Holistic Learning

How to Study Better, Understand More and Actually Get What You Want to Learn

Scott H Young http://www.scotthyoung.com/blog/

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About the Boo

Holistic learning is a process for learning more effecti ely. The concept for holistic learning came out of se eral small articles I wrote beginning with a popular entry entitle", &How to 'ce Your (inals )ithout Stu"ying.* The main i"ea I presente" was that some people effortlessly learn new concepts an" material while others struggle. I belie e that the "ifference between these factors is mostly "ue to a process calle" holistic learning. 's many people who rea" the initial articles on holistic learning commente", you may notice that your own learning style closely reflects holistic learning. Holistic learning isn!t a new techni+ue or re olutionary i"ea. It is simply a way of e#plaining how smart people think,

If you "on!t ha e time to rea" the book, here is a +uick summary of what it!s about:

Holistic learning is the opposite of rote memori-ation. Instea" of learning through force, your goal is to create webs of information that link together. Your goal when learning anything is to create a construct or an un"erlying un"erstan"ing. .onstructs are forme" from mo"els, chunks of un"erstan"ing that aren!t completely accurate but can be use" to sol e problems. You create webs of information, constructs an" mo"els by iscerali-ing, metaphor an" e#ploring Holistic learning works with highly conceptual information where there is an un"erlying system. It "oesn!t work well with arbitrary information or skills.

!able o" #ontents

$ % &' && &( &$ &) &% *' ** *+ *) A Quiz and a Contest Holistic Learning: Introduction Holistic Learning VS Rote Memorization Creating a Construct Start With a Model How to Learn Holistically Method ne: Visceralization Method !wo: Meta"hor Method !hree: #$"lore Criticisms o% Holistic Learning Summary Continuing With Holistic Learning

It/s alrea"y noon an" I/m getting that

gnawing feeling in my stomach like a small chil" making "eman"s in a toy store. I tell myself it/s lunchtime an" that seems to satiate me as if I 0ust tol" the ki" he might ha e the toy if he 0ust shuts up for a bit. The intercom interrupts me an" calls me "own to the office. )hat now1 &2ooks like you ha e a test to write,* the secretary says cheerfully. )hat1 I "on/t remember being aske" to write a test. 3y stomach seems to snarl at me in contempt of my earlier attempts to placate it. &4ust go "own the hall, you can write your e#am in there.* .hemistry. 5ne of those scholastic contests. 6sually multiple choice. 'lthough they are suppose" to test you on the course material, they always slip in +uestions base" on stuff you/ e ne er e en seen before. 7robably to separate out the ki"s that 0ust went to class an" those that went to e#ten"e" stu"y sessions an" bought 6ni ersity te#tbooks. I 0ust wish I ha" known about it beforehan". 4ust get it o er with. )e "i"n/t co er most of the +uestions in class, but a little bit of creati ity can go a long way. I ha e si#ty minutes, but I finish in forty. 2ikely a silent bargain my subconscious ma"e with my "igesti e system.

Three weeks go by.

&.ongratulations. 2ooks like first place.* Ten names go "own in "escen"ing or"er. I feel a bit of pri"e being the only person outsi"e the big city to be on the list. (irst place an" a check for a little un"er fi e hun"re" bucks. 8ot ba" for less than an hour.

6n"eser e" Talent1

I shoul"n/t ha e been able to win that contest. I wasn/t taught more. 5 er half the material on the test was on concepts that were only aguely familiar. I ha" to write an essay on the chemical properties of soap. The only time soap was mentione" in my class woul" ha e been in a reference to washing your han"s. I "i"n/t stu"y more. 3y a" ance" warning ho ere" at aroun" fi e minutes. I can only assume that the other nine names liste" along with me on the contest results probably at least knew they were writing it. 9i en the prestige of the contest, I/m guessing they probably at least opene" their te#tbooks to stu"y. I "i"n/t try har"er. I "i"n/t bother checking o er my +uestions. I 0ust colore" in the "ots, wrote the essay an" han"e" it in. The worst part though, I wasn/t entirely surprise". 'lthough this was my first big win, I ha" always "one well aca"emically. I rarely stu"ie" for tests an" e#ams an" when I "i" stu"y it was closer to a +uick skim than a "etaile" session. School was ne er really more than an abstraction while I worke" on more interesting pro0ects.

To someone who struggle" at school or e en for someone that coul" succee" but ha" to work har", my success seems pretty un"eser e". This first story may seem like an unnecessary "isplay of bra a"o. :ut I write about my success, howe er minor, not because I/m so special but because I/m actually fairly common. I ha e met, known an" researche" many people who ha" what appears to be a similar gift. ;'n ability to un"erstan" things effortlessly. )hether insi"e the classroom or in life, certain people seem to ha e a knack for +uickly un"erstan"ing concepts. It can manifest itself in the humble genius who works as a 0anitor but can tell you about any ma0or historical e ent or an $instein who re olutioni-es our way of thinking an" the worl" we li e in. This bothers me. I/m not satisfie" with the e#planation of gifte"ness or innate talent. That soun"s more like an elitist e#cuse "e ise" by the smart to e#plain why their results can/t be replicate". I wante" to know how some people manage" to learn faster. I wante" to know whether it was more than 0ust a gift but an ability that coul" be practice". 7sychologists ha e known for a long time that intelligence is partially genetic an" partially en ironmental. So it can be easy to "ismiss e#ceptional smarts as being from genes, great parenting or something in the water. :ut remember, before "yes, hair color was entirely genetic too. ' superior strategy for learning can help shift what was once only a gift to an ability that can be traine".

Holistic 2earning
To say the "ifference in intelligence is the result of a single skill woul" be nai e at best an" a gross misrepresentation at worst. 3ost researchers belie e genius is comprise" of numerous abilities from creati e problem sol ing to athletic or musical skill. :ut in my obser ations of how I learn an" how other people, far more intelligent than myself, learn there was one factor that really stuck out. 7eople who learne" concepts easily "i"n/t learn the same way other people "i". It wasn/t that they were using the same strategy more effecti ely. These people were operating from a completely "ifferent approach that a casual glance coul" easily miss. I call this approach, holistic learning. ;Holistic learning is basically the opposite of rote memori-ation. Instea" of trying to poun" information into your brain with the hopes it will simply fall out when you nee" it, holistic learning is the process of wea ing the knowle"ge you are learning into e erything you alrea"y un"erstan". <ote memori-ation focuses on learning through in"i i"ual bo#es of information. 2ike a computer filing system, e erything is neat, organi-e" an" separate from each other. You ha e a bo# labele" science, one for history, one for the mo ie you watche" last week an" another for your 0ob. These bo#es are split into more bo#es. Your science bo# has a separate one for biology an" physics. 7hysics has uni+ue bo#es for "ifferent formulas an" concepts.

The problem is that your brain isn/t a computer filing system. It/s a network of interconnecte" neurons. )hen you nee" information you are 0ust hoping that you stumble upon the threa" that lea"s to the bo# you want. 5therwise you/re screwe". Holistic learning is messy. It "oesn/t put things into bo#es neatly. Instea" it tightly interwea es concepts together. Science concepts remin" you of history which remin" you of the mo ie you saw last week an" the pro0ect at your 0ob tomorrow. )ithin each general sub0ect area, your web is e en more tightly interwo en. $ ery concept in physics is linke" with almost e ery other.
. ' tight web means that when one pathway is blocke", there are hun"re"s of others that lea" to the same point of information. Tight webs may seem like an abstract concept, but you know the feeling when you ha e one. ' tight web results in the feeling of &getting* it. You un"erstan" the sub0ect or concept so thoroughly that aspects of it seem ob ious an" tri ial. )hen I ha" to write the essay portion of my e#am the sub0ect was the chemical composition of soap. 8ow our chemistry class ne er co ere" soap, or e en organic molecules. So how "i" I write the essay1 I use" the web I ha" create". ;Thinking about soap remin"e" me of a brief i"eo I saw in biology comparing soap molecules to fat. It also remin"e" me of a trip to a reenacte" pioneer settlement where they were making soap from animal fat an" lye. $ach piece of information on its own is incomplete, but together they were strong enough that I ha" something to write about.

.omparing <ote 3emori-ation to Holistic 2earning

<ote 3emori-ation

Holistic 2earning

5rgani-es I"eas into :o#es =eeps Sub0ects an" .oncepts %istinct (ew 8eural 7aths to the Same I"ea >iews .oncepts Through 5ne 7erspecti e 'ims to 2earn Through <epetition

5rgani-e" I"eas into )ebs Interrelates Sub0ects an" .oncepts 3any 8eural 7aths to the Same I"ea >iews .oncepts Through 3any 6ni+ue 7erspecti es an" Senses 'ims to 2earn by <elating

.reating a .onstruct
' brick on its own is 0ust a brick. (i e hun"re" bricks on their own become 0ust a pile of bricks. :ut with the right plan an" layout, fi e hun"re" bricks together can buil" a house. 2ooking at each brick "oesn/t gi e 0ustice to the "esign an" usefulness of the house itself. The linkages in holistic learning are 0ust bricks. 5n their own they aren/t ery impressi e or useful. :ut when you put together properly they form what I/m going to call a construct. Your construct is the sum total of your web. It is how all the i"eas fit together to create an un"erstan"ing of a comple# i"ea. ' construct is impossible to communicate, unfortunately. )hen you are being taught a sub0ect or you are learning it on your own, you are getting bricks fe" to you one by one. If your lucky you might ha e a rough blueprint of how to organi-e the bricks, but if there aren/t enough linkages or they are assemble" improperly the result is confusion.

&I %on/t 9et It*

You can tell you ha en/t learne" holistically when you "on/t &get* the concept. You may ha e hear" an" interprete" the information properly, but you "on/t un"erstan" it on a "eeper le el. 'll you ha e is a pile of bricks, but you can/t see how they fit together. The first key to buil"ing a house is to reali-e that/s what you are trying to "o. Your goal when learning any comple# sub0ect or fiel" shoul" be to buil" a construct. ' framework of un"erstan"ing in which your web of knowle"ge occupies. I take ery few notes in classes an" I stu"y them e en less. 3y goal in e ery class is to buil" a construct not to transcribe what was sai". Taking notes can be helpful but reali-e that is only an interme"iate tool to your greater goal. Ha ing a workable construct. The beauty of ha ing a construct an" not a memori-e" list of information is constructs are much easier to maintain. If I showe" you a pile of bricks an" remo e" one of them, woul" you be able to tell me where it goes. 7ossibly if the pile was ten or twenty bricks. :ut what about a hun"re"1 ' thousan"1 ' million bricks1 )oul" you still know where the missing brick shoul" go1 8ow if I showe" you a brick buil"ing an" remo e" one of the bricks, coul" you tell me where it is suppose" to go1 7robably imme"iately. $ en if the buil"ing consiste" of o er a million bricks, a +uick scan woul" show where the hole in the buil"ing lay an" where the missing brick coul" be foun". You "on/t nee" e ery brick to maintain the structural integrity of a house. You "on/t nee" e ery piece of information to maintain the integrity of your un"erstan"ing. ;)hen you ha e a construct, you can sol e "ifficult problems e en when there is a lot of missing information. You simply look at your construct, see where the holes point to an" fill them in. 3ost people incorrectly assume you can/t answer +uestions you ha en/t been taught how to answer. :ut as long as you ha e a relati ely stable construct, you can fin" ways aroun" the missing information. ;)hen one path gets shut "own you take a "ifferent route. )hen I take a test I can usually fin" a way to sol e the problem e en if I forget the metho" I was taught.

Start )ith a 3o"el

If you wante" to "esign a skyscraper, you woul"n/t start by buying some lan" an" laying bricks, woul" you1 8o, you/" start by buil"ing a mo"el. ;' mo"el is not the same as a construct. ' construct is a complete set of un"erstan"ings. ' construct for math allows you to sol e any problem in math. ' mo"el is a +uick representation of the i"ea you are trying to relate or un"erstan". It is an incomplete an" temporary solution. )ithout buil"ing a "o-ens of mo"els any attempts to form a construct will collapse. Trying to un"erstan" e erything at once is impossible for the conscious min" to han"le. :uil"ing in"i i"ual mo"els can gi e you a chance to stitch them together into a complete construct. <ecently I took a course in >ectors an" 2inear 'lgebra. ' ery abstract course where most people ha e "ifficulty forming a construct. )hen the concept of a subspace was intro"uce", I was lost. I nee"e" a construct for the concept, but it was too broa" to imme"iately grasp. ;So I looke" for a mo"el. The mo"el I chose was a isual representation of what I figure" an i"eali-e" subspace might look like. I imagine" a subspace as being a plane suspen"e" in three "imensions. The isuali-ation was as i i" as it was automatic. I can remember the plane being re" an" translucent slicing through a blue-gray acuum of three "imensional space.

This mo"el was not a construct. ' plane in ?% is 0ust one of many "ifferent types of subspaces. :ut without it, a subspace woul" ha e 0ust been a bunch of rules an" numbers. $ en if the mo"el was inaccurate, I coul" use it as a basis for refining an" e#pan"ing the e entual construct. 2inks form into simple mo"els which form into o erall constructs. 2ayere" creations of un"erstan"ing. $ffecti e constructs also link outsi"e of where they are applicable. 5nce I ha" a construct prepare" for subspaces, I starte" to iew my own e#perience as a subspace of reality. .onstructs that become islan"s are worthless when there is a problem that e#ists between them. Interlinking your constructs helps funnel problems outsi"e of their influence -one into realms of un"erstan"ing. )hen I wrote that essay on soap, soap was outsi"e of my constructs. :ut because my constructs were interlinke", it was funnele" into "ifferent constructs base" on my e#periences in "ifferent places.

How to 2earn Holistically

I/ e 0ust spent a fair bit of time trying to e#plain what holistic learning is an" to break "own the i"ea of webs into constructs an" mo"els. :ut how the heck "o you actually "o it1 This is a goo" +uestion. 3ost people who learn holistically use it by "efault. There aren/t that many conscious techni+ues. )hen I nee" a mo"el, I fin" one. )hen I ha e enough mo"els I form a construct. )hen I learn information I try to link it within an" outsi"e my constructs. :ut "espite the system I use to form constructs, I belie e it is a skill that can be practice" an" learne". I/" like to co er some specific metho"s for forming mo"els an" constructs an" interlinking your web. )hen you are rea"y, I belie e most these techni+ues can be "one entirely mentally. You "on/t nee" to use your fingers or a pencil an" paper to calculate @A?. Similarly, with enough practice you can probably fin" yourself automatically using these techni+ues insi"e your hea". ;:ut until you get use" to thinking this way as a habit, you will probably want to actually write out the process to reinforce it. Holistic learning is a skill that takes practice. I "on!t belie e in +uick fi# solutions, an" holistic learning certainly isn!t one of them. These techni+ues shoul" allow a small, imme"iate boost in comprehension, but the real goal of a highly interlinke" web takes time.

3etho" 5ne: >iscerali-ation

' mo"el isn/t a grouping of i"eas, it/s an e#perience. ' fre+uent mistake I see people making is that they try to un"erstan" something by grouping together rules an" i"eas. ;This seems logical, but it is an inefficient way to interlink an" is little better than brute force memori-ation. Instea" you want to summari-e concepts an" i"eas with a specific image or feeling. I call this techni+ue & iscerali-ation* an" not isuali-ation because it "oesn/t ha e to be a picture. The best & iscerali-ations* are combinations of images, soun"s, feelings an" te#tures. %epen"ing on your learning preference you may see, hear or feel i"eas. 3ore than 0ust a picture, you want an e#perience. :y iscerali-ing you are taking something that is abstract an" making it tangible. This creates a workable mo"el that can be combine" an" un"erstoo". Think of iscerali-ing like your brains ersion of -ipping a file. )hen you -ip a file you take many bytes an" compress them into a smaller space remo ing re"un"ant elements. >iscerali-ing means taking a han"ful of concepts an" turning them into a single workable e#perience.

How To >iscerali-e
You probably alrea"y use this metho" to some e#tent. This often happens when an author iscerali-es a concept for you. :y "escribing the concept in a mental picture or feeling he or she can push you towar"s creating a mo"el. ;Holistic learning means you nee" to "o this process on your own when an easy mo"el isn/t han"e" to you. If you aren/t sure e#actly how to "o this, the best place to start is with a pa" of paper. %raw out the relationship between se eral i"eas in a picture. <emember your goal isn/t a perfect construct but a simplifie" mo"el. ;$ en if your mo"el is shown to be slightly inaccurate later, it is still better than no mo"el at all. 'sk yourself what the concept woul" look, soun" or feel like1 How woul" it function an" respon"1 )hen learning computer science I forme" mental pictures of bi-arre machines an" ob0ects that represente" the "ifferent ob0ects an" functions I learne". Strings an" arrays looke" like colore" cubes suspen"e" along a cor". (unctions were machines that ate strings an" in"i i"ual blocks an" spat out new blocks. 's you get better you shoul" be able to "o this without a pencil an" paper. Your imagination is far faster than your han", so once you begin to un"erstan" the process you can start iscerali-ing how "ifferent concepts interact. You can see how they s+uish an" respon" to stimuli. :oring i"eas translate into a bi-arre an" otherworl"ly scene.

3etho" Two: 3etaphor

>iscerali-ation is my key process in "e eloping mo"els, the first step to a complete construct. :ut ha ing mo"els isn/t enough. It can take time to "e elop a uni+ue mo"el an" this can be waste" when you are lost, facing a problem for which you lack the proper instruction an" constructs to han"le. To interlink constructs you nee" to use metaphor. 3etaphor is a literary term use" when you want to relate two things that aren/t actually relate". ' ariation of the metaphor is the simile. You use similes usually when you in oke the wor"s, &like* or &as.* The i"ea behin" using metaphors in your learning is simple. You want to connect two i"eas together e en though they aren/t really relate". $instein "escribe" the uni erse as consisting of a &fabric of space-time.* This was a metaphor. He "i"n!t belie e the uni erse consiste" of cotton threa"s wea e" into a pattern, but he use" the concept of fabric which you alrea"y ha e a construct for to link into space, which you might not. 3etaphors also ai" in buil"ing constructs. If you wante" to buil" a house, the fastest way woul" be to make minor mo"ifications to a blueprint you alrea"y own. 3etaphors can allow you to relate a new construct to a pre iously establishe" one. ;This can help you piece together i"eas when your mo"els fail to gi e accurate information.

How to 3etaphor
If you practice accor"ingly, metaphors shoul" be an automatic process. )hen you learn a sub0ect it shoul" automatically start remin"ing you of completely "ifferent i"eas. )hen I rea" 8icollo 3achia elli/s, The 7rince, I starte" linking his i"eas about statecraft Bwhich were a rather weak construct for myselfC an" built them into i"eas about business an" social settings Bwhich were strong constructsC. If you "on/t alrea"y use metaphors e#tensi ely, a +uick way to start woul" be to play the, &That <emin"s 3e 5f...* game whene er you learn something new. You play the game by thinking or writing "own a list of i"eas that this new concept remin"s you of. It "oesn/t matter if the i"eas are ri"iculous or completely unrelate". That/s the point, to link together i"eas that "on!t normally connect. The i"ea is that by playing this game repeate"ly you can see the new concept through the antage points where you alrea"y ha e un"erstan"ing. This helps you un"erstan" more rapi"ly. ;If you alrea"y un"erstan" sports, then you can use sports as a metaphor when trying to comprehen" economics or science. You can create connections between any sub0ects you 0ust nee" to be patient enough. The si"e-benefit of using metaphors is it acti ely links your constructs together. This process e entually means that e en when your construct is really poor you can still fill in missing pieces. You can sol e programming problems from an artistic perspecti e or relationship problems from an economics perspecti e. They won/t be as i"eal as a perfect construct, but they can be ama-ing substitutes when you ha en/t ha" the time to fully "e elop one.

3etho" Three: $#plore

$#ploration is the process of going through your constructs, mo"els an" metaphors an" fin"ing errors. .onsi"er this to be the polishing phase of your final un"erstan"ing. ;Scrap mo"els that "on/t represent what you/ e learne" an" fill holes for where you lack un"erstan"ing. $#ploration is less necessary when you follow the pre ious two metho"s rigorously. )hen you hea ily iscerali-e an" metaphor, you en" up with a lot of re"un"ancy. ;You un"erstan" something in so many ways that e en if one of those metho"s you use" to reach un"erstan"ing is faulty or a gap e#ists, you ha e a "o-en other ways to reach the same point. :ut if your un"erstan"ing is really important, e#ploring your network of i"eas can help you clean up mistakes. Holes an" errors will only come up when you actually go back an" test them. ;6ntil you actually re iew the information in ol e", they will be hi""en from your awareness. This happens when you go to write an e#am an" you reali-e you "on/t know how to sol e a specific problem or you "on/t ha e the right formula. ' strong enough network may mean you "on/t nee" that formula to sol e the problem, but you may ha e to take a few "etours to get there.

How to $#plore
The best way to e#plore is to actually face problems. ;If you are using holistic learning in school this means homework +uestions, assignments an" tests. Ha ing to actually use your network will +uickly point out holes an" errors. I "isagree with the practice mo"el that says you shoul" "o a +uestion repeate"ly until you un"erstan" it. This is 0ust rote memori-ation an" it is using +uestions to reinforce a strategy rather than to e#plore holistic webs. Holistic learning assumes you alrea"y ha e a construct an" practice +uestions are 0ust to fill holes. If you en" up ha ing to "o the same type of +uestion many times to un"erstan" it, you nee" to step back, create some new mo"els an" rebuil" your construct. The secon" best way to e#plore is to stu"y. I "o stu"y a little bit, but it isn/t a source of learning so much as it is a metho" of e#ploration. <ea"ing o er my notes an" chapters points out i"eas. 6sually the i"ea is alrea"y reinforce" insi"e my web, but sometimes I misse" it entirely. Stu"ying isn/t as goo" as testing but it can fi# a few broken paths. If you ha e to rea" something o er se eral times before you can remember it, then you either aren/t paying enough attention or you "on/t ha e a construct, it/s that simple. I "on/t belie e in stu"ying for hours before an e#am. 6nless I/m learning the sub0ect for the first time or I/ e neglecte" to form constructs until the last minute it only takes a half hour at most for me to +uickly e#plore a sub0ect before writing a test.

.riticisms to Holistic 2earning

)hen I first "iscusse" holistic learning publicly I got a lot of support but some interesting counter arguments. 'lthough I/ e trie" to integrate an" fi# my un"erstan"ing of holistic learning as a result of those criticisms, holistic learning is not a perfect reme"y for genius. It is only one way of looking at the process of learning an" there are areas where it "oesn/t apply.

'rbitrary Information
Holistic learning works best when there is an un"erlying system to be un"erstoo". ;It assumes that a proper construct e#ists, 0ust that there is "ifficulty creating it. This applies to most sub0ects. Science an" math ten" to be the best but relationships, culture, computers, life, health, emotions, an" philosophy all work well. :ut where holistic learning breaks "own is where no construct really e#ists. 2aw is a great e#ample. 'lthough there are some weak constructs that can be applie" to laws, they are weak an" arbitrary. 5ne cannot assume a law e#ists base" on the linking of similar laws. <ule base" systems that are highly arbitrary re+uire other skills that holistic learning "oesn/t co er. History works a bit better with holistic learning, but there are many cases where information an" "ata "on/t fit into an un"erlying system an" are 0ust a series of facts. Spelling, ocabulary an" languages often ha e similarly weak potential for forming constructs. There are other well "e elope" systems for un"erstan"ing material that "oesn/t easily form constructs, but that is outsi"e the scope of this book.

Subconscious 2earning
Holistic learning focuses on concepts. :ut there are areas of life that "on/t rely on conceptual un"erstan" at all. Tiger )oo"s "oesn/t ha e to be a great holistic learner to win the 79'. Skills are learne" subconsciously an" "on/t benefit much from holistic learning. $ ery form of learning is somewhere along the scale from highly conceptual to highly skillbase". Holistic learning emphasi-es the highly conceptual en". These are usually the type of learning "one in schools an" many professions. :ut 0ust as e#cessi e memori-ation is a poor way to learn concepts, interlinking is a poor way to learn skills.

Summary of Holistic 2earning

'lthough I/ e gone through many i"eas, if there is one takeaway i"ea it is that you shoul" be creating ast webs of interlinke" i"eas rather than poun"ing information into your skull. 8ot only is this a more effecti e form of learning it is more en0oyable. >iscerali-ing an" using metaphors is fun. Instea" of learning a "ry sub0ect an" trying to force your brain to store it, you are using your min" the way it was inten"e". If I/ e allowe" one stu"ent to stu"y less in or"er to know his sub0ect or gi en one of you the means to impro e her un"erstan"ing, I/ e reache" my goal. I absolutely hate ha ing to resort to e#cuses of talent or gifte"ness to e#plain skills. Hopefully I/ e "one a small part in breaking "own the intellectual elitism an" gi ing har"working people a chance to use the skills others take for grante".

'bout The 'uthor

Scott H Young is a recent high-school gra"uate with a passion for learning, self-impro ement an" getting the most out of life. Starting his selfimpro ement website in (ebruary, DEEF, it has since grown to inclu"e close to ?EE articles an" recei es thousan"s of uni+ue isitors e ery "ay. Scott is currently a stu"ent at the 6ni ersity of 3anitoba. If you want to contact Scott about business, speaking engagements or 0ust to chat, you can gi e him an e-mail at: personalGscotthyoung.com

.ontinuing )ith Holistic 2earning

If you like" this book, you might want to check out these other resources: 3y )ebsite: http://www.scotthyoung.com/blog/ How to 'ce Your (inals )ithout Stu"ying: http://www.scotthyoung.com/blog/DEEH/E?/D@/how-to-ace-your-finals-without-stu"ying/ Stu"ying an" Holistic 2earning: http://www.scotthyoung.com/blog/DEEH/E?/DI/stu"ying-an"-holistic-learning/ This book is completely free, I release" it without e#pecting to make a profit from anyone who rea"s it. If you en0oye" the book you might want to gi e a tip. 9i e a %onation: http://www.scotthyoung.com/blog/"onate/

This :ook %oesn!t Ha e 2egs,

I wrote this book with the hopes that it coul" help stu"ents, professionals, e"ucators or anyone that wants to impro e the way they learn. If you got some alue from the i"eas in this book I encourage you to share it with whoe er you can. You can either attach the "ocument in an e-mail Bask first because it is a bit bigC or e en easier you can 0ust e-mail a link to the original file. 5riginal (ile:
http://www.scotthyoung.com/blog/7rograms/Holistic2earning$:ook.p"f

This book "oesn!t ha e legs, so it can!t tra el itself. I nee" your help in sprea"ing it,