In February 2023, I quit my job in strategy consulting and started teaching myself undergraduate physics.
When studying a tough subject like physics, there’s no room for lousy study methods–bad habits quickly reveal themselves.
So after I found myself reading multiple chapters without understanding a single word, I decided I had to make some big changes.
Ultimately, I started using the system I outline below. It’s the culmination of thousands of hours of studying and experimenting with learning techniques (I’ve been a learning geek well before I decided to study physics).
But it’s also more than that: it’s a system you can use to master any tough subject you want.
Initial Exposure
The first step in learning is coming across new ideas. This can be done through reading books, watching lectures, listening to podcasts, or whatever other medium you prefer.
If learning is building a house, this phase is gathering all the materials you need and building what you can. The house won’t be ready and it definitely won’t be livable, but that’s okay. It’s just our first pass at studying the content.
I primarily rely on textbooks to study and follow the principles below when reading a chapter for the first time:
Use inquiry-based learning: I’m always thinking about a couple of core questions: How do the ideas relate to one another? How do they connect to things I know already? How can I apply them? I also write down any additional topic-specific questions that may seem relevant as I’m reading (1).
Prioritize the macro before the micro: The goal is to develop a higher-level understanding before moving on to the details. The macro builds a mental framework to help understand and remember the micro. So I split my learning into a few different rounds. I first ask the core questions discussed above at the textbook level, then the chapter level, then the section level. Note that the questions are asking different things at different times. For instance, when working at the textbook level, I’m considering the chapter as a whole and in the context of other chapters (e.g. how does this chapter relate to the other ones?). On the other hand, when working at the chapter level, I’m skimming through the text and broadly thinking about each section as a whole and in the context of one another (e.g. how do the different main sections connect?).
Take notes using mind maps: Every once in a while, I pause, mentally answer the questions I’m working with, and use them as inspiration for my notes. I’m a big fan of doing this using mind maps. They’re an excellent way to visually represent complex ideas and their connections.
I also watch online lectures covering the same content. This plays a supporting role, usually serving as a review. Throwing a second medium into the mix is valuable since a slightly different approach to the same subject helps develop a richer understanding of the content.
Knowledge Consolidation
After you first come across a new topic, you then need to make sure you remember what you learned, practically use the relevant ideas, and find weaknesses in your understanding.
In the house metaphor discussed above, it’s adding the final touches to the house while also regularly doing maintenance so it doesn’t collapse.
I use three techniques in this phase:
Spaced repetition flashcards: I use a program called Anki. It’s an extremely effective method to study new flashcards and never forget them. I study several kinds of flashcards. They include ones asking me to redraw my mind map notes, make new connections to an old mind map, prove an equation, explain a concept, and walk through how to solve a specific problem (1).
Interleaved problem solving: Directly applying what you study is a great way to consolidate your knowledge. So I regularly do the problems at the end of chapters and use a technique called interleaving, which in this case means mixing problems from different chapters within any given study session. This helps me know not only how to use a concept but also when to use it.
Teaching (Feynman technique): There’s something very special about teaching others. It forces you to articulate ideas clearly, and it quickly exposes gaps in your understanding. I don’t actually teach anyone (I don’t think anyone would be interested), but I do take some time to write a couple of paragraphs as if I were. I do this with the principles of the Feynman technique in mind: pretend you’re teaching a kid (so you don’t hide a lack of understanding behind fancy jargon) and check your notes and textbooks when you find yourself unable to explain something.
Beyond all this, keeping morale high is important. I believe 99% of people can learn anything they want, as long as they’re patient enough and use effective study methods. So I like to remind myself of what legendary physicist Richard Feynman once said:
You ask me if an ordinary person—by studying hard—would get to be able to imagine these things like I imagine. Of course! I was an ordinary person who studied hard. There's no miracle people. It just happens they got interested in this thing, and they learned all this stuff. They're just people. There's no talent or special miracle ability to understand quantum mechanics or a miracle ability to imagine electromagnetic fields that comes without practice and reading and learning and study. So if you take an ordinary person who's willing to devote a great deal of time and study and work and thinking and mathematics, then he's become a scientist.
Notes
1: Special shout-out to Justin Sung (https://www.youtube.com/@JustinSung), Mike and Matty at Cajun Koi Academy (https://www.youtube.com/@CajunKoiAcademy), and Alex Young (https://www.youtube.com/@AlexanderFYoung). They have been very influential in how I use inquiry-based learning and macro-micro learning. I highly recommend checking out their Youtube channels.
The Richard Feynman quote: https://www.youtube.com/watch?v=X1-Gz5Bv3W8&ab_channel=PankaZz
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