Intellectual Production of Engineers All Levels Table of Contents
The Intellectual Production of Engineers Author's official page
2018-07-26
Since the entire table of contents is quite large, a digest version is available at Intellectual Production of Engineers Table of Contents Digest.
2022-02-13
In the process of creating the English translation on Scrapbox, I thought, "Let's assign unique numbers to the headings. The reason:.
It's hard to reference by page number when it's in digital form instead of a paper book.
Headings are natural to use as titles, but there are headings that appear multiple times, such as "Summary
This was so useful that we did the same for the table of contents of this Japanese version
When there is a mention on Scrapbox, it will be a blue link
We have decided to put the added articles not included in the book version in the table of contents as additional content.
(0) Introduction
(0.1) Purpose of this book
(0.1.1) What is intellectual production?
(0.1.2) Benefits of reading this book
(0.2) How to learn programming
(0.2.1) First, gather specific information
(0.2.2) Abstraction and modeling
(0.2.3) Practice and verify
(0.3) Flow of this book
(0.4) Acknowledgements
Chapter 1: (1) To learn something new 1
(1.1) Learning Cycle 2
(1.1.1) Information Collection 3
(1.1.2) Modeling and abstraction 3
(1.1.3) Practice and verification 5
(1.2) Driving force behind the cycle: motivation 7
(1.2.1) Differences between learning as a student and learning from college 7
(1.2.1.1) Textbooks are given 7
(1.2.1.2) How much time do you have to learn? 8
(1.2.1.3) Who pays for the learning? 9
(1.2.1.4) Headwinds 9
(1.2.2) How to stay motivated? 10
(1.2.2.1) Goals are clear 10
(1.2.2.2) Tutorial brings the goal closer 10
(Column) SMART criteria 11
(1.2.3) Should I re-enter college? 12
(1.2.3.1) A more casual way 12
(1.2.4) Tips for finding good reference books 13
(1.2.5) Tips for choosing paper reference books 14
(1.2.5.1) Selected as a reference book for university lectures 14
(1.2.5.2) Full list of errata 14
(1.2.5.3) Revised and long-selling 15
(1.3) Three ways to gather information 15
(1.3.1) From where you want to know 16
(1.3.1.1) Delayed evaluative study method 16
(1.3.1.2) "You don't need that" YAGNI principle 17
(1.3.1.3) How to read Matz source code 18
(1.3.2) Prerequisites for learning from what you want to know 18
(1.3.2.1) Goals are clearly defined. 18
(1.3.2.2) Goals are achievable 19
(1.3.2.3) I have a broad overview of the whole picture. 19
(1.3.3) Roughly 20
Column: [Will the ability to find it still be necessary 10 years from now?
(1.3.3.1) Only 6 pages of table of contents in a 1,000+ page document 21
(1.3.3.2) Read source code step by step 21
(1.3.3.3) Rough structure of the document 22
(1.3.3.4) Rough structure of English language papers 23
(1.3.3.4) Civil law map 23
Column: (Column) Excerpts from Civil Code Maps 24
(1.3.4) From one end to the other 25
(1.3.4.1) The technique of sutra copying 25
(1.3.4.2) Mathematics 26
(1.3.4.3) Let's break up the time 27
(1.3.4.4) Scripture is an auxiliary wheel 27
(1.3.4.5) When the sutra is needed again 28
(1.4) What is abstract? 29
(1.4.1) abstract/abstract 30
(1.4.2) Models and models 31
(1.4.3) Module 32
(1.4.3.1) Limit interactions 32
(1.4.3.2) Hide unimportant parts = extract important parts 33
(1.4.4) Model View Controller 33
(1.4.5) Pattern Discovery 34
(1.4.6) Design Patterns 35
(Column) To name the pattern. 36
(1.4.7) Why is abstraction necessary? 37
(1.4.7.1) Generalization by pattern discovery 38
(1.5) How to abstract 39
(1.5.1) Compare and learn 39
(1.5.1.1) Notice between "same" and "different". 39
(1.5.1.2) Parable 40
(1.5.1.3) Note the difference 41
(1.5.2) Learning from History 42
(1.5.3) Learning from pattern books 43
(1.6) Verification 44
(1.6.1) Make and verify 45
(1.6.1.1) Commentary is also a kind of making 46
(1.6.2) Verified by testing 46
(1.6.3) Areas difficult to verify 47
(1.7) Summary 47
Chapter 2: (2) How to get motivated 49
(2.1) 65% of people who are unmotivated are unable to focus on one task 50
(2.1.1) Let's first get the big picture to narrow it down 51
(2.1.2) Getting Things Done: Collect everything first 51
(2.1.3) Collect them all and process them afterwards 52
(2.1.4) How do I choose one task? 53
(2.1.4.1) Similar to cleaning up a room 53
(2.1.4.2) Build the base first 54
(2.1.4.3) Too many tasks 54
(2.2) "Prioritization" is a difficult task in itself 55
(2.2.1) Computational complexity of the sort 55
(Column) Urgency Decomposition Theory 55
(2.2.2) Cannot compare large and small without 1 dimension 56
(2.2.3) What are the major and minor relationships when there is uncertainty? 57
(2.2.3.1) Trade-off between search and use 59
(2.2.3.2) When in doubt, be optimistic. 59
(2.2.3.3) Risks, Values and Priorities 61
(2.2.4) Prioritize important matters 62
(2.2.4.1) "Notified" is not "urgent" 64
(2.2.4.2) Values are verbalized bottom-up 64
(Column) Seven Habits 65
(2.2.5) Don't try to set priorities now 66
(2.3) Motivate one task 67
(2.3.1) Task is too large 67
(2.3.1.1) The great task of writing 67
(2.3.2) Time Box 68
(2.3.2.1) Limitations of Concentration 68
(2.3.2.2) Pomodoro Technique 70
(2.3.2.3) Develop estimating skills 70
(2.3.2.4) Task-shooting time technique with minute-by-minute estimates 71
(Column) PDCA Cycle 72
(2.3.2.5) Measure, Retreat, and Summarize 73
(2.4) Summary 74
Chapter 3: (3) How to train your memory 75
(3.1) Mechanism of Memory 76
(3.1.1) Hippocampus 76
(3.1.2) Persons who have had the hippocampus removed 77
(3.1.3) Morris water maze 77
(3.1.4) There is more than one kind of memory 78
(3.2) Commonalities between memory and muscle 79
(3.2.1) Synapses that carry signals 80
(3.2.2) Long-term potentiation of synapses 82
(3.2.3) First make it in a way that is easy to disappear, then gradually change to a method that lasts longer. 83
(3.3) Stronger with repeated use 84
(Column) Time is compressed in the hippocampus. 84
(3.4) Output trains memory. 86
(3.4.1) Testing is a means of memory 86
(3.4.2) Test and then learn more 87
(3.4.3) Not confident but high grades 87
(3.4.4) Adaptive boosting 88
(3.4.5) Fast test cycle 90
(3.5) Interval repetition method to prolong knowledge 91
(3.5.1) Review after forgetting 91
(3.5.2) Leitner System 92
(3.5.3) Ease of the problem 93
(3.5.4) 20 rules for structuring knowledge 94
(3.5.5) Anki 95
(3.5.6) Automatic adjustment of difficulty level 96
(3.5.7) Create your own teaching materials 97
(Column) The remaining 15 rules for structuring knowledge 98
(3.5.7.1) The process of creation deepens understanding 99
(3.5.7.2) Personal information available 99
(3.5.7.3) Copyright and reproduction for private use 100
(3.6) Summary 101
Chapter 4: (4) How to read efficiently 103
(4.1) What is "reading"? 104
(4.1.1) Purpose of reading a book 104
(4.1.1.1) Entertainment is out of scope 105
(4.1.1.2) Is the objective to obtain information? 105
(4.1.1.3) History of information transmission 105
(4.1.1.4) Assembling one-dimensional information in the brain 106
(4.1.1.5) The content of the book is not the only material to assemble 107
(4.1.1.6) Gradient between "find" and "assemble" 107
(4.1.2) Type and speed of "reading 108
(4.2) What is your usual reading speed? 108
(4.2.1) Pyramid of reading speed 109
(4.2.2) Where is the bottleneck? 110
(4.2.3) Suffering from speed reading 112
(4.2.3.1) Figure out the pace at which you can continue 113
(4.2.4) Not read 113
(4.2.4.1) Obtaining knowledge without reading 114
(4.3) How to "find" readings of less than 2 seconds per page 115
(4.3.1) Whole Mind System 117
(4.3.1.1) ❶Preparation 117
(4.3.1.2) ❷Preview 117
(4.3.1.3) ❸Photoreading 117
(4.3.1.4) ❹Creating questions 118
(4.3.1.5) ❺Mature 118
(4.3.1.6) ❻Find the answer 118
(4.3.1.7) ❼Make a mind map 119
(4.3.1.8) ❽Fast Reading 119
(4.3.1.9) 5-day training 119
(4.3.2) Focus Reading 120
(4.3.2.1) Measure and control speed 121
(4.3.3) Attention to headings, etc. 123
(Column) Time Direction Reading 125
(4.4) "Assembled" reading of at least 3 minutes per page 126
(4.4.1) How to read philosophy books 126
(4.4.1.1) Open and closed books 127
(4.4.1.2) Books requiring external references 127
(4.4.1.3) Mountaineering type book and hiking type book 128
(4.4.2) Spend 40 hours reading each book. 128
(4.4.2.1) View shelf 129
(4.4.2.2) Reading while writing in a reading notebook 129
(4.4.2.3) Read to clear up what you don't understand 130
(4.4.3) How to read a math book 130
(4.4.3.1) Definition of know 132
(4.4.3.2) Is it necessary to know? 132
(4.5) Design of the task of reading 133
(4.5.1) Understanding is an uncertain task 133
(4.5.2) Reading is a means, not an end 134
(4.5.2.1) Obtain a rough map 134
(4.5.2.2) Causing a bond 135
(4.5.3.3) Get the tools of your thinking 136
(4.5.3) Creating materials for review 137
(4.5.3.1) Make a leverage memo 138
(4.5.3.2) Incremental Reading 139
(4.5.3.3) Teaching others 140
(4.6) Summary 141
Chapter 5: (5) How to organize your thoughts 143
(5.1) Too much information? Too little? 144
(5.1.1) Check the amount of information using the export method 145
(5.1.1.1) Do not seek quality 146
(5.1.1.2) Practice. 146
(5.1.1.3) Let's set a goal of 100 sheets. 147
(5.1.1.4) Advantages of a 100-page target 147
(5.1.1.5) Duplication is not a concern 148
(5.2) How to organize too much information 149
(5.2.1) Lists side by side for better listing 149
(Column) Examples of Export Methods 151
(5.2.2) Record as soon as you think of it in the process of arranging 152
(5.2.3) Move the possibly related items closer together 152
(Column) Size of the label 152
(5.2.3.1) Flow of the KJ Method 153
(5.2.3.1-1) Exploration before starting the KJ method (Additional content)
(5.2.3.1-2) Group organization
(5.2.3.1-3) Illustration and documentation
(5.2.3.1-4) Effect of changing format
(5.2.4) Group formation requires a change in thinking 155
Draft addition to "Group Formation Requires a Change of Mindset" (additional content)
(5.2.4.1) Group formation is not objective 155
(5.2.4.2) Grouping is not a hierarchical classification 156
(5.2.4.3) Disadvantages of using existing classification criteria 157
(Column) Streamlining through frameworks 158
(5.2.4.4) Disadvantages of creating classification criteria in advance 159
(5.2.4.5) Benefits of reducing burden by classification 159
(5.2.4.6) Family resemblance (Additional content)
(5.2.5) What is a relationship? 160
(5.2.5.1) Similarity is not the only relationship 160
(5.2.5.1-2) Not "related pieces" but "pieces likely to be related" (additional content)
(5.2.5.2) The NM method focuses on the opposing relationship 160
(5.2.5.2-2) Conflict is not only one (Additional content)
There is more than one conflict.
(5.2.5.3) Relationships where topics are connected 161
(5.2.5.4) Group organization is similar to method extraction (Additional content)
(5.2.6) Bundled, fronted, and compressed 162
(5.2.6.1) Advantages and disadvantages of making nameplates 163
(5.2.6.2) Groups that are good groups that can make nameplates 163
(5.2.6.3) Making a front cover when there is an enormous amount of warps 164
[Suggested additions to make a nameplate when the sticky notes are enormous.
(5.2.6.4) "I can't think straight" and "my room is untidy" are similar 165
(Column) Color of nameplate and fusuma 166
(Column) Knowledge Integrity 167
(5.2.7) Spread the bundled fusible wafers out again 169
(5.2.8) Written output 169
(5.3) Tuning for working people 170
(5.3.1) Omission of steps 171
(5.3.2) Interruptible design 171
(5.3.3) How to organize A4 documents 172
(5.4) It is important to repeat 173
(5.4.1) Repeat KJ method 174
(5.4.2) Repeat triggers 174
(5.4.3) Incremental improvements 174
(5.4.4) Regroup past output 175
(5.4.5) Digitization 176
(5.5) Summary 177
Chapter 6: (6) How to come up with ideas 179
(6.1) "Coming up with ideas" is an ambiguous and large task 180
(6.1.1) Three phases of coming up with ideas 180
(6.1.1.1) Tilling Phase 181
(6.1.1.2) Budding Phase 181
(6.1.1.3) Nurture Phase 181
(6.1.2) The way of thinking of our predecessors 181
(6.1.2.1) How to create Young's idea 182
(6.1.2.2) Jiro Kawakita's Ideas 183
(6.1.2.3) Otto Scharmer's Pattern of Change 185
(6.1.2.4) Sprouting is unmanageable. 186
(6.2) First, gather information 187
(6.2.1) Exploration within oneself 187
(6.2.2) Methods to facilitate verbalization 188
(6.2.2.1) Trigger by question 189
(6.2.2.2) Advantages and disadvantages of frameworks 189
(6.2.2.3) Creation is subjective 191
(6.2.3) Sense of body 191
(6.2.3.1) Try to draw a picture 193
(6.2.4) Parables, metaphors, and analogies 194
(6.2.4.1) NM Method and Analogy 195
(6.2.4.2) Clean Language and Symbolic Modelling 197
(6.2.5) That which has not yet been put into words 200
(6.2.5.1) Tacit knowledge: sense of approaching a solution 201
(Column) Two kinds of tacit knowledge 202
(6.2.5.2) Discomfort is an important sign 203
(6.2.5.3) Thinking At the Edge: Where the words are not yet spoken 204
(6.2.5.4) Matching against dictionaries 204
(6.2.5.5) Public and private language 205
(6.2.5.6) KJ method also focuses on discomfort 206
(6.2.6) Summary of Linguisticization 207
(6.3) Polishing 208
(6.3.1) Minimum feasible product 208
(6.3.1.1) If you don't know who your customers are, you don't know what quality is 209
(6.3.1.2) What should be verified depends on the purpose 210
(6.3.2) Climbing the U curve 210
(6.3.3) Other people's perspectives are important 212
(6.3.4) Can learn from anyone 213
(6.3.5) Build a time machine. 215
(Column) Knowledge Distribution Chart 216
(6.3.6) Plow again 217
(Column) Books are not a two-way communication. 218
(6.4) Summary 219
Chapter 7: (7) How to decide what to learn 221
(7.1) What is the right thing to learn? 222
(7.1.1) Mathematical Correctness 222
(7.1.2) The difference between scientific and mathematical correctness 224
(7.1.3) Correctness of decisions 226
(7.1.3.1) Repeated scientific experiments and one-time decision making 226
(7.1.3.2) Usefulness determined ex post facto 227
(7.1.3.3) Looking back and connecting the dots 227
(7.2) Self-management strategy 228
(7.2.1) Search strategy to find a subject to learn about 229
(Column) Effect of the number of options on the quality of decision making 229
(7.2.1.1) Wider search area 230
(7.2.2) Strategies for using knowledge to expand and reproduce 230
(7.2.3) Differentiation Strategies for Excellence 231
(7.2.3.1) Acquiring knowledge from others is less costly 232
(7.2.3.2) Knowledge obtained from others is of low value 232
(7.2.3.3) Pursuit of excellence 234
(7.2.4) Differentiation strategy through a combination of 235
(7.2.4.1) Knowledge of lid hump 236
(7.2.4.2) Continuous Specialist 239
(7.2.4.3) Proposed strategies for new hires 240
(7.2.5) Trade commercial strategies for knowledge across organizational boundaries 240
(7.3) Create knowledge 243
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