Meta Learning

What are the best practices for learning faster with AI prompts?

Good learning is inherently pleasurable. Gaining pleasure from learning new things is fundamental to enjoyment of life. Everyone deserves to discover their drive to learn.

Two Capabilities

All you can know is all you can experience. Learning serves two capabilities that define the venture game:

Capability	What It Trains	Without It
Perception (senses)	Capacity to see opportunities others miss	Blind to gaps — can't find the problem worth solving
Expression (rhetoric)	Capacity to articulate ideas so they gain traction	Stuck — can see the future but can't bring anyone with you

Perception expands the grid. Expression fills the cells with meaning others can act on. The five senses are the gates of perception — what you can experience bounds what you can know. The five rhetoric elements are the gates of expression — how you frame what you've seen determines whether anyone follows.

The learning pipeline below trains both: Awareness through Practice builds perception. Reduce through Teach builds expression.

The Force Multiplier

Standardized protocols = know-how without thinking = force multipliers.

When a protocol becomes automatic, cognitive load frees up for higher-level work. This is why protocols that graduate to standards compound capability:

LEARNING (conscious effort)
     ↓
PRACTICE (deliberate repetition)
     ↓
PROTOCOL (documented method)
     ↓
STANDARD (automatic execution)
     ↓
PLATFORM (freed capacity for next level)

The goal isn't to know more—it's to make what you know automatic so you can think about harder problems.

This is the Knowledge Stack:

Layer	What It Is	Force Multiplier Effect
Science	Discovery (hypothesis → experiment → knowledge)	Questions generate new knowledge
Principles	Primitives (irreducible truths)	Constraints that simplify decisions
Protocols	Methods (sequenced primitives)	Repeatable outcomes
Standards	Adoption (proven, enforced)	"Know-how without thinking"
Platform	Capability (crystallized)	Next level becomes possible

Each layer graduates when it becomes automatic. That's when cognitive load frees up for the next problem.

Documentation Types (Diátaxis)

Four types of documentation serve different needs:

Type	Orientation	Purpose	User Need
Tutorials	Learning	Acquire skills through doing	"Teach me"
How-To Guides	Task	Accomplish specific goal	"Help me do X"
Reference	Information	Describe the machinery	"What is X?"
Explanation	Understanding	Clarify concepts	"Why does X work?"

The learning paradox: In tutorials, what you do differs from what you learn. Doing builds theoretical knowledge. The goal is skill acquisition, not task completion.

Key tutorial principles:

• Don't try to teach—provide experiences
• Show results early and often
• Concrete before abstract
• Ignore alternatives (focus beats options)

Systems

Evolve systems to capture information and synthesize into actionable insights as fast as possible.

• Systems Thinking: Habits are more important than Goals.
• Knowledge Schema: Organise Ideas
• Matrix Thinking: Explore the Unknown
• Decision Frameworks: Simplify Complexity
• Documentation: Help others to Collaborate

Flow of Knowledge

Learn how to systemize making better decisions faster.

Flow of knowledge acquisition to mastery.

1. Awareness:
2. Capture
3. Filter
4. Organise
5. Systemize
6. Reduce
7. Practice
8. Teach

Awareness

Continually expand surface area for discovery of actionable insights. The broader your awareness the more ideas you can connect. Subscribe to educators to train the algorithms to provide content that is worth your attention.

• Podcasts
• YouTube
• Instagram
• Tik Tok

Capture

Capture information into a note-taking system. If watching or listening content make multiple passes, playing at twice speed on the first pass. Aim to capture the conceptual flow by following the process below.

• Podcasts
• Twitter Lists
• Data Pipelines
• Thought Hopper

Filter

Ask two questions to decide on making a note permanent:

• Does the note still seem relevant?
• Does it add value to your existing notes or knowledge?

Improve fact finding techniques and verify credible sources.

Organise

Categorise information into a schema, connecting new ideas to existing ones.

• Diagrams
• Tables
• Identify keywords
• Link your thinking

Systemize

Convert information into actionable best practices.

• Establish roadmaps to fill in most in demand knowledge
• Link thinking to shape new connections.
• Create triggers and mantra to use knowledge when needed.

tip

Define the most important question to wrap up the learning session

Reduce

Make insightful observations, focus on clarity and brevity.

• Use mantra to improve instincts
• Make insights memeable.

:::tip Mantra Simplicity is the ultimate sophistication - Leonardo da Vinci :::

Practice

Use your knowledge to solve problems.

1. Replicate
2. Adapt
3. Replace
4. Evolve

Teach to Learn

Step 8 is not the end of the pipeline — it is the beginning of a deeper pass through it.

When you teach, three things happen that passive learning cannot produce:

You discover the gaps you didn't know you had. Explanation forces structure. The moment you cannot explain a step, you have found the exact boundary of your understanding. No amount of reading surfaces this as cleanly as the first attempt to teach it.

You enter your own ZPD. The Zone of Proximal Development is the band between what you can do alone and what you can do with guidance. When you teach, the learner's questions define your ZPD precisely — they ask what you assumed you understood but cannot yet explain.

Your next student is your next MKO. More Knowledgeable Others are not above you on a ladder. They are adjacent — whoever just crossed the gap you are facing. The person you teach today, in a different domain tomorrow, becomes your teacher. The role does not flow by age or credential. It flows by ZPD.

YOU TEACH                →  learner's questions reveal YOUR gaps
                                        ↓
                            You re-enter Awareness at a deeper level
                                        ↓
                            Capture → Filter → Organise → ...
                                        ↓
                            You TEACH again — from deeper ground

The matrix connection. Matrix thinking shows you the empty cells — the gaps in what you know. Teaching fills them in a way that reading cannot, because the learner's confusion is a mirror. Where they cannot follow, you had not truly mapped.

The pipeline does not stop at step 8. It spirals. Each cycle reaches deeper because teaching revealed what the previous pass left hollow.

The Mission Loop is the game that runs this spiral in a single session — one gap, one bound, one artifact, teach back.

Deep Dives

• Knowledge Stack — Science → Principles → Protocols → Standards → Platform
• Knowledge Schema — How to organize ideas
• Collective Intelligence — Learning together
• Research — Finding what's true
• Note Taking — Capture and retain
• Reading — Extract insight efficiently
• Teacher Archetype — The Teach step personified. Diátaxis as the instrument.
• Coach Archetype — When they have the map but are stuck at the edge

Links

• Diátaxis — Documentation framework
• Learn in public
• Schema Development
• The Art of Learning | Josh Waitzken
• Twenty Rules for Formulating Knowledge
• Why you should Doodle at Meetings

Questions

What knowledge are you still thinking about that should be automatic by now?

• Which side of the venture game is weaker — your perception (seeing gaps) or your expression (selling the vision)?
• When learning becomes automatic, does it free capacity for perception, expression, or both?
• What would you see if you had a sense you don't have — and what dimension would that add to your grid?