Ultralearning
Master Hard Skills, Outsmart the Competition, and Accelerate Your Career

Chapter 01 of 15

The Ultralearning Journey

Imagine embarking on a year-long adventure, not just traveling across Spain, Brazil, China, and Korea, but also diving headfirst into their languages, speaking no English, and becoming conversational in each—a true testament to the power of ultralearning. That's exactly what Scott Young did, and it was not until a year later that regular conversations could resume, revealing the power of commitment and practical application in learning.

Having a bias toward action is a distinguishing trait of ultralearners. They don't merely absorb information; they apply knowledge vigorously. This resonates deeply with those who have experienced the profound impact of intense, self-directed learning in their own lives—turning passive knowledge into active skill through direct practice.

The principle of directness, or learning by doing, is a cornerstone of ultralearning and is one of Scott Young's principles that echoes throughout this book. It emphasizes that the true development of skills comes from active engagement rather than passive consumption of information—like taking 100,000 photos in a year to master photography, without formal classes or books, just pure, relentless experimentation.

The journey of ultralearning is not just about self-improvement, but also about practical application. It's about taking theory into the real world, where the gap between knowing and doing is bridged. This is highlighted by Scott's own endeavors as well as the foreword author's personal experiences—from photography to writing, from learning to capture the aurora borealis to becoming a New York Times bestselling author.

Ultralearning is a methodical process, outlined through principles such as Metalearning (understanding how to learn something), Focus (dedicating significant time and effort), Directness (learning by doing), Drill (breaking down and practicing specific parts), and Feedback (seeking and utilizing critique). Applying these principles can lead to remarkable achievements in personal and professional domains.

The pursuit of ultralearning is not confined to the gifted few; it's an accessible process that can yield significant rewards. It's a pathway to personal fulfillment, professional distinction, and the realization of potential. Whether for personal satisfaction or career advancement, ultralearning can help you develop leverage and stand out in your field.

Deep learning provides a sense of purpose, offers outsized returns, and is within reach for anyone willing to commit to a focused period of self-directed learning. With the guidance and strategies contained in this book, readers are equipped to avoid common pitfalls and embrace ultralearning to achieve their ambitious goals. The key is to take action and harness the power of ultralearning to unlock one's fullest potential.

Chapter 02 of 15

The Ultralearning Manifesto

Imagine gaining an MIT-level education in computer science without ever setting foot in Massachusetts, let alone the MIT campus itself. This isn't a hypothetical scenario; it's the essence of ultralearning, a powerful self-directed learning approach that defies conventional education paths. In Vancouver, Canada, I hunkered down with the formidable task of tackling MIT's Multivariate Calculus final exam, a world away from the MIT classrooms, equipped with nothing but online course materials and sheer determination.

My journey wasn't just about calculus; it was the start of the MIT Challenge. With a business degree under my belt, I yearned for the creation and innovation that a computer science major could offer. Traditional education paths seemed too slow and bureaucratic. Then, I discovered MIT's OpenCourseWare, a treasure trove of course materials available online. Despite limitations like missing lectures and scarce resources for some courses, I aimed to prove that I could learn the content of an entire MIT computer science degree by passing final exams and completing programming projects.

The quest to hack my education was ambitious, but the technology available made it feasible. I consumed lectures at double speed, tested myself rigorously, and compressed learning time drastically. This wasn't just about personal achievement; it was a statement against skyrocketing tuition fees and the ever-increasing skills gap in numerous professions. Ultralearning was my response to the challenge of acquiring knowledge and skills in a rapidly changing world.

My story resonated with others. It sparked debates about the value of traditional degrees versus demonstrated knowledge, and it opened doors to opportunities I hadn't sought, like job offers and book deals. But for me, the MIT Challenge was a proof of concept for the power of ultralearning, which I soon applied to other domains, including language acquisition and drawing.

I wasn't alone in my quest for intense self-education. Benny Lewis tackled language learning with a hands-on, fearless approach, achieving fluency in multiple languages. Roger Craig used data analysis and spaced-repetition software to conquer Jeopardy!, while Eric Barone developed the hit game Stardew Valley by honing a wide array of skills from programming to pixel art. What I came to realize was that we were all ultralearners—individuals who embraced self-directed learning projects to achieve incredible results.

Ultralearners are driven by a deep passion for learning. They often work alone, and their projects vary widely in terms of focus and methodology. They might not always seek formal credentials, but they share a relentless pursuit of knowledge. This book is about uncovering the principles that underpin ultralearning and understanding how anyone can harness these strategies to accelerate their learning and achieve remarkable things. Ultralearning isn't easy, but for those willing to step outside their comfort zones, the rewards are boundless.

Chapter 03 of 15

Unlocking the Power of Ultralearning

Ultralearning is a powerful strategy for acquiring skills and knowledge that is self-directed and intense. It's a choice, not a commandment, and involves taking the driver's seat in your educational journey, aiming for effectiveness over convenience. The intensity of the approach can push your cognitive limits, often leading to a state of flow, making the learning experience deeply engaging and effective.

While ultralearning may seem daunting, its practical benefits are significant. For professional growth, it could mean rapidly acquiring hard skills that propel you into new opportunities, outpacing years of mediocre job effort. In personal life, mastering an instrument or a new language can lead to profound satisfaction and self-confidence, fulfilling dreams and pushing beyond self-imposed limits.

In today's economic landscape, where 'Average is over,' the stakes for ultralearning are high. Skill polarization is pushing the job market into a dichotomy of high-skill and low-skill roles, with technology advancement and globalization intensifying the divide. Ultralearning becomes a vital tool to stay relevant, as continuous learning is the key to moving into the higher-skilled category and avoiding being pushed to the lower end.

The rising cost of education is another catalyst for ultralearning. With tuition fees skyrocketing, and skill gaps prevalent even among college graduates, ultralearning can be a more affordable and targeted approach to acquiring the necessary skills to succeed in high-skilled jobs. The rapid evolution of many fields requires ongoing learning, which ultralearning can accommodate without the prohibitive cost and time commitments of formal education.

Technology offers unprecedented opportunities for ultralearning, with vast information resources and tools that facilitate learning. Despite its historical roots, ultralearning can harness modern technology for innovation in learning methods. Yet, it's essential to remember that ultralearning is not dependent on technology but is significantly enhanced by it.

Ultralearning can be applied in three key career scenarios: accelerating your current career through the rapid acquisition of valuable skills, transitioning to a new career by learning the necessary competencies, and rescuing your career by becoming indispensable in a competitive job market.

Beyond career benefits, ultralearning is driven by a compelling vision, curiosity, and the joy of challenge. It's about the expansion of possibilities, realizing your potential, and becoming more than you thought possible. This self-transformation is perhaps the highest justification for taking on the intense efforts required by ultralearning.

The debate over talent is pertinent to ultralearning; while innate abilities exist and play a role, effective strategies and methods are also crucial. This book focuses on actionable principles that can enhance learning effectiveness, regardless of one's starting point. The aim is not to replicate the feats of geniuses but to apply their methods to improve our own learning capacities.

Concerns about finding time for ultralearning projects can be addressed by adapting ultralearning to part-time schedules, integrating it into learning sabbaticals, or reimagining existing learning efforts. The approach is flexible and can be customized to fit individual circumstances, emphasizing intensity and effective learning over the number of hours invested.

Chapter 04 of 15

Mastering Ultralearning

Imagine the sun-kissed beaches of California, where the half-French, half-American Tristan de Montebello, a surfer look-alike with a zest for life, decides to take on an ultralearning challenge. His journey begins with the curiosity of testing the limits of this self-driven learning method, as he reaches out to participate in an experiment that could potentially illuminate the true breadth of ultralearning's effectiveness. Unlike the previously documented success stories, de Montebello's path is one of a proactive participant, not just an inspirational anecdote, setting the stage for a real-time exploration of learning.

As a musician with a history of globe-trotting and entrepreneurship, de Montebello contemplated diving into piano learning, which would seamlessly align with his musical prowess. Yet, in a twist of fate and with a nudge towards the unknown, he pivots to public speaking—a skill teeming with potential but outside his immediate comfort zone. His personal goal: to transcend the cringe-worthy memories of past speaking experiences by harnessing public speaking as a metaskill—a catalyst for a myriad of other abilities, from confidence to storytelling.

De Montebello's foray into public speaking is serendipitously timed, coinciding with the Toastmasters International meeting and the looming deadline of the World Championship of Public Speaking. With the deliberate practice, the mentorship of seasoned Toastmaster Michael Gendler, and a variety of unconventional training methods ranging from improv classes to middle school presentations, de Montebello rapidly refines his oratory skills. His commitment exemplifies the essence of ultralearning—intense, focused, and driven by the desire to continuously push beyond one's limits.

From a fledgling speaker to a World Championship finalist in a mere seven months, de Montebello's trajectory is nothing short of extraordinary. His ascent into the top echelons of public speaking not only transforms his self-perception but also catalyzes a career pivot. Collaborating with his coach, they launch UltraSpeaking, a consultancy that embodies the strategies that propelled de Montebello's own success, and quickly attracts high-caliber clients. His story is a testament to the transformative power of ultralearning, with a work ethic that defies the conventional limits of skill acquisition.

While de Montebello's story shines as a beacon of ultralearning's potential, it's crucial to realize that ultralearning is not a one-size-fits-all formula. Rather, it's a constellation of principles that guide self-directed, intensive learning endeavors. These principles—metalearning, focus, directness, drilling, retrieval, feedback, retention, intuition, and experimentation—form the bedrock of ultralearning, each encapsulating a vital aspect of the learning process. They serve as a compass, offering strategic direction without prescribing a rigid path, allowing for creative adaptation to individual challenges and goals.

In essence, ultralearning represents a philosophy of personal accountability in learning—a commitment to taking charge of one's educational journey. It's about crafting a unique trajectory based on introspection, experimentation, and an unwavering resolve to grow. As we delve into the world of ultralearning, we embrace these principles as malleable guides, empowering us to craft our own narratives of learning and achievement.

Chapter 05 of 15

Mastering Ultralearning

The fascinating case of linguistic expert Dan Everett, who could rapidly acquire languages from scratch, introduces us to the first principle of ultralearning: metalearning. This concept is about learning how to learn effectively by understanding the structure and process of acquiring knowledge in a given subject.

Metalearning is pivotal when diving into a new learning endeavor. It goes beyond acquiring facts or mastering skills by focusing on the underlying structure of knowledge. It's a strategic layer that helps us map out the path to fluency and understanding, just like Everett used his knowledge of language structures and a proven

monolingual fieldwork

method to learn indigenous languages quickly and deeply.

Metalearning is not only crucial for linguistic feats but for any learning project. It provides a map that guides our learning journey, ensuring we don't wander aimlessly but instead make informed decisions that lead to faster and more effective learning.

To harness the power of metalearning, we break down our learning into three fundamental questions: 'Why?', 'What?', and 'How?'. 'Why?' addresses our motivation, which can be instrumental (learning for a practical outcome) or intrinsic (learning for its own sake). Understanding our motivation shapes our learning goals and strategies.

The 'What?' question involves categorizing the knowledge we need into concepts, facts, and procedures. By identifying these elements and the potential bottlenecks in our learning, we can tailor our approach to be more efficient and target our efforts where they're most needed.

Finally, 'How?' encompasses the resources, methods, and environment we'll use to learn. Benchmarking common learning paths and employing the Emphasize/Exclude Method helps us adjust a standard curriculum to our specific goals, focusing on what's most relevant and setting aside less critical elements.

The 10 Percent Rule serves as a guideline for how much time to invest in metalearning research: dedicate about 10 percent of your total anticipated learning time to this initial phase. This ensures a balance between being well-prepared and avoiding procrastination through excessive planning.

As we execute our learning projects, we should continue to assess the value of additional research against the benefits of active learning, applying the Law of Diminishing Returns to find the optimal balance. Over time, as we complete more projects, our metalearning skills will naturally improve, enhancing our overall ability to learn and tackle new challenges.