Практика Shadowing: This 17th Century Learning System Will Make You Dangerous - Изучайте разговорный английский по видео

Выберите режим практики

Каждый режим открывает полноэкранную комнату практики.

197 предложений

Если предложения слишком короткие или длинные, нажмите Edit, чтобы их изменить.

Over the last few weeks, I've been reading one of the most important books ever written, which is Leviathan by Thomas Hobbes.

And on the surface, this is a book about politics and organizing a society and a world and a nation.

But because the entire first part of the book is on the human mind and on the human being,

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.

And while there is a lot that I disagree with Hobbes about

when it comes to the political structure and the way of viewing life, when it comes to how to approach the human mind,

the book actually touches on some points I think we need to bring back into the modern world

and the way that we approach learning and self -education in today's world.

Because as the internet continues to boom, as social media continues to boom, more and more people are learning through the internet.

They're learning through YouTube.

It's hard for modern education systems to keep up with the very fast -paced world that we live in.

With the increase in technology, the education system can't update itself enough to help you learn the skills

you need to learn in order to stay valuable in society.

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.

And I think there are three key lessons

that we can take from this book in regards to the three principles of how to learn,

which will really, really make a big impact in your life.

And I have definitely noticed an impact in my life in

just a few short weeks of trying to apply these three principles.

And so, with that said, let's get into principle number one, which is how to approach confusion.

And more importantly, how to use confusion.

Now, in chapter three of Leviathan, Hobbes outlines two models of mental movement.

One being unguided thought, which is distracted, which is abstract, which has no direction.

And the other one being passionate intent.

Now, when we think of learning, we have to think of it as mental movement.

We are trying to learn something we don't know.

We are trying to move in a specific direction.

And because you're learning something you don't know, you're going to be confused.

That's a good thing.

But the problem here is that this is where most people fail the learning process from the moment they start.

Because the second you enter into a confused state, the second something feels overwhelming and abstract and you don't know where to start,

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,

the more you study, the more data you put into your brain,

the more overwhelmed you start to feel because you're not organizing that data in any way.

But the key distinction here is that it's a good thing to feel confused

and that it's in that confusion

that you can find the direction you need to move in and you actually need to follow the direction of your confusion confusion.

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,

and then write out a list of questions where if you had the answer to those questions, you would no longer be confused,

you would no longer be overwhelmed, and you would be moving in the direction you want to move in.

And so Hobbes believed that it was right here where the genius is made and the average person is made as well,

because he didn't believe that anyone was born with a brain that was naturally more talented and more capable than another brain.

They just use their brain in a different way,

and they just had a different approach to this initial confused state and this initial phase of being confused when learning something.

Whereas if you have a clear reason for why you're learning, you can ask the questions, write down on a piece of paper,

how you're going to implement this, what you need to know to implement this, how X correlates to Y,

whatever the questions are that you need answers to in order to solve the problem you're trying to solve,

in order to move in the direction you're trying to move in.

Once you ask those questions, you can then go through and try and answer them.

You now have a reason for why you're reading.

You now have a compass for what you're reading, what you're learning, how you're approaching learning.

You're constantly looking to answer these questions.

And you need to work through these questions one by one

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.

And once you've ticked them off, you're out of that confused state.

Now, the good thing here is that you can only ask these questions if you're in a confused state,

because you then look at where you're confused, what you don't know, what you need to know to move in that direction,

you write out those questions.

and then you can answer them.

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,

turns into the very engine of your growth.

It turns into the very engine of your learning.

And this is where Hobbes believed the genius is made

and the average mind is made because the genius knows how to use confusion, doesn't get overwhelmed by the confusion,

and actually follows the thread of confusion to then find the answers to their specific problem.

And so if I could put this into an example, it would be like a detective.

When they have to solve a specific crime, they don't have any of the answers.

They don't necessarily know where to start.

This is a very overwhelming experience.

This is very abstract.

This isn't very direct.

And so the first thing they do is always ask themselves, what do I need to know to solve the crime?

Okay, from there, we can start to approach how we can question people, where we need to go, what we need to look at,

what we need to read,

what we need to think about in order to check off these questions one by one in order to solve the crime.

This is something that is more of a meditative process

and a more meditative approach to feeling overwhelmed rather than just getting confused and thinking, I need to read more books,

I need to read more, watch more videos.

And then you're throwing more information into your brain, you're throwing more data into your brain,

but that only overwhelms you more because you're not streamlining that data into any direction.

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.

And this is the first step of learning, and this is also the most crucial step where most people go wrong.

Which leads me into principle number two, which is to focus on formulas over facts.

Now, Hobbes warns about the scientific approach to life and the experiential approach to life.

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,

whereas the experiential approach to life is just knowing what happened and remembering what happened.

Now, if you're trying to learn something.

You need to always be focused on understanding why and how,

and when taking notes, not just taking notes on information that you're reading and not just highlighting things you find interesting,

but highlighting things where you're able to find a connection.

It tells you why something's happened, how something happened.

It gives you a formula for how to work out a specific problem in the future.

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,

how that can help you in your implementation of this knowledge,

how that can help you understand where you're going to find roadblocks in the implementation of this knowledge.

You're always looking for correlations.

You're not just taking notes on the information,

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,

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

Скачать приложение

Всё для свободной речи

ИИ-оценка произношенияОценка каждой фразы

Практика IPAОсвойте каждый звук

СловарьСоберите свой словарный запас

Игра со словамиУчитесь играя

Сканировать QR

Download on theApp Store Get it onGoogle Play

Тот же канал

FOR YOU

Лексика и советы по произношению к этому уроку

Этот урок разговорной практики построен на видео «This 17th Century Learning System Will Make You Dangerous». Чаще всего повторяются слова: learning, brain, approach, specific. В этом видео 197 предложений и 2938 слов для шедоуинга. Речь длится 16:22. Говорящий говорит быстро, около 180 слов в минуту, поэтому звуки часто сливаются и сокращаются. 88% слов входят в 3000 самых частых слов английского языка, поэтому лексика простая.

Ключевая лексика этого видео

15 слов из видео, которые стоит выучить, с произношением и значением:

Слово	Произношение	Значение
confused прилагательное	/kənˈfjuːzd/	спу́танный, беспоря́дочный
confusion существительное	/kənˈfjuːʒən/	пу́таница, неразбери́ха
chess существительное	/t͡ʃɛs/	ша́хматы
historian существительное	/hɪˈstɔɹi.ən/	исто́рик
principle существительное	/ˈpɹɪn.sɪ.pəl/	при́нцип
stimulus существительное	/ˈstɪm.jə.ləs/	сти́мул, побуди́тель
formula существительное	/ˈfɔː.mjʊ.lə/	фо́рмула
solve глагол	/sɒlv/	реша́ть, реши́ть
implement глагол	/ˈɪmpləmənt/	выполня́ть, осуществля́ть
outcome существительное	/ˈaʊtkʌm/	исход
genius существительное	/ˈd͡ʒin.jəs/	ге́ний
react глагол	/ɹiːˈækt/	реаги́ровать, отреаги́ровать
organize глагол	/ˈɔɹɡənaɪz/	организо́вывать, организова́ть
whereas	/(h)wɛɹˈæz/	тогда́ как, в то вре́мя как
abstract существительное	/ˈæbˌstɹækt/	конспе́кт, рефера́т

Фразовые глаголы, которые вы услышите

Слово	Произношение	Значение
write out глагол		писа́ть по́лностью
figure out глагол		разбира́ться, разобра́ться
sit down глагол		сади́ться, сесть
take down глагол		снимать
work out глагол	/ˌwɝk ˈaʊt/	рассчи́тывать, рассчита́ть

Фразы, которые стоит повторять

Короткие законченные фразы из видео, которые пригодятся в повседневном разговоре:

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.

Грамматика в этом видео

Конструкции, которые говорящий использует чаще всего, с точными словами из видео:

Конструкция	В видео
Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает	being unguided · be overwhelmed · is made
Придаточные определительные who / which + предложение — уточнение о человеке или предмете	written, which is · one, which is · thought, which is
Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас	have definitely noticed · you've ticked · has gotten

Произношение, на которое стоит обратить внимание

Говорящий использует 73 сокращённых и редуцированных форм, например you're, don't, they're. Произносите их коротко, так, как слышите.

Звуки «sh» и «zh»: confusion /kənˈfjuːʒən/, implementation /ˌɪmplɪmənˈteɪʃən/, perception /pɚˈsɛpʃ(ə)n/, spatial /ˈspeɪ.ʃəl/, sharp /ʃɑɹp/
Длинные слова — следите за ударением: historian /hɪˈstɔɹi.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, implementation /ˌɪmplɪmənˈteɪʃən/, creativity /kri.eɪˈtɪv.ᵻ.ti/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/

Звуки, трудные для русскоязычных:

/w/ — губы округлены, это не /v/: whereas /(h)wɛɹˈæz/, awareness /əˈwɛɹ.nəs/, warn /woɹn/, wipe /waɪp/, overwhelm /ˌoʊ.vɚˈwɛlm/
/h/ — лёгкий выдох, а не русское «х»: historian /hɪˈstɔɹi.ən/, whereas /(h)wɛɹˈæz/, hobby /ˈhɑ.bi/, highlight /ˈhaɪˌlaɪt/
Звонкие согласные в конце слова — не оглушайте их: confused /kənˈfjuːzd/, solve /sɒlv/, organize /ˈɔɹɡənaɪz/, whereas /(h)wɛɹˈæz/, reactive /ɹiːˈæktɪv/

Как заниматься с этим видео

Прослушайте всё видео один раз молча и выпишите незнакомые слова.
Начните со скорости 0,75×, повторяйте предложение за предложением и вернитесь к обычной скорости, когда станет легко.
Запишите себя и сравните с оригиналом, обращая внимание на такие слова, как confused, confusion, chess.

Что такое техника Shadowing?

Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.

Техника шедоуинга: читать полное пошаговое руководство →

Практика Shadowing: This 17th Century Learning System Will Make You Dangerous - Изучайте разговорный английский по видео

Выберите режим практики

Скачать приложение

Тот же канал

Self Educated Polymaths Will Win In The Digital Age

How To Be Dangerously Self-Educated | Napoleon's Philosophy

How To Actually Get Good At Hard Things | Napoleon's Learning Strategy

The Lost Art Of The Intellectual Life

How To Reinvent Yourself From Scratch - Dostoevsky Method

Рекомендуемое видео

THE ZERO MINDSET

Do you understand your own life? | Yuval Noah Harari

The Feynman Technique Actually Works But You're Doing It Wrong

Doctor Explains: How to Train Your Brain to Crave Doing Hard Things

A GUIDE TO ABSURDISM: The Philosophy For Living Fully

How I’d Learn Coding in 2026 (Without Wasting Years)

Forget Your Reading Journal, Do This Instead

How To Become Dangerously Self-Educated (Complete Plan)

669. How to Learn English

PNTV: Get Out of Your Mind & Into Your Life by Steven C. Hayes