Study Hacks Blog
Posts from September, 2013 - Study Hacks - Cal Newport
September 18th, 2013 · 76 comments
I remember when I first heard about Facebook. I was an undergraduate at Dartmouth College. At the time, the service was being made available on a school-by-school basis, and, one spring day in 2004, it finally arrived at our corner of the Ivy League.
Many of my friends were excited by this event. They were surprised when I didn’t join.
“What problem do I have that this solves?”, I asked.
No one could answer.
They would, instead, talk about new features it made available, like being able to reconnect with people from high school or post photos. But my lack of ability to connect with old classmates or to publicize my social outings were not problems I needed fixed.
“Every product and service ever invented offers new features,” I’d respond, “but what problem do I have that Facebook’s features are solving? Why should this product, of all products, earn my attention?”
Again, no one could answer.
After a while, I stopped asking this question, and just moved on with my life without a presence on Facebook. Ten years later, I still have never had a Facebook account — nor any social media account, for that matter — and have never missed it.
I have close friends. I still have lots of readers and still sell lots of books. And I’ve preserved my ability to focus, allowing me to make a nice a living as a theoretician.
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September 11th, 2013 · 7 comments
Finding the Focused Few
I’m looking for stories of people who use radical strategies to reduce the amount of distractions in their life and improve their ability to focus on hard things (be it at work, at home, or in parenting).
If this describes you, someone you know, or someone you read about: please consider sending a brief e-mail to email@example.com to tell me more.
September 8th, 2013 · 23 comments
The Depths and the Shallows
I worry a lot about deep work (giving sustained attention to hard things that create value). As a professor, deep work is required to produce new results. Therefore, the more I do, the better.
I often envy the schedules of professional writers — like Woody Allen, Neal Stephenson, or Stephen King — who can wake-up, work deeply until they reach their cognitive limit, then rest and recharge until the next day.
The simplicity of this rhythm is satisfying. I could never emulate it, however, because, like most knowledge workers, I’m also saddled with quite a bit of shallow work (task-oriented efforts that do not create much new value). You’d be surprised, for example, how much time you spend after you write an academic paper, formatting it properly for publication (a scene they seemed to skip in A Beautiful Mind).
Most knowledge workers face this same battle between what’s needed to make an impact in the long term, and what’s needed to avoid getting fired in the short term. Professors, however, are particularly good (or, at the very least, particularly concerned) about preserving deep work in the face of mounting shallow obligations. The reason for this attention is simple: tenure.
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