Neuroeducation: exploring the potential of brain-based education

Most people are aware that learning and mental performance are a function of the brain. As such, neuroscientists spend a lot of time exploring the biology behind processes such as the formation of memories, creative processes, social and emotional cognition, and more. But how can these scientific findings be translated into the real world? That’s … Read More

From fixed mindset to growth mindset: the complete guide

If you ask someone “Do you have a growth mindset?”, most people will say yes. In fact, when I ran a poll asking my followers if they had a growth mindset, only 10% said they didn’t. This is called the “false growth mindset” and it’s a natural consequence of being human. You probably heard somewhere … Read More

How to read a book

When I was a kid, my parents struggled to understand why I always looked so tired. We had a curfew and were usually pretty quiet after bedtime. What was happening? Well, I was reading. Sometimes until dawn. Treasure Island, The Lord of the Rings, His Dark Materials, Twenty Thousand Leagues Under the Sea, The Count … Read More

Interleaving: rethink the way you learn

Most schools use blocked practice to teach students: it’s an approach that consists in practicing a single skill over and over, with repetition being the key, and little to no variance. With blocked practice, you wait until you feel comfortable with a topic before moving onto the next one. This is how most curriculums are … Read More

The self-actualisation economy

The Maslow’s hierarchy of needs has been mostly used in psychology to understand the underlying forces that drive human motivation. It goes from physiological needs at the base of the pyramid, to safety, love and belonging, social needs, esteem, and ends with self-actualisation at the top of the pyramid. These are supposed to represent the … Read More

How to learn anything with the Feynman Technique

Our current education system is designed to optimise for input. Hours are spent reading, observing, and listening, and output is mostly encouraged as a way to measure the student’s progress. It’s a shame, because there’s lots of research showing that we remember things better when we actively engage with the information and create our own … Read More