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Brain Damage Pill

Brain Damage Pill

photo of bitter little pill

    “Not exercising is like taking a brain damage pill.”

    Whoa. That’s pretty strong language. I know it’s true that exercising increases alertness, energy, and the ability to concentrate, and that it improves physical and emotional well-being. But brain damage pill? Isn’t that going too far?

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    No. That’s exactly as far as I need to go.

    After several years of failing to transform my off-and-on running habit into a permanent, lifelong habit, I have finally discovered a powerful key to achieving my goal: the highly emotional, simple, concrete self-advertisement. I have learned that using this “brain damage pill” metaphor stimulates me to behave in the way my “higher self” wants me to behave (go for a run), even when my “lower self” is feeling exhausted, unenthusiastic, or tempted by couch-potato pursuits and sleep. The brain damage pill metaphor has proven to be magic.

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    I gained insight into the “why?” behind this simple technique for behavioral change from the new book, Made To Stick: Why Some Ideas Survive and Others Die, by Chip Heath and Dan Heath. The authors assert that there are six principles for making ideas “sticky” and influential, and #5 on the list is, “Make messages emotional; make people care.”

    The Heath brothers cite an example of the head-to-head competition of two anti-smoking ad campaigns, both targeted at teenagers, in the late 1990s. One ad took an analytical approach and had the tagline, “Think. Don’t Smoke.” The other ad (from the famous “The Truth” campaign) showed body bags piling up outside the headquarters of a major tobacco company, and implied that teens were being lied to and manipulated by conniving, rich tobacco executives. In follow-up studies of the ads’ effectiveness, seven times as many teenagers remembered the body bag ads as remembered the “Think. Don’t Smoke” ads. Pushing the right emotional button beats out rational, research-based analysis. Every time.

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    For years, I tried to motivate myself with the knowledge that aerobic exercise is good for my body and brain. We’re all aware of studies that prove the undeniable benefits of daily exercise, the most compelling being that the habit significantly increases the length and quality of our lives! And yet, “Exercise because it’s good for you” has always been strangely devoid of motivational potency.

    Even the shocking phrase, “Not exercising is like voluntarily injecting myself with an early-death serum” hasn’t galvanized me. Premature death still seems like a long way off, and I can always rationalize that I’ll start the work of prolonging my life tomorrow.

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    Not exercising is like taking a brain damage pill hits the sweet spot. It’s true (for me). It’s simple. It’s concrete. It’s emotionally powerful. The implied consequences of ignoring it are immediate. It imperils my highly valued mental acuity. I would never pop a brain damage pill… so, obviously, I must exercise today!

    Rob Crawford, a school administrator who loves baseball and acoustic guitars, writes on productivity, impact, and self-management at Crawdaddy Cove.

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    Last Updated on August 20, 2019

    Becoming Self-Taught (The How-To Guide)

    Becoming Self-Taught (The How-To Guide)

    Most of the skills I use to make a living are skills I’ve learned on my own: Web design, desktop publishing, marketing, personal productivity skills, even teaching! And most of what I know about science, politics, computers, art, guitar-playing, world history, writing, and a dozen other topics, I’ve picked up outside of any formal education.

    This is not to toot my own horn at all; if you stop to think about it, much of what you know how to do you’ve picked up on your own. But we rarely think about the process of becoming self-taught. This is too bad, because often, we shy away from things we don’t know how to do without stopping to think about how we might learn it — in many cases, fairly easily.

    The way you approach the world around you dictates to a great degree whether you will find learning something new easy or hard. Learning comes easily to people who have developed:

    Curiosity

    Being curious means you look forward to learning new things and are troubled by gaps in your understanding of the world. New words and ideas are received as challenges and the work of understanding them is embraced.

    People who lack curiosity see learning new things as a chore — or worse, as beyond their capacities.

    Patience

    Depending on the complexity of a topic, learning something new can take a long time. And it’s bound to be frustrating as you grapple with new terminologies, new models, and apparently irrelevant information.

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    When you are learning something by yourself, there is nobody to control the flow of information, to make sure you move from basic knowledge to intermediate and finally advanced concepts.

    Patience with your topic, and more importantly with yourself is crucial — there’s no field of knowledge that someone in the world hasn’t managed to learn, starting from exactly where you are.

    A Feeling for Connectedness

    This is the hardest talent to cultivate, and is where most people flounder when approaching a new topic.

    A new body of knowledge is always easiest to learn if you can figure out the way it connects to what you already know. For years, I struggled with calculus in college until one day, my chemistry professor demonstrated how to do half-life calculations using integrals. From then on, calculus came much easier, because I had made a connection between a concept I understood well (the chemistry of half-lifes) and a field I had always struggled in (higher maths).

    The more you look for and pay attention to the connections between different fields, the more readily your mind will be able to latch onto new concepts.

    With a learning attitude in place, working your way into a new topic is simply a matter of research, practice, networking, and scheduling:

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    1. Research

    Of course, the most important step in learning something new is actually finding out stuff about it. I tend to go through three distinct phases when I’m teaching myself a new topic:

    Learning the Basics

    Start as all things start today: Google it! Somehow people managed to learn before Google ( I learned HTML when Altavista was the best we got!) but nowadays a well-formed search on Google will get you a wealth of information on any topic in seconds.

    Surfing Wikipedia articles is a great way to get a basic grounding in a new field, too — and usually the Wikipedia entry for your search term will be on the first page of your Google search.

    What I look for is basic information and then the work of experts — blogs by researchers in a field, forums about a topic, organizational websites, magazines. I subscribe to a bunch of RSS feeds to keep up with new material as it’s posted, I print out articles to read in-depth later, and I look for the names of top authors or top books in the field.

    Hitting the Books

    Once I have a good outline of a field of knowledge, I hit the library. I look up the key names and titles I came across online, and then scan the shelves around those titles for other books that look interesting.

    Then, I go to the children’s section of the library and look up the same call numbers — a good overview for teens is probably going to be clearer, more concise, and more geared towards learning than many adult books.

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    Long-Term Reference

    While I’m reading my stack of books from the library, I start keeping my eyes out for books I will want to give a permanent place on my shelves. I check online and brick-and-mortar bookstores, but also search thrift stores, used bookstores, library book sales, garage sales, wherever I happen to find myself in the presence of books.

    My goal is a collection of reference manuals and top books that I will come back to either to answer thorny questions or to refresh my knowledge as I put new skills into practice. And to do this cheaply and quickly.

    2. Practice

    Putting new knowledges into practice helps us develop better understandings now and remember more later. Although a lot of books offer exercises and self-tests, I prefer to jump right in and build something: a website, an essay, a desk, whatever.

    A great way to put any new body of knowledge into action is to start a blog on it — put it out there for the world to see and comment on.

    Just don’t lock your learning up in your head where nobody ever sees how much you know about something, and you never see how much you still don’t know.

    3. Network

    One of the most powerful sources of knowledge and understanding in my life have been the social networks I have become embedded in over the years — the websites I write on, the LISTSERV I belong to, the people I talk with and present alongside at conferences, my colleagues in the department where I studied and the department where I now teach, and so on.

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    These networks are crucial to extending my knowledge in areas I am already involved, and for referring me to contacts in areas where I have no prior experience. Joining an email list, emailing someone working in the field, asking colleagues for recommendations, all are useful ways of getting a foothold in a new field.

    Networking also allows you to test your newly-acquired knowledge against others’ understandings, giving you a chance to grow and further develop.

    4. Schedule

    For anything more complex than a simple overview, it pays to schedule time to commit to learning. Having the books on the shelf, the top websites bookmarked, and a string of contacts does no good if you don’t give yourself time to focus on reading, digesting, and implementing your knowledge.

    Give yourself a deadline, even if there is no externally imposed time limit, and work out a schedule to reach that deadline.

    Final Thoughts

    In a sense, even formal education is a form of self-guided learning — in the end, a teacher can only suggest and encourage a path to learning, at best cutting out some of the work of finding reliable sources to learn from.

    If you’re already working, or have a range of interests beside the purely academic, formal instruction may be too inconvenient or too expensive to undertake. That doesn’t mean you have to set aside the possibility of learning, though; history is full of self-taught successes.

    At its best, even a formal education is meant to prepare you for a life of self-guided learning; with the power of the Internet and the mass media at our disposal, there’s really no reason not to follow your muse wherever it may lead.

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    Featured photo credit: Priscilla Du Preez via unsplash.com

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