand County Almanac.

A Sand County Almanac is a collection of essays in three parts. The first part is a tour of his Wisconsin farm covering each month of the year. Actually, it is not a farm in the sense of being a business that produces food and fiber. It was abandoned as a farm and hiding place for illegal stills when Leopold bought it as a semi-wild getaway. To be fair, though, it was abandoned as a farm because of practices that destroyed much of its productive capacity, and Leopold’s theme is land management. He approaches that theme gently in the first part. A reader can have the sense of strolling around the place with Leopold as he points out the plants and animals that live there, full-time or seasonally, and shares his enthusiasm for them.

In the second part, Leopold expands the scope to cover many places in the central and western United States, and even a few places in Mexico and Canada. These essays also recount his personal experiences relating to wild lands. In some of these essays he begins to touch more firmly on points of land management and policy.

In the final part, Leopold’s essays are more direct. The point of the book is that, if Americans, or people generally, want to have a rich landscape, wildlife, and land that is productive for generations, we need to value land in a new way and take new approaches to managing it.

The culmination of this discussion is the land ethic. Ethics are essentially about community, and the appropriate and acceptable relationships between the members of the community and each member and the community as a whole. A land ethic treats the land as a part of the community. In land, Leopold includes “soils, waters, plants, and animals.” Land is a part of our community that produces things of both economic and ineffable value. The land ethic implies that we have obligations to each other and to the land to conserve it. Conservation isn’t simply a matter or protecting specific areas, plants or animals. There is a place for policy, but the ethic is also individual, and a successful conservation efforts will mean landowners will need to treat the land and something inherently valuable. We would conserve ethically out of a sense of humility, realizing that the land is much more complex that we understand, and that our progress can outpace our understanding with possibly irreversible undesirable results.

Reconnecting to the land, and learning to value it, is encouraged by Leopold. Arguably, the first two parts of the book are intended to give the reader a sense of connection to the land. On the policy front, he suggests that many of the things we do to connect people to wilderness is destroying the wilderness. A land ethic could be a curative for this because aware people could connect to the land (especially wild plants and animals) close to home, even in cities, and be able to appreciate even wilder places from a distance. He goes so far as to suggest that amateur wildlife research could become a new type of sportsmanship, and cites cases were amateurs managing their own small plots have contributed to our understanding of wildlife.

It should be noted that, in addition to being a collection of thoughtful essays on nature, A Sand County Almanac is beautifully written. He can be poetical and political in the same sentence, such as “Hemisphere solidarity is new among statesmen, but not among the feathered navies of the sky.” He expresses himself with a gentle, homey cynicism as when he wrote, “Education, I fear, is learning to see one thing by going blind to another.”

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If you’re interested in this book, you may also be interested in

The Big Thirst by Charles Fishman

Blue Revolution by Cynthia Barnett

Leopold, Aldo. A Sand County Almanac and Sketches from Here and There. New York: Oxford University Press, 1949.

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Mindset by Carol S. Dweck

Beliefs can powerfully affect our success in life. In her book Mindsets, psychologist Carol S. Dweck describes two prevailing, overarching beliefs that can color our assessments of everything in life and affect our willingness to do what it takes to achieve our goals.

Dweck refers to these two beliefs as the fixed mindset and the growth mindset. The fixed mindset is the belief that intelligence, character, and personality are unchanging. You have the talent or knack for something or you don’t. The contrasting growth mindset is that people can improve their abilities by their efforts. If you’re willing to do the work, you can learn and get better.

These mindsets affect the way we view ourselves and interpret everything that happens in our lives. People with a fixed mindset see problems, setbacks and failures as a reflection on who they are. If they have difficulty with a subject, maybe they aren’t smart enough. If a relationship is troubled, maybe it just wasn’t meant to be. The fixed mindset comes with a lens of judgment, through which one sees success as a validation of talent or specialness, and difficulty or failures as proof of inherent shortcomings.

People with a growth mindset see failure as a sign of where they are, or their current status, which they can change. If they have difficulty with a subject, they can study harder or ask for help. If a relationship is troubled, they can reflect on things they or their partner are doing that may be producing negative results. With the growth mindset, failures become opportunities to learn and successes are evidence that your efforts are paying off.

Though written in an informal style, Dweck draws on her own and others’ research. She also draws examples from business, education and sports. She illustrates the mindsets in the lives of CEOs, teachers, students and coaches.

There are few points I’d particularly like to remember from this book. First, the fixed mindset is essentially rooted in pride. A person with a fixed mindset sees himself as special or superior to others, and much of he does is oriented to proving that point, at least to himself. A person with a growth mindset doesn’t expect to be good at anything, at least at the start, because he has much to learn and much effort to put into improving; he is humble.

It is important to praise rightly. Praising someone’s talent or ability tends to put them into the fixed mindset. This may make them less likely to take on challenges or put forth effort in the future. Instead, praise the effort, which puts people into the growth mindset and makes them or open to taking on challenging work, even at the risk of failure, in order to learn and improve.

Change is not easy. In particular, one with a fixed mindset must put aside the idea that he is special and let go of the strategies he used to protect that status. He must embrace a new, less idealized, image of himself that is open to challenges, setbacks, and even failures for the sake of learning—all things the fixed mindset guards against. When you adopt growth-minded strategies that produce positive changes, you can’t let up on practice and learning. People can easily slide back into old habit, and the fixed-minded judgment of the backslide can be worse than the judgment of the perceived failures before the change.

If you’re interested in this book, you may also be interested in

Future Bright by Martin E. Martinez

The Genius in All of Us by David Shenk

9 Things You Must Do by Henry Cloud

Succeed by Heidi Grant Halvorson

Your Intelligence Makeover by Edward F. Droge, Jr.

Dweck, Carol S. Mindset: The New Psychology of Success. New York: Random House, 2006.

Mastering Fiction Writing by Kit Reed

Reed, Kit. Mastering Fiction Writing. Cincinnati, OH: Writer’s Digest Books, 1991.

Kit Reed doesn’t believe there is a magic book that will tell you everything you need to know about writing. Her book, Mastering Fiction Writing, will help you get started and contains a lot of advice on making your stories better.

The first key is that learning to write comes from practicing writing. If you’re not writing, you’re not a writer. No story is perfect, so start writing and improve your work as you proceed.



An encouraging tip from Reed is that you already have a great storehouse of experience to draw upon as a writer. All the experiences of your own life, the lives of people you know and everything you’ve heard about and learned are the raw material you already have in your head. As a writer, you’ll use all of this, not directly but transformed for the purposes of your stories.

Reed is not a fan of plot, believing that stories are developed and preferring let her characters and what they want lead her. She does believe in outlining. An outline can help a beginning writer get a story in shape and avoid problems before starting. Even in the middle of a story, outlining can help with diagnosing problems and figuring out where the story needs to go.

The book also covers other common elements of fiction writing. This includes style, character, point of view, voice, rewriting and establishing your work habits.

A particularly useful element of the book is that almost every chapter contains a list of questions you can ask yourself about that element in your story. You could use these questions at any point in developing a story to help you recognize problems and create solutions.

The final chapter is also particularly useful. It deals with discipline. A writer isn’t going to produce stories, and especially not books, if he doesn’t do the work, deal with the problems and overcome the occasional boredom, hard work and temptation to quit.

If you’re interested in this book, you may also be interested in
How to Write Mysteries by Shannon OCork
How to Write Science Fiction and Fantasy by Orson Scott Card
No Plot? Not Problem! A Low Stress-High Velocity Guide to Writing a Novel in 30 Days by Chris Baty