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  • Jim: How's everyone feeling today?

  • Participants: Okay.

  • Jim: So when I ask you a question, if it feel right to you, I want you to say super.

  • How's everyone feeling today?

  • Participants: Super.

  • Jim: Super.

  • And I wanna honor you for being here because I've been going to seminars and events my

  • whole life.

  • How is it so far for everybody?

  • Participants: Great.

  • Super.

  • Jim: Yeah, it was a test, right?

  • A lot of people think it's your retention when people forget something.

  • Let's do this, for example, take a right hand, shake it out...how many people here wanna

  • learn faster?

  • How many people wanna remember more?

  • Participants: Yes.

  • Jim: Yeah?

  • Watch this.

  • Make a fist, now, put it to your chin.

  • Where's your chin everybody?

  • So the number one rule, the art of memory, the art of learning is the art of attention.

  • The art of learning is the art of attention.

  • And really, that's where observation that's where presence comes in.

  • And so I'm going to be sharing with you some of my favorite strategies and states to be

  • able to learn any subject or skill, faster.

  • How many people like that idea?

  • Now, in order to be able to do this, let me first start by acknowledging you for being

  • here, because I believe there's the success formula and it takes two parts.

  • It takes first, showing up, 50% of success is just showing up.

  • And I appreciate your ability to just show up here today because most people aren't here.

  • True or true, right?

  • I mean, I'll ask all sets of questions that we know the answers to, true or true, right?

  • And so we show up here and most people don't show up and I think in life, you wanna show

  • up.

  • Show up for your health, show up for your relationships, show up for your career, show

  • up for your service.

  • But just showing up, is that just gonna get the job done?

  • No, you have to what?

  • Yeah.

  • You play full out, right?

  • You have to play full out.

  • How many people here like to play?

  • By the way, who were the fastest learners on the planet?

  • Participants: Kids.

  • Jim: Who?

  • Participants: Kids.

  • Jim: I did this to a group of 10,000 people from 60 countries, and a whole table yelled

  • out pygmies.

  • And if anybody knows why pygmies are such great learners, please tell me.

  • But children, right?

  • Children, how fast can a child learn a musical instrument compared to an adult?

  • How fast can they learn a second or third language?

  • They learn fast, right?

  • Why do children learn quickly?

  • Because why?

  • Participants: [crosstalk].

  • Jim: They don't know.

  • Good, what else?

  • Participants: Curious.

  • Jim: They're curious.

  • They have attention.

  • What else?

  • Participants: [crosstalk].

  • Jim: They have time, certainly.

  • Participants: [crosstalk].

  • No limits.

  • Jim: No limits.

  • They don't have the learned helplessness.

  • Very good.

  • Participants: [crosstalk] Not thinking about the mortgage payments.

  • Jim: They're not thinking about the mortgage payment.

  • Focus, right?

  • I mean, they're curious and they play a lot.

  • Remember, as a kid, you went to your friends, you was like, "You wanna come out and play?

  • Do you wanna play?"

  • But later on it was...we got rid of the role of play and we started saying, "Let's hang

  • out."

  • Right?

  • And then all of a sudden, there's this difference, right?

  • And that curiosity is important also.

  • There's a Rumi quote from the poet said, 'Trade your cleverness for bewilderment."

  • Is that a great word, bewilderment?

  • When's the last time you were in that state?

  • We're talking about genius states and superhero states, when's the last time you were in that

  • state of bewilderment?

  • I mean, so who's in control of your state, by the way?

  • Who's in control of how you feel?

  • What's this?

  • When we're defining a state, how would you define a state?

  • What does it mean?

  • It's like your mood.

  • What else?

  • This is where the active part comes in here.

  • It's your emotions, like, a snapshot of your mind and your body, how you feel.

  • Here's the key, do this.

  • Information, do this, put your hands out, information combined with emotion becomes

  • a long-term memory, long-term memory.

  • How many people know this?

  • How many people, you hear a song and it'll take you back to when you were a child?

  • Raise your hand.

  • How many people, it's not a song but maybe it's a fragrance or food that would take you

  • back decades?

  • Because information combined with emotion became a long-term memory, right?

  • Because we're not logical, we're what?

  • We don't do things logically all the time, we do things what?

  • Emotionally, right?

  • Because we're not logical, we're biological.

  • We're not logical, we're biological.

  • And so, what I'm gonna talk about is how to unlock what we call your super brain.

  • I'm gonna talk about the states, these emotional states where the best of you shows up automatically,

  • where you don't have those limits.

  • Now, in my breakout, I'm gonna talk about the strategies, how to read faster, how to

  • remember names, step by step, how to learn another language.

  • Those are the strategies, but you always start with state.

  • Everyone wants to write this down, all learning is state dependent.

  • All learning is state dependent.

  • That the emotional state that you feel when you're learning something gets anchored to

  • the learning, does that make sense?

  • By the way, what was the state that you felt back in school primarily?

  • How did you mostly feeling class?

  • Participants: Bored.

  • Jim: Bored.

  • And the other class, other half of the classes is like confused, right?

  • Now, on a scale of 0 to 10, what's boredom?

  • A scale of 0 to 10?

  • Participants: Zero.

  • Jim: Zero.

  • Anything times zero becomes what?

  • Participants: Zero.

  • Jim: Zero.

  • And that's why a lot of people don't remember what they learn, is the emotional state.

  • Does that make sense?

  • Participants: Yeah.

  • Jim: Let's test this out.

  • Stand up real quick.

  • Stand up.

  • I have no slides for you.

  • I'm just gonna take you through exercises.

  • How many people like experiential learning?

  • So it gets in your body, right?

  • So what we're gonna do here is we're gonna play some games.

  • We already said that children are the fastest learners, right?

  • Children are the fastest learners, how many people here feel like you wanna learn more

  • in less time?

  • Raise your hand.

  • Raise your hand if you have books on your shelf you haven't read.

  • More than one and becomes, like, Lisa Nichols talk about, becomes shelf-help not self-help,

  • right?

  • How many people here get more than 10 emails a day?

  • How many people came here today, like, to have a better memory?

  • How many people forgot why you came here today?

  • Have you ever done that?

  • Walk into a room of your own home and just forgot why you are there?

  • Anyone feel like senior moments are coming a little bit early?

  • Like, you're in the...if you're in the shower and you can remember if you shampooed your

  • hair and you end up doing it twice, right?

  • Or you misplace things.

  • How many people here know somebody may be personally who miss places things all the

  • time?

  • The remote control, the Apple remote, their phone?

  • Have you ever found yourself calling your own phone hoping you kept it on?

  • Or maybe you lose something like your car keys or something larger like your car?

  • You ever see the people out in the malls and they're using their, like, car alarm trying

  • to figure out where they parked their car?

  • And what about names?

  • How many people here honestly, you have trouble remembering people's names?

  • How many people have forgot the name of somebody in this room?

  • Right?

  • And so, let's start with my name, hopefully, you remember, my name is Jim Kwik with Kwik

  • Learning and I help people to learn quickly.

  • The question I always get is about my last name, my last name really is Kwik.

  • I didn't change it to do what I do.

  • With a name like Kwik, you can say my life and my destiny was pretty much planned out.

  • I had to be a runner back in school, which is a lot of pressure when it says Kwik right

  • on your shirt.

  • I have to be very careful when I'm driving because the worst name to have on your driver's

  • license when you get pulled over for speeding is the name Kwik, right?

  • Because you're not gonna talk your way out of that speeding ticket.

  • And I get to do my mission, my dharma, which is helping people to learn faster.

  • I think if there's any skill to be able to master in the 21st century, something that's

  • gonna be a real tangible advantage, it's your ability to learn quickly.

  • Only because it's a sign of the times, because digital overload, digital distraction, I mean,

  • so many things vying for our attention.

  • How do you get things done?

  • But when I talk about speed, I don't talk about just...I'm not talking about frantic

  • speed because you could actually learn faster and actually have an ease, a confidence, peace

  • of mind.

  • How many people would like to have that?

  • Be able to succeed but also have this level of harmony inside of yourself, this clarity

  • of thought?

  • And it's the ideahow many people here read "Seven Habits of Highly Effective People"

  • by Dr. Stephen Covey?

  • What's the seventh habit?

  • Male: Sharpen the saw.

  • Jim: Sharpen the saw, very good.

  • Sharpen the saw.

  • The metaphor here is if you have all this wood to cut and you have a saw with dull blade,

  • when do you wanna sharpen it?

  • Participants: Before.

  • Jim: Before you start cutting the wood, right?

  • Because a lot of people are gonna workis gonna work a lot harder with it if you have

  • a dull blade and they'll have to sweat and perspire and work three or four times harder

  • when they could have sharpened their saw.

  • And so, learning how to learn, like, Vishen was talking about, that's you sharpening the

  • saw, because anything that comes afterwards is gonna be easier, right?

  • And so, is that person is not working harder, they're working what?

  • Participants: Smarter:

  • Jim: Smarter.

  • And one of the best ways to work smarter is access your genius states.

  • So I'm gonna test this out, we said that children are the fastest learners, right?

  • That they have this curiosity, and they play all the time.

  • Let's see how many...how many people here...raise your hand if you're willing to play.

  • Now, it's been shown in science, the research, by doing, by playing more actually creates

  • neurogenesis and neuroplasticity.

  • What's neurogenesis?

  • Participants: New growth.

  • Jim: New growth, new brain cells.

  • How many people like the idea of creating more new brain cells?`

  • What about neuroplasticity, what does that mean?

  • Participants: More connections.

  • Jim: More connections.

  • So intelligence in a way is not necessarily...like, Einstein didn't have a bigger brain than anyone

  • here.

  • Probably, it was actually less, he had a smaller brain, but in certain areas of his brain,

  • he had highly connectedness.

  • He did these thought experiments where he would put himself in these brainwave states,

  • specifically theta state, the theta state of creativity.

  • That's the state that you're in when you shower.

  • How many people notice when you're showering you come up with all these wonderful ideas?

  • And it's always when you can't write something down, right?

  • And so, that's the Theta state, that's a relaxed state of creativity.

  • You're inspired, you come up with new ideas, new things come out of you, right?

  • And I actually took six showers this morning, just to prepare for this presentation.

  • So it puts you in creative state, and so he had more connections in certain areas.

  • And so you could promote that by playing more.

  • And so what I'm gonna ask you to do right now is I'm gonna ask you to find two people

  • in the room you do not know, pair up in threes, go.

  • Find two people you do not know, pair up in threes.

  • So we're gonna go through a quick exercise and, basically, what I wanna do, we wanna

  • talk about superheroes a lot.

  • I grew up with learning challenges, some of you know, I had a brain injury when I was

  • five years old, a head injury that left me with certain disabilities.

  • Teachers would have to repeat themselves three, four, five, six times, and then eventually

  • I would just pretend I understood but I didn't, most of the times did not understand.

  • I had very bad focus issues, I had very bad memory.

  • It took me an extra three and a half years just to learn how to read and I learned how

  • to read by reading comic books actually late at night.

  • Something about....any comic book fans here or superhero fans, geeks?

  • Something about looking at the superheroes and good versus evil and the illustrations

  • that the idea that one person can make a difference.

  • How many people believe one person can make a difference?

  • Right?

  • That they provide hope and they provide real help?

  • And when I look here, I look at a room full of superheroes, because I said, in the beginning,

  • I said, you know, it's just showing up and then playing full out.

  • And so what does the superhero do?

  • They have...what's the defining characteristics of a superhero?

  • They have superpowers, right?

  • And does how many people here have found their unique ability, their superpower?

  • So you're discovering it, right?

  • Your unique talents, unique strengths, something that's unique to you.

  • But then just having a superpower, does that make you a superhero?

  • You have to use that power for what for what?

  • Participants: Good.

  • Jim: For good, for some kind of purpose on top of that, right?

  • And so, I love sharing space and time with modern-day superheroes.

  • But there are also some modern-day supervillains, right?

  • These ideas of, these phenomena of, like, digital overload.

  • How many people feel, like, when you're learning something it feels like you're taking a sip

  • of water out of a fire hose?

  • Raise your hand, right?

  • And not just that, it has a effect on our health also, right?

  • They call it information fatigue syndrome.

  • Information fatigue syndrome, because everything is a syndrome, right?

  • So, higher blood pressure, a compression of leisure time, more sleeplessness or even if

  • you have a little bit of free time, you can't even enjoy because your mind is still multitasking.

  • And also not just the supervillain, the digital overload, but digital distraction.

  • How many people feel like your mind is so distracted and you can't focus on just one

  • thing anymore?

  • Raise your hand.

  • And this is a challenge that takes away from your ability to be present, your ability to

  • be able to get things done, your ability to be able to be profitable.

  • And I don't just mean financially profitable, that's obvious, right?

  • We live in an age where it's not your muscle power, it's more your mind power.

  • It's not your brute strength, it's your brain strength, right?

  • And so the faster you can learn, certainly, the faster you can earn, but not just financially,

  • in all the areas your life, all the treasures of your life, your health, relationships,

  • good career.

  • So what we're gonna do is this exercise a play and then we're gonna start with this

  • state, this childhood state of curiosity and wonder.

  • And you're gonna meet these, your individuals, the people that...you're new friends, and

  • I want you to decide right now, who's Batman, who's Superman and who's Wonder Woman.

  • Go.

  • Participants: Wonder Woman [crosstalk].

  • Jim: So who's Batman?

  • Who's Super

  • Okay, Batman, raise your hand.

  • All the Batmans, raise your hand.

  • Very good.

  • What about Superman?

  • Raise your hand.

  • And where are Wonder Women?

  • Participants: Woah.

  • Jim: There you go.

  • Remember, information combined with emotion becomes a long term memory, right?

  • And, by the way, who's in charge of your emotional states?

  • Participants: [crosstalk].

  • Jim: I am.

  • Who's in control?

  • You are, right?

  • I remember recently, I got to introduce two of my modern-day superheroes, it was Richard

  • Branson and Stan Lee.

  • Not Stanley, but Stan Lee?

  • Who's Stan Lee?

  • Male: Marvel

  • Jim: Yeah.

  • The co-creator of Spider-Man, and X-Men and Avengers and Fantastic Four.

  • And we're going to dinner, I remember asking Stan, I was like, "I have to know.

  • You've created all these incredible superheroes, who's your favorite?"

  • And he looks at me without a blink, he's like, "Iron Man."

  • I'm like, "That's awesome."

  • And then he's like, "Jim, who's your favorite superhero?"

  • And he had this Spider-Man tie, so I was like, "Spider-Man."

  • And without a pause, he says, "With great power comes..."

  • Participants: Great responsibility.

  • Jim: And how do we all know that, right?

  • It's like in our DNA, right?

  • So we're going on this superheroes journey together here at A-Fest, and I'm thinking

  • about it.

  • I'm like, "Man, I grew up with these challenges, and I have, you know, dyslexia and I flip

  • things around in my mind, and part of my issues growing up."

  • And I flipped it in my mind I was like, "You know, with great power comes great responsibility.

  • When you're in a position of power, you have great responsibility to wield that power well."

  • And the opposite is also true, with great responsibility comes great power, right?

  • When you take responsibility for something, you have great power to what?

  • To change things, to transforms things, to make things better.

  • And a lot of times...how many entrepreneurs are in the room?

  • Raise your hand.

  • Wow, 80% of the room.

  • A lot of times, based on your values, entrepreneurs value things like freedom.

  • They wanna be able to do what they want, when they want, whenever they want, wherever they

  • want.

  • Raise your hand if that's you?

  • And sometimes it's hard, sometimes as entrepreneurs, to get yourself to do the things that you

  • need to do.

  • How many people have also resonate with that, that you procrastinate?

  • Like, why would you put things down...why would you delay things that are important,

  • that will help you to reach your goals and you wonder why that is?

  • I would introduce to you, going back to state and strategy, that those two components, it's

  • probably 80% of it because most people who procrastinate or they're in a state of procrastination,

  • that's the feeling, right?

  • Or they have a poor strategy for executing thing, getting things done.

  • And you're like, "Jim, where's this exercise?

  • Why am I standing the whole time?"

  • Does your physiology affect your psychology?

  • Yes or yes?

  • Participants: Yes.

  • Jim: Yes.

  • One of the best ways of changing your state is by moving your body, right?

  • Because as your body moves, your brain grooves.

  • As your body moves, your brain groves.

  • You create more neurogenesis, neuroplasticity.

  • Actually, you know what supports it?

  • Novelty.

  • What helps you make more of these connections is novelty and nutrition, just like your body,

  • right?

  • You wanna build a physical muscle, you give it what?

  • You work it out, you give it exercise, you give it stimulus, novelty, and then you feed

  • that muscle with nutrition.

  • Same thing with your mental muscles.

  • And so what I wanna introduce you is ways of getting into these states and then strategies

  • and the breakout that help you to specifically build these mental muscles.

  • So you have more mental strength, just like physically, you wanna be stronger, you wanna

  • be faster, you wanna be more agile, you could be that mentally also.

  • Stronger, more agile, and more focused also.

  • So what we're gonna do here is talking about states, what are the highest level states?

  • Male: Peace.

  • Jim: Peace.

  • Very good.

  • What else?

  • Participants: [crosstalk].

  • Jim: Love.

  • What else?

  • Participants: [crosstalk].

  • Jim: Gratitude.

  • What else?

  • Participants: [crosstalk].

  • Jim: Joy, compassion.

  • So what I wanna do, let's pick one of them.

  • Remember, we said that when it comes to learning things and getting it into your nervous system,

  • information is not enough because we all know what to do.

  • Common sense, right?

  • We all know, for the most part, how many people know what they should do to make things better

  • but there's a indiscrepancy, but like, in terms of not getting things done, right?

  • And so what I'd like to offer you is this, is common sense, it's not often common practice,

  • right?

  • So how do we get aligned with this?

  • So let's talk about joy, in choosing more joy in the room and throughout the entire

  • event.

  • How do you spread joy?

  • If you wanted to spread joy right now in this room, what would your strategy be?

  • What's one thing you could do?

  • Male: Be joyful.

  • Participants: [crosstalk].

  • Jim: Be joyful.

  • What else?

  • Participants: [crosstalk].

  • Jim: Okay.

  • Massage somebody.

  • What else?

  • Participants: [crosstalk].

  • Jim: Hugs, hugs, good.

  • Kisses, right?

  • High fives, right?

  • Good.

  • So what I want you to do now is I want Wonder Woman to be in charge, okay?

  • Wonderer Woman, raise your hand Wonder Woman.

  • Participants: Woo-hoo.

  • Jim: You are the CEO of the group.

  • You are the CEO of the group and what we're gonna do is, you're gonna tell and you delegate

  • to Superman and Batman how to spread joy around the room and they're gonna do it for 30 seconds,

  • all right?

  • We're gonna put a countdown timer on here.

  • Ready, go.

  • Information combined with emotion becomes a long-term memory, right?

  • The state that you learn something and the mood and the feelings that you learn something

  • in, gets attached to what you wanna learn.

  • Also, it's gonna motivate you to use it more often, if you learn, because here's the thing,

  • learning is not a spectator sport.

  • Learning is not a spectator sport.

  • I'm gonna give you six keys to learn anything faster.

  • You can write these down.

  • I want you to remember, BE FAST.

  • BE FAST, six keys to learn any subject or skill faster.

  • Now I want you to think about, if you could learn any subject or skill faster, what would

  • it be?

  • Outside of learning how to learn because that's kind of the that's....after learning how to

  • learn, what subject?

  • What are you interested in?

  • Participants: [crosstalk].

  • Jim: Say it out loud.

  • Participants: [crosstalk] Languages.

  • Jim: Languages.

  • Very good.

  • What else?

  • Female: Computer Science.

  • Jim: Computer Science.

  • Good.

  • What else?

  • Participants: [inaudible].

  • Jim: Good.

  • I mean, so whether it's martial arts or it's Mandarin, whether it's music or marketing,

  • there subjects that we're interested in, right?

  • And we live in this expert economy and we wanna be knowledgeable about things because

  • knowledge is not only power, knowledge is profit, right?

  • And so how do you access those things?

  • So I want you to remember, BE FAST.

  • And just six quick tips on how to desensitize you, now, every single one of these things,

  • you're gonna understand because you're studied and me as your superbrain coach, if you will,

  • I wanna be a personal trainer for your brain, for your mind.

  • I wanna make it faster, sharper.

  • And not everything I'm gonna say is gonna be something that's brand new, but if I may

  • be say it a different way and you control your state, because going back to Stan, when

  • I said responsibility, you know, with great responsibility comes great power, the most

  • important thing to be responsible for is how you feel.

  • Does that make sense?

  • And who controls how you feel?

  • How many people are feeling pretty good right now?

  • Female: Yeah.

  • Jim: Yeah.

  • And notice that these kind of things is, you know why?

  • Metaphorically, I look at you more like, a thermostat than a thermometer.

  • Is there a difference between a thermometer and thermostat?

  • Female: Yes.

  • Jim: Yes or yes?

  • Participants: Yes.

  • Jim: A thermometer does what?

  • What does the thermometer do?

  • What's the function?

  • Participants: Takes the temperature.

  • Jim: Yeah, it takes the temp

  • It reflects and it reacts to the environment, is that true?

  • It just reacts to the environment.

  • And we are sometimes, you know, we're thermometers, we react to the weather, if we're honest,

  • the economy to politics, we react to how people treat us sometimes, but is there a gap between

  • how something, someone stimulates us and how we respond?

  • Do we have choice?

  • Yes or yes?

  • Participants: Yes.

  • Jim: The difference between a thermometer and thermostat though is a thermometer reacts

  • the environment.

  • What's does the thermostat do though?

  • Female: Sets the temperature.

  • Participants: [crosstalk].

  • Jim: Yeah.

  • It regulates, right?

  • It helps manage.

  • It sets a standard or a vision or a goal.

  • And then what happens to the environment?

  • It raises to be able to do that.

  • Is there a difference?

  • Yes or yes?

  • Participants: Yes.

  • Jim: And so that's where we're going back to responsibility when we're talking about

  • being responsible, the ability to be able to respond is how you feel about things, and

  • also how you focus on things.

  • So the B in BE FAST stands for belief, because if you believe you can or believe you can't,

  • either way, what?

  • Male: You're right.

  • Jim: You're right.

  • Who said that?

  • Male: Henry Ford.

  • Jim: Henry Ford said that, right?

  • "If you believe you can or believe you can't, either way, you're right."

  • Let me show you the belief is, stand up real quick.

  • Stand up.

  • You're like, "Oh, you're one of those teachers."

  • I'm telling you.

  • It's in your body.

  • You have so much intelligence in your body right now, I'll prove it to you.

  • Jump up down a little bit and make a little space for the person next to you if you can.

  • So if you went like this, you're ideally not gonna take anyone's eye out or anything like

  • that.

  • Okay.

  • Now, stop.

  • Stop bouncing.

  • I love the energy though.

  • Notice where your feet are, I want to keep your feet stationary the entire time.

  • And what I want you to do is, with your right hand, just point forward with your right hand.

  • Your other right hand, sir, sorry.

  • I know.

  • All right.

  • Forward with your right hand, and what I want you to do is without moving your feet, just

  • turn to your right clockwise, as far as you could go and notice where you're pointing,

  • as you take your neighbor's eye out.

  • Notice how far you can go, notice where you're pointing.

  • Those exact spot, come back center, now put your arms down.

  • Now I'm gonna take you through a really quick visualization exercise.

  • So take a deep breath, exhale and close your eyes.

  • Put your arms by your side, out of your pockets by your side and breathe normally.

  • And with your eyes closed, we're gonna play a game.

  • I want you just to imagine, just imagine that you're raising your arm again, but this time

  • imagine you're turning twice as far, two times as far.

  • Like you're getting good stretch, it's pleasant.

  • Feel that in your body.

  • And if you can imagine it, just imagine that you're imagining it, and then again, raise

  • your arm, point forward and this time...no, no, with your eyes closed.

  • Imagine, just imagine, just imagine just in your mind, see and feel yourself turning three

  • times as far.

  • Just feel it in your body with your arms by your side.

  • Just imagine turning around three times.

  • And then one more time with a smile on your face thinking what does this have to do with

  • learning faster, see and feel yourself turning four times around in your body.

  • see and feel yourself turning four times around like your Gumby like are made out of rubber.

  • Great, great stretch.

  • All right.

  • Open your eyes.

  • Now, raise your arm again, point for with your right hand.

  • Now, turn to your right now, as far as you can now go.

  • Wow.

  • Raise your hand or make some noise if you went further the second time.

  • Participants: Woah.

  • Jim: Have a seat.

  • Have a seat.

  • Now, some of you went further, some of you went 25% further, some of you went 50% further.

  • Yes.

  • Raise your hand if you went further a second time.

  • Now, here's the magic question, right?

  • That, you know I'm gonna ask you even before I ask it, were you physically capable of turning

  • that far the first time?

  • Participants: Yes.

  • Jim: Like nobody took a yoga class where my eyes were closed, right?

  • You're physically capable of it, where was the block or the limitation if there was one?

  • Where was it?

  • Participants: In my mind.

  • Jim: In your mind, right?

  • In your minds.

  • And you're like, "Jim, I didn't have a belief on how far I could turn."

  • How many beliefs do you think we have?

  • Participants: Millions.

  • Gazillion.

  • Jim: Millions and zillions of beliefs, right?

  • Because here's what you wanna write down, all behavior is belief driven.

  • All behavior is belief what?

  • Participants: Driven.

  • Jim: Some of you went 25%, 50% further with no anything.

  • Remember, the vision was talking about how it's not working hard but when you're in a

  • certain state of mind, you could just go further and it's effortless.

  • How many people have experienced this state of flow before?

  • That state of flow where you lose track of time, where your attention is right there

  • and you're in the moment.

  • And the level of challenge is really matching your level of capabilities and you're stretching

  • yourself and you're in that zone, right?

  • Like, that athletes talk about, that Steven Tyler talks about, in the rise of Superman

  • and stealing fire and so on.

  • How many people are familiar with Steve's work?

  • By the way, I'm just curious as context.

  • Okay.

  • So can you get into those states?

  • One of the ways is just believing that you can because if you believe you can, or believe

  • you can't, either way, you're right because all behaviors belief-driven.

  • Some of you went 25%, 50% or more.

  • What if you could go 25%, 50% more in your business that effortless?

  • What if you could go 25%, 50% even more in your body or in your relationship?

  • Did you work harder the second time, when you turn the second time?

  • Yes or no?

  • No.

  • Because it's a state, right?

  • So behavior, so belief.

  • Let me give you an example, I'm gonna play this game with you, we're gonna do this together,

  • collectively.

  • I need some mic runners here, please.

  • There's a couple mic runners.

  • How many people here, talking about memory, because memory, forgetting is a state.

  • When it comes to learning, let me give you a distinction here, a lot of people say, "Oh,

  • I have a bad memory."

  • Right?

  • They're always like, "I have memory or I have focus or I don't have focus or I have creativity.

  • I don't have creativity."

  • I want you to scrap that.

  • Creativity is not something you have, it's something you do.

  • Focus is not something you have focus is something you do.

  • Energy is not something you have or don't have, it's something you do.

  • Memory is not something you have, it's something you do.

  • And what's the benefit of turning it into a do as opposed to something you have?

  • What's the benefit?

  • Participants: [crosstalk] You have a control.

  • Jim: You have control over it.

  • Because you could put it into a process, it becomes a strategy, because there's a strategy

  • for reading faster.

  • There's a strategy for remembering names.

  • There's a strategy for having focus.

  • And it's a verb, not a noun, right?

  • And so the goal here when we're talking about this, and memory, for example, a lot of people

  • believe...here, let me shake this up a little bit.

  • There's no such thing as a good or bad memory.

  • There is no such thing as a good or bad memory, there's just a trained memory and an untrained

  • memory.

  • Does that make sense?

  • Now, here's the thing, I grew up with these learning challenges.

  • I had all these difficulties all through school, all through elementary, middle school, junior

  • high, high school, I had all these challenges.

  • At the age of nine, I remember a teacher looking at me thinking I wasn't either smart enough

  • to understand what she was saying or wasn't paying attention.

  • She was talking to another adult and she said, "That's the boy with a broken brain."

  • I was like, a nine-years-old, right?

  • And so those kind of identity issues, those beliefs, does that make a difference?

  • Participants: Yes.

  • Jim: Yes, right?

  • And a lot of people believe that they can't do certain things, they can just never remember

  • names.

  • So I could teach them a strategy, but if the belief is not changed, what happens?

  • Female: Not good.

  • Jim: It's not because it becomes self-fulfilling.

  • I remember running a marathon and preparing for it, I read a chapter of one of the books

  • and it was on the psychology of running a marathon, right?

  • The mental part.

  • And it said this verbatim, word for word because I'm a memory expert.

  • It said, "Your brain is like a supercomputer, and your self-talk is a program it will run.

  • So if you tell yourself you're not good at remembering names, you will not remember the

  • name of the next person you meet because you programmed your supercomputer not to."

  • Isn't that interesting?

  • What I always tell people is this, you have to monitor your self-talk, monitor your self-talk.

  • If you go around tell people, "Oh, I have a horrible memory.

  • I'm not smart enough.

  • I'm getting too old."

  • Fill in the blank.

  • First of all, if you fight for your limitations, you get to keep them.

  • Does that make sense?

  • A lot of people are like, "Oh, I'm so forgetful.

  • I'm so busy."

  • Which that whole business really bothers me.

  • Like, where people, "So, yeah.

  • How are you doing?

  • I'm just so crazy.

  • So stress.

  • So busy."

  • It becomes like, a badge of honor that people wear all the time and then what do you start

  • reinforcing, being busy right?

  • But here, going back to this, your self-talk is the program that will run so you would

  • be mindful, right?

  • And stand guard your mind because your mind is always eavesdropping on your self-talk.

  • Your mind is always eavesdropping on your self-talk.

  • And so going back to this, I wanna play this little game because how many people here...your

  • memory is not quite as good as it used to be?

  • Raise your hand, honestly.

  • Now how many people here...let's take numbers.

  • How many phone numbers did you use to know growing up?

  • How many phone numbers?

  • Shout it out.

  • Participants: [crosstalk].

  • Jim: How many phone numbers when you were younger?

  • Participants: [crosstalk].

  • Jim: All of them, right?

  • Pretty much.

  • How many phone numbers do you know right now?

  • Participants: [crosstalk].

  • Jim: One, two, right?

  • And so, how many people here have a number you call all the time but, honestly, if you

  • don't have your phone on or with you or the battery is dead, you honestly do not know

  • that number?

  • You call it every single day almost or text it or whatever.

  • And so, the challenge here is this, the two supervillains that we're talking about, it's

  • digital overload.

  • Too much information, too little time.

  • The amount of information is doubling at dizzying speed, but how we learn it, how we remember

  • it, has that changed at all?

  • If anything, there's been a decline.

  • The amount information is doubling like this and your learning abilities in terms of your

  • reading, memory flatline, that gap creates the stress that you feel on an ongoing basis,

  • right?

  • How do you catch up?

  • How do you keep up?

  • How do you get ahead?

  • You know, [inaudible 00:30:55] that velocity, right, and that acceleration.

  • The other thing that I talked about supervillains, not just digital overload because we're talking

  • about then the breakout, is digital distraction, digital distraction, right?

  • How many people...I'll tell you the worst habit because I'm gonna talk about this later,

  • the worst habit and you're gonna hate me for saying this, the first hour of the day is

  • touching your phone.

  • The worst thing you could do, the absolute worst.

  • How many people are guilty of doing this though, right?

  • Because you have that addiction to it.

  • And I'll tell you this reason why you don't wanna do it, I'll give you two reasons because

  • I don't wanna talk strategy too much, I'm gonna talk about it more tomorrow, is strategy.

  • The reason why you don't do it is when you wake up, talking about brainwave states, we're

  • talking about superhero states, your brain cycles through different brainwaves.

  • Beta is when you're most awake, you're in beta most of you right now.

  • Delta is when you're asleep.

  • Hopefully, nobody's in delta right now.

  • Theta is right above delta, that's the state of creativity we talked about.

  • Like, when you're in the shower, right?

  • You're so relaxed, almost in and out of sleep, you know, and then you're so creative, right?

  • You're very inspired.

  • In between theta and beta, when you're most awake is this day called alpha.

  • How many people are familiar with alpha states, right?

  • It's a state you go in when you meditate, states you go into when you do deep breathing,

  • state you're also in when you watch television.

  • How many people have ever seen somebody watching television, you're trying to talk to them

  • but they're watching their favorite show, their sports or whatever it is, or maybe you're

  • guilty of it too, and, honestly, that person is not hearing you.

  • You know that?

  • You're talking to them but they're so entrance, right?

  • Television programming, it's programming them, they're in such trance, they're in an alpha

  • state.

  • And the alpha state is where your conscious mind is set aside and you're not filtering,

  • information is coming.

  • And alpha state is a great state to learn in though, great state to learn facts, great

  • state to be able to learn foreign languages also, great states to learn information, like,

  • giving presentations and scripts, one of the ways we work with actors, putting them into

  • an alpha state so they're in this relaxed state of awareness where the conscious mind

  • is set aside and information is just flowing in.

  • Like television, and you could control those states because you have the responsibility

  • once you learn the strategies behind it.

  • And so when we're coming back to memory, wanna play this quick game, I actually, give you

  • a third villain.

  • I was talking about the first villain, supervillain, we're talking about superheroes, your superhero.

  • The supervillains that are taking away from your joy, your productivity, your peace of

  • mind, digital overwhelm, digital distraction.

  • I'll add a third one I wasn't gonna say, digital dementia.

  • Digital dementia and this is a real medical term right now.

  • This is the idea that we're outsourcing our brains to our smart devices, were so reliant

  • on our smartphones that our smartphones are making us stupid.

  • Does that make sense?

  • Participants: Yes.

  • Jim: I mean, it's convenient.

  • I don't wanna memorize 500 phone numbers, right?

  • Nobody wants to do that, but we've lost the ability to memorize one.

  • Like, if I give you a seven digit number now, how difficult?

  • Would it be you find that kind of difficult to memorize like a phone number that you used

  • to do years ago?

  • Yes or yes?

  • Participants: Yes.

  • Jim: Because if I take my arm, I put into a sling for six months, does it stay the same?]

  • Participants: No.

  • Jim: Would even grow stronger?

  • It would what?

  • Participants: [crosstalk].

  • Jim: It would atrophy and grow weaker.

  • Same thing with your mental muscles, if you're relying on your phone to keep your schedules,

  • your to do's, so simple...I went out to dinner with 10 people recently, there was a 10 of

  • us.

  • And three people at the end pulled out their phones to divide the check, the bill by 10,

  • right?

  • And we've lost that ability to be able to do certain things.

  • And so that's what digital dementia is.

  • I was talking to Dr. Daniel Amen, author, Change your Brain, Change your Life, right?

  • Raised $40 million on public broadcast.

  • He was saying, "Yeah, digital dementia."

  • Like, "I got something for you, Jim."

  • He's like, "GPS, relying on GPS, a third party piece of technology to tell you when and where

  • to turn, when you normally know that or not know it, is actually getting...people aren't

  • going to the doctors to get checked out when they would have memory lapses if they didn't

  • see that relying on GPS.

  • Like, they didn't have the GPS, they would have memory lapses and we go get checked out,

  • and we're not getting that early detection on it just because of that.

  • So how do you keep your brain active?

  • So smart devices could be extremely convenient but they can be crippling also.

  • So it could be a balance, yes or yes?

  • Participants: Yes.

  • All right, so we've lost the ability to memorize a number, but I wanna try to memorize a group

  • of numbers together today.

  • Let's try to do it.

  • Let's try to reawaken that memory and everything I talked about, everyone asks like, "Oh, you

  • know, I have such a horrible memory, can you improve my memory?"

  • When somebody says, "I want a better memory.

  • Can you help me with my memory?"

  • For me, it's equivalent as a memory coach, somebody saying, "Oh, I just wish I was better

  • at sports."Right?

  • I wanna know what sports specifically so that I can apply it.

  • Because there's different memory techniques for remembering names or languages or giving

  • speeches without notes or facts, figures, numbers.

  • But let's talk about numbers because it'd be a great mental exercise.

  • Let's go around and just raise your hand and let's give a group number one number we create

  • together as a group for all of us to try to memorize.

  • And notice, what I want you to do is, I believe one of the most important things to be able

  • to get good at is self-awareness.

  • I ultimately think the expert is not the person on stage.

  • Who's the expert?

  • Participants: I am.

  • Jim: You are, right?

  • You are the expert on you.

  • And what I think is, in terms of, I think self-coaching and self-knowledge is really

  • most of it.

  • You know, and so I think you can learn, I know you can learn better by looking at yourself

  • and seeing what works for you.

  • Does that make sense?

  • And so let's see how we go about remembering things now.

  • Raise your hand and just let's come up with...let's try to remember a string of numbers, maybe

  • 10 or 20 numbers.

  • I will do the best weekend, you can write them down and then...let's see if we can memorize

  • them together, right?

  • So raise your hand, let's do two at a time.

  • So instead of saying one, seven, to say 17, and then just two digit number.

  • Female: Eighty-eight.

  • Jim: Eighty-eight.

  • So everyone writes 88, right?

  • We at the game here?

  • We're gonna keep on going till we get to a threshold and we see if we can memorize these

  • numbers.

  • Yes.

  • Female: Fifty four.

  • Jim: Fifty-four.

  • I'll repeat it so you guys hear it also as well?

  • Fifty-four.

  • Female: Thirty five.

  • Jim: Thirty five.

  • Very good.

  • Thirty-five.

  • Female: Twenty-one.

  • Jim: Twenty...I'm sorry?

  • Female: Twenty-one.

  • Jim: Twenty-one.

  • If we're having trouble coming up with numbers, I have to take this in a totally different

  • direction.

  • Male: Ninety-nine.

  • Jim: What's that?

  • Male: Ninety-nine.

  • Jim: Ninety-nine.

  • Bingo.

  • Ninety nine.

  • Female: Thirty-seven.

  • Jim: By the way, how many have we had so far?

  • Single digits.

  • Just give me give me 10.

  • Does everybody have?

  • I wanna make sure we're all on the same page here.

  • All right.

  • Something over here?

  • Male: Sixty-six.

  • Female: Eleven.

  • Jim: Eleven.

  • Okay.

  • Eleven.

  • Male: Sixty-six.

  • Jim: Sixty six.

  • Eleven and 66.

  • Male: Twenty-three.

  • Jim: Raise your hand, sir.

  • Male: Twenty-three.

  • Jim: Twenty-three.

  • Number 23.

  • Okay.

  • Quick.

  • Female: Thirteen.

  • Jim: I'm sorry.

  • Female: Thirteen.

  • Jim: Thirteen.

  • Female: Seventy-seven.

  • Jim: Thirteen.

  • Male: There's a lot of numbers.

  • Jim: How many?

  • That's a lot of numbers, right?

  • Female: Seventy-seven.

  • Jim: Hold on.

  • Hold on one second.

  • So it's 13, let's count 13 after that also as well.

  • What's that?

  • Female: Seventy-seven.

  • Jim: Seventy-seven.

  • How many numbers is that, by the way?

  • Participants: Twenty.

  • Jim: Twenty?

  • We're doing pretty good.

  • How many do you remember so far do you think?

  • Let's do a few more.

  • Let's do a few more for the heck of it.

  • Go ahead.

  • Female: Thirty-nine.

  • Jim: I'm sorry.

  • Female: Thirty-nine.

  • Jim: Thirty-eight or 39?

  • Participants: [inaudible].

  • Jim: Let's go with 39, 39.

  • And before that was 77, is that true?

  • Participants: Yes.

  • Jim: Very good.

  • We're on the same page.

  • Thirty-nine.

  • Let's do a couple more.

  • Yeah, here.

  • Male: Forty-two.

  • Jim: Forty-two.

  • Good, 42.

  • Let's do, like, three more.

  • Male: Zero 6.

  • Jim: Zero 6.

  • Zero 6.

  • Got two more quick.

  • Female: Thirteen.

  • Jim: Thirteen.

  • Did we do 13 already?

  • Participants: Yes.

  • Jim: That's okay.

  • Let's do it again.

  • Let's do it again.

  • Thirteen is great.

  • And then last one.

  • Female: Forty-two.

  • Male: Sixty-seven.

  • Jim: Forty two.

  • Again, 42, very creative.

  • Okay.

  • Now, I want you to do this, close your eyes and just write down as many as you remember

  • right now.

  • The last one is 42, right?

  • I mean, don't close your eyes.

  • Close your paper, and then just write down as many as you remember.

  • Male: In order?

  • Jim: In order.

  • Yes.

  • Definitely in order.

  • It's the only way it kind of works.

  • Participants: [inaudible].

  • Jim: All right.

  • Let me try to do it, okay?

  • Let me try to do it with you, and you guys could check, right?

  • And I'll look here so you know nothing is being broadcast here.

  • All right.

  • I'll do the single digits, right?

  • I need some energy here.

  • Participants: Woo-hoo.

  • Jim: Okay.

  • Eight, eight, five, four...how are we doing so far?

  • Participants: Woo-hoo.

  • Jim: Three, Five, two, one....yes?

  • Nine, nine, one, one, six, six, two, three, one, three, seven, seven...how am I doing?

  • Participants: Woo-hoo.

  • Jim: Good.

  • Three, nine, four, two, zero, six, is that good so far?

  • Participants: Woo-hoo.

  • Jim: One, three, four, two.

  • Participants: Woo-hoo.

  • Jim: Now, I don't do this to impress you, I do this more to express to what's possible.

  • Because, like, this exercise that we did when we turned like this, let me give you, an example.

  • What did Roger Bannister do in 1954?

  • Participants: Four-minute mile.

  • Jim: The four-minute mile.

  • Throughout human history, nobody could run a mile less than four minutes.

  • Why?

  • Participants: They didn't believe.

  • Jim: They didn't believe that they could.

  • In fact, what was the belief back then?

  • Participants: It was impossible.

  • Jim: It was impossible.

  • You would die.

  • The human heart was not capable of running a sub-four-minute mile, it would explode in

  • your chest.

  • Now, that was the belief.

  • Would that keep you from running a four-minute mile?

  • Like, I'm a runner, that would keep me from running, period, right?

  • And so, it's interesting how he actually was able to do it, is he actually visualized himself

  • crossing the finish line and seeing it says 3:59.

  • Because he knows what you know as superheroes, and he's doing these thought experiments that

  • success is an inside-out game, right?

  • That in order to take the invisible and make it visible just like a thermostat, right,

  • you visualize things here and then you make it out here, he knew what had to happen here

  • first, because all behaviors belief driven.

  • Now, that wasn't the interesting thing to me, just like when you did the turning exercise,

  • that's what he did, okay, equivalent.

  • The interesting thing is what happened next couple years.

  • Nobody could do it for thousands of years, one person does it.

  • What happens?

  • Participants: Everybody does it.

  • Jim: Yeah.

  • Dozens of people started breaking the four-minute a mile.

  • Now, in that year was our big advancements in shoe technology and nutrition and training

  • methodology?

  • No.

  • What was the change?

  • Participants: [inaudible].

  • Jim: A change in belief.

  • Like, I remember when I was child, I was at a restaurant and we had a waiter go around

  • and take everybody's order, 20 people, busy night.

  • Halfway through, he was taking my order, I noticed something funny, he wasn't writing

  • it down.

  • Have you ever had a waiter or waitress like that?

  • And I was like, "There's just no way."

  • I was very skeptical [inaudible 00:42:19] sense of bags and be, this is gonna be a disaster.

  • But when he came back, he got every single thing perfect.

  • The salad dressings, the beverages, how we wanted the meal cooked, I mean, the desserts,

  • everything perfect.

  • Now, is that a standout skill or is that a standout skill?

  • Yes or yes?

  • Participants: Yes.

  • Jim: Yes.

  • He was like my Roger Bannister.

  • He did something I never thought was possible and opened up possibility inside my mind.

  • Perceive limits, right?

  • You don't know how far you could turn, just like we talked about...what Vishen was talking

  • about.

  • And just like with this, I do this demonstration not to impress you, to express upon you what's

  • really possible.

  • I grew up with learning challenges, you know, with difficulties.

  • How about this?

  • How many people wanna see me memorize this backwards?

  • Recall it backwards?

  • Participants: Woo-hoo.

  • Jim: Yeah.

  • That's so much energy I'm getting here.

  • Let me try to get most of this list backwards, all right?

  • No [inaudible 00:43:07].

  • Actually, let me try this, two, four...are we good?

  • I want to make sure we're in the right thing.

  • Three, one, six, zero, two, four, is that good?

  • Participants: Yes.

  • Jim: Nine, three, seven, seven, three, one, three, two, six, six, one, one, nine, nine,

  • one, two, how are we doing?

  • Participants: [crosstalk ].

  • Jim: Five, three, four, five, eight, eight.

  • So what if you could get in these kind of states and have strategies to be able to do

  • the things that you need?

  • How much more productive could you be as a coach, as an expert, as a speaker, as an entrepreneur,

  • as a parent, as a student by having these kinds of strategies?

  • What really upset me is when I struggled my whole life with like, my whole childhood life

  • until I was 18 where I hit a wall.

  • I literally...when I became a freshman in college, I was lucky to get into, I was like,

  • "I wanna make a fresh start."

  • And I was like, "I'm gonna show my family, I wanna make them proud.

  • I wanna show the world myself that I was good enough and smart.

  • I could really do this."

  • So I worked really hard and I did worse.

  • And I was ready to quit school and I was living in the library, I wasn't eating, I wasn't,

  • you know, sleeping, I wasn't doing anything that was good for me.

  • Nothing in wild fit.

  • All the things I should be doing to be, you know, to build my superhero strength, and

  • then passing out in the library late night.

  • And I fell down a flight of stairs.

  • I hit my head again and I woke up in the hospital two days later.

  • And at this point, I weighed about 117 pounds.

  • I was wasted away.

  • Like, I thought I died and maybe part of me wished that I had and also, when I got out,

  • I was like, "There has to be something better for me here."

  • Like, "What do I do?"

  • And the nurse came in at that exact moment and brought a mug of tea.

  • And on the tea was a picture of a genius, a true genius.

  • The opposite of what I felt I was at the time.

  • It was Albert Einstein.

  • And it said this quote that you've all heard in some iteration, "The same level of thinking

  • that's created the problem won't solve the problem.

  • The same level of thinking is created the problem won't solve the problem."

  • I was thinking, "What's my problem?

  • I'm a really slow learner.

  • How do I think differently?

  • Maybe I can learn how to learn."

  • Right.

  • And it was like, I picked up of course bullet and looked at classes and they're all classes

  • at school on what to learn, math, history, science, Spanish, right?

  • All important subjects but what to learn?

  • How many classes were on how to learn?

  • No classes.

  • I mean, where's your class on creativity and problem solving and thinking, right?

  • Where's your classes on reading faster and having better focus and concentration or improving

  • your memory?

  • I always thought it should have been in the fourth R in school.

  • They teach you three Rs, reading, writing and what?

  • Arithmetic.

  • What about remembering?

  • What about recall?

  • What about retention?

  • Because Socrates says there is no learning without remembering.

  • There is no learning without remembering.

  • So B is believe, believe you can, believe you can.

  • Now, the E, I'm gonna go through these really fast, is exercise, exercise.

  • And what I mean by this is I mean physical exercise, because your brain, the primary

  • function of your brain is to control your movement.

  • As your body moves, your brain grooves.

  • Stand up real quick.

  • Stand up.

  • Quick, quick, quick.

  • Watch this.

  • I want you to do this.

  • I want you to take your right elbow and just put it your left ear.

  • Left what?

  • Knee.

  • Good.

  • And then your left elbow to your right knee and vice-versa.

  • Or if you can't reach that far, just tap.

  • These are cross laterals, right?

  • I want you to do this, take your left hand, and just massage your right ear lobe.

  • And then your right hand and massage your left ear lobe.

  • And squat down, inhale, exhale, come up.

  • Go down, inhale.

  • Exhale, come up.

  • One more time, inhale, exhale, come up.

  • Shake out your body.

  • All right.

  • Have a seat.

  • They call that Super Brain Yoga, right?

  • How many people are familiar with education of kinesiology, brain gym, Super Brain Yoga?

  • So as your body moves, your brain grooves, that's exercise.

  • So if you want to change your state, exercise and movement is key.

  • I'm gonna go through the rest really fast.

  • The F-A-S-T, if you wanna learn any subject or skill faster, the F is to forget, forget.

  • And what do I mean by that?

  • A lot of people don't learn faster because they feel like, they know it already.

  • I'm going back to chronological age, it's not chronological age, it's really the age

  • of your mind and your heart.

  • A lot of people don't learn because they haven't emptied their cup.

  • Does that make sense?

  • That you hear all these cliches but there's truth in every cliche, that your mind is like

  • a parachute, it only works when it's what?

  • It's open.

  • So this is beginner's mind, right?

  • So you wanna forget about anything else than what you're learning here temporarily.

  • The A in FAST, that's the curiosity stage, right?

  • The A in FAST is for active, active.

  • And the reason why I have you get up and shout out and do all these things, is not for me,

  • trust me, I like, I know the answers to the most of the questions and everything, is the

  • active part is learning is not a spectator sport.

  • Learning is not a spectator sport.

  • The human brain and the mind doesn't learn consuming information, it learns through creating

  • it.

  • Your mind doesn't learn based on consumption, it learns through creation or co-creation

  • in the state.

  • Does that make sense?

  • So you have to be active, you take notes, you ask questions, you do it, you participate

  • in it.

  • How many people believe what you put in is what you get out?

  • Right.

  • So you're active.

  • The S in FAST stands for state.

  • So this is emphasizing the state that all learning is state dependent.

  • All learning is state dependent.

  • I never wanna learn in a bored state, right?

  • Most people, like, when they read, they're in a bored state.

  • How many people, you read a page in a book, get to the end and just forget what you just

  • read?

  • And you go back and you re-read it, and you still don't know what you just read.

  • Because you're in that bored state.

  • How many people use reading as a sedative?

  • Like, you have this token book that's been inside of your bed for an embarrassingly long

  • period of time, but if your state that you have associated to this activity called reading

  • is falling asleep or a zero, anything times zero is what?

  • Is zero.

  • And people wonder why they don't remember what they read.

  • So control your state.

  • Finally, the T in FAST and BE FAST stands for teach, teach.

  • I recommend that throughout this entire gathering and beyond, you learn with the intention of

  • teaching it to somebody else.

  • Does that make sense?

  • If you had to teach this to somebody when you got back home, your team, your family,

  • your friends, would you learn it differently?

  • Yes or yes?

  • Participants: Yes.

  • Jim: Would your focus be better?

  • Yes or yes?

  • Would you ask better questions?

  • Would you take better notes?

  • Right.

  • So you learn with the intention of teaching to somebody else, all right?

  • So B stands for what?

  • [inaudible 00:50:06] fast, BE FAST.

  • B stands for believe, believe you can, believe you can't, you're right.

  • The E stands for what?

  • Exercise, as your body moves your brain grooves.

  • The F stands for what?

  • Participants: [inaudible].

  • Jim: Forget.

  • Beginner's mind, your mind is like a parachute, it only works when it's open.

  • The A stands for what?

  • Participants: Active.

  • Jim: Active.

  • Is learning is not a spectator sport.

  • The S stands for what?

  • Participants: State.

  • Jim: State.

  • All learning is state dependent.

  • Finally, T is what?

  • Participants: Teach.

  • Jim: Teach.

  • Because when you teach something, you get to learn it twice.

  • Let me close with this, this is how I use this once.

  • And so I think children, going back to childhood, this is you're the fastest learners, right?

  • And you could access that at any time because you have an inner what?

  • Participants: Child.

  • Jim: Child.

  • You do have an inner child.

  • How many people believe that they have an inner child?

  • A child inside there that is a genius, that can learn, that maybe needs to hear some words

  • from you every so often, right?

  • And so a few years ago, I'll close with this, a few years ago, because I remember someone's

  • name, it lead to business that...how many people believe remembering names is important?

  • Because if you forget someone's name, what's the communication you're sending them?

  • That they're not what?

  • Important.

  • How are you gonna show somebody you care for their business, their future, their finances,

  • their health, if you don't care enough to remember them, right?

  • And so I remember someone's name, it lead to this business for 20th Century Fox, it

  • was for the chairman and I was training him and his executive team on a Friday.

  • And I go there, and because I was in state because I saw this "Avatar," like, memorabilia,

  • and I saw this movie poster with "Star Wars," I was like a kid, right?

  • So I gave my best training ever.

  • And afterwards, they really felt it.

  • He was like, gave me a tour of the whole place and everything and I saw this movie poster

  • of "Wolverine," this for me is big deal, "Wolverine" is coming out, I was like, "Wow, I can't wait

  • for that film to come out."

  • And he picks up...the chairman picks up the phone and five minutes later, I'm in the Fox

  • Studios with 3D glasses watching Hugh Jackman fighting all these super ninjas, right?

  • And I'm in my bliss on a Friday.

  • Afterwards, he comes to me says, "Jim, how is the movie?"

  • I was like, "It's great.

  • Thank you so much."

  • I tell him my story, how I grew up with learning disabilities.

  • I taught myself how to read by reading comic books, my favorite comic book were the "X-Men,"

  • "Wolverine," and the "X-Men."

  • And not because they were strongest, is because they didn't fit in.

  • Because I felt like, I didn't fit in growing up as a kid.

  • Does that make sense with this disability and the boy with the broken brain?

  • And the highlight of the comic books for me was when I read that the school for the gifted,

  • for the superheroes, was in, for X-Men, was in Westchester, New York, and that's a suburb

  • of New York City, and that's where I grew up.

  • So when I was nine years old, I used to ride my bicycle all around the neighborhood trying

  • to find this school because I wanted to run away.

  • I wanted to find my superpower.

  • Something that I was good at and I wanna find my super friends because when you're the boy

  • with the broken brain, you don't connect with a lot of people because you don't feel like

  • you have a lot to offer, right?

  • So I used to do that.

  • I'm telling him the story, the chairman, he's like, "Jim, I know that you like superheroes.

  • Do you wanna go to Comic Con?"

  • Now, how many of you are familiar with Comic Con?

  • Right.

  • Tens of thousands of people are getting together in San Diego, dress up like, you know, superheroes.

  • I'm like, "When is it?"

  • He said, "Today, Friday, Saturday, Sunday."

  • Now, notice my mind.

  • I go from a nine-year-old to a 99-year-old because I'm like, "I'm in LA. how I'm I gonna

  • get to San Diego on a Friday, right?

  • There's gonna be lines and be traffic, I've nothing wear, I've all these meetings in LA.

  • And notice, like, the critic that comes in, right?

  • Because sometimes you have to get out of our own way.

  • And mentally, I just became an old person in my mind.

  • And then he was like, "Jim, do you wanna go?

  • I'm going tomorrow."

  • And he was likeOh, I was like, "Oh you're going tomorrow?

  • I'm gonna go with you."

  • So he picks me up Saturday morning and instead of driving down there, we get on his plane,

  • and I swear to you, on that plane, the entire cast "X-Men".

  • And they were gonna surprise Comic Con, right?

  • With their presence for the new movie that's coming out.

  • And I spend the entire...like, I go on there and I see Wolverine and Patricks, like, you

  • know, Professor X. I've seen between Jennifer Lawrence and Halle Berry going to Comic Con,

  • right?

  • And we spend the entire day amazing, we come back, here's the lesson, we come back and

  • chairman was like, "How was it?

  • I was like, "The best day ever.

  • Thank you so much."

  • He's like, "You know, I have something else for you."

  • I'm like, "I don't want anything else.

  • What can I do for you?"

  • He was like, "They really loved you.

  • How would you like to go to Montreal?"

  • They were filming the last 30 days in the new movie.

  • I'm like, "Oh, wow.

  • I never been on film, sir.

  • I would love to death.

  • But what can I do for you?"

  • And he says, "Jim, just do what you did with us.

  • Just share, teach them how to speed read scripts, memorize their lines faster, be present and

  • focused on set."

  • And I was like, "I could totally do that."

  • Sunday morning, we're on what they called the X-Jet, and we're going to Montreal.

  • And I'm brain training these amazing individuals that inspired me, like, growing up, right?

  • And I got to see, like, onset, that was actually taking place at the school, and I got to see

  • my real life heroes come to life in front of me as a nine-year-old boy.

  • Now, when I got home, there was a package waiting for my open up.

  • I don't know if you could put this last slide on, please?

  • I opened it up and there's this photograph on the screen, there's a photograph of me

  • and the entire cast of X-Men.

  • And even better than Halle Berry and Jennifer Lawrence, everything that's on there was the

  • note from the chairman.

  • It said this, "Jim, thank you so much for sharing your superpowers with all of us.

  • I know you've been looking for your superhero school since you were a kid, here's your class

  • photo."

  • The lesson that...everyone gets different lessons out of this.

  • For me, is me being in that childhood vulnerable state that allowed something like that to

  • happen.

  • And what I would leave for you is this homework, is it okay, if I give you some homework?

  • Is this movie was called "Days of Future Past," it takes place in the future and there's Armageddon.

  • I mean, it's the most dreaded future you could ever imagine.

  • And Professor X sends Wolverine, because Wolverine has healing abilities with his mind, sends

  • them back in time as, like, the communicator to talk to his younger self.

  • So Professor X sends Wolverine back in time to talk to the younger version of Professor

  • X, to tell them something so that way the future gets changed.

  • Does that make sense?

  • So my question for you is this, if you could go back to that child inside of you, that

  • younger self, and right now tell them something that they need to hear, what would that be?

  • If you could go back and pass on a message to your younger self, what would it be?

  • And if you were to go in the future, 1 year, 2 years, 5 years, 10 years, ahead in the future,

  • I believe you have wisdom inside of you.

  • I believe you have greatness inside of you and genius that you're not even tapped in

  • those states.

  • If you were to project 10 years ahead of time and look back on this day right now, what

  • is your current self need to hear from your future self?

  • I have a quote that I get quote on more than anything else, it talks about an egg and stress.

  • That your egg is like your life, that if an egg is broken by an outside force, life ends,

  • but if it's broken by an inside force, life begins and all great things began on the inside.

  • Thank you very much.

Jim: How's everyone feeling today?

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より速く学ぶためにあなたのスーパーブレインを解き放つ|ジム・クィック (Unleash Your Super Brain To Learn Faster | Jim Kwik)

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    Sunya Chung に公開 2021 年 01 月 14 日
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