The Long and The Short Of It

Episode 78 - Learning

Transcript:

Jen: Hello, listeners. Peter and I are thinking of you always during this moment of change. And we have decided that we are going to continue releasing the episodes that we had recorded prior to the COVID-19 outbreak, because we believe that the ideas in them are still relevant to our collective future.

Pete: Mm-hmm. Now is still a time to learn. Now is still a time to noodle. Now is still a time to grow, as we adjust to this new normal. So we hope that you keep listening to these episodes, we hope they spark a little thought or an idea in you, and we want to remind you that if now you feel like you need community more than ever (which is definitely how I'm feeling, and I think definitely how Jen's feeling), come on over and join us at The Long and The Short Of It Facebook group. We will welcome you with open arms, and we would love to see you there.

Jen: Now, on to this week's episode.

Pete: Hello, Jen.

Jen: Well, hello there, Peter.

Pete: I'm curious if you get asked this question, because I've recently been asked this question a bunch of times. And it's a version of: how do you take all of the things you consume, all of the knowledge that you're listening to or reading, and put it into action?

Jen: I get asked this question all the time too.

Pete: Thought you might. So let's unpack it.

Jen: This is The Long and The Short Of It.

Jen: It's such a good question. Because we ("we" meaning you and I, but also the general "we"), we are consuming so much content all the time, both consciously and unconsciously, which I think is just important to call into this conversation right off the top.

Pete: Mmm.

Jen: So before we even get to the synthesis of the information, can we talk a little bit about how we (meaning you and I, but I guess this also pertains to the general "we"), can be more selective about our content consumption?

Pete: Mm-hmm. Sure, we can definitely do that.

Jen: I think of, like, the knowledge family tree.

Pete: Mmm.

Jen: And so one of the things that I try to do with the content I'm consuming is when I'm listening to something and someone references something else, that goes on a list of things I'd like to consume.

Pete: Mm-hmm.

Jen: I sort of follow the breadcrumbs, follow the knowledge breadcrumbs. But what that also means is that there's a long list of things I want to consume...

Pete: Yeah.

Jen: ...which means I need to limit consumption in other areas. And this might not be the ideal way to think about this, but I'm willing to put my, my way out there. And listeners, if you have better ideas, I am so open to hearing them.

Pete: Mm-hmm.

Jen: So during the school year, (I've spoken about this before), I really only consume nonfiction content.

Pete: Mmm.

Jen: And by school year, I mean when my daughter's in school. And then in the summer, I, in addition to nonfiction content, will consume a lot of fiction, just for entertainment's sake, to try to get back to the concept of creative writing. But I do limit my content consumption during the school year. And I don't watch TV unless I am consuming a program with a family member, that we are going to experience together and talk about together. I don't really watch TV, other than that. And I don't watch the news, period, because that would take up all of my brain space. So, just thought I'd throw that out there.

Pete: Mm-hmm. Yeah, we have that in common. So I, I love this idea of limiting consumption. And I think what goes into all of this is intentional consumption.

Jen: Mm-hmm.

Pete: And part of intentional consumption is intentionally not consuming certain things. So, I do not consume the news. I do not watch any mainstream television whatsoever, with the exception of some sports that I follow. And, to your point, if I have a friend or family member that I want to watch a Netflix show with...or, at the moment, I have a friend who's produced an unbelievably amazing show here in Australia. And so I'm watching that.

Jen: Mm-hmm.

Pete: Because I've intentionally chosen to, because I have some attachment to the producer, and the story it's telling, and the impact that it's going to have. So all that to say, intentional consumption, for me, starts with intentionally not consuming those things. Which, honestly, it's amazing how much space you can open up when you don't have the television on.

Jen: It really is. And just for clarity's sake, I read the news, but I don't watch it.

Pete: Hmm. Mmm. I like that. The other thing I think about is, in terms of something like a podcast...so I mean, firstly, tactically, I listen on one-and-a-half speed, just because it helps me get through certain podcasts a little bit quicker. And I think so many podcasts are very generously sort of spaced out and conversational, which adds a lot of pauses. So I don't find it that difficult to follow at one-and-a-half speed, and I've trained myself to, to pick it up. Now I can hear pushback already on that, because I feel like there are moments where it's worth listening to in real time so that you give yourself permission to process, but I choose to do one-and-a-half speed. That's just one of the things that I do.

Jen: Okay, so I think what we've established is that if you want to synthesize the content that you're consuming, it's worthwhile to be intentional about the kind of content that is.

Pete: Exactly.

Jen: Okay. So then we get into the question of the day, which is: how do you take what you've listened to, or read, or seen and turn it into some sort of a learning? Does that sound like a good summary of the question?

Pete: Exactly. Exactly, exactly. We hear, and we read, and we consume so many wonderful ideas. What to do with that?

Jen: Okay. Well, I have some of my, my own ways, but I would love to hear your ways too.

Pete: Mmm.

Jen: So I have some routines built into my day that are specifically about taking a theory, and applying it practically.

Pete: Mm-hmm.

Jen: Like, I am very committed to the concept of practical application.

Pete: Yes.

Jen: That if something is just in my mind, I haven't really learned it. I might have a level of understanding about it, but until I have experienced it, until I have tried it, I haven't really fully learned it. So I...you know, I do this thing where I listen to a podcast on my way to work. And then I spend the time from the time I get off the train to the time the keys go in the door at the studio, connecting the dots between what I just heard and what I am about to do. So I really try to find a way to practically take...and it doesn't even matter what the subject is. I'm going to find a connection point between what I've just heard and what I'm about to do. And then the other thing that I'm committed to every single day...and I think this makes a lot of people I encounter deeply uncomfortable. So one of the things I'm very committed to is having a conversation about race, every single day.

Pete: Hmm.

Jen: So I typically have more than one, but I have at least one every single day. So in order to have something to contribute to that conversation, I have to to constantly be in a state of learning. So I've picked a topic that I want to have a positive contribution toward, which is creating a more inclusive space in a very racist country.

Pete: Mmm.

Jen: And I put myself in the position to learn things I don't know, and then figure out ways to talk about them, with the gentle posture toward myself that I know I'm going to make mistakes.

Pete: Yeah. I really like that last one, which is picking a topic first, or picking a question, or picking an idea that you want to learn more about, so that it almost doesn't matter what you're listening to, and what you're consuming.

Jen: Mm-hmm.

Pete: It's like, how do I connect that back to this topic, this idea, this question that I'm noodling on?

Jen: Mm-hmm.

Pete: I think that's magic. I'm going to steal that.

Jen: The thing is, Peter, if when you pick the topic...let's say what you are working toward is cultivating more courage. Let's just say that that is the thing. Every single thing you listen to, or read, or see, you will find a way to connect it back to the thing you're working on.

Pete: Absolutely. Yeah. I think that's, that's the brilliance of what you do with the podcast, and then the walking and talking. It's like, how do I connect it to what I'm thinking about in this moment, or this class that I'm about to walk in? Because there's always, there's always a dot to connect.

Jen: Mm-hmm.

Pete: Okay. So in the spirit of practical application, here are some of the things that I do. One: every single morning, I write a page in my notepad. And there is no rules or regulations, other than the deliberate constraint of it has to be one page. And often I'll be writing about something I listened to, or something I read, or a question that I'm curious about. And for me, I had a recent aha moment where someone reframed writing for me in a really interesting way. Whereas in the past, I thought that writing was capturing thoughts that were already in my brain. I think it's that, and...writing is actually thinking. Writing is actually connecting dots as you are writing, dots that you might not have connected in your head yet.

Jen: Mmm.

Pete: So for me, the practice of just writing a page, with no rules or set guidelines other than the constraint of one page, helps me connect dots and think about the podcasts, the books, the things that I'm consuming in a really interesting way, and helping me to learn those, to apply them. The other thing I do is I share, and talk about them. So I think this podcast is a brilliant example, is having a mechanism or a medium for one to talk about the things that they're noodling on, listening to, learning, completely unscripted, completely impromptu, can't help but help you learn and practice the things that you're seeking to learn and practice. The third thing I do...I have a list of four. The third thing I do is I revisit the good stuff. So when I hear a podcast, or read a book that really, like, deeply speaks to me in a way, I'll take a screenshot if it's a podcast or an audiobook, or I have a separate pile of books for when I finish them, that it's like a reread pile. And I will deliberately go back and reconsume the good stuff. Because I just think there's always something else that you can pick up, and it helps you reemphasize and relearn the things that were from that book, or that podcast. And then finally, a bit like you're picking a topic idea...something I've challenged myself to do this year in particular is every day do a reach out, or a spruik. And in order to do that, I like to have value to add in the way of a resource, or an idea. And so that, to me, helps me think about: what are the things I've consumed? What are the things that would be relevant and interesting to the person that I'm sending this to? So they're kind of my four ways that come to mind, in the way I practice learning based on the inputs that I'm receiving.

Jen: I love that. I also have a reread...I wouldn't call it a pile. But there are, there are books that I reread every single year. And some books, because I use them in class, there are some books that I reread every single month.

Pete: Wow. Every month?

Jen: Yeah. Like my script analysis book, I've read it so many times. I could probably recite it to you. But the thing that is amazing is that because I'm constantly learning, I read new things in it, or I read it a new way every single time.

Pete: Mmm.

Jen: And then I'm realizing, Peter, that one of the things that you and I are, have the benefit of that not everybody does unless they are able to create the conditions for it...we both work in learning environments.

Pete: Yeah.

Jen: Like, literally our job is to help people-

Pete: So true.

Jen: -have an idea, and then immediately apply it somehow. Like, this is built into our existence.

Pete: Mmm.

Jen: And we've created this condition where we are constantly around people who are hungry for learning. So I have my studio, you have all of your cohorts and the projects that you're working on, but we also...so like, bringing this back to the podcast for a second. We created the Facebook group.

Pete: Mm-hmm.

Jen: Which is allowing us to create yet another condition, another environment for people who are hungry for learning to take ideas and then immediately start talking about them, and immediately start applying them.

Pete: Mmm.

Jen: So then the question becomes: if you, dear listener, are not in an environment that allows you to express your hunger for learning, how might you either create that within your environment? Like, you can always start a book club at work.

Pete: Mmm.

Jen: You can grab a group of people and say, like, "Let's get together and discuss this book.". Or like, there are, there are ways to create conditions for learning, and for practical application.

Pete: Okay, I love this so much, because it reminds me of the distinction that Seth Godin (and I know we reference him a lot, but he's so brilliant)...the distinction he's had recently that I've heard him talk about, which is the difference between education and learning.

Jen: Mmm.

Pete: And so the assertion (I'll probably do a terrible job of summarizing it), but my interpretation of what he's saying is: education is what you think about when you think about going to school or university. Which is like, memorize a bunch of stuff so that you can regurgitate said stuff when you're presented with an assessment or a test, so that you can pass the test and move on with your life. And it's very much a solo journey. It's very much, "I'm memorizing this, so that I can get through this, so that I can move on.". Versus learning, which is a collaborative, community led practice that is ongoing, and essentially infinite, based on ideas, knowledge, feedback, community, connection, all of those things. Which is so much more impactful, so much more generative than traditional notions of education.

Jen: There is an episode...oh god, what, what podcast was it? I think it was Hidden Brain. Where they, they're interviewing these researchers who did this experiment where they, they got some people together and asked them, "Do you know how to do the moonwalk?". And the answer was no. And they said, "Do you think you could learn how to do the moonwalk?". And they showed them a video of someone doing the moonwalk, and they were like, "Yes.". So the researchers say, "You can watch this video of this person teaching people how to do the moonwalk as many times as you want, but you can't do it yet. So you get to watch this video as many times as you want, and then you will have one chance to do the moonwalk.".

Pete: Wow.

Jen: And guess how many of them were able to do the moonwalk? None of them.

Pete: Zero.

Jen: None. Because watching someone do the moonwalk, and then actually trying it on for size are two totally different things.

Pete: Mm-hmm.

Jen: And Peter, this is bringing me to something which we might have to cut out, because we have not agreed to talk about this yet.

Pete: Okay...

Jen: If we have to cut this out, you'll let me know. So in an effort to help people be able to do their equivalent of the moonwalk, we are going to be launching our Learning Lab.

Pete: Mm-hmm.

Jen: Which was an experiment that we started in the Facebook group, but now feels ready to bring out to the world: the idea that our listeners could come together, take concepts that they have learned from the show, but then actually practically apply them, to start being able to make progress with whatever the idea is.

Pete: Mm-hmm. And to do so surrounded by other like-minded people, within a community.

Jen: Hungry learners.

Pete: Yes. And you, you mentioned this brilliant tagline, just like a throwaway Jen Waldmanism. Which was like, "Oh, we'll just help people turn listening into learning.". And I was like, "Wow. That's actually profound.".

Jen: Well, I think that is the point. I think that is the point of all of this content consumption...is turn listening, or its equivalent (watching, reading), into learning. So that we do not commit to this sort of static existence, but that we collectively, and each of us individually, is committed to progress and forward motion.

Pete: Mm-hmm. So we're launching a monthly Learning Lab. That's what I'm hearing.

Jen: Okay, so I guess we won't edit that part out. [laughter]

Pete: No, let's do it.

Jen: Sorry to spring that on you. Sorry to spring that on you.

Pete: Let's do it. I had a feeling it was coming. Halfway through this episode, I was like, "I feel like I know where Jen's going to end up here.". [laughter]

Jen: You know me so well. Okay, so I think, to circle back, that what we are acknowledging is that there's so much content out there to consume. And we must be more intentional with our consumption diet, and then figure out how we're actually going to digest what we are consuming in a way that allows us to really make our lives better.

Pete: Mm-hmm. And as a result of that, we're now launching The Long and The Short Of It Learning Lab.

Jen: Oh my gosh, I guess you'll get details soon.

Pete: Yes.

Jen: Better, better get that webpage spun up, Peter.

Pete: thelongandtheshortpodcast.com/learninglab. It's currently under construction. But if you head there, by the time this episode comes out, I promise you there'll be something on it. And the other thing you could do is join our Facebook group, and we'll post something about it there. And hopefully, we'll see you at our next Learning Lab, where we're turning listening into learning.

Jen: And that-

Pete: Wait, wait, wait, wait, wait, wait, wait. Wait. [laughter] Jen, and listeners, just wait a second. Why don't we make this concrete? So confirming, right now, Jen and I have set a date for the first ever The Long and The Short Of It Learning Lab. Jen, what are the details?

Jen: We are going to be meeting on Monday, March 30th, 5:30 PM to 6:30 PM, U.S. Eastern Daylight Time, which is Tuesday, March 31st, 8:30 AM to 9:30 AM, Australian Daylight Time. And we are going to be discussing Episode #73: Thank You Notes.

Pete: Yes. So to register, head over to thelongandtheshortpodcast.com/learninglab and you can register your details, you can revisit the episode, and do so for free. Jen and I thought that this first Learning Lab would be best done as a gift to you, our wonderful community.

Jen: Indeed. And that is The Long and The Short Of It.