Pratique du Shadowing: This 17th Century Learning System Will Make You Dangerous - Apprendre l'anglais à l'oral avec la vidéo
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197 phrases
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Over the last few weeks, I've been reading one of the most important books ever written, which is Leviathan by Thomas Hobbes.
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And on the surface, this is a book about politics and organizing a society and a world and a nation.
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But because the entire first part of the book is on the human mind and on the human being,
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there are actually so many great takeaways that you can take from this book about how to approach learning, about how to approach your own mind.
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And while there is a lot that I disagree with Hobbes about
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when it comes to the political structure and the way of viewing life, when it comes to how to approach the human mind,
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the book actually touches on some points I think we need to bring back into the modern world
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and the way that we approach learning and self -education in today's world.
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Because as the internet continues to boom, as social media continues to boom, more and more people are learning through the internet.
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They're learning through YouTube.
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It's hard for modern education systems to keep up with the very fast -paced world that we live in.
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With the increase in technology, the education system can't update itself enough to help you learn the skills
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you need to learn in order to stay valuable in society.
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And so people are turning to YouTube, people are turning to the internet, and that's great, but you also need a structure for how to learn.
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And I think there are three key lessons
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that we can take from this book in regards to the three principles of how to learn,
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which will really, really make a big impact in your life.
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And I have definitely noticed an impact in my life in
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just a few short weeks of trying to apply these three principles.
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And so, with that said, let's get into principle number one, which is how to approach confusion.
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And more importantly, how to use confusion.
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Now, in chapter three of Leviathan, Hobbes outlines two models of mental movement.
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One being unguided thought, which is distracted, which is abstract, which has no direction.
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And the other one being passionate intent.
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Now, when we think of learning, we have to think of it as mental movement.
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We are trying to learn something we don't know.
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We are trying to move in a specific direction.
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And because you're learning something you don't know, you're going to be confused.
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That's a good thing.
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But the problem here is that this is where most people fail the learning process from the moment they start.
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Because the second you enter into a confused state, the second something feels overwhelming and abstract and you don't know where to start,
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you don't know what questions to ask, you don't know what direction to move in, you can become so overwhelmed that the more you read,
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the more you study, the more data you put into your brain,
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the more overwhelmed you start to feel because you're not organizing that data in any way.
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But the key distinction here is that it's a good thing to feel confused
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and that it's in that confusion
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that you can find the direction you need to move in and you actually need to follow the direction of your confusion confusion.
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Because what you will do then is then look at where you're confused, look at what you don't know, look at where you're feeling overwhelmed,
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and then write out a list of questions where if you had the answer to those questions, you would no longer be confused,
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you would no longer be overwhelmed, and you would be moving in the direction you want to move in.
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And so Hobbes believed that it was right here where the genius is made and the average person is made as well,
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because he didn't believe that anyone was born with a brain that was naturally more talented and more capable than another brain.
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They just use their brain in a different way,
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and they just had a different approach to this initial confused state and this initial phase of being confused when learning something.
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Whereas if you have a clear reason for why you're learning, you can ask the questions, write down on a piece of paper,
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how you're going to implement this, what you need to know to implement this, how X correlates to Y,
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whatever the questions are that you need answers to in order to solve the problem you're trying to solve,
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in order to move in the direction you're trying to move in.
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Once you ask those questions, you can then go through and try and answer them.
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You now have a reason for why you're reading.
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You now have a compass for what you're reading, what you're learning, how you're approaching learning.
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You're constantly looking to answer these questions.
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And you need to work through these questions one by one
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so that you can approach learning with a very clear question you're trying to answer, and you can tick them off one by one.
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And once you've ticked them off, you're out of that confused state.
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Now, the good thing here is that you can only ask these questions if you're in a confused state,
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because you then look at where you're confused, what you don't know, what you need to know to move in that direction,
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you write out those questions.
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and then you can answer them.
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It's a really good way of being able to use what could be an overwhelming element of learning, what could be something that stunts your growth,
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turns into the very engine of your growth.
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It turns into the very engine of your learning.
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And this is where Hobbes believed the genius is made
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and the average mind is made because the genius knows how to use confusion, doesn't get overwhelmed by the confusion,
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and actually follows the thread of confusion to then find the answers to their specific problem.
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And so if I could put this into an example, it would be like a detective.
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When they have to solve a specific crime, they don't have any of the answers.
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They don't necessarily know where to start.
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This is a very overwhelming experience.
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This is very abstract.
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This isn't very direct.
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And so the first thing they do is always ask themselves, what do I need to know to solve the crime?
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Okay, from there, we can start to approach how we can question people, where we need to go, what we need to look at,
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what we need to read,
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what we need to think about in order to check off these questions one by one in order to solve the crime.
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This is something that is more of a meditative process
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and a more meditative approach to feeling overwhelmed rather than just getting confused and thinking, I need to read more books,
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I need to read more, watch more videos.
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And then you're throwing more information into your brain, you're throwing more data into your brain,
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but that only overwhelms you more because you're not streamlining that data into any direction.
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You don't have a reason for why you're soaking in that information, and that's not going to help you learn at all.
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And this is the first step of learning, and this is also the most crucial step where most people go wrong.
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Which leads me into principle number two, which is to focus on formulas over facts.
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Now, Hobbes warns about the scientific approach to life and the experiential approach to life.
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And the difference here is that the scientific approach to life is trying to figure out what happened, why it happened, and how it happened,
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whereas the experiential approach to life is just knowing what happened and remembering what happened.
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Now, if you're trying to learn something.
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You need to always be focused on understanding why and how,
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and when taking notes, not just taking notes on information that you're reading and not just highlighting things you find interesting,
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but highlighting things where you're able to find a connection.
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It tells you why something's happened, how something happened.
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It gives you a formula for how to work out a specific problem in the future.
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You're always trying to find how it relates to something else, how a piece of information relates to what you're trying to achieve,
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how that can help you in your implementation of this knowledge,
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how that can help you understand where you're going to find roadblocks in the implementation of this knowledge.
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You're always looking for correlations.
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You're not just taking notes on the information,
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you're taking notes on how it connects with other bits of information to give you a more formulaic view, a more, I would say,
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in -depth view of what you're actually learning.
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And I think to simplify this, we can put this into an example when it comes to chess.
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The reason why a chess prodigy at 16 is going to
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be able to beat a well -seasoned 35 -year -old chess professional is
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because the chess prodigy has a better understanding of how the rules of chess work
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and why they work as opposed to what the rules of chess are.
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As opposed to knowing what a specific move is and then what the specific counter move is to that move,
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which I'm sure every professional chess player knows, basically every move and every counter to that move.
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The chess prodigy, by understanding how that move works and why that move works, they're able to then know where to break the rules,
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where not to do the standard counter move, but to do a different move, which changes the table in some way,
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but because they understand the formulas of chess, they understand why that move works in the first place,
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they can rearrange the board to bring confusion to the other player, and then they can start to implement their own game plan.
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It gives them that latitude, that creativity, because they understand why it works and how it works so
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that they can almost build new moves
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because they understand the principles of why the move works rather than just knowing what the move is
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and how to do it.
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See, if you're taking notes on something you're learning, it can be easy to take down information like this is the move you do
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when the other player does this specific move.
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But if you take a note where you do this move
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when another player does this move because it allows the board to rearrange in this way,
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because it then throws off this specific chest piece whatever the answer is That then gives you a reason as to why.
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So then in the future, you may know to slightly break that rule, to not do that exact move the way you're supposed to,
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because that will throw off the other player, that'll change the board in some way,
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and then you can be on the attack and you can start implementing another game plan.
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It's about understanding the formulas over understanding the facts.
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And then another example of that would be if a historian was learning about Alexander the Great.
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Now, the two historians we can compare here would be a hobby historian and a genius historian, a great historian, a respected historian.
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Now, the hobby historian might know all the facts about what happened in a specific battle with Alexander the Great,
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but the great historian won't just know the facts, but they will also look at how a specific move
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that Alexander the Great did may have led to a specific outcome that Alexander the Great achieved.
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And then when they go and research other figures throughout history, they can see where they did a similar play and got a similar outcome.
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All of a sudden, they understand that when you do a specific thing in battle or in politics or in society,
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another outcome is likely to happen.
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So now in the present time, they can write books contextualizing our contemporary age, saying that maybe we shouldn't do what we're currently doing,
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or maybe we should approach something
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we're doing at the moment in a different way in order to avoid a specific negative outcome.
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It allows them to build a better future because they have an understanding of the past,
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whereas the hobby historian just knows what happened in the past.
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They don't actually understand the past, and they don't actually understand how that may shape our future.
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They just know what happened.
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And that's the difference in learning.
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That's what separates being a good learner from just someone who can memorize.
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And that's what's going to give you the latitude
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and creativity to implement your learnings in life and actually move forward in a direction that you want to move in.
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And then the third principle, which I think is the most important principle here, it's less practical, but it is so,
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so important when it comes to keeping your mind fresh and sharp in order to approach learning and soak up information,
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and that is to avoid lifestyle pollution.
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Now, something that Hobbes warns about in The Leviathan is that the human brain, for the most part, is just in a state of reaction.
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It's in a state of cause and effect.
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It's taking in stimulus and then reacting to that stimulus.
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And this was proven in specific experiments where they took college students and played them classical music,
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which ordered their brain in a specific way, calmed their brain down.
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And then for 15 minutes after listening to classical music, they had a better perception of the room around them.
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They had a more ordered and logical perception of the room around them.
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Their spatial awareness was better.
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And that is because the stimulus they were bringing into their brain was ordering their brain
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and allowing their brain in a reactive state to react to that stimulus and become more ordered.
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Therefore, being better at understanding the room around them and reasoning around them.
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And so this is important because if you're ever going to learn something or you're about to read something,
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you're about to do research or you're about to do important work, you must always remember to not take in stimulus
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that is going to have your brain react in a bad way where it's going to be disordered and disorganized.
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It's why if you were to wake up in the morning
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and listen to specific music that you would probably hear more so at a nightclub,
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that's going to cause you to lose your sense of spatial awareness.
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It's why at a music festival, at a nightclub, people are losing a sense of themselves.
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They get lost in the moment.
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They're not thinking clearly.
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They're going a little bit – they're becoming a bit more reactive
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and in an animalistic state rather than a human state because the music is doing that to their brain.
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So you've got to make sure that you keep
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that kind of stimulus at a minimal
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if you want to be able to learn better and understand better and approach life better.
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Of course, you don't have to wipe it out of your life completely, but know that the more you listen to that kind of music,
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the more you watch those kind of films, the more you listen to podcasts that aren't ordered but are more
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so just like two comedians talking about whatever it is they want to talk about, that's going to increase brain fog.
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And we all know this.
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The more we spend time scrolling on social media, the more we feel our brain is scattered and foggy,
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the less we are at the less capable we are of organizing
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and streamlining our thoughts and speaking in a good cadence
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and organizing our thoughts in the way that we deliver them in our writing and our work and our reading.
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The more you scroll on social media, the less likely you will be able to sit down
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and read for 90 minutes or two hours straight because your brain is reacting in such a frantic, schizophrenic way.
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And so we all have an understanding of that, but this third principle is more so just understanding and reminding us
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that we do need to keep that at a minimum because it will put us in an emotional reactive state.
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And I think the difference between so much of the great work
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that was being able to be produced back in the 17th century
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and our world today is not necessarily because the human mind has gotten worse or less capable, but more so to do with the fact
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that we just have more stimulus today that can easily disorder your brain
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and lead your brain into chaos
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and disrepair at this point rather than keeping it ordered
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and streamlined mind and so that's less practical
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but it is no less important it might even be the most important
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because there's no way
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you're going to be able to order the chaos of confusion of starting to learn a new topic
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there's no way you're going to be able to understand the formulas
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and connections of a new topic
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if your brain is not ordered in the right way but with
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that said i hope you guys enjoyed this video i hope you guys got some value from it
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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 « This 17th Century Learning System Will Make You Dangerous ». Les mots qui reviennent le plus souvent : learning, brain, approach, specific. Cette vidéo contient 197 phrases et 2938 mots à répéter en shadowing. La partie parlée dure 16:22. Le locuteur parle vite, environ 180 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 |
|---|---|---|
| confused adjectif | /kənˈfjuːzd/ | désorienté, perdu |
| confusion nom | /kənˈfjuːʒən/ | confusion, désordre |
| chess nom | /t͡ʃɛs/ | échecs |
| historian nom | /hɪˈstɔɹi.ən/ | historien, historienne |
| principle nom | /ˈpɹɪn.sɪ.pəl/ | principe |
| stimulus nom | /ˈstɪm.jə.ləs/ | stimulus |
| formula nom | /ˈfɔː.mjʊ.lə/ | formule |
| solve verbe | /sɒlv/ | résoudre, régler |
| implement verbe | /ˈɪmpləmənt/ | appliquer, exécuter |
| genius nom | /ˈd͡ʒin.jəs/ | génie |
| react verbe | /ɹiːˈækt/ | réagir |
| organize verbe | /ˈɔɹɡənaɪz/ | organiser |
| whereas | /(h)wɛɹˈæz/ | tandis que, alors que |
| abstract nom | /ˈæbˌstɹækt/ | résumé |
| hobby nom | /ˈhɑ.bi/ | passe-temps, hobby |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| throw off verbe | mettre dedans, foirer | |
| figure out verbe | cerner | |
| go through verbe | traverser | |
| keep up with verbe | aller de pair avec | |
| sit down verbe | s'asseoir | |
| take down verbe | décrocher | |
| work out verbe | /ˌwɝk ˈaʊt/ | calculer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- We are trying to learn something we don't know.
- You now have a reason for why you're reading.
- You're constantly looking to answer these questions.
- It tells you why something's happened, how something happened.
- You're always looking for correlations.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | being unguided · be overwhelmed · is made |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | written, which is · one, which is · thought, which is |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have definitely noticed · you've ticked · has gotten |
Prononciation à surveiller
Le locuteur utilise 73 contractions et formes réduites, comme you're, don't, they're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: confusion /kənˈfjuːʒən/, implementation /ˌɪmplɪmənˈteɪʃən/, perception /pɚˈsɛpʃ(ə)n/, spatial /ˈspeɪ.ʃəl/, sharp /ʃɑɹp/
- Mots longs — placez bien l’accent: historian /hɪˈstɔɹi.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, implementation /ˌɪmplɪmənˈteɪʃən/, creativity /kri.eɪˈtɪv.ᵻ.ti/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: historian /hɪˈstɔɹi.ən/, whereas /(h)wɛɹˈæz/, hobby /ˈhɑ.bi/, highlight /ˈhaɪˌlaɪt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: chess /t͡ʃɛs/, genius /ˈd͡ʒin.jəs/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, logical /ˈlɑd͡ʒɪkəl/, prodigy /ˈpɹɑdɪd͡ʒi/
- /r/ anglais — langue recourbée, sans frotter la gorge: historian /hɪˈstɔɹi.ən/, principle /ˈpɹɪn.sɪ.pəl/, react /ɹiːˈækt/, organize /ˈɔɹɡənaɪz/, whereas /(h)wɛɹˈæz/
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 confused, confusion, chess.
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.