1
00:00:00,200 --> 00:00:06,520
Learn, like a polymath, how to teach yourself 
anything, develop multidisciplinary expertise,

2
00:00:06,520 --> 00:00:14,680
and become irreplaceable, written by 
Peter Hollins, narrated by Russell Newton.

3
00:00:14,680 --> 00:00:19,080
Think of the smartest, most successful 
people history has ever known.

4
00:00:19,080 --> 00:00:21,040
Which names come to your mind?

5
00:00:21,040 --> 00:00:27,120
Be it Einstein, Da Vinci, Bill Gates, Isaac 
Newton, Jeff Bezos, Elon Musk, or someone  

6
00:00:27,120 --> 00:00:33,960
like them, their success can be attributed to 
one common factor - they were all polymaths.

7
00:00:33,960 --> 00:00:38,720
This means that they specialized and were 
knowledgeable in several different domains,  

8
00:00:38,720 --> 00:00:42,400
and they integrated these disparate 
fields of study to create art,  

9
00:00:42,400 --> 00:00:45,720
come up with scientific inventions, and so on.

10
00:00:45,720 --> 00:00:49,600
Though this might sound intimidating 
and only achievable for those who are  

11
00:00:49,600 --> 00:00:56,280
naturally highly intelligent, anyone can become 
a polymath with the right mindset and attitude.

12
00:00:56,280 --> 00:00:59,000
You may have heard that it’s 
better to specialize or master  

13
00:00:59,000 --> 00:01:02,080
one skill rather than be a jack of all trades.

14
00:01:02,080 --> 00:01:07,320
Some cultures even have sayings like “a man with 
twelve talents has nothing to eat for dinner."

15
00:01:07,320 --> 00:01:10,960
However, the modern workplace 
increasingly requires a more  

16
00:01:10,960 --> 00:01:15,640
diversified skill set in order 
to thrive and achieve success.

17
00:01:15,640 --> 00:01:18,560
To be the best in the world at one thing,  

18
00:01:18,560 --> 00:01:22,680
you need to be better than everyone 
else who specializes in that field.

19
00:01:22,680 --> 00:01:28,400
But to be great, without being the best, at three 
or more subjects simultaneously is not only rare,  

20
00:01:28,400 --> 00:01:34,200
but also significantly easier than being 
the greatest of the great in one field.

21
00:01:34,200 --> 00:01:39,240
As such, being a polymath can be critical 
to leading a successful professional life,  

22
00:01:39,240 --> 00:01:46,360
and in this book, we’re going to discuss 
how you can start thinking like one too.

23
00:01:46,360 --> 00:01:49,040
Two Paths to Polymathy

24
00:01:49,040 --> 00:01:51,200
Over the years, several theories have been  

25
00:01:51,200 --> 00:01:54,760
presented to explain what 
makes someone a polymath.

26
00:01:54,760 --> 00:01:59,440
One such theory is Howard Gardner’s 
notion of multiple intelligences.

27
00:01:59,440 --> 00:02:02,360
To understand this theory, we 
first need to delve into what  

28
00:02:02,360 --> 00:02:06,240
the traditional view of intelligence has been.

29
00:02:06,240 --> 00:02:10,880
Historically, intelligence has been 
perceived in fairly one-dimensional ways.

30
00:02:10,880 --> 00:02:14,680
Your intellectual capacity was thought 
to be fixed at birth as a result of  

31
00:02:14,680 --> 00:02:20,040
your genetic inheritance, without any 
possibility of change in the future.

32
00:02:20,040 --> 00:02:25,760
This intelligence mainly consisted of one's 
ability to comprehend language and logic,  

33
00:02:25,760 --> 00:02:29,840
which could be measured using some 
standardized tests, such as IQ tests.

34
00:02:30,440 --> 00:02:34,000
(LumenLearning, Keith 2009)

35
00:02:34,000 --> 00:02:39,280
Since then, much progress has been made 
in broadening our concept of intelligence.

36
00:02:39,280 --> 00:02:42,800
Gardner, a Harvard psychologist, 
considered the traditional view  

37
00:02:42,800 --> 00:02:49,520
of intelligence insufficient for explaining how 
different people learn and exhibit their smarts.

38
00:02:49,520 --> 00:02:54,480
Where those who are highly articulate or 
able to solve complex logical problems  

39
00:02:54,480 --> 00:02:59,200
are often considered to be conventionally 
intelligent, he emphasized those who are  

40
00:02:59,200 --> 00:03:05,320
gifted in more creative fields, such 
as architecture, music, and dance.

41
00:03:05,320 --> 00:03:11,240
Those who excel in creative fields rather than 
logical ones are often labeled as “learning  

42
00:03:11,240 --> 00:03:17,920
disabled,” thought to be suffering from ADD, 
or are simply cast off as underachievers.

43
00:03:17,920 --> 00:03:22,080
This is because most classrooms cannot 
accommodate the ways of learning these  

44
00:03:22,080 --> 00:03:27,240
individuals need to become more proficient 
in different subjects, and as a result,  

45
00:03:27,240 --> 00:03:32,760
these learners don’t excel in areas they 
are actually quite capable of grasping.

46
00:03:32,760 --> 00:03:38,240
Gardner’s theory revolutionizes this 
outdated approach to intelligence.

47
00:03:38,240 --> 00:03:42,960
So what is his theory of 
multiple intelligences all about?

48
00:03:42,960 --> 00:03:46,640
According to Gardner, we all 
possess at least seven unique  

49
00:03:46,640 --> 00:03:51,320
forms of intelligence through which 
we learn and retain information.

50
00:03:51,320 --> 00:03:55,800
All of these types of intelligence can be 
cultivated with the right learning tools,  

51
00:03:55,800 --> 00:04:02,000
although some individuals are more developed in 
certain forms of intelligence compared to others.

52
00:04:02,000 --> 00:04:07,240
His system outlines the following 
different types of intelligence -

53
00:04:07,240 --> 00:04:09,960
Linguistic intelligence

54
00:04:09,960 --> 00:04:15,000
Individuals with high levels of linguistic 
intelligence are generally articulate and  

55
00:04:15,000 --> 00:04:18,720
adept at expressing themselves 
through spoken or written words.

56
00:04:18,720 --> 00:04:23,800
They find it easy to learn new languages, 
enjoy reading various kinds of literature,  

57
00:04:23,800 --> 00:04:28,640
playing word games or debating, and 
generally have a unique way with words.

58
00:04:28,640 --> 00:04:33,280
Such individuals commonly take up 
lawyering, writing, public speaking,  

59
00:04:33,280 --> 00:04:38,240
journalism, and other language-related jobs.

60
00:04:38,240 --> 00:04:41,520
Logical-mathematical intelligence

61
00:04:41,520 --> 00:04:45,960
People who possess logical-mathematical 
intelligence are attuned to logical  

62
00:04:45,960 --> 00:04:50,240
thinking and have excellent 
powers of reasoning or deduction.

63
00:04:50,240 --> 00:04:54,320
They are good at thinking abstractly about 
problems that involve various concepts or  

64
00:04:54,320 --> 00:04:59,640
numbers, which makes them temperamentally 
suited to maths and the natural sciences.

65
00:05:00,960 --> 00:05:04,040
These skills are useful for 
those involved in programming,  

66
00:05:04,040 --> 00:05:08,720
scientific research, accountancy, etc.

67
00:05:08,720 --> 00:05:11,120
Spatial intelligence

68
00:05:11,120 --> 00:05:16,000
Spatially intelligent individuals are 
great at visualizing information and  

69
00:05:16,000 --> 00:05:21,200
processing or manipulating it 
in critically evaluative ways.

70
00:05:21,200 --> 00:05:25,800
This is similar to logical-mathematical 
intelligence, except spatial intelligence  

71
00:05:25,800 --> 00:05:31,360
usually involves physical spaces or 
environments and the objects placed within them.

72
00:05:31,360 --> 00:05:38,840
Architects, painters, and engineers are some 
examples of people with high spatial intelligence.

73
00:05:38,840 --> 00:05:42,280
Bodily-Kinesthetic intelligence

74
00:05:42,280 --> 00:05:47,240
Having bodily-kinesthetic intelligence 
means possessing the ability to use your  

75
00:05:47,240 --> 00:05:51,080
body and physical movements to retain information.

76
00:05:51,080 --> 00:05:55,200
People who have successfully developed this 
type of intelligence prefer to learn in a  

77
00:05:55,200 --> 00:06:01,400
more hands-on fashion that involves dynamic 
activity rather than excessive thinking.

78
00:06:01,400 --> 00:06:05,720
They are also good at expressing 
themselves through their body language.

79
00:06:05,720 --> 00:06:13,840
Athletes, gym instructors, dancers, and 
actors are all intelligent in this way.

80
00:06:13,840 --> 00:06:16,440
Musical intelligence

81
00:06:16,440 --> 00:06:23,800
Musically intelligent individuals learn through 
sounds, rhythms, patterns, beats, and tones.

82
00:06:23,800 --> 00:06:28,600
Their talent lies in being able to 
produce, perform, and appreciate music.

83
00:06:28,600 --> 00:06:31,560
Conductors, songwriters, music teachers,  

84
00:06:31,560 --> 00:06:38,600
instrumentalists and singers possess 
this type of intelligence in abundance.

85
00:06:38,600 --> 00:06:41,640
Interpersonal intelligence

86
00:06:41,640 --> 00:06:47,160
Interpersonal intelligence involves having a 
keen awareness and sensitivity to the emotions,  

87
00:06:47,160 --> 00:06:50,480
mental states, and desires of other people.

88
00:06:50,480 --> 00:06:53,120
These individuals are conventionally known as  

89
00:06:53,120 --> 00:06:56,880
“people smart” and can hit it off 
with just about anyone they meet.

90
00:06:56,880 --> 00:06:59,880
Interpersonally intelligent 
people tend to have many friends,  

91
00:06:59,880 --> 00:07:05,160
learn through their interactions with others, 
and are generally empathetic in nature.

92
00:07:05,160 --> 00:07:13,080
This type of intelligence is common among 
psychologists, salesmen, politicians, etc.

93
00:07:13,080 --> 00:07:15,920
Intrapersonal intelligence

94
00:07:15,920 --> 00:07:19,320
This form of intelligence is the 
opposite of the previous one in  

95
00:07:19,320 --> 00:07:25,320
that it involves being deeply aware of your 
own spiritual, mental, and emotional self.

96
00:07:25,320 --> 00:07:29,760
Individuals who possess intrapersonal 
intelligence are deeply aware of  

97
00:07:29,760 --> 00:07:35,360
their strengths and weaknesses, fears, 
motivations, desires, and capacities.

98
00:07:35,360 --> 00:07:41,960
Counselors, social workers, and philosophers are 
generally high in intrapersonal intelligence.

99
00:07:41,960 --> 00:07:49,720
(LumenLearning, Keith 2009) 
(SimplyPsychology, Marenus 2020)

100
00:07:49,720 --> 00:07:54,000
While these are the seven main categories of 
intelligence in Gardner’s system, he would  

101
00:07:54,000 --> 00:07:59,440
later go on to add three more - naturalist, 
existentialist, and spiritual intelligence.

102
00:08:00,920 --> 00:08:06,400
Though existential and spiritual intelligences in 
particular have received much attention recently,  

103
00:08:06,400 --> 00:08:12,800
Gardner claims that these types are qualitatively 
different from the original seven laid out above.

104
00:08:12,800 --> 00:08:18,400
As the names suggest, naturalist intelligence 
involves being able to distinguish between nuances  

105
00:08:18,400 --> 00:08:23,840
inherent to plants, weather patterns, 
animals, and other natural phenomena.

106
00:08:23,840 --> 00:08:27,480
Existentially intelligent people are 
proficient at tackling life’s deepest  

107
00:08:27,480 --> 00:08:33,000
questions, such as why we exist, 
whether God exists, and so on.

108
00:08:33,000 --> 00:08:39,320
Lastly, spiritual intelligence is the ability 
to place one’s actions and life within a broader  

109
00:08:39,320 --> 00:08:44,680
context in meaningful ways that give 
us direction and inspire us to action.

110
00:08:44,680 --> 00:08:48,400
(LumenLearning, Keith 2009)

111
00:08:48,400 --> 00:08:51,920
Now that we’ve laid out what 
kinds of intelligence exist,  

112
00:08:51,920 --> 00:08:56,080
we come to how these categories 
relate to becoming a polymath.

113
00:08:56,080 --> 00:08:59,800
By one possible view, being 
a polymath involves becoming  

114
00:08:59,800 --> 00:09:03,800
proficient in at least three of 
these multiple intelligences.

115
00:09:03,800 --> 00:09:06,520
For example, a counselor may treat his or  

116
00:09:06,520 --> 00:09:10,640
her patients effectively through 
their interpersonal intelligence.

117
00:09:10,640 --> 00:09:14,720
However, to be a polymath who excels 
in this field, they may also want to  

118
00:09:14,720 --> 00:09:21,440
develop their linguistic, intrapersonal, 
and logical-mathematical intelligences.

119
00:09:21,440 --> 00:09:26,920
Similarly, an artist might well be high 
in spatial or musical intelligence,  

120
00:09:26,920 --> 00:09:33,000
but developing their interpersonal, linguistic, 
and intrapersonal intelligences might help  

121
00:09:33,000 --> 00:09:38,840
them achieve greater success than what they 
would have managed by just being good at art.

122
00:09:38,840 --> 00:09:41,080
Adherents of this view hold that increasing your  

123
00:09:41,080 --> 00:09:46,080
skills or knowledge can primarily be 
done in a compartmentalized fashion,  

124
00:09:46,080 --> 00:09:52,320
wherein training your various intelligences 
one by one helps one achieve polymathy.

125
00:09:52,320 --> 00:09:57,480
For detractors, It’s unclear how 
distinct these intelligences really are,  

126
00:09:57,480 --> 00:10:00,200
or whether science shows that they actually exist.

127
00:10:00,200 --> 00:10:04,280
Nonetheless, Gardner’s ideas 
remain an influential theory  

128
00:10:04,280 --> 00:10:07,800
that is particularly popular among educators.

129
00:10:07,800 --> 00:10:11,000
Besides this, there is another 
prominent view of what makes  

130
00:10:11,000 --> 00:10:16,000
a polymath, and this perspective 
is described in the next section.

131
00:10:16,000 --> 00:10:21,160
This next view of what makes a polymath 
has some things in common with both the  

132
00:10:21,160 --> 00:10:26,000
traditional view of intelligence as well 
as Gardner’s multiple intelligences.

133
00:10:26,000 --> 00:10:29,360
We’ll refer to it as the 
biological view of intelligence,  

134
00:10:29,360 --> 00:10:33,720
since it is heavily dependent on the 
structure and development of your brain.

135
00:10:33,720 --> 00:10:38,080
The human brain is one of the most 
complex organs in our entire body,  

136
00:10:38,080 --> 00:10:43,920
with close to 100 billion neurons 
and 100 trillion connections all  

137
00:10:43,920 --> 00:10:47,880
interacting with each other to 
coordinate our daily functions.

138
00:10:47,880 --> 00:10:52,520
Different parts of our brain are responsible 
for managing their own separate functions,  

139
00:10:52,520 --> 00:10:57,640
and being a polymath requires these 
parts to be well developed individually,  

140
00:10:57,640 --> 00:10:59,240
as well as in connection to the whole.

141
00:11:00,000 --> 00:11:04,240
As you’ll see, one part of your brain 
is responsible for logical thinking,  

142
00:11:04,240 --> 00:11:08,200
while another controls your 
ability to interpret language.

143
00:11:08,200 --> 00:11:11,920
According to the biological view of 
intelligence, to become a polymath,  

144
00:11:11,920 --> 00:11:16,120
you need a brain whose distinct parts 
are developed beyond the average in  

145
00:11:16,120 --> 00:11:21,440
ways that facilitate higher order 
logical or linguistic intelligence.

146
00:11:21,440 --> 00:11:25,520
To find out more about this theory, read on.

147
00:11:25,520 --> 00:11:26,960
You might have come across the notion  

148
00:11:26,960 --> 00:11:31,280
of some people being left-brained 
whereas others are right-brained.

149
00:11:31,280 --> 00:11:35,680
If you’re the kind of person who is methodical 
and always thinking rationally, you fit into the  

150
00:11:35,680 --> 00:11:41,800
former camp, whereas more artistically oriented 
individuals fall into the latter category.

151
00:11:41,800 --> 00:11:45,640
(Healthline, Weatherspoon 2019)

152
00:11:45,640 --> 00:11:48,000
This theory is partly based on the way scientists  

153
00:11:48,000 --> 00:11:51,640
have formulated the function 
of specific parts of our brain.

154
00:11:51,640 --> 00:11:53,680
To understand this in greater depth,  

155
00:11:53,680 --> 00:11:58,720
we need to familiarize ourselves 
with some basics on brain biology.

156
00:11:58,720 --> 00:12:06,800
Our brains consist of three overarching parts - 
the cerebrum, the cerebellum, and the brain stem.

157
00:12:06,800 --> 00:12:11,720
The cerebrum is divided into two hemispheres, 
which control processes like movement,  

158
00:12:11,720 --> 00:12:17,400
speech, hearing, vision, regulation of 
emotions, reasoning capabilities, etc.

159
00:12:17,400 --> 00:12:22,160
Each hemisphere is then divided into 
four lobes, which individually perform  

160
00:12:22,160 --> 00:12:25,360
the aforementioned, along with other functions.

161
00:12:25,360 --> 00:12:30,760
These are called the frontal, temporal, 
occipital, and parietal lobes.

162
00:12:30,760 --> 00:12:35,560
(Healthline, Seladi-Schulman, 2018)

163
00:12:35,560 --> 00:12:38,240
The frontal lobe can be found 
in the forward region of our  

164
00:12:38,240 --> 00:12:42,720
head and is responsible for many 
essential functions of our brain.

165
00:12:42,720 --> 00:12:46,200
This includes emotional regulation, reasoning,  

166
00:12:46,200 --> 00:12:50,560
planning, and most importantly, 
determining our personality.

167
00:12:50,560 --> 00:12:56,480
Its role in controlling the way we express 
ourselves, memory, language, impulse control,  

168
00:12:56,480 --> 00:13:01,800
sexual behaviors, and more makes it 
central to the way others perceive us.

169
00:13:01,800 --> 00:13:06,480
The temporal lobe, located on the 
sides of our head near our ears,  

170
00:13:06,480 --> 00:13:09,440
is primarily engaged in two distinct roles.

171
00:13:09,440 --> 00:13:16,320
The first role is controlling visual memory, which 
helps you remember people's faces, objects, etc.

172
00:13:16,320 --> 00:13:21,720
The second is managing your verbal memory, 
which helps you interpret language and speech.

173
00:13:21,720 --> 00:13:25,520
Besides these functions, the temporal 
lobe also plays a part in the formation  

174
00:13:25,520 --> 00:13:29,120
of long-term memories and the retention of smells.

175
00:13:30,440 --> 00:13:34,760
The parietal lobe is largely responsible 
for our spatial intelligence.

176
00:13:34,760 --> 00:13:39,040
Moreover, it also plays a role in 
interpreting sense data that is  

177
00:13:39,040 --> 00:13:43,600
related to vision, hearing, 
pain, and other sensations.

178
00:13:43,600 --> 00:13:47,400
The parietal lobe combines all the 
various inputs it receives from our  

179
00:13:47,400 --> 00:13:51,800
senses to facilitate cognition and thinking.

180
00:13:51,800 --> 00:13:55,600
(KenHub, Shahid, 2020)

181
00:13:55,600 --> 00:13:59,040
Lastly, the occipital lobes, which 
can be found at the back of your head,  

182
00:13:59,560 --> 00:14:03,240
are mainly responsible for 
processing visual information.

183
00:14:03,240 --> 00:14:07,600
This includes colors, shapes, lighting, etc.

184
00:14:07,600 --> 00:14:13,440
As you can see, these four lobes that together 
make up the cerebrum are involved in functions  

185
00:14:13,440 --> 00:14:19,720
related to interpreting various forms of sensory 
input to allow for our cognitive processes.

186
00:14:19,720 --> 00:14:24,920
However, the cerebellum and brainstem, 
the two other main parts of the brain,  

187
00:14:24,920 --> 00:14:28,760
are also significant for our routine functioning.

188
00:14:28,760 --> 00:14:32,040
The cerebellum can be found below the cerebrum and  

189
00:14:32,040 --> 00:14:37,240
is crucial in coordinating operations 
that are related to physical movement.

190
00:14:37,240 --> 00:14:40,800
It helps us maintain our posture 
and balance while walking,  

191
00:14:40,800 --> 00:14:44,160
allows motor functions such as riding a bicycle,  

192
00:14:44,160 --> 00:14:49,080
and facilitates motor learning-related activities 
like learning how to play an instrument.

193
00:14:49,080 --> 00:14:52,320
It also plays a part in regulating our speech.

194
00:14:52,320 --> 00:14:56,600
(MedicalNewsToday, Fisher 2018)

195
00:14:56,600 --> 00:15:00,520
While the cerebellum makes many of 
our voluntary movements possible,  

196
00:15:00,520 --> 00:15:05,120
the brain stem is in charge of 
controlling our involuntary processes.

197
00:15:05,120 --> 00:15:08,160
This includes our breathing, 
regulation of our heartbeat,  

198
00:15:08,160 --> 00:15:12,600
sleep and eating cycles, sensitivity to pain, etc.

199
00:15:12,600 --> 00:15:18,520
The brain stem is particularly important because 
all information to the cerebrum and cerebellum  

200
00:15:18,520 --> 00:15:25,240
passes through it first, making any damage to it 
the most catastrophic of any part of our brain.

201
00:15:25,240 --> 00:15:29,320
(KenHub, Crumbie, 2020)

202
00:15:29,320 --> 00:15:34,120
You would be forgiven for thinking that you have 
mistakenly stumbled across a biology textbook,  

203
00:15:34,120 --> 00:15:38,520
but this information is essential to our 
purpose—the distribution of functions  

204
00:15:38,520 --> 00:15:44,160
across different parts of our brain might tell 
us something important about being a polymath.

205
00:15:44,160 --> 00:15:48,040
If we were to reject Gardner’s 
multiple intelligences as being  

206
00:15:48,040 --> 00:15:52,080
the root of polymathic abilities 
in favor of this biological view,  

207
00:15:52,080 --> 00:15:58,920
a polymath would be someone with a well-developed 
brain with a particularly advanced cerebrum.

208
00:15:59,800 --> 00:16:03,960
We know that the brains of intelligent 
people have more folds in them, which  

209
00:16:03,960 --> 00:16:09,920
increases their surface area and allows 
for a higher density of neurons overall.

210
00:16:09,920 --> 00:16:15,360
Thus, if specific parts of your brain, such 
as the frontal lobe or the parietal lobe,  

211
00:16:15,360 --> 00:16:21,520
were to have a higher number of folds, that 
might explain the source of polymathic ability.

212
00:16:21,520 --> 00:16:25,760
The former being denser would 
point to improved reasoning skills,  

213
00:16:25,760 --> 00:16:28,920
which the latter could indicate 
heightened linguistic abilities.

214
00:16:29,800 --> 00:16:35,600
One might be tempted to accept this proposition 
given that Gardner’s theory appears more abstract,  

215
00:16:35,600 --> 00:16:41,040
while the biological view seems more 
scientifically grounded and thus reliable.

216
00:16:41,040 --> 00:16:44,480
Alternatively, we could also 
combine the two theories to  

217
00:16:44,480 --> 00:16:47,600
understand what it takes to become a polymath.

218
00:16:47,600 --> 00:16:49,880
A person with high spatial intelligence might  

219
00:16:49,880 --> 00:16:54,840
just be someone whose parietal 
lobes have matured extensively.

220
00:16:54,840 --> 00:17:00,040
Similarly, an individual who is strong in 
logical-mathematical intelligence could  

221
00:17:00,040 --> 00:17:05,720
simply be someone whose frontal lobes have grown 
beyond what might be considered the average.

222
00:17:05,720 --> 00:17:09,800
This points to a similarity in both 
theories, which is their delineation  

223
00:17:09,800 --> 00:17:16,040
of specific functions to either a particular type 
of intelligence, or a specific part of our brain.

224
00:17:16,040 --> 00:17:21,080
However, it’s important to note there is a 
difference between talking about various types  

225
00:17:21,080 --> 00:17:28,200
of intelligences in a way similar to Gardner, and 
actually believing these intelligences to exist.

226
00:17:28,200 --> 00:17:30,400
Saying that someone is musically intelligent  

227
00:17:30,400 --> 00:17:34,800
does not mean that Gardner’s idea 
of musical intelligence exists.

228
00:17:34,800 --> 00:17:38,640
Someone could simply be prolific 
at music composition by virtue  

229
00:17:38,640 --> 00:17:41,120
of possessing a well-developed brain.

230
00:17:41,120 --> 00:17:43,000
So which is it?

231
00:17:43,000 --> 00:17:46,400
Is Gardner right, or does 
the biological view paint  

232
00:17:46,400 --> 00:17:49,120
a more accurate picture of what makes a polymath?

233
00:17:49,120 --> 00:17:51,760
Or is it a combination of both?

234
00:17:51,760 --> 00:17:56,520
You might be relieved to know that, in truth, 
both of the preceding theories about polymathic  

235
00:17:56,520 --> 00:18:03,560
abilities are deeply flawed and fail to do a good 
job of explaining what makes someone a polymath.

236
00:18:03,560 --> 00:18:08,920
It might be tempting to think that polymaths 
simply have more developed brains than we do, or  

237
00:18:08,920 --> 00:18:15,960
that they are smarter in ways that we just aren’t, 
but neither of these possibilities is accurate.

238
00:18:15,960 --> 00:18:19,760
While both theories sound perfectly 
reasonable in their own right,  

239
00:18:19,760 --> 00:18:25,080
neither has been sufficiently backed by 
scientific research to be taken seriously.

240
00:18:25,080 --> 00:18:28,000
To take Gardner’s multiple intelligences,  

241
00:18:28,000 --> 00:18:32,880
there is nothing to suggest that there are 
actually distinct “intelligences” at play  

242
00:18:32,880 --> 00:18:37,720
when individuals show proficiency in a 
certain field such as music or debate.

243
00:18:37,720 --> 00:18:44,120
The types of intelligences as Gardner lays 
them out are also hard to measure and evaluate.

244
00:18:44,120 --> 00:18:50,920
Some, like intrapersonal and interpersonal 
intelligence, can be hard to define at all.

245
00:18:50,920 --> 00:18:57,000
One factor that makes these barriers significantly 
worse is that Gardner has refused to outline  

246
00:18:57,000 --> 00:19:02,840
specific components of each intelligence type 
or suggest ways in which they can be verified.

247
00:19:02,840 --> 00:19:06,880
Instead, he has chosen to simply 
describe them extensively,  

248
00:19:06,880 --> 00:19:11,680
which brings his theory on par with any 
other abstract theory on intelligence.

249
00:19:11,680 --> 00:19:16,320
(PsychologyToday, McGreal 2013)

250
00:19:16,320 --> 00:19:17,920
Regardless of these issues,  

251
00:19:17,920 --> 00:19:23,200
there have been fairly rigorous efforts 
to prove the validity of his theory.

252
00:19:23,200 --> 00:19:27,720
Researchers have improvised and come up 
with their own guidelines of assessment,  

253
00:19:27,720 --> 00:19:32,800
but none of these have proven conclusive 
in establishing Gardner's theory.

254
00:19:32,800 --> 00:19:36,960
The general consensus appears to 
be that each form of intelligence  

255
00:19:36,960 --> 00:19:40,920
he highlights has a high degree 
of correlation with other forms.

256
00:19:40,920 --> 00:19:45,360
So if a person has high 
logical-mathematical intelligence,  

257
00:19:45,360 --> 00:19:50,600
part of the reason behind that is because 
they also have high linguistic intelligence.

258
00:19:50,600 --> 00:19:54,720
One of Gardner’s intelligence 
types, naturalistic intelligence,  

259
00:19:54,720 --> 00:19:59,040
was found to be correlated 
with all seven other types.

260
00:19:59,040 --> 00:20:03,600
(PsychologyToday, McGreal 2013)

261
00:20:03,600 --> 00:20:08,520
Despite all its flaws, Gardner’s 
theory does do some things right.

262
00:20:08,520 --> 00:20:12,080
It rightly undermines the authority of IQ tests,  

263
00:20:12,080 --> 00:20:18,880
making it clear that you do not necessarily 
need a high IQ to be intelligent or a polymath.

264
00:20:18,880 --> 00:20:24,240
It also expresses the notion that one 
isn’t intelligent in permanent ways,  

265
00:20:24,240 --> 00:20:29,080
and that mental abilities can fluctuate 
with the right approach and tools.

266
00:20:29,080 --> 00:20:34,360
This conclusion will be instrumental in 
our discussion of how to become a polymath,  

267
00:20:34,360 --> 00:20:39,640
because it suggests that anyone 
can master a diverse set of skills.

268
00:20:39,640 --> 00:20:45,040
However, these ideas cannot compensate for 
the fact that ultimately there is very little,  

269
00:20:45,040 --> 00:20:49,000
if any, scientific research 
supporting Gardner's theory.

270
00:20:49,000 --> 00:20:51,720
Even if there was, being a 
polymath isn’t just about  

271
00:20:51,720 --> 00:20:54,520
acquiring a ton of knowledge in different domains.

272
00:20:54,520 --> 00:20:59,480
You need to be able to use this knowledge in 
collaborative ways, and there is nothing in  

273
00:20:59,480 --> 00:21:05,240
Gardner’s theory to suggest that someone 
with, say, intrapersonal, interpersonal,  

274
00:21:05,240 --> 00:21:12,600
and linguistic intelligence can necessarily use 
all three together as opposed to individually.

275
00:21:12,600 --> 00:21:19,920
This brings us to the biological view, and why 
exactly it fails to explain polymathic abilities.

276
00:21:19,920 --> 00:21:23,560
Many of the criticisms of this approach 
are similar in structure to the critique  

277
00:21:23,560 --> 00:21:29,080
of Gardner’s theory, namely because both seek 
to isolate functions and types of intelligence  

278
00:21:29,080 --> 00:21:34,720
in ways that are not scientifically 
useful in understanding intelligence.

279
00:21:34,720 --> 00:21:40,240
The claim that certain parts of our brain 
exclusively handle certain functions is  

280
00:21:40,240 --> 00:21:44,720
simply misleading, and one can see 
this even by knowing the very basics  

281
00:21:44,720 --> 00:21:47,760
of what roles various parts of our brain play.

282
00:21:47,760 --> 00:21:50,120
There is great overlap between, say,  

283
00:21:50,120 --> 00:21:54,720
the way different lobes contribute 
to the interpretation of sense data.

284
00:21:54,720 --> 00:21:57,840
A great example of this is 
when we listen to music.

285
00:21:57,840 --> 00:22:01,600
Based on the descriptions of 
what each lobe in our brain does,  

286
00:22:01,600 --> 00:22:04,520
you might think that music is 
primarily interpreted through  

287
00:22:04,520 --> 00:22:10,640
our temporal or parietal lobe since these 
sections process auditory information.

288
00:22:10,640 --> 00:22:15,920
However, not only does listening to music require 
different regions in both of these lobes that are  

289
00:22:15,920 --> 00:22:22,560
responsible for separate functions, but it also 
involves the frontal lobe and even the cerebellum.

290
00:22:22,560 --> 00:22:28,520
As such, listening to music, like so many other 
activities, requires almost all of our brain.

291
00:22:29,920 --> 00:22:32,520
Another reason the biological view fails is that  

292
00:22:32,520 --> 00:22:38,360
we exert very little control over how 
different parts of our brain develop.

293
00:22:38,360 --> 00:22:42,800
Ninety percent of our brains 
develop before the age of five.

294
00:22:42,800 --> 00:22:49,280
(Brown, Jernigan 2012) If someone wanted to be a 
polymath based on this view, they would be placing  

295
00:22:49,280 --> 00:22:56,080
an undue burden on factors like upbringing, 
culture, etc., in shaping our abilities.

296
00:22:56,080 --> 00:23:01,360
From a biological perspective, there would 
be no way for one to “acquire” polymathic  

297
00:23:01,360 --> 00:23:06,800
abilities since that would be entirely 
contingent on external considerations.

298
00:23:06,800 --> 00:23:11,720
This lends credence to the fallacy wherein 
intelligent people are smart just because they  

299
00:23:11,720 --> 00:23:17,000
won the genetic lottery, and there is no scope 
for improvement for those who didn’t luck out.

300
00:23:17,000 --> 00:23:24,480
Thankfully, we know these claims to be false, 
and one can indeed “become” a polymath.

301
00:23:24,480 --> 00:23:26,800
All of these points, when considered together,  

302
00:23:26,800 --> 00:23:31,200
make a damning case against the 
biological view of polymathy.

303
00:23:31,200 --> 00:23:36,480
Consequently, the theory of left and right 
brains becomes highly suspect as well.

304
00:23:36,480 --> 00:23:38,880
This theory is another way of 
saying that particular parts of  

305
00:23:38,880 --> 00:23:42,440
our brain are responsible for specific functions.

306
00:23:42,440 --> 00:23:46,000
What makes these theories so appealing 
is that they appear to give us greater  

307
00:23:46,000 --> 00:23:51,160
insight into who we are, or why 
we aren’t who we want to be.

308
00:23:51,160 --> 00:23:54,360
If you’re good at math, it’s 
because you’re left brained,  

309
00:23:54,360 --> 00:24:00,000
and if you’re good at composing music, then it’s 
your right brain dominance expressing itself.

310
00:24:00,000 --> 00:24:03,320
While these explanations are 
attractive for their simplicity,  

311
00:24:03,320 --> 00:24:05,720
things are never quite this straightforward.

312
00:24:05,720 --> 00:24:09,000
There is a complex web of biological factors that  

313
00:24:09,000 --> 00:24:14,400
make someone more attuned to logical 
thinking versus artistic expression.

314
00:24:14,400 --> 00:24:16,400
Like in the case of listening to music,  

315
00:24:16,400 --> 00:24:21,960
both of them involve different parts 
of the brain all working together.

316
00:24:21,960 --> 00:24:27,280
This brings us to the fundamental truth 
about being and becoming a polymath - you  

317
00:24:27,280 --> 00:24:31,640
don’t need to be intelligent in 
specific ways or have a certain  

318
00:24:31,640 --> 00:24:35,600
level of brain development to 
achieve polymathic abilities.

319
00:24:35,600 --> 00:24:40,640
Anyone can become a polymath through the 
tools and ideas expressed in this book,  

320
00:24:40,640 --> 00:24:46,120
no matter who you are or what 
your general intelligence level.

321
00:24:46,120 --> 00:24:49,400
Cross-Pollination as the Key

322
00:24:49,400 --> 00:24:54,680
If you want to become a polymath, there are two 
things you need in abundance - a willingness to  

323
00:24:54,680 --> 00:25:00,360
learn new and different things, along with the 
time and effort that goes into learning them.

324
00:25:00,360 --> 00:25:03,480
There is nothing inherently 
special about polymaths;  

325
00:25:03,480 --> 00:25:08,080
they have simply taken the time to learn 
the things they wanted to be good at.

326
00:25:08,080 --> 00:25:11,680
In some ways, learning is a skill in itself.

327
00:25:11,680 --> 00:25:15,880
Acquiring new skills requires 
discipline and unwavering focus,  

328
00:25:15,880 --> 00:25:21,960
especially when the thing you’re trying to learn 
is challenging or alien to your knowledge base.

329
00:25:21,960 --> 00:25:27,600
The fact that we’re constantly being told to 
specialize instead of generalizing our skill set  

330
00:25:27,600 --> 00:25:34,840
makes it easier and more tempting to abandon our 
efforts at diversifying our areas of expertise.

331
00:25:34,840 --> 00:25:39,280
Warnings against being a generalist have 
been made for several hundreds of years,  

332
00:25:39,280 --> 00:25:42,360
with Shakespeare receiving one of the first.

333
00:25:42,360 --> 00:25:47,000
Several cultures have their own sayings 
that illustrate this warning too.

334
00:25:47,000 --> 00:25:53,840
In Eastern Europe, for example, one reads, 
“Seven trades, the eighth one—poverty."

335
00:25:53,840 --> 00:25:58,520
While these beliefs may have been relevant 
at a certain period of time, our modern  

336
00:25:58,520 --> 00:26:02,200
era is one where change is constant and rapid.

337
00:26:02,200 --> 00:26:08,040
We need to arm ourselves with multiple useful 
skills to stay relevant and retain value in  

338
00:26:08,040 --> 00:26:14,120
an increasingly competitive economic 
world, no matter what it is that we do.

339
00:26:14,120 --> 00:26:17,800
This brings us to a concept that 
is becoming increasingly relevant  

340
00:26:17,800 --> 00:26:21,160
in the business world - cross-pollination.

341
00:26:21,160 --> 00:26:24,840
Ordinarily, cross-pollination 
refers to pollen from one type of  

342
00:26:24,840 --> 00:26:29,720
crop mixing with crops of another type, 
resulting in the creation of hybrids.

343
00:26:29,720 --> 00:26:34,400
This is often done intentionally to 
create all sorts of unique combinations.

344
00:26:34,400 --> 00:26:36,800
The same concept is applied to business,  

345
00:26:36,800 --> 00:26:42,120
wherein acquiring expertise in disciplines 
or skills that are unrelated to each other  

346
00:26:42,120 --> 00:26:48,000
results in uniquely qualified candidates 
who think in creative and productive ways.

347
00:26:48,000 --> 00:26:52,800
This perception has also been backed 
by several studies in recent times.

348
00:26:52,800 --> 00:26:58,360
One report by Lee Fleming in Harvard 
Business Review examined 17,000  

349
00:26:58,360 --> 00:27:03,400
patents and found that innovators with 
qualifications in disparate fields were  

350
00:27:03,400 --> 00:27:08,160
less likely to produce financially 
viable ideas than their counterparts.

351
00:27:08,160 --> 00:27:14,320
However, it also found that when these innovators 
do experience a creative breakthrough, the result  

352
00:27:14,320 --> 00:27:22,280
is of “unusually high value—superior to the best 
innovations achieved by conventional approaches."

353
00:27:22,280 --> 00:27:27,240
Another study by Brian Uzzi, a professor 
at Northwestern University, analyzed more  

354
00:27:27,240 --> 00:27:33,080
than 26 million scientific research 
papers dating hundreds of years apart.

355
00:27:33,080 --> 00:27:36,440
He found that the papers which 
ended up being most influential  

356
00:27:36,440 --> 00:27:41,200
were composed by teams made up of 
people with diverse backgrounds.

357
00:27:41,200 --> 00:27:46,640
A third enquiry by David Epstein 
in his book Range has revealed  

358
00:27:46,640 --> 00:27:50,480
that influential scientists are 
much more likely to have diverse  

359
00:27:50,480 --> 00:27:56,480
interests outside of their primary area 
of research than the average scientist.

360
00:27:56,480 --> 00:28:01,520
Lastly, the investigations of Robert 
Root-Bernstein and Michele Marie  

361
00:28:01,520 --> 00:28:07,120
Root Bernstein have established that the 
more artistic interests scientists hold,  

362
00:28:07,120 --> 00:28:11,320
the more likely they are to 
gain eminence in their field.

363
00:28:11,320 --> 00:28:16,960
These scientists noticeably integrated skills they 
had acquired through their artistic interests,  

364
00:28:16,960 --> 00:28:21,880
be it visual arts or music, into 
their professional scientific work.

365
00:28:21,880 --> 00:28:28,480
This made them more likely to be cited and 
receive prestigious awards like the Nobel Prize.

366
00:28:28,480 --> 00:28:31,992
These studies are just the tip of the 
iceberg given the amount of research that  

367
00:28:31,992 --> 00:28:36,560
has been done on the correlation 
between polymathy and success.

368
00:28:36,560 --> 00:28:41,640
All of these make a very strong case 
for diversifying your skill set given  

369
00:28:41,640 --> 00:28:47,000
the advantages it’s been shown to have 
instead of specializing in one trade alone.

370
00:28:47,000 --> 00:28:49,960
However, there is one more 
study that will be crucial  

371
00:28:49,960 --> 00:28:56,080
to our understanding of what exactly a 
polymath is and how you can become one.

372
00:28:56,080 --> 00:28:59,480
Michael Araki is one of the few 
theorists who has attempted to  

373
00:28:59,480 --> 00:29:05,840
create a system that exactly describes 
what components go into being a polymath.

374
00:29:05,840 --> 00:29:10,680
Generally, the word polymath refers to 
someone who is intellectually oriented,  

375
00:29:10,680 --> 00:29:14,840
or someone who is simply good at 
many different things, and even  

376
00:29:14,840 --> 00:29:19,760
as an ideal that should be pursued 
but can never actually be reached.

377
00:29:19,760 --> 00:29:25,280
The problem with definitions like these is 
that they don’t illustrate degrees well.

378
00:29:25,280 --> 00:29:29,640
Exactly how intellectually bent 
does a polymath need to be?

379
00:29:29,640 --> 00:29:32,040
How many different things do I need to be good at,  

380
00:29:32,040 --> 00:29:35,720
and how can I measure how 
good I am at those things?

381
00:29:35,720 --> 00:29:37,880
Problems like these can make achieving the goal  

382
00:29:37,880 --> 00:29:42,600
of polymathy harder, but Araki 
poses a neat solution to them.

383
00:29:42,600 --> 00:29:45,800
According to Araki, there are 
three main components of being  

384
00:29:45,800 --> 00:29:51,040
a polymath - breadth, depth, and integration.

385
00:29:51,040 --> 00:29:53,600
Breadth is the largest category of the three,  

386
00:29:53,600 --> 00:29:58,280
and consists of the knowledge you 
have of different subjects or skills.

387
00:29:58,280 --> 00:30:02,280
Often this is considered to be the 
only important component of polymathy,  

388
00:30:02,280 --> 00:30:06,440
but Araki warns against making such an inference.

389
00:30:06,440 --> 00:30:10,480
Breadth only includes the superficial 
knowledge you have of certain areas.

390
00:30:10,480 --> 00:30:15,120
So if you’ve slightly familiar with 
Freudian theory, your knowledge of  

391
00:30:15,120 --> 00:30:20,360
psychology along with other areas of 
interest forms a part of your breadth.

392
00:30:20,360 --> 00:30:25,920
Depth refers to the vertical accumulation 
of knowledge in specific fields.

393
00:30:25,920 --> 00:30:28,840
This, combined with breadth, makes up the store  

394
00:30:28,840 --> 00:30:33,320
of your total knowledge across 
various disciplines and topics.

395
00:30:33,320 --> 00:30:37,520
However, these two factors aren’t 
enough to make you a polymath.

396
00:30:37,520 --> 00:30:43,360
You could be incredibly knowledgeable about 
psychology, philosophy, and political theory,  

397
00:30:43,360 --> 00:30:45,520
but that doesn’t necessarily mean you’re adept  

398
00:30:45,520 --> 00:30:49,600
at using your knowledge in 
one field across the others.

399
00:30:49,600 --> 00:30:52,480
This is where integration comes in.

400
00:30:52,480 --> 00:30:57,760
The final piece of the polymath puzzle rests 
in your ability to connect, articulate,  

401
00:30:57,760 --> 00:31:03,760
and synthesize disparate disciplines 
together to be creative in novel ways.

402
00:31:03,760 --> 00:31:05,560
This combination of depth, breadth,  

403
00:31:05,560 --> 00:31:11,600
and integration is very similar to the 
cross-pollination theory outlined above.

404
00:31:11,600 --> 00:31:16,640
The latter involves taking two divergent 
types of pollen and bringing them together  

405
00:31:16,640 --> 00:31:23,720
to create something altogether new, and that’s 
exactly what Araki’s theory of polymathy states.

406
00:31:23,720 --> 00:31:28,360
You take at least three different, 
disparate disciplines or skills, get  

407
00:31:28,360 --> 00:31:34,040
to know them sufficiently well, and combine them 
instead of using individual skills separately.

408
00:31:34,040 --> 00:31:39,280
To take the example of Leonardo da Vinci, 
he wouldn’t be a polymath if he were just  

409
00:31:39,280 --> 00:31:44,320
good at drawing, efficient at doing math, 
and possessed the ability to invent things.

410
00:31:44,320 --> 00:31:49,400
He’s considered a polymath because he used 
mathematical principles in his artwork,  

411
00:31:49,400 --> 00:31:52,840
which he in turn employed 
to come up with inventions.

412
00:31:52,840 --> 00:31:59,720
He cross-pollinated (or integrated) his three 
skills in ways few else have been able to.

413
00:31:59,720 --> 00:32:02,320
Araki’s theory of polymathy solves all of  

414
00:32:02,320 --> 00:32:06,280
the problems we highlighted with 
alternative definitions earlier.

415
00:32:06,280 --> 00:32:10,480
It gives you an idea of how to measure 
your expertise in a given field and also  

416
00:32:10,480 --> 00:32:14,720
tells you how skilled you need 
to be to qualify as a polymath.

417
00:32:14,720 --> 00:32:19,080
Both of these functions are served 
by the integration component.

418
00:32:19,080 --> 00:32:24,400
If you don’t know enough about your chosen topics, 
you will likely fail to integrate them together.

419
00:32:24,400 --> 00:32:28,040
Likewise, if you are successful 
in integrating them, you can  

420
00:32:28,040 --> 00:32:34,920
safely conclude that you’ve sufficiently 
mastered the topics you’re trying to integrate.

421
00:32:34,920 --> 00:32:37,920
Guidelines and a Plan

422
00:32:37,920 --> 00:32:43,400
Now that you’ve familiarized yourself with what 
a polymath is and how anyone can become one, it’s  

423
00:32:43,400 --> 00:32:50,320
time to put all the concepts to use and formulate 
actual guidelines for achieving polymathy.

424
00:32:50,320 --> 00:32:54,440
These guidelines rely on your ability 
to cross-pollinate different subjects  

425
00:32:54,440 --> 00:32:57,840
and then integrate them in 
efficient and creative ways.

426
00:32:58,520 --> 00:33:00,760
Here’s how you can do that -

427
00:33:00,760 --> 00:33:02,120
Step 1

428
00:33:02,120 --> 00:33:06,360
Choose the different areas you 
want to achieve expertise in.

429
00:33:06,360 --> 00:33:11,320
You should pick a minimum of three that 
are sufficiently distinct from each other.

430
00:33:11,320 --> 00:33:14,720
For example, learning about 
Freudian theory and Jungian  

431
00:33:14,720 --> 00:33:19,040
psychology wouldn’t count since they 
are both subsets of the same subject.

432
00:33:19,040 --> 00:33:25,280
Instead choose a combination like 
psychology, philosophy, and political theory.

433
00:33:25,280 --> 00:33:31,080
Even better if these areas or fields 
have some relevance to your work.

434
00:33:31,080 --> 00:33:32,400
Step 2

435
00:33:32,400 --> 00:33:35,960
Start by establishing some breadth, which involves  

436
00:33:35,960 --> 00:33:41,080
gaining some superficial knowledge about 
the areas of interest you’ve chosen.

437
00:33:41,080 --> 00:33:46,040
The citations on Wikipedia pages for your 
topics are often a great place to start.

438
00:33:46,040 --> 00:33:48,200
You can also simply read the first five to  

439
00:33:48,200 --> 00:33:52,120
ten articles that show up on 
rudimentary Google searches.

440
00:33:52,120 --> 00:33:57,720
At this stage, all you’re trying to do is 
get to know your topics on a basic level.

441
00:33:58,520 --> 00:34:00,200
Step 3

442
00:34:00,200 --> 00:34:04,920
This is where we add some depth, and 
there are several ways you can do this.

443
00:34:04,920 --> 00:34:07,240
Depending on the type of media you prefer,  

444
00:34:07,240 --> 00:34:10,840
you can approach learning about 
your topics in different ways.

445
00:34:10,840 --> 00:34:14,320
If you prefer reading, look 
for some books on Amazon.

446
00:34:14,320 --> 00:34:18,360
Alternatively, you can search 
for introductory, intermediate,  

447
00:34:18,360 --> 00:34:24,080
and advanced online courses if you prefer 
a more audio-visual method of learning.

448
00:34:24,080 --> 00:34:30,240
If your topics are academic disciplines like in 
our example, this should be fairly simplistic.

449
00:34:30,240 --> 00:34:35,560
However, in some cases you might need to use a 
combination of different resources like books,  

450
00:34:35,560 --> 00:34:41,480
podcasts, YouTube, online courses, etc.

451
00:34:41,480 --> 00:34:43,240
Step 4

452
00:34:43,240 --> 00:34:46,920
While performing the previous step, 
you’ll likely discover that your  

453
00:34:46,920 --> 00:34:51,360
topics of interest are far too broad, 
and that you need to choose subtopics  

454
00:34:51,360 --> 00:34:55,200
within them in order to gain a better 
understanding of the topic as a whole.

455
00:34:55,200 --> 00:35:01,440
So you might choose particular fields within 
philosophy like ethics or metaphysics along with,  

456
00:35:01,440 --> 00:35:06,520
say, liberalism and totalitarian 
movements within political theory.

457
00:35:06,520 --> 00:35:08,560
You don’t need to learn everything,  

458
00:35:08,560 --> 00:35:13,840
so pick your subtopics depending on 
what interests you and focus on them.

459
00:35:13,840 --> 00:35:18,680
The more subtopics you choose the better, 
but at the same time, your choices need to  

460
00:35:18,680 --> 00:35:26,120
be practical and manageable so that you can 
complete your studies and master the topics.

461
00:35:26,120 --> 00:35:27,760
Step 5

462
00:35:27,760 --> 00:35:33,440
Now comes the trickiest step, which is 
integrating everything you’ve learned together.

463
00:35:33,440 --> 00:35:39,840
Let’s say you know some Freudian psychology, a 
little about totalitarian movements, and ethics.

464
00:35:39,840 --> 00:35:45,440
One good way to combine all of this is to study 
the totalitarian governments like the Nazis,  

465
00:35:45,440 --> 00:35:48,160
their use of psychological repression as a tool  

466
00:35:48,160 --> 00:35:52,880
to control their citizens and 
the morality of such tactics.

467
00:35:52,880 --> 00:35:55,200
This is close to the way the Frankfurt School  

468
00:35:55,200 --> 00:36:00,080
investigated phenomena like 
the rise of the Nazi party.

469
00:36:00,080 --> 00:36:02,320
Depending on which topics you’ve chosen,  

470
00:36:02,320 --> 00:36:07,200
the best way to integrate them is to 
try and find points of convergence.

471
00:36:07,200 --> 00:36:12,720
In this example, totalitarian governments 
are by definition oppressive, and so we  

472
00:36:12,720 --> 00:36:17,000
look at the psychological ways in 
which this oppression plays out.

473
00:36:17,000 --> 00:36:21,920
Oppression carries with it strong 
ethical undertones, but who exactly  

474
00:36:21,920 --> 00:36:25,240
is morally responsible for the rise of the Nazis?

475
00:36:25,240 --> 00:36:31,880
Is it Hitler alone, his cabinet, the 
entire Nazi party, or Germany as a whole?

476
00:36:31,880 --> 00:36:38,160
One can always find areas of convergence; 
you only need to look diligently enough.

477
00:36:38,160 --> 00:36:42,520
Let’s consider another example of how 
you can go about becoming a polymath.

478
00:36:42,520 --> 00:36:43,720
Step 1

479
00:36:43,720 --> 00:36:47,120
Pick another set of three disciplines 
or skills you want to learn.

480
00:36:47,120 --> 00:36:54,080
This time, let’s assume that your interests 
are theology, philosophy, and logic.

481
00:36:54,080 --> 00:36:55,560
Step 2

482
00:36:55,560 --> 00:36:59,280
Familiarize yourself with these 
three topics individually.

483
00:36:59,280 --> 00:37:00,960
Start with the basics.

484
00:37:00,960 --> 00:37:04,880
Since you’ve chosen theology and 
philosophy, you can study the  

485
00:37:04,880 --> 00:37:11,360
problem of evil from the latter and the ways 
God’s existence would address that problem.

486
00:37:11,360 --> 00:37:14,720
The question here is, if God 
is supposed to be perfect and  

487
00:37:14,720 --> 00:37:18,920
completely good, how can he allow evil to exist?

488
00:37:18,920 --> 00:37:23,000
Regarding logic, you’d need to study 
deductive argumentation to be able to  

489
00:37:23,000 --> 00:37:31,600
assess whether claims related to God and 
evil are valid, sound, true, false, etc.

490
00:37:31,600 --> 00:37:33,280
Step 3

491
00:37:33,280 --> 00:37:36,840
Once you’ve developed some 
breadth, establish depth.

492
00:37:36,840 --> 00:37:39,520
Go deeper into the areas of your study.

493
00:37:39,520 --> 00:37:47,360
Get to know the two major paradigms of evil, those 
espoused by Fyodor Dostoevsky and Hannah Arendt.

494
00:37:47,360 --> 00:37:51,200
Then dig deeper into the various 
theological arguments that might  

495
00:37:51,200 --> 00:37:55,520
help you answer why these forms of evil exist.

496
00:37:55,520 --> 00:38:02,880
Lastly, use your enquiries into logic to 
evaluate the validity of these arguments.

497
00:38:02,880 --> 00:38:04,600
Step 4

498
00:38:04,600 --> 00:38:09,280
We’ve already completed step four 
because we chose our subtopics early  

499
00:38:09,280 --> 00:38:14,440
based on possible connections between 
these three disparate disciplines.

500
00:38:14,440 --> 00:38:19,960
The problem of evil is a major subtopic 
in both theology and philosophy,  

501
00:38:19,960 --> 00:38:27,600
while deductive argumentation is one of three 
methods of arguing for or against a claim.

502
00:38:27,600 --> 00:38:29,200
Step 5

503
00:38:29,200 --> 00:38:33,120
Lastly, integrate these three categories together.

504
00:38:33,120 --> 00:38:37,480
Use your knowledge of the three disciplines 
to ascertain whether there is any way of  

505
00:38:37,480 --> 00:38:42,840
reconciling the existence of evil 
and God together based on logic.

506
00:38:42,840 --> 00:38:49,080
As far as the plan goes, you need to think on a 
broad level as to what you want to accomplish.

507
00:38:49,080 --> 00:38:52,920
This is where you make sure that you are 
spending your time the way you want to.

508
00:38:52,920 --> 00:38:57,080
This can be accomplished by following six steps.

509
00:38:57,080 --> 00:39:00,680
First, decide what you want to learn.

510
00:39:00,680 --> 00:39:05,600
This seems obvious, but there are better 
and worse things to spend your time on.

511
00:39:05,600 --> 00:39:11,200
When considering a course of action, you will want 
to first consider your strengths and weaknesses.

512
00:39:11,200 --> 00:39:15,480
Often, whether it’s in work or in 
play, we’re better off emphasizing  

513
00:39:15,480 --> 00:39:19,840
and developing our strengths than we 
are trying to minimize our failings.

514
00:39:19,840 --> 00:39:25,120
After all, no one is going to ask us to do 
everything, and when we really have trouble,  

515
00:39:25,120 --> 00:39:27,360
acquiring help from others is always possible.

516
00:39:27,880 --> 00:39:33,280
But excellence in one area, or a small 
group of areas, easily transforms us  

517
00:39:33,280 --> 00:39:38,320
into experts in our fields, which 
is a highly desirable place to be.

518
00:39:38,320 --> 00:39:43,560
Emphasizing your strengths when you choose 
what to spend your time on is a good idea.

519
00:39:43,560 --> 00:39:49,480
Of course, if you want to learn something totally 
new, that’s also something you can accomplish!

520
00:39:49,480 --> 00:39:53,080
Even if you’re only looking to 
advance your professional skillset,  

521
00:39:53,080 --> 00:39:59,560
you should still consider what you want to do when 
choosing a subject to learn or a skill to develop.

522
00:39:59,560 --> 00:40:03,480
Career paths are a consideration, but 
it’s even more important to take into  

523
00:40:03,480 --> 00:40:08,120
account what sorts of activities 
make you happy and unhappy.

524
00:40:08,120 --> 00:40:11,080
You don’t want a degree in 
accounting if you hate numbers,  

525
00:40:11,080 --> 00:40:14,600
after all, even if it would improve your paycheck.

526
00:40:14,600 --> 00:40:21,480
Paths that align with your interests and are 
emotionally fulfilling are usually more rewarding.

527
00:40:21,480 --> 00:40:24,600
Consider Darlene, who works as a web developer.

528
00:40:24,600 --> 00:40:29,760
She wants to have greater control over the 
processes that occur on her websites, rather than  

529
00:40:29,760 --> 00:40:35,560
outsourcing for code when she needs it to perform 
certain functions she can’t create herself.

530
00:40:35,560 --> 00:40:39,440
Moreover, she wants to be able to 
manipulate that code and make it  

531
00:40:39,440 --> 00:40:44,640
from scratch so that she completely 
understands what’s on her pages.

532
00:40:44,640 --> 00:40:49,080
Her vision for her learning is to gain 
knowledge of more types of code so that  

533
00:40:49,080 --> 00:40:53,960
she can be a more competent, 
better-rounded web developer.

534
00:40:53,960 --> 00:41:00,680
The second step is analyzing your current 
skills and experience to spot gaps in knowledge.

535
00:41:00,680 --> 00:41:04,000
Where are you lacking 
compared to your future self?

536
00:41:04,000 --> 00:41:06,600
What do you already know and do well?

537
00:41:06,600 --> 00:41:09,080
What do you still need to learn?

538
00:41:09,080 --> 00:41:12,160
Can other people fill in these 
gaps in knowledge for you,  

539
00:41:12,160 --> 00:41:16,960
or do you need to step up to the plate 
and seek out additional resources?

540
00:41:16,960 --> 00:41:20,800
Once you find areas in which you need 
to improve, you will be able to discern  

541
00:41:20,800 --> 00:41:26,800
specific topics you can study and skills you 
should develop to come closer to your goals.

542
00:41:26,800 --> 00:41:29,200
This gives your plan a concrete shape,  

543
00:41:29,200 --> 00:41:34,200
because you will know exactly what 
you are missing to get to Point B.

544
00:41:34,200 --> 00:41:38,640
Darlene already develops web pages for a 
living and knows the most current versions  

545
00:41:38,640 --> 00:41:45,320
of HTML and CSS by heart, but she currently 
outsources certain types of coding to others.

546
00:41:45,320 --> 00:41:48,160
This leads to problems with 
version control and gives  

547
00:41:48,160 --> 00:41:52,240
her a sense of powerlessness 
over that aspect of her job.

548
00:41:52,240 --> 00:41:54,800
If she wants to fill that gap in her knowledge,  

549
00:41:54,800 --> 00:41:57,640
she needs to study other 
languages used on the web.

550
00:41:57,640 --> 00:41:59,520
She decides to start with Java,  

551
00:41:59,520 --> 00:42:05,640
as that’s the code she most often 
interacts with without understanding.

552
00:42:05,640 --> 00:42:09,520
Third, identify the proper solution 
to your problem/deficiency/goal.

553
00:42:13,400 --> 00:42:16,440
This is about surveying your resources.

554
00:42:16,440 --> 00:42:19,400
Part of your approach will 
depend on your temperament.

555
00:42:19,400 --> 00:42:23,920
Are you a self-starter, or do you 
learn better in a classroom setting?

556
00:42:23,920 --> 00:42:28,560
Do you need a source of knowledge you can 
pick up and put down as your schedule allows,  

557
00:42:28,560 --> 00:42:34,120
or can you afford to set up regular 
appointments with a teacher to develop a skill?

558
00:42:34,120 --> 00:42:37,960
Your schedule, income, and preferences all play a  

559
00:42:37,960 --> 00:42:43,560
role in determining the right 
resources to seek and employ.

560
00:42:43,560 --> 00:42:47,600
Lots of learning resources exist 
in the modern world, from books,  

561
00:42:47,600 --> 00:42:53,720
journals, webpages, and podcasts, to 
seminars, work teams, and formal classes,  

562
00:42:53,720 --> 00:42:58,720
to one-on-one instructional training 
in formal and informal settings.

563
00:42:58,720 --> 00:43:02,360
When choosing a resource to learn 
from, it’s important to take into  

564
00:43:02,360 --> 00:43:07,760
account your own learning preferences, but 
that’s only one of many considerations.

565
00:43:07,760 --> 00:43:12,360
You must also consider the reputation 
of your source or teacher, and whether  

566
00:43:12,360 --> 00:43:17,040
you will gain any formal credentials 
from studying with a specific teacher  

567
00:43:17,040 --> 00:43:20,480
or demonstrating competence in a certain field.

568
00:43:20,480 --> 00:43:23,240
It’s also essential to think about convenience,  

569
00:43:23,240 --> 00:43:29,960
because a class you can’t get to is not useful, 
no matter how well-regarded the teacher may be.

570
00:43:29,960 --> 00:43:35,880
By contrast, solo studying offers no 
emotional or technical support from others,  

571
00:43:35,880 --> 00:43:43,120
while a course or a tutoring situation may involve 
substantial help and oversight from someone else.

572
00:43:43,120 --> 00:43:48,000
If this support and community might be 
valuable in the area you’re studying,  

573
00:43:48,000 --> 00:43:51,080
it could be worth paying for.

574
00:43:51,080 --> 00:43:54,720
Darlene is highly motivated 
but often pressed for time.

575
00:43:54,720 --> 00:43:57,280
She considers community college courses,  

576
00:43:57,280 --> 00:44:02,520
learning from books and journals, and even hiring 
a private tutor, but ultimately decides to engage  

577
00:44:02,520 --> 00:44:08,000
in one of the many online programs to help 
her develop her skills on her own schedule.

578
00:44:08,000 --> 00:44:12,080
These courses won’t automatically get 
her credentials, but she’s aware that  

579
00:44:12,080 --> 00:44:16,400
she could take a skills test to certify 
herself once she gains skill mastery,  

580
00:44:16,400 --> 00:44:20,640
and as she will have an immediate 
use for Java in her current job,  

581
00:44:20,640 --> 00:44:26,800
she’s not worried about being unable 
to use her new knowledge in the future.

582
00:44:26,800 --> 00:44:31,320
The fourth step is developing 
your learning blueprint.

583
00:44:31,320 --> 00:44:33,720
Once you know what you want to accomplish,  

584
00:44:33,720 --> 00:44:37,520
you should look for people who 
have already achieved your goal.

585
00:44:37,520 --> 00:44:42,880
These people will serve as a step-by-step 
guide for how to get to where you want.

586
00:44:42,880 --> 00:44:45,640
If the person is famous or no longer living,  

587
00:44:45,640 --> 00:44:51,200
you can research their life to figure out 
how they became who you want to become.

588
00:44:51,200 --> 00:44:55,040
If they’re not particularly 
famous or renowned, even better,  

589
00:44:55,040 --> 00:45:00,240
as you can approach them personally 
and ask about their road to success.

590
00:45:00,240 --> 00:45:05,680
Take note of any struggles, education, or 
personal relationships they had to overcome  

591
00:45:05,680 --> 00:45:11,960
or pursue to reach their goals, and try to 
find ways to mimic this path in your own life.

592
00:45:11,960 --> 00:45:14,440
This can give you deeper insight into skills to  

593
00:45:14,440 --> 00:45:21,560
focus on and paths to pursue once your 
initial research project is complete.

594
00:45:21,560 --> 00:45:27,160
Darlene sits down and has a conversation with her 
team supervisor about the best ways to advance  

595
00:45:27,160 --> 00:45:32,720
her career and land a comparable job 
to her mentor when the time is right.

596
00:45:32,720 --> 00:45:36,000
He tells her about specific 
skills she’ll need to learn and  

597
00:45:36,000 --> 00:45:41,000
certifications she’ll need to complete 
once she gains the skills she needs.

598
00:45:41,000 --> 00:45:44,680
He will tell her about the struggles 
to expect and how to overcome them.

599
00:45:44,680 --> 00:45:47,920
Darlene may ultimately choose a different path,  

600
00:45:47,920 --> 00:45:54,840
but researching blueprints 
provides clarity and information.

601
00:45:54,840 --> 00:45:59,040
The fifth step is to develop measurable goals.

602
00:45:59,040 --> 00:46:04,480
Your learning goals should be simple, 
specific, and easy to quantify.

603
00:46:04,480 --> 00:46:08,760
You need to set up deadlines where you 
will measure yourself against your expected  

604
00:46:08,760 --> 00:46:14,640
progress using the metrics you devised, 
and you need to stick to that schedule.

605
00:46:14,640 --> 00:46:19,640
Placing your goals in a public, visible 
space will increase accountability by  

606
00:46:19,640 --> 00:46:24,280
ensuring that others are aware of 
your project and your expectations.

607
00:46:24,280 --> 00:46:30,000
Remember, you should be acquiring specific, 
measurable skills and abilities by set points  

608
00:46:30,000 --> 00:46:36,560
in time, and these benchmarks should all 
be in service of your larger learning goal.

609
00:46:36,560 --> 00:46:41,080
If you’ve chosen a more formal environment, 
your class times may be set for you,  

610
00:46:41,080 --> 00:46:46,920
but you must still set aside time to 
study, learn, and practice on your own.

611
00:46:46,920 --> 00:46:52,320
No class gives you all the practice you need 
to master its skillset on the teacher’s time.

612
00:46:52,320 --> 00:46:56,040
If you’re engaging in self-study, 
setting up a consistent schedule  

613
00:46:56,040 --> 00:46:59,920
for studying on your own is even more essential.

614
00:46:59,920 --> 00:47:05,400
Keep in mind, genuinely mastering a skill takes 
a little time even with the best techniques,  

615
00:47:05,400 --> 00:47:09,600
so be generous in the study 
windows you provide yourself.

616
00:47:09,600 --> 00:47:12,760
You don’t only want time to read or watch a video,  

617
00:47:12,760 --> 00:47:17,960
but also to reflect upon what you’ve 
learned, perform meaningful exercises,  

618
00:47:17,960 --> 00:47:24,240
and catch and correct the errors 
you are inevitably going to make.

619
00:47:24,240 --> 00:47:30,000
Darlene marks a schedule for herself based on 
the units offered in her online course, sets  

620
00:47:30,000 --> 00:47:37,200
aside specific times to undertake each course, 
and allot blocks of time to study each unit.

621
00:47:37,200 --> 00:47:42,520
She also allocates a specific time 
each week to take the unit’s quiz.

622
00:47:42,520 --> 00:47:46,480
She programs all this into her phone 
so that she doesn’t forget the plan,  

623
00:47:46,480 --> 00:47:50,680
and prints a copy of her calendar 
to put on her cubicle wall.

624
00:47:50,680 --> 00:47:52,480
She stays on track throughout the months,  

625
00:47:52,480 --> 00:47:59,920
and as a result, she will reach her goal 
of achieving programming proficiency.

626
00:47:59,920 --> 00:48:05,120
Sixth, set aside time throughout the 
process to reflect on what you’re  

627
00:48:05,120 --> 00:48:11,360
learning and reevaluate whether you’re 
progressing at your maximum capacity.

628
00:48:11,360 --> 00:48:15,920
After all, if one method isn’t working, 
that doesn’t mean you’re hopeless!

629
00:48:15,920 --> 00:48:21,040
Sometimes all you need is more accountability 
or greater independence to really shine.

630
00:48:21,040 --> 00:48:25,680
You want a learning plan that gets 
your skills where you want them to be,  

631
00:48:25,680 --> 00:48:30,040
not something that isn’t clicking 
and is therefore wasting your time.

632
00:48:30,040 --> 00:48:33,320
A chef will always taste their 
food while they are making it;  

633
00:48:33,320 --> 00:48:37,360
you should assess your progress in a similar way.

634
00:48:37,360 --> 00:48:41,600
Darlene sticks diligently to her 
plan and is happy with her progress,  

635
00:48:41,600 --> 00:48:45,960
but finds the course itself a 
little low on support for her needs.

636
00:48:45,960 --> 00:48:47,840
She solves this problem by approaching her  

637
00:48:47,840 --> 00:48:51,320
supervisor with questions when 
she needs further clarification.

638
00:48:51,320 --> 00:48:53,320
He’s happy to help her along.

639
00:48:53,320 --> 00:49:01,320
Ultimately, she gains the skills she needs and 
becomes a more efficient, more skilled employee.

640
00:49:01,320 --> 00:49:03,320
Takeaways

641
00:49:03,320 --> 00:49:08,960
•We’re often told in different ways that 
the key to success is specialization,  

642
00:49:08,960 --> 00:49:12,320
and that being a generalist is inadvisable.

643
00:49:12,320 --> 00:49:15,960
Yet, many of the smartest individuals 
that have ever graced the earth are  

644
00:49:15,960 --> 00:49:21,560
renowned for being polymaths with 
skills across multiple subjects.

645
00:49:21,560 --> 00:49:26,040
•The modern workplace and companies 
are increasingly reliant on polymathic  

646
00:49:26,040 --> 00:49:29,920
individuals to bring them success, 
making it imperative for us to  

647
00:49:29,920 --> 00:49:36,240
diversify our skill set instead of simply 
mastering one trade and sticking to it.

648
00:49:36,240 --> 00:49:39,560
•But what exactly is a polymath?

649
00:49:39,560 --> 00:49:44,680
Howard Gardner’s theory of multiple intelligences 
might be useful in answering this question.

650
00:49:44,680 --> 00:49:51,360
He lays out seven different intelligences 
that include musical, spatial, linguistic,  

651
00:49:51,360 --> 00:49:53,800
and other abilities that we all possess.

652
00:49:53,800 --> 00:49:59,400
A polymath is simply someone who has developed 
three or more of these intelligences.

653
00:49:59,400 --> 00:50:04,120
•Alternatively, we have the 
biological view of polymathy.

654
00:50:04,120 --> 00:50:06,680
According to this perspective, different parts of  

655
00:50:06,680 --> 00:50:10,240
our brain are responsible for 
their own unique functions.

656
00:50:10,240 --> 00:50:14,680
Our ability to write is dictated 
by one part of our cerebrum,  

657
00:50:14,680 --> 00:50:18,920
while the capacity to comprehend 
writing is controlled by another part.

658
00:50:18,920 --> 00:50:22,760
A polymath is someone with an 
exceptionally developed brain  

659
00:50:22,760 --> 00:50:26,640
whose cerebral lobes have 
matured beyond the average.

660
00:50:27,360 --> 00:50:29,960
•So which of the two is accurate?

661
00:50:29,960 --> 00:50:32,320
The truth is that both of these theories are  

662
00:50:32,320 --> 00:50:37,000
highly flawed and unsupported by 
any kind of scientific research.

663
00:50:37,000 --> 00:50:42,800
Gardner’s multiple intelligences is simply a 
theory that can’t be proved scientifically,  

664
00:50:42,800 --> 00:50:50,960
while the idea that specific parts of our brain 
alone conduct certain functions is patently false.

665
00:50:50,960 --> 00:50:56,960
•A true polymath is someone who possesses 
three components of knowledge - breadth, depth,  

666
00:50:56,960 --> 00:50:58,720
and integration.

667
00:50:58,720 --> 00:51:01,200
This is also known as cross-pollination.

668
00:51:01,200 --> 00:51:05,400
Such a person has acquired expertise 
in at least a few different domains,  

669
00:51:05,400 --> 00:51:09,720
and can successfully integrate those 
domains together instead of treating  

670
00:51:09,720 --> 00:51:13,760
them as unrelated and distinct subjects or skills.

671
00:51:13,760 --> 00:51:20,400
So a scientist who is also artistically inclined 
can use the latter to aid his research in ways  

672
00:51:20,400 --> 00:51:25,880
that will make him more successful 
than the average member of his field.

673
00:51:25,880 --> 00:51:32,400
This has been Learn Like a Polymath, How to Teach 
Yourself Anything, Develop Multidisciplinary

674
00:51:32,400 --> 00:51:38,800
Expertise, and Become Irreplaceable, Written 
by Peter Hollins, Narrated by Russell Newton,

675
00:51:38,800 --> 00:51:47,840
Copyright 2020 by Peter Hollins, 
Production Copyright by Peter Hollins.