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Philosophy 101

May 1, 2025·2 min read
philosophymindsetpersonal-growth
  • No one is going to beat you at being you. Find what that feels like — play to you but looks like work to others. So that you're going to outcompete them because you're doing it effortlessly; you're doing it for fun.

  • The more you do things that are natural to you, the less competition you have. Escape competition through authenticity, by being your own self.

  • To be successful in two words — productize yourself.

  • Much better to treat this like a search function: find the work you want to do, or the place you want to be at, and the best time to figure this out is right now.

  • Try to focus on the overarching problem and try to solve that problem. If you want to be successful, define success very concretely and focus on that.

  • You have one life, don't settle for mediocrity.

  • The only true test of intelligence is if you get what you want out of your life, and there are two parts to that —

    • One is getting what you want, so you know how to get it.
    • Second, wanting the right thing — knowing what to want in the first place.
  • Use the secretary theorem to pick stuff in life. Optimal time is about ⅓ or 37%.

    • The interesting thing about the secretary problem is that it's not time-based. It's not based on ⅓ of the time; it's iteration-based.
  • Malcolm Gladwell popularized this idea of 10,000 hours to mastery — but I think it's 10,000 iterations to mastery. It's about the number of iterations that drives a learning curve.

  • Iterations are not repetitions. Repetition is about repeating a thing over and over. Iteration is modifying it with a learning and doing another version of it. That's error correction.

  • Knowing as Inseparable from Doing — We treat pieces of knowledge as something to be acquired once and kept forever. But the reality is that knowing requires diligent practice and constant maintenance.

    • In other words, knowing is a skill, like playing an instrument or playing chess, that can be honed with practice.
    • How do we create tools for thought that support knowing as an active process?