Engineer's way of creating knowledge
English translation of my book originally written in Japanese.
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from (0.3) Structure of this book
Table of Contents
(0) Preface
(0.0) What is intellitech?
(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) Collect information concretely
(0.2.2) Compare and find patterns
(0.2.3) Practice and verification
(0.3) Structure of this book
(0.4) Acknowledgments
(1) How to learn
(1.1) The learning cycle
(1.1.1) Information gathering
(1.1.2) Modeling and abstraction
(1.1.3) Practice and verification
(1.2) Driving force to cycle: motivation
(1.2.1) Difference between student learning and university learning
(1.2.1.1) Teacher gives you textbooks
(1.2.1.2) How much time can you spend for learning?
(1.2.1.3) Who pays money to learn?
(1.2.1.4) Counterwind
(1.2.2) How to keep motivated?
(1.2.2.1) Clarify the goal
(1.2.2.2) Make the goal closer - the effect of tutorial
(Column) SMART criteria
(1.2.3) Should I go to university?
(1.2.3.1) Easy ways
(1.2.4) How to find good references?
(1.2.5) How to choose better paper book?
(1.2.5.1) It is selected as a textbook of university lectures
(1.2.5.2) There is good errata
(1.2.5.3) It has been revised, or it is a long seller
(1.3) Three methods of information gathering
(1.3.1) Learn from what you want to know
(1.3.1.1) Lazy Evaluation Study Method
(1.3.1.2) "You Are not Gonna Need It" YAGNI principle
(1.3.1.3) How Matz read source codes
(1.3.2) Requirement for learning from what you want to know
(1.3.2.1) achievement conditions are clear
(1.3.2.2) Goal is achievable
(1.3.2.3) Grasp the overall picture roughly
(1.3.3) Learn roughly first
(Column) Do you need the ability to find information ten years later?
(1.3.3.1) Even the material has more than 1,000 pages, the table of contents is only 6 pages
(1.3.3.2) Reading source code roughly
(1.3.3.3) Rough structure of documents
(1.3.3.4) Rough Structure of a paper
(1.3.3.5) Civil Code Map
(Column) excerpt from civil code map
(1.3.4) Learn from one end
(1.3.4.1) Shakyo
(1.3.4.2) Mathematics
(1.3.4.3) Divide the task by time
(1.3.4.4) Shakyo is an auxiliary wheel
(1.3.4.5) When you need Shakyo again
(1.4) What is abstraction?
(1.4.1) Abstract
(1.4.2) Model
(1.4.3) Module
(1.4.3.1) Restrict interaction
(1.4.3.2) Hide non-critical parts = Extract important parts
(1.4.4) Model / View / Controller
(1.4.5) Pattern Discovery
(1.4.6) Design pattern
(Column) Naming the pattern
(1.4.7) Why is abstraction necessary?
(1.4.7.1) Generalization by pattern discovery
(1.5) How to abstract
(1.5.1) Compare and learn
(1.5.1.1) Focus between 'same' and 'different'
(1.5.1.2) Metaphor
(1.5.1.3) Focus on the difference
(1.5.2) Learning from history
(1.5.3) Learn from patterns
(1.6) Verification
(1.6.1) Varification by making
(1.6.1.1) Explanation is a type of making
(1.6.2) Varification by exams
(1.6.3) Domains that are difficult to verify
(1.7) Summary
(2) How to motivate yourself
(2.1) 65% of not-motivated people have more than one task
(2.1.1) grasp the overall picture first to choose one task
(2.1.2) Getting Things Done: Collect all first
(2.1.3) Collect all and then process them
(2.1.4) How to choose one task
(2.1.4.1) It is similar to tidying up the room
(2.1.4.2) Make a base
(2.1.4.3) Too many tasks
(2.2) Prioritization of tasks is itself a difficult task
(2.2.1) A burden of sorting
(2.2.2) We can not compare magnitude unless it is one dimension
(2.2.3) We can not compare magnitude when there is an uncertain factor?
(2.2.3.1) Exploration-exploitation tradeoff
(2.2.3.2) Optimism in face of uncertainty
(2.2.3.2-2) UCB1 algorithm
(2.2.3.3) Risks and values ​​and priorities
(2.2.4) Prioritize important tasks
(2.2.4.1) "Recently notified" is not "urgent"
(2.2.4.2) Missions ​are verbalized bottom-up
(Column) 7 Habits
(2.2.5) You do not have to determine the priority now
(2.3) Motivation on one task
(2.3.1) Task is too big
(2.3.1.1) Large task of writing a book
(2.3.2) Timeboxing
(2.3.2.1) Limit of concentration
(2.3.2.1-2) Metaphor of hiking
(2.3.2.2) Pomodoro technique
(2.3.2.3) Train estimation skill
(2.3.2.4) TaskChute: method to estimate time in minutes
(Column) PDCA cycle
(2.3.2.5) Measure, dismiss, put together
(2.4) Summary
(3) How to train your memory
(3.1) Memory mechanism
(3.1.1) Hippocampus
(3.1.2) Person who removed hippocampus
(3.1.3) Morris water maze
(3.1.4) Memory is not one type
(3.2) The common part between memory and muscle
(3.2.1) Synapse transmitting a signal
(3.2.2) Long-term potentiation of synapses
(3.2.3) Gradually make the memory solid
(3.3) Memory becomes strong by repeated use
(Column) In the hippocampus time is compressed
(3.4) The output make memory strong
(3.4.1) Test is a means of memorization
(3.4.2) Learn more after testing
(3.4.3) Not confident but the score is high
(3.4.4) Adaptive boosting
(3.4.5) High-speed cycle of test
(3.5) Spaced repetition method that lasts knowledge
(3.5.1) Review after you forget it
(3.5.2) Leitner system
(3.5.3) The easiness of the problem
(3.5.4) The 20 rules to structure knowledge
(3.5.5) Anki
(3.5.6) Automatic adjustment of difficulty level
(3.5.7) Make teaching materials yourself
(Column) The remaining 15 rules to structure knowledge
(3.5.7.1) Making questions is chance to make memory
(3.5.7.2) Use personal experiences
(3.5.7.3) Copyright and private use
(3.6) Summary
(4) How to read efficiently
(4.1) What is "reading?"
(4.1.1) Purpose of reading a book
(4.1.1.1) Entertainment is out of scope
(4.1.1.2) Is the purpose to obtain information?
(4.1.1.3) History of information transmission
(4.1.1.4) Assemble one-dimensional information in the brain
(4.1.1.5) Only the content of the book is not a box to build understanding
(4.1.1.6) Gradation between "Finding" and "Assembling"
(4.1.2) Kind and speed of reading
(4.2) How fast do you read?
(4.2.1) Pyramid of reading speed
(4.2.2) Where is the bottleneck?
(4.2.3) Suffering of speed reading
(4.2.3.1) Know the pace which you can keep
(4.2.4) To not read
(4.2.4.1) Get information without reading
(4.3) How to read a page in two seconds to find information
(4.3.1) Whole Mind System
(4.3.1.1) ❶ Preparation
(4.3.1.2) ❷ Preview
(4.3.1.3) ❸ Photo reading
(4.3.1.4) ❹ Make questions
(4.3.1.5) ❺ Mature
(4.3.1.6) ❻ Find the answer
(4.3.1.7) ❼ Make a Mind Map
(4.3.1.8) ❽ High-speed reading
(4.3.1.9) Five days training
(4.3.2) Focus Reading
(4.3.2.1) Comparison between reading and business
(4.3.2.2) value of reading is the product of three power
(4.3.2.3) Measure and control speed
(4.3.3) Attention to headlines
(Column) Reading along time series
(4.4) Reading one page in three minutes to assemble information
(4.4.1) How to read philosophical books
(4.4.1.1) Open book and closed book
(4.4.1.2) Books that require external reference
(4.4.1.3) Climbing books and hiking books
(4.4.2) Spend 40 hours in one book
(4.4.2.1) Read the shelf
(4.4.2.2) Read to make a note
(4.4.2.3) Read to eliminate things what you do not understand
(4.4.3) How to read mathematical books
(4.4.3.1) Definition of understanding
(4.4.3.2) Is it necessary to understand?
(4.5) Design task of reading
(4.5.1) Understanding is an uncertain task
(4.5.2) Reading is a means, not a purpose
(4.5.2.1) Make a map
(4.5.2.2) Make connections
(4.5.2.3) Get the tools of thinking
(4.5.3) Make materials for review
(4.5.3.1) Make leverage memo
(4.5.3.1-2) My failure: a service to help review
(4.5.3.2) Incremental Reading
(4.5.3.3) Make teaching materials
(4.6) Summary
(5) How to organize information
(5.1) Is there too much information or too little?
(5.1.1) Measure the amount of information by writing all out
(5.1.1.1) Do not care about quality
(5.1.1.2) Let's practice
(5.1.1.3) Put a goal at 100 pieces
(5.1.1.4) Benefits of 100-piece goal
(5.1.1.5) Do not mind duplication
(5.2) How to organize too much information
(5.2.1) Spread so that you can see the whole at a glance
(5.2.2) Record anything you think
(5.2.3) Make related things close
(5.2.3.1) Flow of KJ method
(5.2.3.1-1) Exploration before starting the KJ method
(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) You need to change your mental model for group organization
(5.2.4.0) concrete example of group organization
(5.2.4.1) Group organization is not objective
(5.2.4.2) Group organization is not a hierarchical classification
(5.2.4.3) Problem of using existing classification criteria
(5.2.4.4) Problem of making classification criteria in advance
(5.2.4.5) Benefits of reducing burden by classification
(5.2.4.6) Family resemblance
(5.2.5) What is the relation?
(5.2.5.1) Relationship is not similarity
(5.2.5.1-2) Not "related pieces" but "pieces likely to be related"
(5.2.5.2) Focus on conflict
(5.2.5.2-2) Conflict is not only one
(5.2.5.3) Relation which connects story
(5.2.5.4) Group organization is similar to method extraction
(5.2.6) Bundle and attach a nameplate = compress
(5.2.6.1) Merits and demerits of nameplate making
(5.2.6.2) A group that can make a nameplate is a good group
(5.2.6.3) Making a nameplate when we have a huge number of pieces
(5.2.6.4) "Organizing information" and "Tidying your room" are similar
(5.2.7) Spread bundles again
(5.2.8) Convert them into one-dimensional sentences
(5.3) Tuning for busy people
(5.3.1) Skip steps
(5.3.1.1) Skip nameplate making
(5.3.1.2) Skip illustration
(5.3.2) Interruptible design
(5.3.3) Method to store A4 documents
(5.4) It is important to repeat
(5.4.1) Repeating the KJ method
(5.4.2) Trigger to repeat
(5.4.3) Incremental improvement
(5.4.4) Organizing group of past output again
(5.4.5) Digital tool for the KJ method
(5.5) Summary
(6) How to come up with ideas
(6.1) "To come up with ideas" is ambiguous and a big task
(6.1.1) Three phases to come up with ideas
(6.1.1.2) Seedling Phase
(6.1.2) Predecessor's idea creation methods
(6.1.2.1) Young's method to make ideas
(6.1.2.2) Jiro Kawakita's HASSOUHOU
(6.1.2.3) Otto Scharmer's patterns of change
(6.1.2.4) We can not manage seedling
(6.2.1) Explore inside you
(6.2.2) How to promote verbalization
(6.2.2.3) Creation is subjective
(6.2.3) Physical sensation
(6.2.3.1) draw a picture
(6.2.4) Parable, metaphor, analogy
(6.2.4.1) NM method and analogy
(6.2.4.2) Clean Language and Symbolic Modeling
(6.2.5) Things that have not become words yet
(6.2.5.1) Tacit knowledge: a sense approaching solution
(6.2.5.2) Discomfort is an important sign
(6.2.5.3) Thinking At the Edge: Where words are still missing
(6.2.5.4) Matching with a dictionary
(6.2.5.5) Public Words and Private Words
(6.2.5.6) Use disconfort to arrange cards
(6.2.6) Summary of verbalization
(6.3) Polish up
(6.3.1) Minimum Viable Product
(6.3.2) Climb the U-curve
(6.3.3) The viewpoint of others is important
(6.3.4) You can learn from anyone
(6.3.5) A customer want a time machine
(6.3.6) Plow it again
(6.4) Summary
(7) How to decide what to learn
(7.1) What is the right thing to learn?
(7.1.1) "right" in Mathematics
(7.1.2) The difference of "right" between science and mathematics
(7.1.3) "right" in Decision Making
(7.1.3.1) Repetitive scientific experiments and one-time decision making
(7.1.3.2) "right" in decision making determined afterward
(7.1.3.3) we can only connect dots looking backwards
(7.2) Management strategy of oneself
(7.2.1) Exploring strategies to find targets you want to learn
(7.2.2) Expanded reproduction strategy using knowledge
(7.2.3) Differentiation strategy aiming for excellence
(7.2.3.1) Getting knowledge from others is low cost
(7.2.3.2) Knowledge gained from others has low value
(7.2.3.3) To strive for excellence
(7.2.4) Differentiation strategy by crossover
(7.2.4.1) Knowledge of two peaks
(7.2.4.2) Serial Mastery
(7.2.4.3) An example Strategy for new employees
(7.2.5) A trader strategy to trade knowledge crossing the boundary of the organization
(7.3) Creating knowledge
(Column) 7 Habits
(Column) Consistency of knowledge
(Column) Do you need the ability to find information ten years later?
(Column) Efficiency improvement by framework
(Column) Emergency decomposition theory
(Column) Example of "to write all out" method
(Column) In the hippocampus time is compressed
(Column) Nameplate and color of pieces
(Column) Naming the pattern
(Column) PDCA cycle
(Column) Reading along time series
(Column) SMART criteria
(Column) Size of pieces
(Column) The remaining 15 rules to structure knowledge
(Column) You may find a relationship later
(Column) excerpt from civil code map
(Column) Knowledge Distribution Chart
(Column) The impact of the number of choices on the quality of decision making
(Column) Two kinds of tacit knowledge
(Column) We can not communicate bi-directionally with books
en.icon