Pratique du Shadowing: How To Actually Get Good At Hard Things | Napoleon's Learning Strategy - Apprendre l'anglais à l'oral avec la vidéo
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So over the last couple of months, I've been reading and rereading Andrew Roberts' biography on Napoleon,
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titled Napoleon the Great, which is hence why I've made maybe two or three videos on Napoleon already.
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But something which really stood out to me was Napoleon's ability to learn new skills.
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Napoleon had an innate ability to go from being a relative novice in something to becoming somewhat of an expert,
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if not a master in that field.
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He did this famously twice, once with war strategy and being a general, as he went from being a teenage novice into becoming,
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obviously, a master, who was beaten by another master, but he was a master in war nonetheless.
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And then once he became emperor, he had to learn how to write civil code.
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And he knew nothing about how you write a civil code for a functioning country,
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yet he went from being a novice there to writing the Napoleonic Code, in which some elements of that still stand today.
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And he was able to do this through a simple mental model that he had for learning new tasks,
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which I think is a brilliant mental model and something we can all adapt to our own lives and learn from,
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especially in this new era where
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so much of what we do is through our own self -learning experience
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or we have to adapt and learn new skills as technology rapidly increases.
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And so I think there's a lot we can take from Napoleon's mental model for learning new skills.
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And Aristotle said it best as he said
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that what separates a human from all other animals is our ability to contemplate on one specific task,
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one specific skill and become a master in it.
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And so by doing so, you feel more human, more fulfilled, and that everyone needs to have at least one skill,
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one element of life in which they have mastered and can continue to refine and master and create from,
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as that will make you feel the most fulfilled possible.
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And so I will break down
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Napoleon's mental model here into three steps, with step number one being slow contemplation equals faster progress.
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Now, something that
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Napoleon was very wary of was that when going in to learn a new skill,
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it's easy to get excited and think about how you're going to master the skill and be great.
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Let's say you're going in to learn piano.
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You get excited that you're going to be playing
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Bach and Beethoven and you're going to get to perform at a dinner party.
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You're going to get to perform in front of your family and friends and show off.
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But the simple fact of the matter is you're a novice at
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that point you need to calm down and you need to focus on taking it easy, being calm and slow progression.
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So what Napoleon says here is that many people think, oh, I'm going to take it slow.
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I'm going to learn over time, but they don't take it slow enough.
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If you think you're taking it slow, if you think you're contemplating on it, take it even slower.
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So what Napoleon did is when he started off learning a new skill, he wouldn't just read the introductory book and continue to read the books
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that he had to read in order to learn the skill, but he would go through line for line, underlining everything, writing a comment about it,
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breaking it down, taking notes.
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He would try and break everything down into slow steps.
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It wasn't about saying you've read 20 books on this one subject within a month.
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It was about saying you've extracted every bit of knowledge you can possibly extract.
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Okay, so I needed to add something last minute to this video, which puts a lot of context into this first principle about Napoleonic learning,
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which is that
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Warren Buffett said it doesn't matter how hard you row, it matters what boat you're rowing.
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And so the idea here is
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that it's just as hard to read five books in a month as it is to read one book in a month,
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but take it very seriously and be meticulous with everything you're reading
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and actually contemplate each idea and each piece of value that is in that book.
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You're going to read at a slower pace, but you're going to learn at a faster pace.
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And it's a faster road to mastery than the person who's just trying to churn through books.
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And an example of this would be if you were learning piano.
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It'd be easy to think, I want to learn to play a Beethoven song.
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And you can jump steps.
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You can go straight to learning how to play that one Beethoven song, not even by reading sheet music,
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but by looking at where your fingers go for each of the notes, memorising that over a few weeks time,
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and soon you'll be able to play an intermediate to an advanced level musical piece.
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But the fact of the matter is you still don't know any of the fundamentals of piano.
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And so within a month, you're playing an advanced level song, whereas someone else who's spending more time taking
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it step by step with each fundamental may appear.. appear to be progressing at a slower rate,
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if you expand that over six months to a year to two years time,
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they're not only going to have all the fundamentals be able to read sheet music
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and play music they've never even heard before by just being given the sheet and playing it off the paper,
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but they will also be able to create their own music
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and you will be stuck trying to learn one specific song by finger note,
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by finger note, instead of actually knowing how to read the sheet music so you can appear to progress faster early on,
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but by not slowing it down, you actually progress at a much slower rate.
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And so Napoleon made it a big thing in everything he did to drop the ego, to know that you have to spend time under tension,
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but not too much tension to where it overwhelms you and not a lack of tension to where you're not actually progressing.
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But if you're going up a staircase, you go up one step at a time.
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And so he was always looking to be under tension, but only enough to progress that little bit.
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And by focusing on one step at a time, by really slowing it down and writing notes ruthlessly in all the margins,
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he believed that led to faster progression.
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And so of course he was someone with an ego, but in learning a new task,
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he set that ego aside and really took it step by step.
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A quote here is to be impatient in the long term, but very patient in the short term.
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Which leads us into step number two in Napoleon's learning process, which is you have to have a pressure moment.
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You have to be learning under some kind of deadline, some kind of pressure.
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But this isn't about trying to perfect something before the deadline.
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It's about having that pressure where you know you're going to make mistakes, but that gives you the opportunity to learn from those mistakes.
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An example of this would be if you're learning piano again, you have a recital every six to eight weeks, let's say.
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That way, you know you're going to make a performance, you're going to do a performance, and you're going to make a mistake.
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But then you can learn from that mistake, and you also learn from that pressure.
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But what that pressure does is it forces you to have to lock in mentally at a different level.
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Because if you know you're only learning this skill but you're never going to perform it,
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then your brain will naturally not focus as much as you think.
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You may think you're 100 % focused on it, but if you're not actually going into the lines,
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then if you're not actually having to perform in front of people or perform in some kind of pressure environment, your brain will register that. And
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so Napoleon always wanted to be taking action upon what he
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learned in a controlled environment to where he would be able to make a simple mistake
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if he was to make a mistake and still be OK, but have to face some kind of repercussion from that
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because the idea here was that that would force you to act under pressure.
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As he believed that we weren't robots, we weren't able to just learn and progress on our own accord because we're programmed to do so,
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our brain inherently knows when there's going to be a performance date.
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Our brain inherently knows when there's going to be pressure that we are under.
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And so it will focus to a higher level and it will retain information to a higher level as well.
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An example of this for me would be these videos I make.
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If I set an end date, let's say one video a week or more than one video a week or one video a month,
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whatever it is, it forces me to bring my A game in the learning of this book, in my research into this book,
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in my note taking of this book.
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I've got to break it down at a more simple level to talk about it.
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I've got to actually understand what I'm reading.
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So often you can read a book, I think you're understanding so much of it.
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And then when I go to write out the notes for the video,
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I realize that I'm missing certain steps or it's not as coherent as what I thought it might be.
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I don't actually understand the process or the lessons from the book as much as I thought I did.
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And so by forcing myself to be in this pressure environment, I'm able to retain more of it and know
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and actually see the fruits of my own labor and see how much I've actually learned, I've actually retained.
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Because if I read a book and I make a video and it's not very coherent, I then know, hang on,
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I actually didn't learn as much as I thought I did.
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There's more work to be done.
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But that's okay.
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Napoleon would say that's okay.
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That's a part of the learning process.
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But that pressure environment is a must.
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You must have it.
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And it is a danger in this self -learning world
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that we are in today where so much of what we do is an online course, is through YouTube videos, our own self -education.
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It can be a danger to not have that pressure environment or to not have enough pressure environments.
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Once or twice a year is not enough.
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You need one on a semi -consistent basis in order to see the mistakes you're making, correct those mistakes, and more importantly,
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see if you're making the same mistake more than once.
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Because if you are, perhaps you need to go back a few steps, go back to a simple fundamental element and reread that,
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retake notes on that, see what perhaps you missed.
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But it's all about slowing down, yet still having that pressure on as well.
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Which leads us in to step number three, which is to simply be ruthless with your time.
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It can be easy to think that while this is a simple model for learning, that then it's an easy model for learning.
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But of course, if something was easy, everybody would be doing it.
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The fact of the matter is it does take time.
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Napoleon was very famous for reading a lot, even on the battlefield when they were out on war expeditions.
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He would still spend a lot of time in his tent reading, whether that's reading geography, whether that's reading war biographies,
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whether that's reading history, whatever it may be.
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He would spend a lot of time in contemplation reading.
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He would spend a lot of time studying.
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You have to be ruthless with your time.
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You have to make certain sacrifices to dedicate to something if you truly want to master it.
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There isn't an exact rule of, you know, if someone spends three hours a day versus someone who spends five hours a day,
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the person who spends five hours a day will progress at a faster rate.
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That's not exact.
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It depends on how much they're able to retain from that five hours, how much how much they're able to take in,
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what the speed of their learning is.
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But you still need to dedicate a certain amount of time.
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And so this is the hardest of all of it, which is the fact that you need to do it daily.
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Napoleon believed that in order to learn something, you need to immerse yourself in it to some kind of level,
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which means at some point every single day, you need to be spending a focused long amount of time on the specific subject
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that you were trying to learn and master.
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Now, in the modern day, perhaps we don't have the ability as Napoleon did, as it was literally his job to master civil code, master warfare.
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For us, we may have other jobs, but we have to dedicate at least an hour,
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90 minutes every day, and you can't take a day off.
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It needs to be a certain amount of time every day.
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And so if that means you have to cut out some TV time, cut out some phone time, cut out whatever time it may be,
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you've got to find that time each day.
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But also don't get down on yourself if you think I don't have 90 minutes.
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If you only have 45 minutes, that's the time you have.
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But make sure you're very focused on it.
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It doesn't even matter if you only have 30 minutes.
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But as long as it's a certain amount of time every day, wake up 30 minutes earlier, go to bed 30 minutes later,
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whichever it is, spend that time each day.
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If you happen to have two hours, even better.
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But this is the most ruthless element
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and principle of Napoleon's learning principle where you just have to be ruthless with your time.
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There's no tricks.
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There's no tricks of the trade.
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There's no ways around it.
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That's just the simple fact of the matter.
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But with that said, that does wrap up the Napoleon learning model, how Napoleon approached learning new tasks.
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It's quite simple, but it is very hard because you've got to think about slowing your brain down,
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being calm in the moment and taking everything step by step, taking notes in the margins of every page.
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I mean, think about it.
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How often do we read a page and get through the page in a minute or two,
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move on to the next one and think we've done a really good job
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because we've read a book which happens to be 830 pages and we've read it in a month.
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And we may think, oh, gee, that's really good.
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Or I read it in two weeks.
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That's really good.
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But how much did you retain?
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Is it worth reading 20 books and retaining two bits of information from all those books?
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Or is it worth retaining 30 to 40 bits of information from one book and then moving on?
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That's what Napoleon says is the better way to do it because he believed once you mastered the fundamentals, you were then able to get creative.
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You were then able to master advanced levels or even create advanced levels.
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When Napoleon wanted to create a civil code, he couldn't just do that out of thin air.
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He had to master the fundamentals, but he also had to think outside of the box
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and you're only able to think outside of the box in a safe, masterful way and execute on it if you have the fundamentals down pat.
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It's like a great writer.
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They know when to break the rules of storytelling
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because they know the rules and the best writers know the rules to a higher level than anyone else.
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But that wraps up the Napoleon mental model for learning.
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But with that said, hope you guys enjoyed this episode.
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Hope you guys are enjoying this series.
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Once again, thank you all so much for the growth here.
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Going up 300, 400 subscribers a day at this point.
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It's mind -blowing.
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Thank you all so much.
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And until next time, take care.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « How To Actually Get Good At Hard Things ». Les mots qui reviennent le plus souvent : learning, Napoleon, learn, step, master. Cette vidéo contient 194 phrases et 2790 mots à répéter en shadowing. La partie parlée dure 15:16. Le locuteur parle vite, environ 183 mots par minute : attendez-vous à des liaisons et à des sons réduits. 88 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| skill nom | /skɪl/ | habileté, compétence |
| fundamental adjectif | /ˌfʌn.dəˈmɛn.təl/ | fondamental |
| sheet nom | /ʃit/ | feuille |
| piano nom | /piˈænɪː/ | piano |
| tension nom | /ˈtɛnʃən/ | tension |
| ruthless adjectif | /ˈɹuːθləs/ | impitoyable |
| finger nom | /ˈfɪŋɡɚ/ | doigt |
| element nom | /ˈɛləmənt/ | élément |
| principle nom | /ˈpɹɪn.sɪ.pəl/ | principe |
| dedicate verbe | /ˈdɛdɪˌkeɪt/ | consacrer, vouer |
| trick nom | /ˈtɹɪk/ | tour |
| pace nom | /peɪs/ | pas |
| margin nom | /ˈmɑɹ.d͡ʒɪn/ | marge |
| wrap verbe | /ɹæp/ | envelopper, emballer |
| deadline nom | /ˈdɛdˌlaɪn/ | date butoir, date limite |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| cut out verbe | arrêter de | |
| go up verbe | monter, s'élever | |
| wrap up verbe | emballer | |
| break down verbe | tomber en panne | |
| calm down verbe | se calmer, s'apaiser | |
| get through verbe | /ɡɛt ˈθɹu/ | franchir |
| go back verbe | rentrer, retourner | |
| go through verbe | traverser |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've made · have mastered · you've read |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | Great, which is · process, which is · three, which is |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | was beaten · being given · will be stuck |
Prononciation à surveiller
Le locuteur utilise 72 contractions et formes réduites, comme you're, don't, I've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: ruthless /ˈɹuːθləs/, thin /ˈθɪn/, nonetheless /ˌnʌnðəˈlɛs/, ruthlessly /ˈɹuːθ.ləs.li/
- Les sons « sh » et « zh »: sheet /ʃit/, tension /ˈtɛnʃən/, progression /pɹəˈɡɹɛʃən/, expedition /ɛkspəˈdɪʃən/, impatient /ɪmˈpeɪʃənt/
- Mots longs — placez bien l’accent: fundamental /ˌfʌn.dəˈmɛn.təl/, biography /baɪˈɑɡɹəfi/, inherently /ɪnˈhɛɹəntli/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, importantly /ɪmˈpɔɹ.tənt.li/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: coherent /koʊˈhɛɹ.ənt/, inherently /ɪnˈhɛɹəntli/, whereas /(h)wɛɹˈæz/, hence /ˈhɛns/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: margin /ˈmɑɹ.d͡ʒɪn/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, teenage /ˈtiːneɪd͡ʒ/, geography /d͡ʒiˈɑɡɹəfi/, whichever /wɪt͡ʃˈɛvɚ/
- /r/ anglais — langue recourbée, sans frotter la gorge: retain /ɹəˈteɪn/, ruthless /ˈɹuːθləs/, principle /ˈpɹɪn.sɪ.pəl/, trick /ˈtɹɪk/, margin /ˈmɑɹ.d͡ʒɪn/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme skill, fundamental, sheet.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.