Ultrarunning: The Secret to Knowledge Gained by the World's Top 0.1%
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Description
Book Introduction
The secret to super-fast knowledge acquisition that helped me master MIT's four-year curriculum in just one year! Talking about 'Ultra-Learning' that shook up Harvard and MIT! In the old world, a four-year college degree guaranteed a great career and a high salary. But now times have changed. The pace of change in the world has become so fast that no one can keep up, and advanced science and technology have made it easy for anyone to access information in all diverse fields. In other words, rather than spending time on becoming a high-paying employee or a genius, people are now focusing on living their lives the way they want, faster than anyone else, and more outstanding than others. Scott Young, a 28-year-old who finished the four-year MIT computer science program in just 12 months without going to MIT (he even turned down a job offer from Microsoft because of this incident), exclaims: "Properly and quickly develop the studies, skills, and careers you truly need to survive in this world!" He says that instead of meaninglessly insisting on the master's and bachelor's degrees everyone emphasizes, we should enrich and vitalize our lives through high-intensity, high-efficiency, and high-immersion knowledge acquisition and skill development. The concept that encapsulates his argument is ‘Ultralearning.’ The author emphasizes that ultralearning is the ability to achieve peak performance and high levels of self-growth within limited time and environment, rather than spending years acquiring certain knowledge, abilities, and skills. It is an essential ability in this era of limitless competition. "Ultra Learning: The Secret to Knowledge Acquisition by the World's Top 0.1%" introduces the nine absolute laws of ultra learning, a super-learning method that allows you to acquire the most complete knowledge in the shortest amount of time, along with various examples of ultra learning, providing very useful and practical advice for those who want to upgrade their lives right now. |
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index
Preface to the Korean edition
Recommendation
Chapter 1: Conquering Four Years at MIT Without Going to MIT
Embark on the MIT Challenge | Can You Speak Like a Native Speaker in 3 Months? | A Computer Scientist Becomes a Quiz Show Legend | A Solo Developer Takes Down a Gaming Giant | Dives into the World of Self-Taught Projects | Uncovering Ultralearning
Chapter 2: The Age of Ultrarunning Has Arrived
Why Ultralearning? | The Age of Average Is Over | Why School Knowledge Is Useless | Technology Breaks Down the Walls of Knowledge | Build an Outstanding Career with Ultralearning | The Power of Learning to Expand Your Potential | Is Successful Intelligence Innate? | Ultralearning is Not 'Intelligence,' It's 'Strategy' | To Start Fast and Intensive Learning
Chapter 3: You Can Ultrarun Too
Ultralearning Project Experiment | Choose the Hardest | Life-Changing Learning Strategies | 9 Laws of Ultralearning
Chapter 4: Rule 1: Meta-Learning: Draw the Map First
Learning for Learning, Meta-Learning | Draw Your Own Meta-Learning Map | 3 Questions to Begin Meta-Learning | Why Do You Want to Learn? | What Do You Need to Acquire? | How Will You Learn? | How Much Planning Is Needed? | The Chain of Success Created by Meta-Learning
Chapter 5: Rule 2: Focus: Increase your concentration in a short period of time.
Why We Procrastinate and Fail to Get Started | Why We Fail to Stay Focused | Find the Optimal Condition for Focus | Focus Training Starting in 30 Seconds
Chapter 6: Rule 3: Do It Yourself: Go Straight Toward Your Goal
Do what you want to excel at | The Unspeakable Secret of Education | Overcoming the Limitations of Classroom Education with "Do It Yourself" | Learn by "Sticking to the Field" | Ultralearning's Direct Learning Strategy | Learn by Asking and Answering Your Own Questions
Chapter 7: Rule 4: Specialized Learning: Exploit Your Vulnerabilities
Identify the triggers that ignite your learning pace | Specialized learning to prevent cognitive load | The 'direct learning followed by specialized learning' strategy | The easiest way to specialize | Techniques for overcoming learning boredom
Chapter 8 Rule 5: Retrieval: Test What You've Learned
The Boy Who Became a Math Genius | The One Secret to Achieving Top Grades | The Hidden Paradox of Studying | Experience the Pain of Pulling Out Memories | Study "As if Taking a Test" | What to Retrieve | Tips for Efficient Retrieval | The Ultimate Study Tool for Creating Geniuses
Chapter 9 Rule 6: Feedback: Don't Avoid Flying Advice
A Common Strategy Among Ultrarunners: Feedback | Can Feedback Backfire? | What Kind of Feedback Do You Need? | Considerations for Upgrading Feedback | When to Get Feedback | 4 Strategies for Better Feedback | Cut Through the Noise with Fast, Strong Feedback
Chapter 10 Rule 7: Maintenance: Don't fill a leaky bucket with water.
The Secrets of Crossword Champions | The Brain Forgets Everything It Learns First | 4 Memorization Techniques to Beat Forgetting | Techniques That Make a Difference in Memory
Chapter 11: Rule 8: Intuition: Dig Deep Before Building the Framework
The Hilarious Secret of a Scientist Called a Magician | A Library of Extraordinary Intuition | How to Cultivate Deep Intuition | Utilizing the Feynman Technique | The Genius Ultrarunner Who Turned Relentless Practice into Play
Chapter 12: Rule 9: Experiment: Explore Outside Your Comfort Zone
How Van Gogh Learned to Paint | Experimentation Is Key to Mastery | 3 Stages of Experimentation | An Experimental Mindset for Growth | Experimental Strategies for Ultralearning | Experiment Constantly and Fail Countless Times
Chapter 13: Starting My First Ultrarunning Project
Step 1: Do your research | Step 2: Schedule | Step 3: Execute your plan | Step 4: Review your results | Step 5: Retain what you've learned or master it? | Possible alternatives to ultralearning
Chapter 14: How Ultrarunners Are Born
The Chess Genius Project | A Legendary Match, Overcoming Prejudice | Traditional Education Isn't Always the Answer | Ultrarunning Requires 'Spontaneity' | How to Cultivate Ultrarunners | The Laws of Ultrarunning Revealed in "Creating Geniuses" | Creating an Ultrarunning Environment | The Desire to Learn Is Never-Ending
Appendix_ Additional Notes on the Ultrarunning Project
Recommendation
Chapter 1: Conquering Four Years at MIT Without Going to MIT
Embark on the MIT Challenge | Can You Speak Like a Native Speaker in 3 Months? | A Computer Scientist Becomes a Quiz Show Legend | A Solo Developer Takes Down a Gaming Giant | Dives into the World of Self-Taught Projects | Uncovering Ultralearning
Chapter 2: The Age of Ultrarunning Has Arrived
Why Ultralearning? | The Age of Average Is Over | Why School Knowledge Is Useless | Technology Breaks Down the Walls of Knowledge | Build an Outstanding Career with Ultralearning | The Power of Learning to Expand Your Potential | Is Successful Intelligence Innate? | Ultralearning is Not 'Intelligence,' It's 'Strategy' | To Start Fast and Intensive Learning
Chapter 3: You Can Ultrarun Too
Ultralearning Project Experiment | Choose the Hardest | Life-Changing Learning Strategies | 9 Laws of Ultralearning
Chapter 4: Rule 1: Meta-Learning: Draw the Map First
Learning for Learning, Meta-Learning | Draw Your Own Meta-Learning Map | 3 Questions to Begin Meta-Learning | Why Do You Want to Learn? | What Do You Need to Acquire? | How Will You Learn? | How Much Planning Is Needed? | The Chain of Success Created by Meta-Learning
Chapter 5: Rule 2: Focus: Increase your concentration in a short period of time.
Why We Procrastinate and Fail to Get Started | Why We Fail to Stay Focused | Find the Optimal Condition for Focus | Focus Training Starting in 30 Seconds
Chapter 6: Rule 3: Do It Yourself: Go Straight Toward Your Goal
Do what you want to excel at | The Unspeakable Secret of Education | Overcoming the Limitations of Classroom Education with "Do It Yourself" | Learn by "Sticking to the Field" | Ultralearning's Direct Learning Strategy | Learn by Asking and Answering Your Own Questions
Chapter 7: Rule 4: Specialized Learning: Exploit Your Vulnerabilities
Identify the triggers that ignite your learning pace | Specialized learning to prevent cognitive load | The 'direct learning followed by specialized learning' strategy | The easiest way to specialize | Techniques for overcoming learning boredom
Chapter 8 Rule 5: Retrieval: Test What You've Learned
The Boy Who Became a Math Genius | The One Secret to Achieving Top Grades | The Hidden Paradox of Studying | Experience the Pain of Pulling Out Memories | Study "As if Taking a Test" | What to Retrieve | Tips for Efficient Retrieval | The Ultimate Study Tool for Creating Geniuses
Chapter 9 Rule 6: Feedback: Don't Avoid Flying Advice
A Common Strategy Among Ultrarunners: Feedback | Can Feedback Backfire? | What Kind of Feedback Do You Need? | Considerations for Upgrading Feedback | When to Get Feedback | 4 Strategies for Better Feedback | Cut Through the Noise with Fast, Strong Feedback
Chapter 10 Rule 7: Maintenance: Don't fill a leaky bucket with water.
The Secrets of Crossword Champions | The Brain Forgets Everything It Learns First | 4 Memorization Techniques to Beat Forgetting | Techniques That Make a Difference in Memory
Chapter 11: Rule 8: Intuition: Dig Deep Before Building the Framework
The Hilarious Secret of a Scientist Called a Magician | A Library of Extraordinary Intuition | How to Cultivate Deep Intuition | Utilizing the Feynman Technique | The Genius Ultrarunner Who Turned Relentless Practice into Play
Chapter 12: Rule 9: Experiment: Explore Outside Your Comfort Zone
How Van Gogh Learned to Paint | Experimentation Is Key to Mastery | 3 Stages of Experimentation | An Experimental Mindset for Growth | Experimental Strategies for Ultralearning | Experiment Constantly and Fail Countless Times
Chapter 13: Starting My First Ultrarunning Project
Step 1: Do your research | Step 2: Schedule | Step 3: Execute your plan | Step 4: Review your results | Step 5: Retain what you've learned or master it? | Possible alternatives to ultralearning
Chapter 14: How Ultrarunners Are Born
The Chess Genius Project | A Legendary Match, Overcoming Prejudice | Traditional Education Isn't Always the Answer | Ultrarunning Requires 'Spontaneity' | How to Cultivate Ultrarunners | The Laws of Ultrarunning Revealed in "Creating Geniuses" | Creating an Ultrarunning Environment | The Desire to Learn Is Never-Ending
Appendix_ Additional Notes on the Ultrarunning Project
Detailed image
Into the book
The opposite of ultralearning is fun or convenient learning.
Whether it's choosing a language learning app that emphasizes fun over practicality, watching TV quiz shows that make you feel like you're not so stupid, or just dipping your toes in instead of practicing seriously.
Conversely, high-intensity work or training can lead to a state called flow, a challenging experience in which you become so absorbed in an object that you lose all sense of time.
Ultralearning always prioritizes learning something deeply and efficiently through high-intensity work like this.
--- From "Chapter 2: The Age of Ultra Running Has Arrived"
Ultralearning is a powerful technique for navigating a changing world.
The ability to quickly acquire hard skills is becoming increasingly important.
So, even if it requires some initial investment, it's worth expanding and developing whatever you can.
But among the ultrarunners I've met, very few were motivated by professional success.
Even those who made a lot of money with their newly acquired skills did so.
Rather, it was the pull, the deep curiosity, or the challenge itself that drove them forward.
--- From "Chapter 2: The Age of Ultra Running Has Arrived"
Direct learning is a key feature of many ultralearning projects I've seen, and it's quite different from the training methods most of us are used to.
If you're trying to learn something new, get into the habit of asking yourself where and how that knowledge should manifest itself.
If you can answer that, then ask yourself next if you are doing something related to what you are learning in that context.
If you're not doing that, you'll need to tread carefully when the learning curve begins to rear its head.
--- From "Chapter 6, Rule 3_Do it yourself: Go straight toward your goal"
When we look at geniuses like Richard Feynman, we focus on the superficial appearance of effortless, intuitive skipping of steps.
With his cheerful style and rebellious and passionate nature, he seems to reject the idea that learning requires effort.
But a closer look reveals that Feynman had much in common with ultrarunners.
He put a lot of effort into understanding things and invested a tremendous amount of time into learning intuitive ways to work.
--- From "Chapter 11, Law 8_Intuition: Dig Deep Before Building the Framework"
Now you might be brimming with enthusiasm to start your ultrarunning project.
Is there something you want to learn but have put it off due to incompetence, frustration, or lack of time? What skills do you already have that you can use to improve your skills?
Can you even get to the semi-finals? The biggest obstacle to ultrarunning is not even considering whether you can start learning on your own.
I think you might have done that too.
Learning is important to us, no matter what form it takes.
The question is, does the spark of interest burn brightly or does it quickly fade?
--- From "Chapter 13: Starting My First Ultrarunning Project"
My experience learning to bring my language skills up to a conversational level also made me realize how many words, expressions, cultural differences, and difficult communication situations remain to be explored.
Completing a project is not the end of learning, but rather an awakening to what lies ahead, a sense of possibility.
This is the most interesting aspect I've discovered about learning.
There is a kind of saturation point in many pursuits in life.
The more you get, the less you desire for more.
A hungry person can simply eat a lot of food.
A lonely person can just have a lot of friends.
But curiosity is different.
The more you learn, the more you want to learn.
Whether it's choosing a language learning app that emphasizes fun over practicality, watching TV quiz shows that make you feel like you're not so stupid, or just dipping your toes in instead of practicing seriously.
Conversely, high-intensity work or training can lead to a state called flow, a challenging experience in which you become so absorbed in an object that you lose all sense of time.
Ultralearning always prioritizes learning something deeply and efficiently through high-intensity work like this.
--- From "Chapter 2: The Age of Ultra Running Has Arrived"
Ultralearning is a powerful technique for navigating a changing world.
The ability to quickly acquire hard skills is becoming increasingly important.
So, even if it requires some initial investment, it's worth expanding and developing whatever you can.
But among the ultrarunners I've met, very few were motivated by professional success.
Even those who made a lot of money with their newly acquired skills did so.
Rather, it was the pull, the deep curiosity, or the challenge itself that drove them forward.
--- From "Chapter 2: The Age of Ultra Running Has Arrived"
Direct learning is a key feature of many ultralearning projects I've seen, and it's quite different from the training methods most of us are used to.
If you're trying to learn something new, get into the habit of asking yourself where and how that knowledge should manifest itself.
If you can answer that, then ask yourself next if you are doing something related to what you are learning in that context.
If you're not doing that, you'll need to tread carefully when the learning curve begins to rear its head.
--- From "Chapter 6, Rule 3_Do it yourself: Go straight toward your goal"
When we look at geniuses like Richard Feynman, we focus on the superficial appearance of effortless, intuitive skipping of steps.
With his cheerful style and rebellious and passionate nature, he seems to reject the idea that learning requires effort.
But a closer look reveals that Feynman had much in common with ultrarunners.
He put a lot of effort into understanding things and invested a tremendous amount of time into learning intuitive ways to work.
--- From "Chapter 11, Law 8_Intuition: Dig Deep Before Building the Framework"
Now you might be brimming with enthusiasm to start your ultrarunning project.
Is there something you want to learn but have put it off due to incompetence, frustration, or lack of time? What skills do you already have that you can use to improve your skills?
Can you even get to the semi-finals? The biggest obstacle to ultrarunning is not even considering whether you can start learning on your own.
I think you might have done that too.
Learning is important to us, no matter what form it takes.
The question is, does the spark of interest burn brightly or does it quickly fade?
--- From "Chapter 13: Starting My First Ultrarunning Project"
My experience learning to bring my language skills up to a conversational level also made me realize how many words, expressions, cultural differences, and difficult communication situations remain to be explored.
Completing a project is not the end of learning, but rather an awakening to what lies ahead, a sense of possibility.
This is the most interesting aspect I've discovered about learning.
There is a kind of saturation point in many pursuits in life.
The more you get, the less you desire for more.
A hungry person can simply eat a lot of food.
A lonely person can just have a lot of friends.
But curiosity is different.
The more you learn, the more you want to learn.
--- From Chapter 14, “How Ultra Runners Are Born”
Publisher's Review
What have you accomplished with the knowledge and skills you have accumulated so far?
An ordinary 28-year-old young man questions the world's demands and seeks an exclamation point!
Scott Young, an ordinary 28-year-old living in Canada, faced the reality that his university degree and major were of no help in achieving success in society.
His roommate also majored in architecture and sent out hundreds of resumes to architecture firms after graduation, but not a single one responded.
Scott speculated, “Perhaps companies thought that hiring new employees would require a long training period and that it would be difficult to deploy them immediately in the field.”
Rather than feeling skeptical about this fact, he began to wonder what the 'real' knowledge and abilities he needed to survive were.
Scott has had a keen interest in learning, productivity, careers, habits, and quality of life from an early age.
So, since I was 18, I've been researching and studying these topics, adding my personal thoughts and opinions to write about them on my blog.
After graduating from college and entering the workforce, he decided to acquire the knowledge and skills necessary to expand his potential, and took on the self-study project of 'Living Without English for a Year' and the 'MIT Challenge'.
This was the beginning of 'Ultralearning', and his life changed 180 degrees after that.
When I was in college, I often felt suffocated.
I struggled to stay awake during boring lectures and did countless busy, useless assignments.
I pushed myself to learn things I had no interest in just to get credit.
But the 'MIT Challenge' project was different.
It was a vision and plan that I set for myself.
Although challenging situations often arose, they were not painful.
The tasks were not just mundane chores to be completed, but vivid and interesting.
For the first time in my life, I realized that if I made a proper plan and put in the effort, I could learn anything I wanted.
The possibilities were endless.
My mind was already moving towards new learning.
- From "Conquering 4 Years at MIT Without Going to MIT"
There are some people who come to mind when I hear Scott's story.
Apple's Steve Jobs, Microsoft's Bill Gates, Facebook's Mark Zuckerberg... they all have two things in common.
The fact is that these are entrepreneurs who have launched a completely new and innovative company that has never existed before and are college dropouts.
They lost interest in the given teaching methods and theories.
The reason was simple.
Because I thought it was 'useless'.
To be precise, I thought that it was not the knowledge and skills that I really needed, that I found interesting and that I truly wanted to learn.
They personally discovered and selected the knowledge and technologies necessary to achieve innovations that had never existed before, made them their own, and swallowed them whole.
In this way, innovation was born, each with its own color.
Scott also asked the question, "Why is the knowledge we learn in school useless?" and fiercely searched for an answer.
In this way, through his own experience and numerous other success stories, he discovered the secret of ultralearning, which is the acquisition of knowledge (skills) that can be used immediately.
The world's pace of success cannot be kept up with conventional methods!
9 absolute rules to upgrade your life faster, more brilliantly, and differently than anyone else!
Ultralearning is a self-designed, high-intensity learning strategy to acquire knowledge and skills.
It is a type of self-study strategy, and its biggest characteristic is that it is a 'self-directed' and 'high-intensity' learning method.
Plan your own timeframe, goals, and processes, but set them at a high level of intensity.
High-intensity planning enables high efficiency and high immersion, which ultimately leads to maximum performance.
Above all, the knowledge and skills acquired in this way become ‘living abilities’ that can be used immediately.
Scott Young has discovered and revealed nine absolute rules for ultrarunning.
"Ultra Running: The Secret to Knowledge Acquisition by the World's Top 0.1%" is comprised of 14 chapters centered around these nine laws.
Chapters 1-3 cover Scott Young's reasons for starting the Ultralearning project, his explanation of the basic concepts of the ultralearning method he explored, and his argument for why ultralearning is necessary in this day and age.
Chapters 4 through 12 present nine rules optimized for implementing and achieving ultralearning results.
These are the nine self-directed and high-intensity learning laws that are the characteristics of ultralearning, including metalearning, focus, direct learning, specialized learning, retrieval, feedback, retention, intuition, and experimentation.
Each law is covered in a chapter, and specific practical methods are explained in detail, focusing on representative examples of major figures (Richard Feynman, Van Gogh, Mary Somerville, etc.).
Chapter 13 helps us understand how to effectively carry out ultralearning projects in a world where work and school often make it difficult to acquire new knowledge and skills.
Finally, Chapter 14 presents a case study of an experiment that intentionally attempted ultrarunning, vividly illustrating the effects and results of the nine laws.
The old ways of success no longer work.
The world is overflowing with diverse success stories more than ever before.
The evidence is clearly revealed through social media.
Scott Young, the author of this book, also released his ultra-running project, the 'MIT Challenge', on YouTube, which received a lot of attention from people from all walks of life, not just from MIT and Harvard University.
He even received a job offer from a global company, but he turned it down, saying, “I didn’t study at MIT because I wanted to work for a big company.”
The standard of success he believes is ‘self-growth.’
I am confident that all the necessary knowledge and skills acquired for this purpose will undoubtedly create new opportunities.
"Ultrarunning: The Secret to Knowledge Acquisition for the World's Top 0.1%" is filled with innovative and inspiring ideas about ultrarunning, helping you upgrade your life by acquiring more knowledge and skills faster, more exceptionally, and more uniquely than anyone else.
All we have to do after reading this book is take action.
An ordinary 28-year-old young man questions the world's demands and seeks an exclamation point!
Scott Young, an ordinary 28-year-old living in Canada, faced the reality that his university degree and major were of no help in achieving success in society.
His roommate also majored in architecture and sent out hundreds of resumes to architecture firms after graduation, but not a single one responded.
Scott speculated, “Perhaps companies thought that hiring new employees would require a long training period and that it would be difficult to deploy them immediately in the field.”
Rather than feeling skeptical about this fact, he began to wonder what the 'real' knowledge and abilities he needed to survive were.
Scott has had a keen interest in learning, productivity, careers, habits, and quality of life from an early age.
So, since I was 18, I've been researching and studying these topics, adding my personal thoughts and opinions to write about them on my blog.
After graduating from college and entering the workforce, he decided to acquire the knowledge and skills necessary to expand his potential, and took on the self-study project of 'Living Without English for a Year' and the 'MIT Challenge'.
This was the beginning of 'Ultralearning', and his life changed 180 degrees after that.
When I was in college, I often felt suffocated.
I struggled to stay awake during boring lectures and did countless busy, useless assignments.
I pushed myself to learn things I had no interest in just to get credit.
But the 'MIT Challenge' project was different.
It was a vision and plan that I set for myself.
Although challenging situations often arose, they were not painful.
The tasks were not just mundane chores to be completed, but vivid and interesting.
For the first time in my life, I realized that if I made a proper plan and put in the effort, I could learn anything I wanted.
The possibilities were endless.
My mind was already moving towards new learning.
- From "Conquering 4 Years at MIT Without Going to MIT"
There are some people who come to mind when I hear Scott's story.
Apple's Steve Jobs, Microsoft's Bill Gates, Facebook's Mark Zuckerberg... they all have two things in common.
The fact is that these are entrepreneurs who have launched a completely new and innovative company that has never existed before and are college dropouts.
They lost interest in the given teaching methods and theories.
The reason was simple.
Because I thought it was 'useless'.
To be precise, I thought that it was not the knowledge and skills that I really needed, that I found interesting and that I truly wanted to learn.
They personally discovered and selected the knowledge and technologies necessary to achieve innovations that had never existed before, made them their own, and swallowed them whole.
In this way, innovation was born, each with its own color.
Scott also asked the question, "Why is the knowledge we learn in school useless?" and fiercely searched for an answer.
In this way, through his own experience and numerous other success stories, he discovered the secret of ultralearning, which is the acquisition of knowledge (skills) that can be used immediately.
The world's pace of success cannot be kept up with conventional methods!
9 absolute rules to upgrade your life faster, more brilliantly, and differently than anyone else!
Ultralearning is a self-designed, high-intensity learning strategy to acquire knowledge and skills.
It is a type of self-study strategy, and its biggest characteristic is that it is a 'self-directed' and 'high-intensity' learning method.
Plan your own timeframe, goals, and processes, but set them at a high level of intensity.
High-intensity planning enables high efficiency and high immersion, which ultimately leads to maximum performance.
Above all, the knowledge and skills acquired in this way become ‘living abilities’ that can be used immediately.
Scott Young has discovered and revealed nine absolute rules for ultrarunning.
"Ultra Running: The Secret to Knowledge Acquisition by the World's Top 0.1%" is comprised of 14 chapters centered around these nine laws.
Chapters 1-3 cover Scott Young's reasons for starting the Ultralearning project, his explanation of the basic concepts of the ultralearning method he explored, and his argument for why ultralearning is necessary in this day and age.
Chapters 4 through 12 present nine rules optimized for implementing and achieving ultralearning results.
These are the nine self-directed and high-intensity learning laws that are the characteristics of ultralearning, including metalearning, focus, direct learning, specialized learning, retrieval, feedback, retention, intuition, and experimentation.
Each law is covered in a chapter, and specific practical methods are explained in detail, focusing on representative examples of major figures (Richard Feynman, Van Gogh, Mary Somerville, etc.).
Chapter 13 helps us understand how to effectively carry out ultralearning projects in a world where work and school often make it difficult to acquire new knowledge and skills.
Finally, Chapter 14 presents a case study of an experiment that intentionally attempted ultrarunning, vividly illustrating the effects and results of the nine laws.
The old ways of success no longer work.
The world is overflowing with diverse success stories more than ever before.
The evidence is clearly revealed through social media.
Scott Young, the author of this book, also released his ultra-running project, the 'MIT Challenge', on YouTube, which received a lot of attention from people from all walks of life, not just from MIT and Harvard University.
He even received a job offer from a global company, but he turned it down, saying, “I didn’t study at MIT because I wanted to work for a big company.”
The standard of success he believes is ‘self-growth.’
I am confident that all the necessary knowledge and skills acquired for this purpose will undoubtedly create new opportunities.
"Ultrarunning: The Secret to Knowledge Acquisition for the World's Top 0.1%" is filled with innovative and inspiring ideas about ultrarunning, helping you upgrade your life by acquiring more knowledge and skills faster, more exceptionally, and more uniquely than anyone else.
All we have to do after reading this book is take action.
GOODS SPECIFICS
- Date of issue: February 12, 2020
- Page count, weight, size: 352 pages | 538g | 152*225*18mm
- ISBN13: 9791162541289
- ISBN10: 1162541288
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