Prática de Shadowing: This 17th Century Learning System Will Make You Dangerous - Aprenda a falar inglês com vídeo
Escolha um modo de prática
Cada modo abre uma sala de prática em tela cheia.
197 frases
Se as frases estiverem muito curtas ou longas, clique em Edit para ajustá-las.
1
Over the last few weeks, I've been reading one of the most important books ever written, which is Leviathan by Thomas Hobbes.
2
And on the surface, this is a book about politics and organizing a society and a world and a nation.
3
But because the entire first part of the book is on the human mind and on the human being,
4
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.
5
And while there is a lot that I disagree with Hobbes about
6
when it comes to the political structure and the way of viewing life, when it comes to how to approach the human mind,
7
the book actually touches on some points I think we need to bring back into the modern world
8
and the way that we approach learning and self -education in today's world.
9
Because as the internet continues to boom, as social media continues to boom, more and more people are learning through the internet.
10
They're learning through YouTube.
11
It's hard for modern education systems to keep up with the very fast -paced world that we live in.
12
With the increase in technology, the education system can't update itself enough to help you learn the skills
13
you need to learn in order to stay valuable in society.
14
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.
15
And I think there are three key lessons
16
that we can take from this book in regards to the three principles of how to learn,
17
which will really, really make a big impact in your life.
18
And I have definitely noticed an impact in my life in
19
just a few short weeks of trying to apply these three principles.
20
And so, with that said, let's get into principle number one, which is how to approach confusion.
21
And more importantly, how to use confusion.
22
Now, in chapter three of Leviathan, Hobbes outlines two models of mental movement.
23
One being unguided thought, which is distracted, which is abstract, which has no direction.
24
And the other one being passionate intent.
25
Now, when we think of learning, we have to think of it as mental movement.
26
We are trying to learn something we don't know.
27
We are trying to move in a specific direction.
28
And because you're learning something you don't know, you're going to be confused.
29
That's a good thing.
30
But the problem here is that this is where most people fail the learning process from the moment they start.
31
Because the second you enter into a confused state, the second something feels overwhelming and abstract and you don't know where to start,
32
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,
33
the more you study, the more data you put into your brain,
34
the more overwhelmed you start to feel because you're not organizing that data in any way.
35
But the key distinction here is that it's a good thing to feel confused
36
and that it's in that confusion
37
that you can find the direction you need to move in and you actually need to follow the direction of your confusion confusion.
38
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,
39
and then write out a list of questions where if you had the answer to those questions, you would no longer be confused,
40
you would no longer be overwhelmed, and you would be moving in the direction you want to move in.
41
And so Hobbes believed that it was right here where the genius is made and the average person is made as well,
42
because he didn't believe that anyone was born with a brain that was naturally more talented and more capable than another brain.
43
They just use their brain in a different way,
44
and they just had a different approach to this initial confused state and this initial phase of being confused when learning something.
45
Whereas if you have a clear reason for why you're learning, you can ask the questions, write down on a piece of paper,
46
how you're going to implement this, what you need to know to implement this, how X correlates to Y,
47
whatever the questions are that you need answers to in order to solve the problem you're trying to solve,
48
in order to move in the direction you're trying to move in.
49
Once you ask those questions, you can then go through and try and answer them.
50
You now have a reason for why you're reading.
51
You now have a compass for what you're reading, what you're learning, how you're approaching learning.
52
You're constantly looking to answer these questions.
53
And you need to work through these questions one by one
54
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.
55
And once you've ticked them off, you're out of that confused state.
56
Now, the good thing here is that you can only ask these questions if you're in a confused state,
57
because you then look at where you're confused, what you don't know, what you need to know to move in that direction,
58
you write out those questions.
59
and then you can answer them.
60
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,
61
turns into the very engine of your growth.
62
It turns into the very engine of your learning.
63
And this is where Hobbes believed the genius is made
64
and the average mind is made because the genius knows how to use confusion, doesn't get overwhelmed by the confusion,
65
and actually follows the thread of confusion to then find the answers to their specific problem.
66
And so if I could put this into an example, it would be like a detective.
67
When they have to solve a specific crime, they don't have any of the answers.
68
They don't necessarily know where to start.
69
This is a very overwhelming experience.
70
This is very abstract.
71
This isn't very direct.
72
And so the first thing they do is always ask themselves, what do I need to know to solve the crime?
73
Okay, from there, we can start to approach how we can question people, where we need to go, what we need to look at,
74
what we need to read,
75
what we need to think about in order to check off these questions one by one in order to solve the crime.
76
This is something that is more of a meditative process
77
and a more meditative approach to feeling overwhelmed rather than just getting confused and thinking, I need to read more books,
78
I need to read more, watch more videos.
79
And then you're throwing more information into your brain, you're throwing more data into your brain,
80
but that only overwhelms you more because you're not streamlining that data into any direction.
81
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.
82
And this is the first step of learning, and this is also the most crucial step where most people go wrong.
83
Which leads me into principle number two, which is to focus on formulas over facts.
84
Now, Hobbes warns about the scientific approach to life and the experiential approach to life.
85
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,
86
whereas the experiential approach to life is just knowing what happened and remembering what happened.
87
Now, if you're trying to learn something.
88
You need to always be focused on understanding why and how,
89
and when taking notes, not just taking notes on information that you're reading and not just highlighting things you find interesting,
90
but highlighting things where you're able to find a connection.
91
It tells you why something's happened, how something happened.
92
It gives you a formula for how to work out a specific problem in the future.
93
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,
94
how that can help you in your implementation of this knowledge,
95
how that can help you understand where you're going to find roadblocks in the implementation of this knowledge.
96
You're always looking for correlations.
97
You're not just taking notes on the information,
98
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,
99
in -depth view of what you're actually learning.
100
And I think to simplify this, we can put this into an example when it comes to chess.
101
The reason why a chess prodigy at 16 is going to
102
be able to beat a well -seasoned 35 -year -old chess professional is
103
because the chess prodigy has a better understanding of how the rules of chess work
104
and why they work as opposed to what the rules of chess are.
105
As opposed to knowing what a specific move is and then what the specific counter move is to that move,
106
which I'm sure every professional chess player knows, basically every move and every counter to that move.
107
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,
108
where not to do the standard counter move, but to do a different move, which changes the table in some way,
109
but because they understand the formulas of chess, they understand why that move works in the first place,
110
they can rearrange the board to bring confusion to the other player, and then they can start to implement their own game plan.
111
It gives them that latitude, that creativity, because they understand why it works and how it works so
112
that they can almost build new moves
113
because they understand the principles of why the move works rather than just knowing what the move is
114
and how to do it.
115
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
116
when the other player does this specific move.
117
But if you take a note where you do this move
118
when another player does this move because it allows the board to rearrange in this way,
119
because it then throws off this specific chest piece whatever the answer is That then gives you a reason as to why.
120
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,
121
because that will throw off the other player, that'll change the board in some way,
122
and then you can be on the attack and you can start implementing another game plan.
123
It's about understanding the formulas over understanding the facts.
124
And then another example of that would be if a historian was learning about Alexander the Great.
125
Now, the two historians we can compare here would be a hobby historian and a genius historian, a great historian, a respected historian.
126
Now, the hobby historian might know all the facts about what happened in a specific battle with Alexander the Great,
127
but the great historian won't just know the facts, but they will also look at how a specific move
128
that Alexander the Great did may have led to a specific outcome that Alexander the Great achieved.
129
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.
130
All of a sudden, they understand that when you do a specific thing in battle or in politics or in society,
131
another outcome is likely to happen.
132
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,
133
or maybe we should approach something
134
we're doing at the moment in a different way in order to avoid a specific negative outcome.
135
It allows them to build a better future because they have an understanding of the past,
136
whereas the hobby historian just knows what happened in the past.
137
They don't actually understand the past, and they don't actually understand how that may shape our future.
138
They just know what happened.
139
And that's the difference in learning.
140
That's what separates being a good learner from just someone who can memorize.
141
And that's what's going to give you the latitude
142
and creativity to implement your learnings in life and actually move forward in a direction that you want to move in.
143
And then the third principle, which I think is the most important principle here, it's less practical, but it is so,
144
so important when it comes to keeping your mind fresh and sharp in order to approach learning and soak up information,
145
and that is to avoid lifestyle pollution.
146
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.
147
It's in a state of cause and effect.
148
It's taking in stimulus and then reacting to that stimulus.
149
And this was proven in specific experiments where they took college students and played them classical music,
150
which ordered their brain in a specific way, calmed their brain down.
151
And then for 15 minutes after listening to classical music, they had a better perception of the room around them.
152
They had a more ordered and logical perception of the room around them.
153
Their spatial awareness was better.
154
And that is because the stimulus they were bringing into their brain was ordering their brain
155
and allowing their brain in a reactive state to react to that stimulus and become more ordered.
156
Therefore, being better at understanding the room around them and reasoning around them.
157
And so this is important because if you're ever going to learn something or you're about to read something,
158
you're about to do research or you're about to do important work, you must always remember to not take in stimulus
159
that is going to have your brain react in a bad way where it's going to be disordered and disorganized.
160
It's why if you were to wake up in the morning
161
and listen to specific music that you would probably hear more so at a nightclub,
162
that's going to cause you to lose your sense of spatial awareness.
163
It's why at a music festival, at a nightclub, people are losing a sense of themselves.
164
They get lost in the moment.
165
They're not thinking clearly.
166
They're going a little bit – they're becoming a bit more reactive
167
and in an animalistic state rather than a human state because the music is doing that to their brain.
168
So you've got to make sure that you keep
169
that kind of stimulus at a minimal
170
if you want to be able to learn better and understand better and approach life better.
171
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,
172
the more you watch those kind of films, the more you listen to podcasts that aren't ordered but are more
173
so just like two comedians talking about whatever it is they want to talk about, that's going to increase brain fog.
174
And we all know this.
175
The more we spend time scrolling on social media, the more we feel our brain is scattered and foggy,
176
the less we are at the less capable we are of organizing
177
and streamlining our thoughts and speaking in a good cadence
178
and organizing our thoughts in the way that we deliver them in our writing and our work and our reading.
179
The more you scroll on social media, the less likely you will be able to sit down
180
and read for 90 minutes or two hours straight because your brain is reacting in such a frantic, schizophrenic way.
181
And so we all have an understanding of that, but this third principle is more so just understanding and reminding us
182
that we do need to keep that at a minimum because it will put us in an emotional reactive state.
183
And I think the difference between so much of the great work
184
that was being able to be produced back in the 17th century
185
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
186
that we just have more stimulus today that can easily disorder your brain
187
and lead your brain into chaos
188
and disrepair at this point rather than keeping it ordered
189
and streamlined mind and so that's less practical
190
but it is no less important it might even be the most important
191
because there's no way
192
you're going to be able to order the chaos of confusion of starting to learn a new topic
193
there's no way you're going to be able to understand the formulas
194
and connections of a new topic
195
if your brain is not ordered in the right way but with
196
that said i hope you guys enjoyed this video i hope you guys got some value from it
197
and until next time take care
Baixar aplicativo
Tudo o que você precisa para falar fluentemente
Pronúncia com IANota em cada frase
Prática de IPADomine cada som
VocabulárioMonte seu banco de palavras
Jogo de vocabulárioAprenda brincando
Mesmo canal
C11
Self Educated Polymaths Will Win In The Digital Age
Daily ConversationUniversity StudentsWorking Adults
C11
How To Be Dangerously Self-Educated | Napoleon's Philosophy
Daily ConversationUniversity Students
C11
How To Actually Get Good At Hard Things | Napoleon's Learning Strategy
Daily ConversationUniversity StudentsWorking Adults
C17
The Lost Art Of The Intellectual Life
Daily ConversationUniversity StudentsWorking Adults
C1How To Reinvent Yourself From Scratch - Dostoevsky Method
Daily ConversationUniversity StudentsWorking Adults
FOR YOU
Vídeo recomendado
C11
22 frases
THE ZERO MINDSET
Daily ConversationUniversity StudentsWorking Adults
C112
24 frases
Do you understand your own life? | Yuval Noah Harari
Daily ConversationUniversity StudentsWorking Adults
C11
125 frases
The Feynman Technique Actually Works But You're Doing It Wrong
Daily ConversationUniversity Students
C11
347 frases
Doctor Explains: How to Train Your Brain to Crave Doing Hard Things
Daily ConversationUniversity StudentsWorking Adults
C14
83 frases
A GUIDE TO ABSURDISM: The Philosophy For Living Fully
Daily ConversationUniversity StudentsWorking Adults
B21
12 frases
How I’d Learn Coding in 2026 (Without Wasting Years)
Daily ConversationUniversity StudentsWorking Adults
B2298 frases
Forget Your Reading Journal, Do This Instead
Daily ConversationUniversity StudentsWorking Adults
C11
157 frases
How To Become Dangerously Self-Educated (Complete Plan)
Daily ConversationUniversity StudentsWorking Adults
C12
661 frases
669. How to Learn English
British AccentDaily ConversationUniversity StudentsWorking Adults
C12
273 frases
PNTV: Get Out of Your Mind & Into Your Life by Steven C. Hayes
Daily ConversationUniversity StudentsWorking Adults
Vocabulário e dicas de fala para esta lição
Esta aula de conversação usa o vídeo “This 17th Century Learning System Will Make You Dangerous”. As palavras que mais se repetem: learning, brain, approach, specific. Este vídeo tem 197 frases e 2938 palavras para praticar shadowing. A fala dura 16:22. O falante fala rápido, cerca de 180 palavras por minuto, então espere sons ligados e reduzidos. 88% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é fácil de acompanhar.
Vocabulário principal deste vídeo
15 palavras do vídeo que vale a pena aprender, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| confused adjetivo | /kənˈfjuːzd/ | confuso |
| confusion substantivo | /kənˈfjuːʒən/ | confusão |
| chess substantivo | /t͡ʃɛs/ | xadrez |
| historian substantivo | /hɪˈstɔɹi.ən/ | historiador, historiógrafo |
| principle substantivo | /ˈpɹɪn.sɪ.pəl/ | princípio |
| stimulus substantivo | /ˈstɪm.jə.ləs/ | estímulo |
| formula substantivo | /ˈfɔː.mjʊ.lə/ | fórmula |
| solve verbo | /sɒlv/ | resolver, solucionar |
| implement verbo | /ˈɪmpləmənt/ | implementar |
| genius substantivo | /ˈd͡ʒin.jəs/ | génio, gênio |
| react verbo | /ɹiːˈækt/ | reagir |
| organize verbo | /ˈɔɹɡənaɪz/ | organizar |
| whereas | /(h)wɛɹˈæz/ | enquanto, ao passo que |
| abstract substantivo | /ˈæbˌstɹækt/ | resumo, sumário |
| hobby substantivo | /ˈhɑ.bi/ | passatempo, hobby |
Phrasal verbs que você vai ouvir
| Palavra | Pronúncia | Significado |
|---|---|---|
| figure out verbo | descobrir, deduzir | |
| sit down verbo | sentar-se | |
| work out verbo | /ˌwɝk ˈaʊt/ | calcular |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- 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.
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | being unguided · be overwhelmed · is made |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | written, which is · one, which is · thought, which is |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | have definitely noticed · you've ticked · has gotten |
Pronúncia para ficar de olho
O falante usa 73 contrações e formas reduzidas, como you're, don't, they're. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “sh” e “zh”: confusion /kənˈfjuːʒən/, implementation /ˌɪmplɪmənˈteɪʃən/, perception /pɚˈsɛpʃ(ə)n/, spatial /ˈspeɪ.ʃəl/, sharp /ʃɑɹp/
- Palavras longas — acerte a sílaba tônica: historian /hɪˈstɔɹi.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, implementation /ˌɪmplɪmənˈteɪʃən/, creativity /kri.eɪˈtɪv.ᵻ.ti/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: confused /kənˈfjuːzd/, implement /ˈɪmpləmənt/, react /ɹiːˈækt/, abstract /ˈæbˌstɹækt/, topic /ˈtɑpɪk/
- /l/ final — a língua toca o céu da boca, não vira “u”: principle /ˈpɹɪn.sɪ.pəl/, practical /ˈpɹæk.tɪ.kəl/, classical /ˈklæs.ɪ.k(ə)l/, scroll /skɹoʊl/, spatial /ˈspeɪ.ʃəl/
- /h/ — um sopro suave, diferente do “r”: historian /hɪˈstɔɹi.ən/, whereas /(h)wɛɹˈæz/, hobby /ˈhɑ.bi/, highlight /ˈhaɪˌlaɪt/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Comece na velocidade 0,75×, faça shadowing frase por frase e volte à velocidade normal quando ficar fácil.
- Grave a sua voz e compare com o original, prestando atenção a palavras como confused, confusion, chess.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.