Crystallize Your Knowledge

As a purveyor of creative stories and tactics, I’m always delighted to come across a kindred spirit.

Pulitzer Prize-winning author and journalist, Charles Duhigg (among his many credits is this fabulous NYT piece on Google’s Project Aristotle, which illuminated the importance of psychological safety), is certainly one such spirit. I highly recommend his fantastic conversation with Jordan Harbinger.

He speaks convincingly about the value of sharing the things we’re learning. What stood out to me was that sharing is not only for the benefit of others; it helps us, too.

As Duhigg tells it, “Jerry Robbins, the choreographer of West Side Story (and really the designer)… had this contemplative routine of writing letters. He made himself into what's known as an innovation broker by exposing himself to all kinds of different ideas and different types of artistic expressions. And then he would write these long letters to his friends, like 20- or 30-page letters. That act of writing the letter, that wasn't to educate his friends. That was to help him think through what he had seen that day to make sense of the ideas he'd been exposed to.”

The idea of writing-to-make-sense resonates with me. While my daily blog posts aren’t exactly 20-page letters, yet the primary purpose they serve is helping me make sense of the things I’m learning. One of the most valuable things is the ability to hyperlink — not for readers, but for me — as it’s been astounding to see how quickly I forget the things that inspired me!

The daily habit of reflecting, sense-making, and connection-forming serves to reinforce the things I’ve forgotten that I wanted to remember!

Duhigg calls such seemingly-extraneous acts of documentation “introducing disfluency” into one’s learning process:

“There's a lot of studies about how people turn information into knowledge… There was a really interesting study that was done a couple of years ago that looked at one group of students who listened to a lecture and they took notes on their laptop. And then another group of students who were told to take notes by longhand. And what's interesting is that the students who take notes by laptop, they tend to record much more information. So because we can type faster than we can write, students who are typing on their laptops tend to take about three times as much information from the lecture. And they tended to copy what the professor was saying verbatim, right? So they could actually transcribe what the professor was saying…

“They took all their notes away and they asked them to come back three weeks later. And then three weeks later they gave all of them a test about what they had learned in that interview. And they found that the students who had taken notes by hand, they scored fantastically better on that test. And the reason why is because when you're taking notes by hand, you can't write so quickly. You have to actually listen to what's going on and say to yourself, ‘Okay. I just heard three sentences. Let me summarize that in my own words, let me get at the core idea,’ and by doing so they actually introduce what's known as disfluency to the process of recording information. They force themselves to think about it and that act of thinking encoded that knowledge so much more deeply in their brains.” 

I can attest that the act of writing serves to reinforce learning: the stories I remember, and find myself going back to, are the stories I’ve written about or added into a lecture. Putting things into our own words, even while taking notes, turns information into knowledge.

That doesn’t mean you’ve got to create a writing habit; sharing verbally can be a valuable memory aid as well.

“One of the things that we find is the most productive people, they tend to have this kind of check in system, (such as) a regular meal once every three weeks with one of their best friends. And at that meal, they do the same thing every time: they talk about what's happened in the last three weeks, the best ideas that they've been exposed to and they describe those ideas...

“We think of those things as social opportunities, right? That we tell our friends about ideas because we want to educate them. But what's actually happening is that we're educating ourselves. We're remembering the most important idea. We're rephrasing that idea in a way that forces us to make sense of it, to see how it actually interacts with our life and how we can use it.” 

What an incredible gift that sharing knowledge actually crystallizes that knowledge.

We might be sharing with others, but perhaps more importantly, we’re sharing with ourselves.

Related: Create Psychological Safety
Related: Reinforce Your Memory

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