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