Learn English with Podcast | Daily Wisdom for Speaking, Shadowing & Conversation Practice A2-B1

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https://www.youtube.com/watch?v=Bq8XO4aWFWU

[00:00] Hello my friends.
[00:02] Welcome back to English Unleashed.
[00:04] English Unleashed.
[00:07] In today's episode, I'm going to talk about another useful book called The Daily Laws.
[00:13] The author is Robert Greene.
[00:17] But remember, this is not a difficult lesson.
[00:22] This is an easy English podcast.
[00:26] As always, I will use easy words to talk about deep ideas.
[00:33] We take big ideas and explain them in simple, natural English so you can understand the message and learn English at the same time.
[00:47] You will hear useful vocabulary, clear sentences, and repeated ideas.
[00:56] This helps you learn English naturally through listening, meaning, and context.
[01:03] through listening, meaning, and context.
[01:06] This book is a little different from many other books.
[01:09] It is not only one long argument.
[01:15] It is not only one story.
[01:15] It is a book of short daily lessons.
[01:19] Each day gives you one idea to think about, one lesson, one reminder, one small piece of wisdom.
[01:32] The word daily is very important.
[01:36] Daily means every day, not once a year, not only when you feel motivated, not only when life is easy, every day.
[01:52] This is the main feeling of the book.
[01:57] Life changes through daily attention.
[02:01] You do not become wise in one day.
[02:01] You do not become strong in one day.
[02:05] You do not become strong in one day.
[02:05] You do not understand people in one day.
[02:09] You do not understand people in one day.
[02:09] You do not master your work in one day.
[02:13] You do not master your work in one day.
[02:13] You grow by returning to important ideas
[02:17] You grow by returning to important ideas again and again.
[02:19] again and again.
[02:19] One day, you learn something about
[02:22] One day, you learn something about yourself.
[02:24] yourself.
[02:24] Another day, you learn something about
[02:27] Another day, you learn something about people.
[02:28] people.
[02:28] Another day, you learn something about
[02:31] Another day, you learn something about power.
[02:32] power.
[02:32] Another day, you learn something about
[02:36] Another day, you learn something about patience, focus, emotions, strategy, or
[02:41] patience, focus, emotions, strategy, or mastery.
[02:42] mastery.
[02:42] Slowly, these lessons begin to shape the
[02:47] Slowly, these lessons begin to shape the way you see life.
[02:50] way you see life.
[02:50] In The Daily Laws, Robert Greene brings
[02:53] In The Daily Laws, Robert Greene brings many of his big ideas into short daily
[02:58] many of his big ideas into short daily lessons.
[02:58] The book invites you to read a
[03:01] lessons. The book invites you to read a little every day and think about your
[03:04] little every day and think about your life.
[03:04] This is useful because many people
[03:09] Life. This is useful because many people want big change, but they do not have a daily practice.
[03:15] They want wisdom, but they do not stop to think.
[03:20] They want success, but they do not study their actions.
[03:26] They want confidence, but they do not understand their fears.
[03:33] They want better relationships, but they do not study people.
[03:39] They want mastery, but they do not practice deeply.
[03:45] The book says in a quiet way, "Slow down. Look carefully. Learn every day."
[03:54] This is a powerful message.
[03:57] In the modern world, many people are distracted.
[04:02] Distracted means their attention is going everywhere.
[04:05] They check their phone, they watch many short videos,
[04:11] phone, they watch many short videos, they compare themselves with others.
[04:15] they compare themselves with others, they react quickly, they move from one
[04:18] they react quickly, they move from one idea to another idea,
[04:21] idea to another idea, and their mind is busy, but not always
[04:25] and their mind is busy, but not always deep. The daily laws asks us to become
[04:29] deep. The daily laws asks us to become more aware.
[04:30] more aware. Aware means awake.
[04:33] Aware means awake. It means you notice what is happening
[04:35] It means you notice what is happening inside you and around you. You notice
[04:39] inside you and around you. You notice your habits. You notice your emotions.
[04:43] your habits. You notice your emotions. You notice people's behavior.
[04:47] You notice people's behavior. You notice your mistakes. You notice
[04:49] You notice your mistakes. You notice your desires. You notice what you really
[04:53] your desires. You notice what you really want.
[04:55] want. Without awareness, we live
[04:57] Without awareness, we live automatically. We repeat old patterns.
[05:02] automatically. We repeat old patterns. We make the same mistakes.
[05:04] We make the same mistakes. We blame other people. We follow the
[05:06] We blame other people. We follow the crowd. We waste time.
[05:09] crowd. We waste time. We say, "This is just who I am."
[05:14] We say, "This is just who I am."
[05:14] But maybe it is not who we are.
[05:17] Maybe it is only a habit.
[05:20] Maybe it is only a pattern.
[05:21] Maybe it is only something we learned before.
[05:26] A daily lesson can interpret the pattern.
[05:30] Interpret means stop something for a moment.
[05:34] You read one idea and you pause.
[05:38] You ask, "Is it true in my life?
[05:43] Do I do this?
[05:45] What can I change today?"
[05:48] That small pause is powerful.
[05:52] You give meaning to something.
[05:54] For English learners, this is a strong idea.
[05:58] Why?
[05:59] Because learning a language also needs daily attention.
[06:05] You cannot listen once and become fluent.
[06:08] You cannot learn one word and understand everything.
[06:14] understand everything.
[06:17] You cannot speak one time and become confident.
[06:19] confident.
[06:22] You need small daily contact with English.
[06:24] English.
[06:27] One sentence a day matters. One short podcast a day matters.
[06:30] One minute of speaking a day matters.
[06:35] One useful phrase a day matters.
[06:38] This is similar to the idea of daily laws.
[06:41] laws.
[06:43] Your English grows when you return to it every single day.
[06:46] every single day.
[06:49] Your mind becomes familiar with the language.
[06:52] Your ears become stronger.
[06:56] Your mouth becomes more comfortable.
[07:00] Your confidence grows slowly.
[07:04] The book is not saying you must become perfect every day.
[07:06] No, it is not saying you must do everything right.
[07:10] It is saying bring it attention to your
[07:15] It is saying bring it attention to your life every day.
[07:17] Life every day. Learn one thing. Practice one thing.
[07:21] Learn one thing. Practice one thing. Notice one pattern.
[07:23] Notice one pattern. Make one better choice.
[07:26] Make one better choice. This is realistic. This is human.
[07:30] This is realistic. This is human. This is possible.
[07:33] Is possible. One of the biggest ideas behind Robert Greene's work is that people often do not understand themselves.
[07:36] One of the biggest ideas behind Robert Greene's work is that people often do not understand themselves.
[07:39] They think they are logical, but emotions often control them.
[07:42] They think they are logical, but emotions often control them.
[07:44] They think they are free, but old habits control them.
[07:47] They think they are free, but old habits control them.
[07:49] They think they understand people, but they often see only the surface.
[07:52] They think they understand people, but they often see only the surface.
[07:54] The surface is what you see first. The deeper truth is under it.
[07:58] The surface is what you see first. The deeper truth is under it.
[08:01] For example, someone may look confident, but inside they are afraid.
[08:05] For example, someone may look confident, but inside they are afraid.
[08:08] Someone may sound kind, but maybe they want control.
[08:12] Someone may sound kind, but maybe they want control.
[08:18] But maybe they want control.
[08:22] Someone may criticize you, but maybe they feel insecure.
[08:25] They feel insecure.
[08:25] Someone may praise you, but maybe they want something from you.
[08:31] But maybe they want something from you.
[08:34] Human behavior is complicated.
[08:34] Green asks us to look deeper.
[08:38] Do not believe only appearances.
[08:42] Do not react too quickly.
[08:45] Watch, listen, think, study patterns.
[08:51] This is not about becoming cold or suspicious.
[08:55] It is about becoming wiser.
[08:57] A wise person does not believe everything immediately.
[09:03] A wise person observes.
[09:05] A wise person asks, "What is really happening here?"
[09:12] A wise person understands that people are emotional, complex, and sometimes contradictory.
[09:18] Contradictory means two things are
[09:21] Contradictory means two things are different or opposite at the same time.
[09:25] different or opposite at the same time.
[09:28] A person may want success, but fear responsibility.
[09:31] but fear responsibility.
[09:33] A person may want love, but push people away.
[09:36] but push people away.
[09:39] A person may want freedom, but follow the crowd.
[09:41] the crowd.
[09:44] We are not simple machines. We are human.
[09:45] human.
[09:49] This book helps us understand that.
[09:53] So, the first lesson from this book is simple.
[09:54] simple.
[10:00] Wisdom is daily, not one big idea once.
[10:04] Not one big motivation once. Not one big change once.
[10:08] Not one big change once.
[10:10] Daily attention. Daily reflection. Daily practice. Daily
[10:15] Daily reflection. Daily practice. Daily growth.
[10:17] growth.
[10:20] If you learn one useful idea every day and apply it even a little,
[10:23] and apply it even a little, your life can slowly change.
[10:28] your life can slowly change.
[10:30] If you listen to English every day and practice even a little, your English can slowly change, too.
[10:36] Small daily lessons become a stronger mind.
[10:41] Small daily practice becomes better English.
[10:46] Small daily awareness becomes a better life.
[10:51] All right.
[10:53] One of the deepest lessons in the daily laws is this.
[10:58] Know yourself first.
[11:01] This sounds simple, but it is not easy.
[11:05] Many people live for years without truly understanding themselves.
[11:12] They know what other people expect from them.
[11:16] They know what society says is successful.
[11:18] They know what looks impressive, but
[11:24] They know what looks impressive, but they may not know their real nature.
[11:28] they may not know their real nature.
[11:30] Your nature means your deeper personality.
[11:34] Your deeper interests.
[11:35] Your energy.
[11:37] energy.
[11:40] It is the way you naturally think, feel, and respond.
[11:43] and respond.
[11:45] It is what attracts you.
[11:48] It is what gives you energy.
[11:51] It is what you return to again and again.
[11:55] to again and again.
[11:56] Robert Greene often talks about finding your path.
[12:01] your path.
[12:03] Your path is not only a job.
[12:06] It is not only a title.
[12:08] It is a direction that feels connected to you.
[12:11] to you.
[12:14] Some people are drawn to music.
[12:17] Some people are drawn to language.
[12:20] Some are drawn to business.
[12:20] Some are drawn to teaching, writing, science, design, or helping others.
[12:24] The important thing is to notice what calls you.
[12:29] What do you think about again and again?
[12:33] What subject makes you curious?
[12:36] What kind of work gives you energy?
[12:39] What problem do you like solving?
[12:42] What did you enjoy before other people told you what to do?
[12:48] These questions are important because if you do not know yourself, you may spend your life following other people's desires.
[12:58] You may choose a career because it looks good.
[13:03] You may copy someone else because they are successful.
[13:08] You may follow a trend because everyone is talking about it.
[13:14] But after some time, you may feel empty.
[13:18] Empty means something is missing inside.
[13:24] A life that looks good outside can still
[13:28] A life that looks good outside can still feel wrong inside.
[13:32] feel wrong inside.
[13:35] This is why knowing yourself is important.
[13:37] important.
[13:40] It is called self-knowledge.
[13:43] It means understanding yourself.
[13:47] It means knowing your strengths, your weaknesses, your fears, your desires, and your patterns.
[13:54] Self-knowledge is not always easy.
[13:58] Sometimes you see things you do not like.
[14:03] Maybe you avoid difficulty.
[14:06] Maybe you need too much approval.
[14:09] Maybe you become jealous.
[14:12] Maybe you compare yourself with others.
[14:14] Maybe you get angry too quickly.
[14:17] Maybe you lose focus.
[14:20] Maybe you start many things but do not finish them.
[14:25] Seeing these things can hurt, but it is useful.
[14:30] useful.
[14:30] You cannot change what you do not see.
[14:34] You cannot change what you do not see.
[14:34] This is a repeated idea in Green's work.
[14:38] This is a repeated idea in Green's work.
[14:38] Look honestly.
[14:38] Do not hide from reality.
[14:43] Look honestly.
[14:43] Do not hide from reality.
[14:43] Do not create a beautiful story to
[14:46] protect your ego.
[14:49] Ego means the part of you that wants to
[14:52] feel important, right, and safe.
[14:56] feel important, right, and safe.
[14:56] The ego does not like criticism.
[15:00] The ego does not like criticism.
[15:00] The ego does not like mistakes.
[15:03] does not like mistakes.
[15:03] The ego does not like feeling weak.
[15:06] like feeling weak.
[15:06] But growth begins when you can see
[15:09] yourself more clearly.
[15:12] yourself more clearly.
[15:12] For English learners, self-knowledge is
[15:15] very important.
[15:17] very important.
[15:17] Many learners say, "My English is bad."
[15:20] Many learners say, "My English is bad."
[15:20] But this is too general.
[15:23] It does not help.
[15:27] A better question is, what exactly is difficult for me?
[15:29] is difficult for me?
[15:29] Is listening difficult?
[15:29] Is speaking
[15:32] Is listening difficult?
[15:32] Is speaking difficult?
[15:32] Is pronunciation difficult?
[15:36] difficult?
[15:36] Is pronunciation difficult?
[15:36] Is vocabulary difficult?
[15:36] Is grammar, or
[15:40] Is vocabulary difficult?
[15:40] Is grammar, or confidence, or consistency
[15:43] confidence, or consistency difficult?
[15:45] difficult?
[15:47] When you know the real problem,
[15:51] you can practice better.
[15:54] For example, if your listening is weak,
[15:56] listen more.
[15:59] Use repeated listening.
[15:59] Use slow English.
[15:59] Use clear podcasts.
[16:04] Use slow English.
[16:04] Use clear podcasts.
[16:07] If your speaking is not strong,
[16:07] speak out loud every day.
[16:09] out loud every day.
[16:09] Answer simple questions.
[16:11] Answer simple questions.
[16:11] Record yourself.
[16:13] yourself.
[16:16] If confidence is not as strong,
[16:16] practice small, safe speaking moments.
[16:21] small, safe speaking moments.
[16:25] Self-knowledge makes practice smarter.
[16:28] Without self-knowledge, you may practice the wrong thing.
[16:31] You may study grammar for years, when your real problem is
[16:34] For years, when your real problem is speaking.
[16:36] Speaking.
[16:38] You may memorize words, when your real problem is using them.
[16:42] You may watch difficult videos, when your real need is simple, repeated input.
[16:48] So, ask yourself honestly, what do I really need?
[16:56] This question is powerful. Another part of knowing yourself is understanding your emotions.
[17:04] Many people are controlled by emotions they do not understand. They feel angry, and they react.
[17:13] They feel afraid, and they avoid. They feel jealous and they criticize.
[17:20] They feel insecure and they try to impress people.
[17:26] But a wiser person pauses. They say, "What am I feeling? Why am I feeling this? What is the deeper reason?"
[17:36] this? What is the deeper reason?
[17:40] For example, jealousy can show you what you want.
[17:43] If you feel jealous of someone's success, maybe you also want success in that area.
[17:49] Instead of attacking the person, learn from the feeling.
[17:52] Ask, "What does this show me about my desire?"
[17:56] Fear can show you where you need preparation.
[17:59] If you fear speaking English, maybe you need small speaking practice.
[18:05] If you fear public speaking, maybe you need structure and practice.
[18:12] If you fear failure, maybe you need to change your relationship with mistakes.
[18:18] Emotions are information.
[18:22] They are not instructions.
[18:26] This means you can listen to your emotions without obeying them immediately.
[18:30] If fear says run away, you can say,
[18:38] If fear says run away, you can say, "Thank you, fear. I hear you, but I will take one small step."
[18:45] If anger says attack, you can say, "I will pause first."
[18:51] If insecurity says, "Prove yourself."
[18:54] you can say, "I do not need to impress anyone."
[19:01] This is emotional self-control.
[19:04] It is not about having no feelings.
[19:07] It is about not being controlled by every feeling.
[19:12] So, the author says, "Study your reactions.
[19:16] Study your habits.
[19:17] Study your fears.
[19:21] Study your desires.
[19:25] Study your excuses.
[19:29] Not with hate, with curiosity."
[19:32] For English practice, you can use the same idea.
[19:35] Do not say, "I'm stupid because I make mistakes."
[19:38] Instead, say, "This mistake shows me
[19:42] Instead, say, "This mistake shows me what I need to practice."
[19:45] what I need to practice."
[19:45] Do not say, "I always fail."
[19:49] Say, "I need a smaller habit."
[19:52] need a smaller habit."
[19:52] Do not say, "I have no talent."
[19:56] Say, "I need better practice and more time."
[20:00] need better practice and more time."
[20:00] The language you use with yourself matters.
[20:04] language you use with yourself matters.
[20:04] So, the lesson of this part is simple.
[20:07] So, the lesson of this part is simple.
[20:07] Know yourself first.
[20:11] Know yourself first.
[20:11] Know your real interests.
[20:16] interests. Know your weak points.
[20:16] Know your emotions.
[20:20] your emotions. Know your patterns.
[20:20] Know what gives you energy and what takes your energy away.
[20:23] what gives you energy and what takes your energy away.
[20:25] A person who knows themselves can choose better.
[20:29] A person who knows themselves can choose better.
[20:30] A learner who knows themselves can practice better.
[20:33] A learner who knows themselves can practice better.
[20:35] Self-knowledge is the beginning of wisdom.
[20:39] Self-knowledge is the beginning of wisdom.
[20:40] Now, another important idea in this book
[20:43] Now, another important idea in this book is purpose.
[20:45] is purpose. Purpose means a clear reason for your
[20:48] Purpose means a clear reason for your actions.
[20:49] actions. It is the deeper why behind what you do.
[20:55] It is the deeper why behind what you do. When you have purpose, your energy
[20:58] When you have purpose, your energy becomes stronger.
[21:00] becomes stronger. You know where you are going. You know
[21:03] You know where you are going. You know why the work matters.
[21:06] why the work matters. You can continue even when the path is
[21:09] You can continue even when the path is difficult.
[21:11] difficult. Without purpose, life can feel random.
[21:15] Without purpose, life can feel random. You may start one thing, then stop.
[21:19] You may start one thing, then stop. Then start another thing and stop again.
[21:23] Then start another thing and stop again. You may follow trends. You may copy
[21:26] You may follow trends. You may copy others. You may look busy, but inside
[21:30] others. You may look busy, but inside you feel lost.
[21:33] you feel lost. Purpose gives direction.
[21:36] Purpose gives direction. Direction is very important because we
[21:39] Direction is very important because we have limited time and energy.
[21:43] have limited time and energy. You cannot do everything deeply. You
[21:45] You cannot do everything deeply. You cannot master every skill. You cannot
[21:49] cannot master every skill. You cannot follow every path.
[21:51] follow every path. You need to choose.
[21:53] You need to choose. And when you choose, you can go deeper.
[21:58] And when you choose, you can go deeper. The author often writes about the
[22:00] The author often writes about the importance of a life task.
[22:03] importance of a life task. A life task is the kind of work that
[22:06] A life task is the kind of work that feels deeply connected to you.
[22:10] feels deeply connected to you. Robert Greene says, "It is not only a
[22:13] Robert Greene says, "It is not only a job. It is a direction that fits your
[22:16] job. It is a direction that fits your nature.
[22:18] nature. It is something you can study.
[22:20] It is something you can study. Something you can practice. Something
[22:23] Something you can practice. Something you can improve for many years.
[22:27] you can improve for many years. For one person, the life task may be
[22:30] For one person, the life task may be music.
[22:32] music. For another person, language. For
[22:35] For another person, language. For another, teaching. For another,
[22:38] another, teaching. For another, business. For another, science.
[22:41] business. For another, science. The area can be different, but the
[22:44] The area can be different, but the feeling is the same.
[22:47] feeling is the same. This matters to me.
[22:49] This matters to me. I want to go deeper.
[22:53] I want to go deeper. Purpose does not always appear clearly
[22:56] Purpose does not always appear clearly in one moment.
[22:58] in one moment. Sometimes you discover it slowly.
[23:02] Sometimes you discover it slowly. You try different things. You notice
[23:04] You try different things. You notice what gives you energy.
[23:07] what gives you energy. You notice what you return to.
[23:10] You notice what you return to. You notice what problems you care about.
[23:14] You notice what problems you care about. You notice what work feels meaningful
[23:18] You notice what work feels meaningful even when it is hard.
[23:21] even when it is hard. Meaningful is an important word.
[23:25] Meaningful is an important word. Meaningful means it has value for you.
[23:28] Meaningful means it has value for you. It feels important.
[23:31] It feels important. The right path is not always easy.
[23:35] The right path is not always easy. This is important. Some people think,
[23:37] This is important. Some people think, "If this is my purpose, it should always
[23:40] "If this is my purpose, it should always feel easy." No.
[23:42] feel easy." No. Purpose can be difficult.
[23:45] Purpose can be difficult. But the difficulty feels worth it.
[23:49] But the difficulty feels worth it. You may get tired, but you still care.
[23:53] You may get tired, but you still care. You may struggle, but you want to
[23:55] You may struggle, but you want to continue.
[23:57] continue. You may fail, but you return.
[24:00] You may fail, but you return. This is how you know something matters.
[24:03] This is how you know something matters. Purpose turns practice into meaning.
[24:07] Purpose turns practice into meaning. For example, if you say, "I want to
[24:09] For example, if you say, "I want to learn English," this is good, but it is
[24:13] learn English," this is good, but it is general.
[24:14] general. If you say, "I want to learn English so
[24:17] If you say, "I want to learn English so I can speak confidently in interviews,"
[24:20] I can speak confidently in interviews," that is stronger.
[24:23] that is stronger. If you say, "I want to learn English so
[24:26] If you say, "I want to learn English so I can teach, travel, and share my
[24:29] I can teach, travel, and share my ideas," that is even stronger.
[24:33] ideas," that is even stronger. A strong why helps you continue when
[24:37] A strong why helps you continue when motivation is low.
[24:40] motivation is low. Motivation is a feeling.
[24:42] Motivation is a feeling. It comes and goes. Some days you feel
[24:45] It comes and goes. Some days you feel excited. Some days you feel tired. If
[24:49] excited. Some days you feel tired. If you depend only on motivation, your
[24:51] you depend only on motivation, your practice will be unstable.
[24:55] practice will be unstable. Purpose is deeper than motivation.
[24:58] Purpose is deeper than motivation. Purpose says, "Even if I do not feel
[25:01] Purpose says, "Even if I do not feel excited today, this still matters." All
[25:06] excited today, this still matters." All right, a major theme in Robert Greene's
[25:09] right, a major theme in Robert Greene's work is mastery. The word mastery means
[25:13] work is mastery. The word mastery means being very good at something.
[25:16] being very good at something. But it does not only mean being good.
[25:20] But it does not only mean being good. It means going deep. It means
[25:24] It means going deep. It means understanding something so well that you
[25:27] understanding something so well that you can do it almost naturally.
[25:31] can do it almost naturally. A master musician does not only play
[25:35] A master musician does not only play notes.
[25:36] notes. A master musician feels the music.
[25:41] A master musician feels the music. A master writer does not only write
[25:44] A master writer does not only write sentences.
[25:46] sentences. A master writer understands people.
[25:50] A master writer understands people. Understands stories, emotions, and
[25:54] Understands stories, emotions, and ideas.
[25:55] ideas. A master teacher does not only explain
[25:59] A master teacher does not only explain lessons.
[26:00] lessons. A master teacher understands students'
[26:04] A master teacher understands students' problems, fear, motivation, and
[26:08] problems, fear, motivation, and learning.
[26:10] learning. So, mastery is deep skill. Mastery is
[26:16] So, mastery is deep skill. Mastery is deep understanding.
[26:18] deep understanding. Mastery is not magic.
[26:22] Mastery is not magic. Mastery is not luck.
[26:25] Mastery is not luck. Mastery is not something that happens in
[26:28] Mastery is not something that happens in 1 week or 1 month.
[26:32] 1 week or 1 month. It happens slowly.
[26:34] It happens slowly. It happens through time, practice,
[26:38] It happens through time, practice, patience, and careful learning.
[26:42] patience, and careful learning. The author, Robert Greene, explains that
[26:45] The author, Robert Greene, explains that many people think successful people are
[26:49] many people think successful people are born special.
[26:52] born special. We look at a great artist, a great
[26:56] We look at a great artist, a great scientist, a great athlete, or a great
[27:01] scientist, a great athlete, or a great business person, and we say,
[27:04] business person, and we say, "Wow, this person is a genius."
[27:08] "Wow, this person is a genius." We imagine that this person was born
[27:12] We imagine that this person was born with a special gift, a special talent.
[27:17] with a special gift, a special talent. We think they were different from the
[27:20] We think they were different from the beginning.
[27:22] beginning. But, Robert Greene says this is not the
[27:25] But, Robert Greene says this is not the full story. Yes, some people may have
[27:30] full story. Yes, some people may have natural talent.
[27:32] natural talent. Some people may learn faster at first.
[27:36] Some people may learn faster at first. Some people may have a strong memory, a
[27:39] Some people may have a strong memory, a good ear, or a quick mind.
[27:43] good ear, or a quick mind. But, talent is not enough.
[27:46] But, talent is not enough. Talent is only a small beginning.
[27:51] Talent is only a small beginning. The real secret is not talent.
[27:54] The real secret is not talent. The real secret is the path.
[27:59] The real secret is the path. The real secret is what people do every
[28:02] The real secret is what people do every day.
[28:03] day. They study. They practice. They observe.
[28:09] They study. They practice. They observe. They fail. They try again.
[28:13] They fail. They try again. They learn from teachers. They learn
[28:17] They learn from teachers. They learn from books. They learn from mistakes.
[28:21] from books. They learn from mistakes. They repeat the same skill many times.
[28:25] They repeat the same skill many times. Slowly, their brain changes.
[28:28] Slowly, their brain changes. Their hands become better.
[28:31] Their hands become better. Their eyes notice more, and slowly, they
[28:36] Their eyes notice more, and slowly, they understand things other people do not
[28:39] understand things other people do not see.
[28:41] see. This is very important for English
[28:44] This is very important for English learners, too.
[28:46] learners, too. Many learners say, "I'm not good at
[28:48] Many learners say, "I'm not good at English."
[28:49] English." Or they say, "I don't have talent for
[28:53] Or they say, "I don't have talent for languages."
[28:55] languages." But maybe the real question is not,
[29:00] But maybe the real question is not, "Do I have talent?"
[29:02] "Do I have talent?" Maybe the real question is,
[29:05] Maybe the real question is, "Am I following the right path?
[29:08] "Am I following the right path? Am I listening every day?
[29:12] Am I listening every day? Am I repeating useful sentences?
[29:16] Am I repeating useful sentences? Am I learning words in context?
[29:19] Am I learning words in context? Am I speaking little by little?
[29:23] Am I speaking little by little? Am I giving my brain enough time?
[29:27] Am I giving my brain enough time? Mastery is not about being perfect
[29:31] Mastery is not about being perfect today.
[29:32] today. Mastery is about walking in the right
[29:36] Mastery is about walking in the right direction every single day.
[29:40] direction every single day. In this book, Robert Greene talks about
[29:43] In this book, Robert Greene talks about the lives of many famous people.
[29:47] the lives of many famous people. He talks about scientists, artists,
[29:51] He talks about scientists, artists, writers, inventors,
[29:53] writers, inventors, business people, and leaders.
[29:57] business people, and leaders. These people were not all the same.
[30:01] These people were not all the same. They lived in different countries.
[30:04] They lived in different countries. They worked in different fields.
[30:07] They worked in different fields. Some worked with machines.
[30:10] Some worked with machines. Some worked with words.
[30:13] Some worked with words. Some worked with music.
[30:16] Some worked with music. Some worked with science.
[30:19] Some worked with science. But they had something in common.
[30:23] But they had something in common. They all followed a deep process.
[30:27] They all followed a deep process. They all spent a long time learning.
[30:32] They all spent a long time learning. They all passed through difficult
[30:34] They all passed through difficult stages.
[30:36] stages. They all had moments of confusion,
[30:39] They all had moments of confusion, disappointment, frustration.
[30:43] disappointment, frustration. They all had moments when they did not
[30:46] They all had moments when they did not know what to do.
[30:49] know what to do. But, they continued.
[30:52] But, they continued. And this is comforting.
[30:54] And this is comforting. It means that difficulty is normal.
[30:57] It means that difficulty is normal. Feeling confused is normal.
[31:01] Feeling confused is normal. Being slow at the beginning is
[31:04] Being slow at the beginning is absolutely normal.
[31:06] absolutely normal. Not understanding everything is normal.
[31:10] Not understanding everything is normal. When you learn English, when you learn
[31:13] When you learn English, when you learn music, when you learn writing, when you
[31:16] music, when you learn writing, when you learn any skill,
[31:18] learn any skill, the beginning is often uncomfortable.
[31:22] the beginning is often uncomfortable. You want to be good quickly, but your
[31:25] You want to be good quickly, but your body and your brain need time.
[31:29] body and your brain need time. You want to speak fluently,
[31:31] You want to speak fluently, but your mouth needs practice.
[31:35] but your mouth needs practice. You want to understand native speakers,
[31:38] You want to understand native speakers, but your ears need thousands of hours of
[31:43] but your ears need thousands of hours of listening.
[31:44] listening. You want to play a song,
[31:47] You want to play a song, but your fingers need to repeat the
[31:49] but your fingers need to repeat the movement again and again. Robert
[31:52] movement again and again. Robert Greene's message is clear.
[31:55] Greene's message is clear. Do not be afraid of the [snorts] slow
[31:57] Do not be afraid of the [snorts] slow process.
[31:59] process. The slow process is not a problem.
[32:02] The slow process is not a problem. The slow process is the path.
[32:06] The slow process is the path. Another important idea in the book is
[32:09] Another important idea in the book is that mastery begins with interest.
[32:13] that mastery begins with interest. You need to notice what pulls you.
[32:17] You need to notice what pulls you. What makes you curious?
[32:19] What makes you curious? What subject do you return to again and
[32:23] What subject do you return to again and again?
[32:24] again? What activity gives you energy
[32:27] What activity gives you energy even when it is difficult?
[32:30] even when it is difficult? Sometimes this interest begins when we
[32:34] Sometimes this interest begins when we are young. Sometimes it begins later in
[32:37] are young. Sometimes it begins later in life. But, the feeling is similar.
[32:41] life. But, the feeling is similar. Something inside you says, "This matters
[32:45] Something inside you says, "This matters to me.
[32:46] to me. I want to understand this more."
[32:49] I want to understand this more." For one person, it may be music. For
[32:53] For one person, it may be music. For another person, it may be teaching.
[32:56] another person, it may be teaching. For another person, it may be business,
[32:59] For another person, it may be business, design, science, cooking, writing, or
[33:04] design, science, cooking, writing, or language learning.
[33:06] language learning. The field can be different, but the
[33:09] The field can be different, but the first sign is often curiosity.
[33:13] first sign is often curiosity. You want to know more. You want to go
[33:16] You want to know more. You want to go deeper.
[33:17] deeper. You do not only want quick results. You
[33:21] You do not only want quick results. You want a relationship with the subject.
[33:26] want a relationship with the subject. This is why mastery is different from
[33:29] This is why mastery is different from simple success.
[33:32] simple success. Success can sometimes be outside. Money,
[33:37] Success can sometimes be outside. Money, fame, attention, a good job,
[33:40] fame, attention, a good job, or a good title.
[33:42] or a good title. But, mastery is inside.
[33:46] But, mastery is inside. Mastery is the quiet feeling that you
[33:49] Mastery is the quiet feeling that you are growing.
[33:51] are growing. Mastery is the feeling that you are
[33:53] Mastery is the feeling that you are becoming stronger in one area.
[33:57] becoming stronger in one area. Mastery is the feeling that your work
[34:00] Mastery is the feeling that your work has meaning.
[34:03] has meaning. Of course, mastery can bring success. A
[34:06] Of course, mastery can bring success. A master can become famous. A master can
[34:10] master can become famous. A master can earn money. A master can become
[34:13] earn money. A master can become respected.
[34:15] respected. But, in the beginning, you should not
[34:17] But, in the beginning, you should not only think about the reward. You should
[34:20] only think about the reward. You should think about the craft, the skill, the
[34:24] think about the craft, the skill, the daily work, the love of the process.
[34:29] daily work, the love of the process. For English learners, this means
[34:32] For English learners, this means something simple.
[34:34] something simple. Do not only ask, "When will I be
[34:37] Do not only ask, "When will I be fluent?"
[34:38] fluent?" Ask, "How can I enjoy learning today?"
[34:42] Ask, "How can I enjoy learning today?" Do not only ask, "When will I sound
[34:45] Do not only ask, "When will I sound perfect?" Ask, "What useful sentence can
[34:50] perfect?" Ask, "What useful sentence can I practice today?"
[34:53] I practice today?" Small steps matter. Repetition matters.
[34:57] Small steps matter. Repetition matters. Time matters.
[35:00] Time matters. In Mastery, Robert Greene teaches us
[35:03] In Mastery, Robert Greene teaches us that becoming excellent is not a
[35:06] that becoming excellent is not a mystery.
[35:07] mystery. It is a journey.
[35:09] It is a journey. First, you find what interests you.
[35:12] First, you find what interests you. Then, you become a learner.
[35:16] Then, you become a learner. Then, you practice for a long time.
[35:19] Then, you practice for a long time. Then, you learn from people who are
[35:22] Then, you learn from people who are better than you.
[35:24] better than you. Then, you begin to think in your own
[35:26] Then, you begin to think in your own way.
[35:27] way. Then, after many years, you start to see
[35:30] Then, after many years, you start to see deeper patterns.
[35:32] deeper patterns. You start to understand your field
[35:35] You start to understand your field naturally.
[35:36] naturally. You do not just follow rules anymore.
[35:40] You do not just follow rules anymore. You feel the rules.
[35:42] You feel the rules. You know when to follow them and when to
[35:46] You know when to follow them and when to change them.
[35:47] change them. That is mastery. So, mastery is not a
[35:51] That is mastery. So, mastery is not a gift from the sky. Mastery is built. It
[35:55] gift from the sky. Mastery is built. It is built slowly.
[35:58] is built slowly. It is built through attention, practice,
[36:02] It is built through attention, practice, patience, and love for the work.
[36:06] patience, and love for the work. And the good news is this.
[36:08] And the good news is this. You do not need to be perfect to begin.
[36:12] You do not need to be perfect to begin. You only need to begin.
[36:15] You only need to begin. Okay.
[36:16] Okay. One of the first big ideas in this book
[36:19] One of the first big ideas in this book is the idea of the life task.
[36:24] is the idea of the life task. This means the work that feels connected
[36:27] This means the work that feels connected to you.
[36:28] to you. It is not just any job.
[36:31] It is not just any job. It is not just something you do because
[36:34] It is not just something you do because other people tell you to do it.
[36:37] other people tell you to do it. It is something that feels close to your
[36:40] It is something that feels close to your real interests, your real energy, and
[36:44] real interests, your real energy, and your real nature.
[36:46] your real nature. A life task does not always appear
[36:50] A life task does not always appear clearly in one day.
[36:52] clearly in one day. It is not always like a loud voice that
[36:55] It is not always like a loud voice that says, "This is your future."
[36:59] says, "This is your future." Sometimes it is quiet.
[37:01] Sometimes it is quiet. Sometimes it is a small feeling.
[37:05] Sometimes it is a small feeling. Sometimes it begins as a hobby.
[37:08] Sometimes it begins as a hobby. Sometimes it begins as a question.
[37:12] Sometimes it begins as a question. Sometimes it begins as a problem you
[37:15] Sometimes it begins as a problem you want to solve.
[37:17] want to solve. For example, a child may love drawing.
[37:20] For example, a child may love drawing. At first, it is only play.
[37:23] At first, it is only play. The child draws animals, houses, people,
[37:27] The child draws animals, houses, people, and strange little worlds.
[37:31] and strange little worlds. Other people may not take it seriously.
[37:34] Other people may not take it seriously. They may say, "That is nice."
[37:37] They may say, "That is nice." And then forget about it.
[37:39] And then forget about it. But for the child, drawing is not just
[37:42] But for the child, drawing is not just an activity.
[37:44] an activity. It is a way of seeing the world. The
[37:47] It is a way of seeing the world. The child notices shapes, colors, faces, and
[37:52] child notices shapes, colors, faces, and small details.
[37:55] small details. Years later, this child may become an
[37:58] Years later, this child may become an artist, a designer, an animator, or an
[38:02] artist, a designer, an animator, or an architect.
[38:04] architect. The early interest was a clue.
[38:07] The early interest was a clue. Another person may love fixing things.
[38:12] Another person may love fixing things. Maybe they open old radios, old
[38:15] Maybe they open old radios, old computers, or broken toys.
[38:19] computers, or broken toys. They want to know how things work.
[38:23] They want to know how things work. This interest may become engineering,
[38:26] This interest may become engineering, technology,
[38:28] technology, product design, or science.
[38:32] product design, or science. Again, the early interest is a clue.
[38:38] Again, the early interest is a clue. Robert Greene says that we need to pay
[38:41] Robert Greene says that we need to pay attention to these clues.
[38:44] attention to these clues. We need to ask, what has always
[38:47] We need to ask, what has always attracted me? What do I return to again
[38:51] attracted me? What do I return to again and again?
[38:52] and again? What kind of work makes me feel alive?
[38:56] What kind of work makes me feel alive? What kind of problem do I enjoy solving?
[39:01] What kind of problem do I enjoy solving? What kind of subject makes me curious
[39:05] What kind of subject makes me curious even when nobody is watching?
[39:09] even when nobody is watching? This is important because mastery needs
[39:14] This is important because mastery needs a lot of time.
[39:15] a lot of time. If you want to become truly good at
[39:17] If you want to become truly good at something, you need years of learning.
[39:21] something, you need years of learning. You need thousands of hours. You need
[39:24] You need thousands of hours. You need patience. You need to continue when it
[39:27] patience. You need to continue when it is boring.
[39:29] is boring. You need to continue when progress is
[39:32] You need to continue when progress is slow.
[39:33] slow. So, it is better to choose something
[39:36] So, it is better to choose something that has real meaning for you.
[39:38] that has real meaning for you. If you choose only for money,
[39:41] If you choose only for money, you may stop when it becomes hard.
[39:44] you may stop when it becomes hard. If you choose only to impress people,
[39:47] If you choose only to impress people, you may become tired.
[39:50] you may become tired. But if the work is connected to
[39:52] But if the work is connected to something deep inside you, you can
[39:56] something deep inside you, you can continue longer.
[39:59] continue longer. This does not mean money is bad. Money
[40:02] This does not mean money is bad. Money is useful. We need money to live.
[40:06] is useful. We need money to live. We need safety. We need food, home, and
[40:11] We need safety. We need food, home, and stability.
[40:13] stability. Robert Greene is not saying forget
[40:16] Robert Greene is not saying forget money.
[40:17] money. He's saying, do not choose your path
[40:20] He's saying, do not choose your path only because of outside pressure.
[40:24] only because of outside pressure. Do not choose only because other people
[40:26] Do not choose only because other people say it is good.
[40:28] say it is good. Do not choose only because it looks
[40:32] Do not choose only because it looks impressive.
[40:33] impressive. Choose something that fits your mind and
[40:36] Choose something that fits your mind and interests and your energy.
[40:40] interests and your energy. For many people this is difficult. Why?
[40:44] For many people this is difficult. Why? Because society is noisy.
[40:48] Because society is noisy. Family may say one thing.
[40:51] Family may say one thing. Friends may say another thing. Social
[40:54] Friends may say another thing. Social media may show many different
[40:57] media may show many different lifestyles. One day you see someone
[41:00] lifestyles. One day you see someone making money online.
[41:03] making money online. Another day you see someone becoming
[41:05] Another day you see someone becoming famous.
[41:07] famous. Another day you see someone traveling
[41:10] Another day you see someone traveling the world. You may feel confused. You
[41:13] the world. You may feel confused. You may think,
[41:15] may think, "Should I do that too?"
[41:17] "Should I do that too?" But Green would say,
[41:19] But Green would say, "Go back to yourself.
[41:21] "Go back to yourself. Look at your own nature.
[41:24] Look at your own nature. Look at your own pattern.
[41:27] Look at your own pattern. Look at what has been calling you for a
[41:30] Look at what has been calling you for a long time.
[41:32] long time. A life task is not always one narrow
[41:36] A life task is not always one narrow job. It can be a direction.
[41:40] job. It can be a direction. For example, your life task may be
[41:43] For example, your life task may be helping people learn.
[41:46] helping people learn. This can become teaching, writing,
[41:49] This can become teaching, writing, coaching, creating videos, building
[41:52] coaching, creating videos, building courses, or making educational tools.
[41:58] courses, or making educational tools. The form can change,
[42:00] The form can change, but the deep direction stays the same.
[42:04] but the deep direction stays the same. Your life task may be telling stories.
[42:08] Your life task may be telling stories. That can become writing books, making
[42:12] That can become writing books, making films, creating podcasts, or designing
[42:16] films, creating podcasts, or designing games.
[42:17] games. Again, the form can change. This idea is
[42:22] Again, the form can change. This idea is very useful because the modern world
[42:26] very useful because the modern world changes quickly.
[42:28] changes quickly. Jobs change. Technology changes.
[42:32] Jobs change. Technology changes. Platforms change.
[42:34] Platforms change. But your deeper interests can guide you.
[42:38] But your deeper interests can guide you. If you know your deeper direction, you
[42:41] If you know your deeper direction, you can adapt. You can say, "My field is
[42:46] can adapt. You can say, "My field is changing, but my purpose is still here.
[42:50] changing, but my purpose is still here. I can learn new tools. I can use new
[42:54] I can learn new tools. I can use new methods,
[42:56] methods, but I am still following the same deep
[42:59] but I am still following the same deep interest."
[43:01] interest." For English learners, the life task idea
[43:04] For English learners, the life task idea can also help. Maybe English is not your
[43:08] can also help. Maybe English is not your final life task, but English can become
[43:13] final life task, but English can become a bridge.
[43:14] a bridge. A bridge means something that helps you
[43:17] A bridge means something that helps you cross from one place to another.
[43:21] cross from one place to another. English can help you study. English can
[43:25] English can help you study. English can help you teach. English can help you
[43:28] help you teach. English can help you travel.
[43:30] travel. English can help you build a business.
[43:34] English can help you build a business. English can help you share your ideas
[43:37] English can help you share your ideas with more people.
[43:39] with more people. So, when English feels difficult,
[43:42] So, when English feels difficult, remember the bigger reason. Why are you
[43:47] remember the bigger reason. Why are you learning English?
[43:48] learning English? What will English help you do?
[43:52] What will English help you do? When you connect English to a bigger
[43:54] When you connect English to a bigger purpose, you can continue more easily.
[43:58] purpose, you can continue more easily. You're not only memorizing words. You
[44:02] You're not only memorizing words. You are building a bridge.
[44:05] are building a bridge. You are not only learning grammar,
[44:07] You are not only learning grammar, you are opening a door.
[44:11] you are opening a door. You are not only practicing
[44:13] You are not only practicing pronunciation,
[44:14] pronunciation, you are preparing your voice for the
[44:17] you are preparing your voice for the world.
[44:19] world. Robert Greene also explains that many
[44:22] Robert Greene also explains that many people lose their connection with their
[44:25] people lose their connection with their real interests.
[44:27] real interests. When we are young, we may know what we
[44:31] When we are young, we may know what we like.
[44:32] like. But as we grow older, we hear many
[44:36] But as we grow older, we hear many voices.
[44:38] voices. Be practical. Do this job. Choose this
[44:42] Be practical. Do this job. Choose this path. This is safer.
[44:44] path. This is safer. This is more respected.
[44:47] This is more respected. Slowly, we may forget what we really
[44:51] Slowly, we may forget what we really wanted. We may become disconnected from
[44:54] wanted. We may become disconnected from ourselves.
[44:56] ourselves. So, part of mastery is remembering.
[45:00] So, part of mastery is remembering. Remember what interested you before.
[45:04] Remember what interested you before. Remember what made you curious. Remember
[45:08] Remember what made you curious. Remember what gave you energy.
[45:10] what gave you energy. Remember the subjects, activities, and
[45:14] Remember the subjects, activities, and questions that stayed with you.
[45:17] questions that stayed with you. This remembering can help you choose
[45:20] This remembering can help you choose your path again. But, we should be
[45:23] your path again. But, we should be realistic, too.
[45:26] realistic, too. Finding your life task does not mean
[45:29] Finding your life task does not mean everything becomes easy.
[45:32] everything becomes easy. Even when you love something, the work
[45:35] Even when you love something, the work is still hard.
[45:38] is still hard. A musician who loves music still has to
[45:42] A musician who loves music still has to practice scales.
[45:44] practice scales. A writer who loves writing still has to
[45:48] A writer who loves writing still has to rewrite many pages.
[45:51] rewrite many pages. A teacher who loves teaching still has
[45:54] A teacher who loves teaching still has to prepare a lesson.
[45:57] to prepare a lesson. A business person who loves building
[46:00] A business person who loves building things still has to solve difficult
[46:04] things still has to solve difficult problems.
[46:06] problems. Love does not remove difficulty. Love
[46:10] Love does not remove difficulty. Love helps you stay with the difficulty.
[46:14] helps you stay with the difficulty. This is a beautiful idea.
[46:17] This is a beautiful idea. The right path is not the path with no
[46:19] The right path is not the path with no problems.
[46:21] problems. The right path is the path where the
[46:23] The right path is the path where the problems feel meaningful.
[46:26] problems feel meaningful. You can say,
[46:28] You can say, "This is hard, but it matters to me."
[46:31] "This is hard, but it matters to me." You can say, "I'm tired, but I still
[46:34] You can say, "I'm tired, but I still care."
[46:35] care." You can say,
[46:37] You can say, "I am slow,
[46:39] "I am slow, but I want to continue."
[46:41] but I want to continue." So, in this part of the episode, the
[46:44] So, in this part of the episode, the message is simple.
[46:46] message is simple. Listen to your deeper interests.
[46:50] Listen to your deeper interests. They are not random. They may be signs.
[46:53] They are not random. They may be signs. They may show you where your energy
[46:56] They may show you where your energy wants to go.
[46:58] wants to go. Do not ignore what calls you.
[47:01] Do not ignore what calls you. Do not ignore your curiosity.
[47:04] Do not ignore your curiosity. Do not ignore the quiet feeling that
[47:07] Do not ignore the quiet feeling that says,
[47:08] says, "I want to know more." Mastery begins
[47:12] "I want to know more." Mastery begins when you choose a direction that feels
[47:16] when you choose a direction that feels true to you.
[47:18] true to you. All right.
[47:20] All right. After you find your direction, Robert
[47:22] After you find your direction, Robert Greene says you must enter the
[47:25] Greene says you must enter the apprenticeship phase.
[47:28] apprenticeship phase. This is one of the most important parts
[47:31] This is one of the most important parts of the path to mastery.
[47:34] of the path to mastery. The word apprenticeship
[47:36] The word apprenticeship means a period of learning.
[47:40] means a period of learning. In the past, a young person became an
[47:43] In the past, a young person became an apprentice to a master.
[47:45] apprentice to a master. The apprentice watched, helped,
[47:49] The apprentice watched, helped, practiced, and learned.
[47:52] practiced, and learned. They did not become a master
[47:54] They did not become a master immediately.
[47:55] immediately. First, they became a serious learner.
[47:59] First, they became a serious learner. This is a very important idea.
[48:02] This is a very important idea. Before you can become great, you must
[48:04] Before you can become great, you must become a good student.
[48:07] become a good student. Before you can create something
[48:09] Before you can create something original, you must learn the basics.
[48:13] original, you must learn the basics. Before you can break the rules, you must
[48:16] Before you can break the rules, you must understand the rules.
[48:19] understand the rules. Before you can speak naturally, you must
[48:22] Before you can speak naturally, you must listen carefully.
[48:24] listen carefully. Before you can write beautifully,
[48:27] Before you can write beautifully, you must read a lot.
[48:31] you must read a lot. Many people do not like this phase. They
[48:35] Many people do not like this phase. They want quick success. They want to look
[48:38] want quick success. They want to look smart. They want to create something big
[48:42] smart. They want to create something big immediately.
[48:43] immediately. But Green says the beginner stage is
[48:46] But Green says the beginner stage is necessary.
[48:48] necessary. It is not a shame. It is not a problem.
[48:51] It is not a shame. It is not a problem. It is the foundation.
[48:54] It is the foundation. A foundation is the strong part under a
[48:57] A foundation is the strong part under a building.
[48:59] building. People do not always see it, but without
[49:02] People do not always see it, but without it, the building falls.
[49:06] it, the building falls. In the same way, basic skills are the
[49:09] In the same way, basic skills are the foundation of mastery.
[49:12] foundation of mastery. They may look simple. They may look
[49:15] They may look simple. They may look boring.
[49:16] boring. But they support everything.
[49:19] But they support everything. Think about learning English. Some
[49:22] Think about learning English. Some learners want to speak like native
[49:24] learners want to speak like native speakers very quickly.
[49:27] speakers very quickly. They want advanced words, complex
[49:30] They want advanced words, complex grammar, and fast conversation.
[49:33] grammar, and fast conversation. But if the basic foundation is weak,
[49:37] But if the basic foundation is weak, they struggle. They may know difficult
[49:40] they struggle. They may know difficult words, but they cannot use simple
[49:43] words, but they cannot use simple sentences naturally.
[49:46] sentences naturally. They may understand grammar rules, but
[49:49] They may understand grammar rules, but they cannot speak smoothly.
[49:53] they cannot speak smoothly. They may watch difficult videos,
[49:56] They may watch difficult videos, but they cannot catch everyday phrases.
[50:00] but they cannot catch everyday phrases. So, the apprenticeship phase says, "Slow
[50:04] So, the apprenticeship phase says, "Slow down.
[50:06] down. Learn the basics deeply.
[50:08] Learn the basics deeply. Listen carefully.
[50:11] Listen carefully. Repeat useful sentences. Notice
[50:14] Repeat useful sentences. Notice patterns. Practice small things every
[50:18] patterns. Practice small things every day.
[50:19] day. Do not hurry too much.
[50:21] Do not hurry too much. In any field, the apprenticeship phase
[50:24] In any field, the apprenticeship phase has three main parts.
[50:28] has three main parts. First, you observe. Second, you practice
[50:32] First, you observe. Second, you practice skills.
[50:33] skills. Third, you experiment slowly.
[50:37] Third, you experiment slowly. To observe means watching carefully.
[50:41] To observe means watching carefully. When you enter a new field, do not talk
[50:45] When you enter a new field, do not talk too much at first.
[50:47] too much at first. Do not think you know everything.
[50:50] Do not think you know everything. Watch people who are better than you.
[50:53] Watch people who are better than you. Watch how they work.
[50:55] Watch how they work. Watch how they solve problems.
[50:59] Watch how they solve problems. Watch how they speak.
[51:01] Watch how they speak. Watch how they think.
[51:05] Watch how they think. You can learn a lot by just watching.
[51:08] You can learn a lot by just watching. For example, if you want to become a
[51:11] For example, if you want to become a better English speaker,
[51:14] better English speaker, watch natural conversations.
[51:17] watch natural conversations. Listen to how people start sentences.
[51:21] Listen to how people start sentences. Listen to how they agree.
[51:23] Listen to how they agree. Listen to how they disagree politely.
[51:27] Listen to how they disagree politely. Listen to how they use small words like,
[51:31] Listen to how they use small words like, "Well, actually, I mean, you know,
[51:35] "Well, actually, I mean, you know, and kind of."
[51:37] and kind of." These small words are important.
[51:41] These small words are important. They make speech sound natural.
[51:45] They make speech sound natural. You do not learn them only from grammar
[51:48] You do not learn them only from grammar books.
[51:49] books. You learn them by listening.
[51:52] You learn them by listening. If you want to become a better teacher,
[51:55] If you want to become a better teacher, observe good teachers. Notice how they
[51:59] observe good teachers. Notice how they explain. Notice how they slow down.
[52:03] explain. Notice how they slow down. Notice how they give examples.
[52:06] Notice how they give examples. If you want to become a better creator,
[52:09] If you want to become a better creator, observe good creators.
[52:12] observe good creators. Notice their structure. Notice their
[52:16] Notice their structure. Notice their style. Notice their rhythm. Notice how
[52:21] style. Notice their rhythm. Notice how they keep attention.
[52:23] they keep attention. Notice how they make difficult ideas
[52:27] Notice how they make difficult ideas simple.
[52:29] simple. Observation is not passive. Passive
[52:32] Observation is not passive. Passive means you do nothing.
[52:35] means you do nothing. Real observation is active.
[52:38] Real observation is active. You are looking with attention.
[52:42] You are looking with attention. You are asking, "What is happening here?
[52:45] You are asking, "What is happening here? Why does this work?
[52:48] Why does this work? What can I learn from this?"
[52:51] What can I learn from this?" The second part is practice.
[52:55] The second part is practice. You must practice the basic skills again
[52:59] You must practice the basic skills again and again.
[53:01] and again. This may not feel exciting every day,
[53:04] This may not feel exciting every day, but it is powerful.
[53:06] but it is powerful. Repetition changes the brain.
[53:11] Repetition changes the brain. Repetition makes the body comfortable.
[53:14] Repetition makes the body comfortable. Repetition makes difficult things
[53:18] Repetition makes difficult things easier.
[53:19] easier. A pianist repeats scales. A football
[53:23] A pianist repeats scales. A football player repeats passing. Repeat. A writer
[53:27] player repeats passing. Repeat. A writer writes every day. A speaker practices
[53:30] writes every day. A speaker practices speaking. A language learner repeats
[53:33] speaking. A language learner repeats sentences, listens again, shadows, and
[53:38] sentences, listens again, shadows, and speaks aloud.
[53:40] speaks aloud. At first, repetition feels slow.
[53:44] At first, repetition feels slow. You may think,
[53:46] You may think, "I already did this yesterday."
[53:48] "I already did this yesterday." But your brain needs it again.
[53:51] But your brain needs it again. Your mouth needs it again.
[53:53] Your mouth needs it again. Your ear needs it again. Your fingers
[53:57] Your ear needs it again. Your fingers need it again.
[53:59] need it again. Mastery grows from repeated contact with
[54:04] Mastery grows from repeated contact with a skill.
[54:06] a skill. In English learning, this means you
[54:08] In English learning, this means you should not only listen once. Listen
[54:11] should not only listen once. Listen again.
[54:12] again. Do not only read once. Read again.
[54:16] Do not only read once. Read again. Do not only learn one phrase and forget
[54:19] Do not only learn one phrase and forget it.
[54:20] it. Use it in a sentence. Say it aloud. Use
[54:26] Use it in a sentence. Say it aloud. Use it tomorrow. Use it next week.
[54:30] it tomorrow. Use it next week. The phrase becomes yours when you meet
[54:33] The phrase becomes yours when you meet it many times.
[54:35] it many times. Now, the third part is experiment.
[54:39] Now, the third part is experiment. After you observe and practice, you
[54:42] After you observe and practice, you begin to try small things yourself.
[54:46] begin to try small things yourself. You do not only copy. You begin to make
[54:50] You do not only copy. You begin to make small choices. You try a new sentence.
[54:54] small choices. You try a new sentence. You explain an idea in your own words.
[54:59] You explain an idea in your own words. You create a short video. You write a
[55:02] You create a short video. You write a simple paragraph.
[55:05] simple paragraph. You speak for 1 minute about your day.
[55:08] You speak for 1 minute about your day. You test yourself.
[55:12] You test yourself. Experimenting is important because
[55:15] Experimenting is important because mastery is not only copying.
[55:18] mastery is not only copying. Copying helps at the beginning. But
[55:21] Copying helps at the beginning. But later, you need your own voice.
[55:25] later, you need your own voice. Still, Green says, "Do not rush this.
[55:30] Still, Green says, "Do not rush this. First, absorb. First, learn. First,
[55:34] First, absorb. First, learn. First, build your foundation.
[55:37] build your foundation. Then, experiment.
[55:40] Then, experiment. The apprenticeship phase can feel long.
[55:44] The apprenticeship phase can feel long. Sometimes it takes years.
[55:46] Sometimes it takes years. This may sound scary, but it can also
[55:50] This may sound scary, but it can also feel peaceful.
[55:52] feel peaceful. You do not need to become perfect
[55:55] You do not need to become perfect quickly.
[55:56] quickly. You are allowed to be a learner.
[56:00] You are allowed to be a learner. You are allowed to practice.
[56:03] You are allowed to practice. You are allowed to make mistakes.
[56:06] You are allowed to make mistakes. Mistakes are part of apprenticeship.
[56:10] Mistakes are part of apprenticeship. In fact, mistakes are teachers.
[56:14] In fact, mistakes are teachers. When you make a mistake, you see what
[56:16] When you make a mistake, you see what needs attention.
[56:18] needs attention. A mistake says, "Look here.
[56:21] A mistake says, "Look here. This part is not clear yet."
[56:24] This part is not clear yet." A mistake says, "Try again, but more
[56:27] A mistake says, "Try again, but more carefully."
[56:30] carefully." Many people avoid mistakes because they
[56:33] Many people avoid mistakes because they feel embarrassed.
[56:35] feel embarrassed. They think mistakes mean failure.
[56:39] They think mistakes mean failure. But in mastery, mistakes are
[56:41] But in mastery, mistakes are information.
[56:43] information. They show you the next step.
[56:45] They show you the next step. A beginner who never makes mistakes is
[56:49] A beginner who never makes mistakes is probably not practicing enough.
[56:53] probably not practicing enough. A serious learner makes mistakes,
[56:55] A serious learner makes mistakes, studies them, and improves them.
[56:59] studies them, and improves them. This is very important for speaking
[57:02] This is very important for speaking English.
[57:03] English. If you wait until your English is
[57:06] If you wait until your English is perfect, you may never speak.
[57:10] perfect, you may never speak. But if you speak, make mistakes, notice
[57:13] But if you speak, make mistakes, notice them, and continue, you will improve.
[57:18] them, and continue, you will improve. You do not need to love mistakes, but
[57:20] You do not need to love mistakes, but you can respect them.
[57:23] you can respect them. They are part of the path. They are part
[57:27] They are part of the path. They are part of the process.
[57:29] of the process. During apprenticeship, you also need
[57:32] During apprenticeship, you also need humility.
[57:34] humility. Humility means you accept that you do
[57:37] Humility means you accept that you do not know everything.
[57:40] not know everything. This is not weakness. It is strength.
[57:44] This is not weakness. It is strength. A person who thinks, "I already know
[57:46] A person who thinks, "I already know everything."
[57:48] everything." cannot learn much.
[57:51] cannot learn much. But a person who thinks,
[57:53] But a person who thinks, "I can learn more."
[57:55] "I can learn more." stays open.
[57:58] stays open. And an open mind grows.
[58:01] And an open mind grows. So, the message of this part is simple.
[58:05] So, the message of this part is simple. Become a serious learner.
[58:08] Become a serious learner. Do not hate the beginner stage. Do not
[58:12] Do not hate the beginner stage. Do not run away from practice.
[58:15] run away from practice. Do not be embarrassed by slow progress.
[58:19] Do not be embarrassed by slow progress. The apprenticeship phase is where your
[58:21] The apprenticeship phase is where your future mastery is built.
[58:25] future mastery is built. Every great person was once a beginner.
[58:29] Every great person was once a beginner. Every expert once felt confused.
[58:33] Every expert once felt confused. Every master once had to practice the
[58:37] Every master once had to practice the basics.
[58:39] basics. The slow work you do today becomes the
[58:42] The slow work you do today becomes the deep skill you will have tomorrow.
[58:46] deep skill you will have tomorrow. Another important idea in mastery
[58:50] Another important idea in mastery is the power of mentors.
[58:53] is the power of mentors. A mentor is a guide.
[58:56] A mentor is a guide. A mentor is someone who has more
[58:59] A mentor is someone who has more experience than you and can help you
[59:02] experience than you and can help you grow faster.
[59:04] grow faster. A mentor can be a teacher, a coach, a
[59:08] A mentor can be a teacher, a coach, a manager,
[59:09] manager, an old friend,
[59:11] an old friend, a master in your field, or even an
[59:14] a master in your field, or even an author whose books guide you.
[59:17] author whose books guide you. Robert Greene says that mentors are
[59:20] Robert Greene says that mentors are important because they help us see what
[59:24] important because they help us see what we cannot see alone.
[59:27] we cannot see alone. When we are beginners, we often do not
[59:30] When we are beginners, we often do not know what matters. We do not know which
[59:33] know what matters. We do not know which mistakes are serious and which mistakes
[59:36] mistakes are serious and which mistakes are small.
[59:38] are small. We do not know which habits will help us
[59:42] We do not know which habits will help us and which habits will hurt us.
[59:45] and which habits will hurt us. A good mentor can save us time.
[59:49] A good mentor can save us time. A good mentor can say, "Focus on this."
[59:53] A good mentor can say, "Focus on this." A good mentor can say, "Do not waste
[59:56] A good mentor can say, "Do not waste your energy there."
[59:58] your energy there." A good mentor can say, "You are missing
[01:00:02] A good mentor can say, "You are missing this important point."
[01:00:05] this important point." This is very true in language learning.
[01:00:09] This is very true in language learning. A learner may practice for years, but
[01:00:12] A learner may practice for years, but still repeat the same mistakes.
[01:00:15] still repeat the same mistakes. Maybe they use unnatural phrases. Maybe
[01:00:19] Maybe they use unnatural phrases. Maybe their pronunciation is unclear.
[01:00:22] their pronunciation is unclear. Maybe they translate too much from their
[01:00:26] Maybe they translate too much from their first language.
[01:00:28] first language. Maybe they know grammar, but they do not
[01:00:31] Maybe they know grammar, but they do not speak naturally.
[01:00:34] speak naturally. A good teacher can notice these things.
[01:00:37] A good teacher can notice these things. A good teacher can guide the learner
[01:00:40] A good teacher can guide the learner gently.
[01:00:42] gently. The teacher does not learn from the
[01:00:43] The teacher does not learn from the student, but the teacher shows the
[01:00:46] student, but the teacher shows the student where to look.
[01:00:49] student where to look. A mentor is not a magician.
[01:00:53] A mentor is not a magician. A mentor cannot do the work for you.
[01:00:56] A mentor cannot do the work for you. This is very important.
[01:00:59] This is very important. Some people think, "If I find the best
[01:01:02] Some people think, "If I find the best teacher, I will become excellent." But
[01:01:06] teacher, I will become excellent." But even the best teacher cannot practice
[01:01:09] even the best teacher cannot practice for you.
[01:01:10] for you. The mentor can open the door, but you
[01:01:13] The mentor can open the door, but you must walk through it. The mentor can
[01:01:17] must walk through it. The mentor can show the path, but you must take the
[01:01:20] show the path, but you must take the steps.
[01:01:22] steps. The mentor can give feedback,
[01:01:25] The mentor can give feedback, but you must use it.
[01:01:28] but you must use it. So, the relationship between a learner
[01:01:30] So, the relationship between a learner and a mentor is active.
[01:01:34] and a mentor is active. The learner must listen, practice, ask
[01:01:37] The learner must listen, practice, ask questions, and apply advice.
[01:01:42] questions, and apply advice. The mentor gives direction, but the
[01:01:44] The mentor gives direction, but the learner gives effort.
[01:01:48] learner gives effort. A good mentor can also give honest
[01:01:51] A good mentor can also give honest feedback.
[01:01:53] feedback. Honest feedback is not always
[01:01:55] Honest feedback is not always comfortable. Sometimes a mentor says,
[01:01:59] comfortable. Sometimes a mentor says, "This is not good enough yet."
[01:02:02] "This is not good enough yet." or "You need to repeat this." or "You
[01:02:06] or "You need to repeat this." or "You are moving too fast."
[01:02:08] are moving too fast." or "Your foundation is weak." At first,
[01:02:13] or "Your foundation is weak." At first, this may hurt. Nobody likes hearing that
[01:02:16] this may hurt. Nobody likes hearing that their work is not ready.
[01:02:19] their work is not ready. But, honest feedback is a gift when it
[01:02:23] But, honest feedback is a gift when it is given with care.
[01:02:25] is given with care. Think about music.
[01:02:28] Think about music. A piano teacher may stop a student and
[01:02:30] A piano teacher may stop a student and say, "Play it more slowly."
[01:02:34] say, "Play it more slowly." The student may want to play fast. The
[01:02:38] The student may want to play fast. The student may want to sound impressive,
[01:02:41] student may want to sound impressive, but the teacher knows that speed without
[01:02:44] but the teacher knows that speed without control is not real skill.
[01:02:48] control is not real skill. So, the teacher says, "Slow down.
[01:02:52] So, the teacher says, "Slow down. Listen. Feel the rhythm. Use the correct
[01:02:56] Listen. Feel the rhythm. Use the correct fingers."
[01:02:58] fingers." This correction may feel boring, but it
[01:03:02] This correction may feel boring, but it helps the student grow.
[01:03:05] helps the student grow. In English, a teacher may say, "Do not
[01:03:08] In English, a teacher may say, "Do not memorize single words. Learn phrases.
[01:03:13] memorize single words. Learn phrases. Do not speak too fast. Speak clearly.
[01:03:17] Do not speak too fast. Speak clearly. Repeat this sentence again. Listen to
[01:03:21] Repeat this sentence again. Listen to the stress.
[01:03:23] the stress. These corrections help the learner build
[01:03:26] These corrections help the learner build real skill.
[01:03:28] real skill. Robert Greene also says that we should
[01:03:31] Robert Greene also says that we should choose mentors carefully.
[01:03:34] choose mentors carefully. Not every experienced person is a good
[01:03:37] Not every experienced person is a good mentor.
[01:03:38] mentor. Some people may be skilled, but they
[01:03:40] Some people may be skilled, but they cannot teach. Some people may be
[01:03:44] cannot teach. Some people may be powerful, but they are not generous.
[01:03:47] powerful, but they are not generous. Some people may want control, not
[01:03:50] Some people may want control, not growth.
[01:03:52] growth. So, we need to look for mentors who are
[01:03:55] So, we need to look for mentors who are strong in their field, but also able to
[01:03:59] strong in their field, but also able to guide.
[01:04:01] guide. A good mentor does not make you
[01:04:03] A good mentor does not make you dependent forever. A good mentor helps
[01:04:06] dependent forever. A good mentor helps you become stronger.
[01:04:09] you become stronger. At first, you need support. You need
[01:04:12] At first, you need support. You need examples.
[01:04:14] examples. You need correction.
[01:04:16] You need correction. But slowly, a good mentor teaches you
[01:04:19] But slowly, a good mentor teaches you how to think for yourself.
[01:04:23] how to think for yourself. The final goal is not to copy the mentor
[01:04:26] The final goal is not to copy the mentor forever.
[01:04:27] forever. The final goal is to grow into your own
[01:04:31] The final goal is to grow into your own ability.
[01:04:33] ability. This is a beautiful balance. First, you
[01:04:36] This is a beautiful balance. First, you learn from the mentor. You respect their
[01:04:39] learn from the mentor. You respect their experience. You copy useful methods. You
[01:04:44] experience. You copy useful methods. You accept correction.
[01:04:46] accept correction. But later, you begin to find your own
[01:04:49] But later, you begin to find your own way.
[01:04:51] way. You do not reject the mentor rudely. You
[01:04:55] You do not reject the mentor rudely. You do not forget what they gave you.
[01:04:58] do not forget what they gave you. But you become independent.
[01:05:00] But you become independent. You develop your own voice.
[01:05:05] You develop your own voice. For example, a writer may first copy the
[01:05:09] For example, a writer may first copy the style of great writers. This is normal.
[01:05:13] style of great writers. This is normal. A musician may may first copy great
[01:05:16] A musician may may first copy great musicians.
[01:05:18] musicians. A teacher may first copy great teachers.
[01:05:23] A teacher may first copy great teachers. A YouTube creator may first study
[01:05:26] A YouTube creator may first study successful channels.
[01:05:29] successful channels. Copying at the beginning can be useful.
[01:05:32] Copying at the beginning can be useful. It helps you understand structure. It
[01:05:35] It helps you understand structure. It helps you build taste. It helps you
[01:05:38] helps you build taste. It helps you learn what works.
[01:05:41] learn what works. But copying is not the final step.
[01:05:44] But copying is not the final step. After some time, you need to ask,
[01:05:48] After some time, you need to ask, "What is my voice?
[01:05:50] "What is my voice? What do I see differently? What can I
[01:05:53] What do I see differently? What can I create that feels true to me?"
[01:05:57] create that feels true to me?" This is also important for English
[01:06:00] This is also important for English learners. At first, you can copy fluent
[01:06:04] learners. At first, you can copy fluent speakers. You can repeat sentences. You
[01:06:08] speakers. You can repeat sentences. You can shadow conversations.
[01:06:11] can shadow conversations. You can copy rhythm and pronunciation.
[01:06:14] You can copy rhythm and pronunciation. This is excellent.
[01:06:17] This is excellent. But later, you need to use English to
[01:06:20] But later, you need to use English to express your own ideas.
[01:06:23] express your own ideas. You do not only want to sound like
[01:06:26] You do not only want to sound like someone else.
[01:06:27] someone else. You want to sound like yourself in
[01:06:30] You want to sound like yourself in English.
[01:06:31] English. This is a powerful goal,
[01:06:34] This is a powerful goal, to become yourself in another language.
[01:06:39] to become yourself in another language. Mentors can also protect us from
[01:06:42] Mentors can also protect us from discouragement.
[01:06:44] discouragement. When we are learning alone, we may lose
[01:06:47] When we are learning alone, we may lose hope. We may think, "I'm not improving."
[01:06:51] hope. We may think, "I'm not improving." We may think, "This is too hard."
[01:06:54] We may think, "This is too hard." But a mentor can see progress that we
[01:06:57] But a mentor can see progress that we cannot see.
[01:06:59] cannot see. A teacher may say, "Actually, your
[01:07:02] A teacher may say, "Actually, your pronunciation is clearer than before.
[01:07:06] pronunciation is clearer than before. Or you are using longer sentences now.
[01:07:10] Or you are using longer sentences now. Or, you understand more than you think.
[01:07:14] Or, you understand more than you think. This encouragement matters.
[01:07:18] This encouragement matters. But, Robert Greene also warns us that we
[01:07:21] But, Robert Greene also warns us that we should not become too comfortable.
[01:07:25] should not become too comfortable. A mentor helps us,
[01:07:27] A mentor helps us, but we must still face difficulty. We
[01:07:31] but we must still face difficulty. We must still practice.
[01:07:33] must still practice. We must still leave our comfort zone. A
[01:07:37] We must still leave our comfort zone. A mentor is not there to make everything
[01:07:40] mentor is not there to make everything easy. A mentor is there to make growth
[01:07:43] easy. A mentor is there to make growth possible.
[01:07:45] possible. Sometimes, the mentor is not a person we
[01:07:49] Sometimes, the mentor is not a person we meet. Sometimes, books become mentors.
[01:07:54] meet. Sometimes, books become mentors. A book can teach us how someone thinks.
[01:07:58] A book can teach us how someone thinks. A podcast can guide us.
[01:08:01] A podcast can guide us. A course can show us a method. A great
[01:08:05] A course can show us a method. A great artist from the past can become a silent
[01:08:08] artist from the past can become a silent teacher.
[01:08:10] teacher. When we study their work deeply, you
[01:08:13] When we study their work deeply, you learn from them.
[01:08:16] learn from them. For example, if you study a great
[01:08:19] For example, if you study a great speaker, you can learn how they organize
[01:08:23] speaker, you can learn how they organize ideas.
[01:08:24] ideas. If you study a great teacher, you can
[01:08:27] If you study a great teacher, you can learn how they explain.
[01:08:30] learn how they explain. If you study a great storyteller,
[01:08:33] If you study a great storyteller, you can learn how they build emotion.
[01:08:38] you can learn how they build emotion. You may never meet them,
[01:08:40] You may never meet them, but they still mentor you through their
[01:08:44] but they still mentor you through their work.
[01:08:46] work. So, in your own path, ask yourself,
[01:08:50] So, in your own path, ask yourself, "Who can guide me?
[01:08:53] "Who can guide me? Who can give me feedback?
[01:08:56] Who can give me feedback? Who has walked this road before me?
[01:09:00] Who has walked this road before me? Who can help me see what I cannot see
[01:09:04] Who can help me see what I cannot see yet?
[01:09:05] yet? And also ask,
[01:09:08] And also ask, am I a good student?
[01:09:10] am I a good student? Do I listen carefully?
[01:09:12] Do I listen carefully? Do I practice after feedback?
[01:09:15] Do I practice after feedback? Do I respect the process?
[01:09:19] Do I respect the process? Because mentorship
[01:09:21] Because mentorship works best when two things meet.
[01:09:26] works best when two things meet. Good guidance and serious effort.
[01:09:31] Good guidance and serious effort. A mentor gives light,
[01:09:34] A mentor gives light, but you must walk.
[01:09:38] but you must walk. All right.
[01:09:40] All right. Robert Greene, the author of the book
[01:09:42] Robert Greene, the author of the book Mastery, also explains that skill is not
[01:09:47] Mastery, also explains that skill is not enough.
[01:09:48] enough. You also need social intelligence.
[01:09:53] You also need social intelligence. What does that mean?
[01:09:55] What does that mean? Social intelligence means understanding
[01:09:59] Social intelligence means understanding people.
[01:10:00] people. It means understanding emotions,
[01:10:03] It means understanding emotions, communication, power, jealousy, trust,
[01:10:07] communication, power, jealousy, trust, respect, and human behavior.
[01:10:11] respect, and human behavior. This is very important because no one
[01:10:14] This is very important because no one becomes a master alone.
[01:10:17] becomes a master alone. Even if you work alone, you still live
[01:10:20] Even if you work alone, you still live with people. You work with teachers,
[01:10:23] with people. You work with teachers, clients, students, friends, managers,
[01:10:27] clients, students, friends, managers, viewers, customers, or colleagues. If
[01:10:30] viewers, customers, or colleagues. If you understand only your technical
[01:10:33] you understand only your technical skill, but you do not understand people,
[01:10:36] skill, but you do not understand people, you may have problems.
[01:10:39] you may have problems. For example, imagine a very talented
[01:10:42] For example, imagine a very talented person at work.
[01:10:45] person at work. This person is intelligent. They know
[01:10:48] This person is intelligent. They know many things. They can do the job well,
[01:10:52] many things. They can do the job well, but they are rude.
[01:10:54] but they are rude. They do not listen.
[01:10:56] They do not listen. They make other people feel small.
[01:11:00] They make other people feel small. They speak without respect.
[01:11:04] They speak without respect. What happens?
[01:11:05] What happens? People may not want to work with them.
[01:11:08] People may not want to work with them. Now, imagine another person.
[01:11:11] Now, imagine another person. This person is also skilled.
[01:11:15] This person is also skilled. But they listen carefully. They
[01:11:17] But they listen carefully. They understand the room.
[01:11:19] understand the room. They know when to speak and when to stay
[01:11:23] They know when to speak and when to stay quiet.
[01:11:25] quiet. They respect other people.
[01:11:27] They respect other people. They do not create unnecessary enemies.
[01:11:32] They do not create unnecessary enemies. They learn from criticism. They build
[01:11:35] They learn from criticism. They build trust.
[01:11:36] trust. This person can go further because
[01:11:39] This person can go further because people feel safe around them. Now,
[01:11:42] people feel safe around them. Now, Robert Greene says, "We must learn to
[01:11:45] Robert Greene says, "We must learn to see people clearly."
[01:11:48] see people clearly." This does not mean we become cold or
[01:11:51] This does not mean we become cold or suspicious. It means we become awake.
[01:11:55] suspicious. It means we become awake. We notice behavior. We notice patterns.
[01:12:00] We notice behavior. We notice patterns. We do not believe only words. We also
[01:12:04] We do not believe only words. We also watch actions.
[01:12:07] watch actions. People often show who they are through
[01:12:11] People often show who they are through repeated behavior.
[01:12:13] repeated behavior. One action may not tell you everything.
[01:12:16] One action may not tell you everything. But repeated actions are important.
[01:12:19] But repeated actions are important. If someone always blames others,
[01:12:23] If someone always blames others, this is a pattern.
[01:12:24] this is a pattern. If someone always takes credit for other
[01:12:27] If someone always takes credit for other people's work,
[01:12:29] people's work, this is a pattern.
[01:12:31] this is a pattern. If someone always listens and helps,
[01:12:35] If someone always listens and helps, this is also a pattern.
[01:12:38] this is also a pattern. Social intelligence means seeing these
[01:12:41] Social intelligence means seeing these patterns. And for mastery, this matters
[01:12:46] patterns. And for mastery, this matters because the wrong people can waste your
[01:12:50] because the wrong people can waste your energy.
[01:12:51] energy. They can discourage you. They can pull
[01:12:53] They can discourage you. They can pull you into drama. They can make you lose
[01:12:57] you into drama. They can make you lose focus.
[01:12:59] focus. Robert Greene says,
[01:13:00] Robert Greene says, we need to protect our energy. We need
[01:13:04] we need to protect our energy. We need to choose our environment carefully.
[01:13:08] to choose our environment carefully. This does not mean we only work with
[01:13:10] This does not mean we only work with perfect people. Perfect people do not
[01:13:14] perfect people. Perfect people do not simply exist.
[01:13:16] simply exist. Everyone has weaknesses.
[01:13:19] Everyone has weaknesses. Everyone has bad days.
[01:13:22] Everyone has bad days. But we should learn which relationships
[01:13:25] But we should learn which relationships help us grow and which relationships
[01:13:28] help us grow and which relationships slowly damage us.
[01:13:32] slowly damage us. For English learners, social
[01:13:34] For English learners, social intelligence can mean understanding real
[01:13:37] intelligence can mean understanding real conversation.
[01:13:39] conversation. Language is not only grammar. Language
[01:13:42] Language is not only grammar. Language is people.
[01:13:43] is people. When someone says, "That's interesting."
[01:13:46] When someone says, "That's interesting." Do they really mean it? Sometimes yes.
[01:13:50] Do they really mean it? Sometimes yes. Sometimes no. It depends on tone, face,
[01:13:54] Sometimes no. It depends on tone, face, situation, and relationship.
[01:13:58] situation, and relationship. When someone says, "Maybe we could think
[01:14:00] When someone says, "Maybe we could think about another option."
[01:14:03] about another option." They may politely mean, "I do not
[01:14:06] They may politely mean, "I do not agree."
[01:14:08] agree." When someone says, "No worries." They
[01:14:10] When someone says, "No worries." They may mean, "It is okay." But sometimes
[01:14:14] may mean, "It is okay." But sometimes they may still feel a little annoyed.
[01:14:17] they may still feel a little annoyed. Real language is connected to emotion.
[01:14:22] Real language is connected to emotion. That is why learning English from real
[01:14:25] That is why learning English from real situations is useful.
[01:14:28] situations is useful. You learn not only words, but also
[01:14:32] You learn not only words, but also social meaning.
[01:14:34] social meaning. You learn how people soften
[01:14:36] You learn how people soften disagreement.
[01:14:38] disagreement. You learn how people make requests
[01:14:41] You learn how people make requests politely.
[01:14:43] politely. You learn how people show interest.
[01:14:46] You learn how people show interest. You learn how people change the subject.
[01:14:51] You learn how people change the subject. You learn how people comfort each other.
[01:14:55] You learn how people comfort each other. Social intelligence also means
[01:14:57] Social intelligence also means controlling yourself.
[01:15:00] controlling yourself. It is not only about reading other
[01:15:02] It is not only about reading other people. It is about reading yourself.
[01:15:06] people. It is about reading yourself. What makes you angry?
[01:15:08] What makes you angry? What makes you jealous? What makes you
[01:15:11] What makes you jealous? What makes you feel small?
[01:15:13] feel small? Makes you react too quickly.
[01:15:16] Makes you react too quickly. If you do not understand yourself, other
[01:15:19] If you do not understand yourself, other people can easily control your emotions.
[01:15:23] people can easily control your emotions. For example, if criticism makes you very
[01:15:27] For example, if criticism makes you very angry, you may reject useful feedback.
[01:15:31] angry, you may reject useful feedback. If you need praise all the time, you may
[01:15:34] If you need praise all the time, you may become dependent on other people's
[01:15:37] become dependent on other people's opinions.
[01:15:39] opinions. If you compare yourself too much, you
[01:15:41] If you compare yourself too much, you may lose your own direction.
[01:15:44] may lose your own direction. A person on the path to mastery must
[01:15:48] A person on the path to mastery must learn emotional control.
[01:15:51] learn emotional control. This does not mean you become a robot.
[01:15:55] This does not mean you become a robot. You will still feel anger,
[01:15:58] You will still feel anger, fear, jealousy, sadness, and excitement.
[01:16:03] fear, jealousy, sadness, and excitement. That is normal.
[01:16:05] That is normal. But you learn not to let every emotion
[01:16:09] But you learn not to let every emotion drive the car.
[01:16:12] drive the car. You see the emotion. You pause. You
[01:16:15] You see the emotion. You pause. You think. Then you choose your response.
[01:16:20] think. Then you choose your response. This is powerful. Many people lose
[01:16:23] This is powerful. Many people lose opportunities because they react too
[01:16:27] opportunities because they react too quickly.
[01:16:28] quickly. They send an angry message. They speak
[01:16:31] They send an angry message. They speak too harshly.
[01:16:33] too harshly. They give up after one bad comment. They
[01:16:36] They give up after one bad comment. They let one person's opinion destroy their
[01:16:40] let one person's opinion destroy their confidence.
[01:16:42] confidence. Social intelligence helps you stay
[01:16:46] Social intelligence helps you stay steady.
[01:16:47] steady. Green also talks about envy and
[01:16:51] Green also talks about envy and comparison.
[01:16:53] comparison. Envy means feeling unhappy because
[01:16:56] Envy means feeling unhappy because someone else has something you want.
[01:16:59] someone else has something you want. This is common.
[01:17:00] This is common. We all feel it sometimes.
[01:17:02] We all feel it sometimes. You see someone succeed and part of you
[01:17:05] You see someone succeed and part of you feels pain.
[01:17:07] feels pain. You think, "Why not me?"
[01:17:10] You think, "Why not me?" But if you do not understand this
[01:17:12] But if you do not understand this feeling, it can become dangerous.
[01:17:16] feeling, it can become dangerous. It can make you bitter.
[01:17:18] It can make you bitter. It can make you attack others.
[01:17:21] It can make you attack others. It can make you stop working on
[01:17:23] It can make you stop working on yourself.
[01:17:25] yourself. A better way is to turn envy into
[01:17:29] A better way is to turn envy into information. If someone's success hurts
[01:17:32] information. If someone's success hurts you, ask,
[01:17:34] you, ask, "What does this show me?"
[01:17:37] "What does this show me?" Maybe it shows you what you want. Maybe
[01:17:40] Maybe it shows you what you want. Maybe it shows you what you care about that
[01:17:43] it shows you what you care about that field. Maybe it shows you that you need
[01:17:46] field. Maybe it shows you that you need to work more seriously.
[01:17:48] to work more seriously. Instead of saying, "I hate this person,"
[01:17:51] Instead of saying, "I hate this person," you can say, "This feeling is teaching
[01:17:54] you can say, "This feeling is teaching me something about my own desire."
[01:17:58] me something about my own desire." This is mature.
[01:18:00] This is mature. This is useful.
[01:18:02] This is useful. This protects your energy. Social
[01:18:06] This protects your energy. Social intelligence also helps you work with
[01:18:09] intelligence also helps you work with mentors. A student who is too proud may
[01:18:13] mentors. A student who is too proud may not learn. A student who is too passive
[01:18:17] not learn. A student who is too passive may not grow.
[01:18:19] may not grow. You need balance.
[01:18:22] You need balance. Respect the mentor, but do not lose
[01:18:25] Respect the mentor, but do not lose yourself.
[01:18:27] yourself. Listen to advice, but also think. Be
[01:18:30] Listen to advice, but also think. Be grateful, but not dependent. Learn, but
[01:18:35] grateful, but not dependent. Learn, but slowly become independent.
[01:18:39] slowly become independent. In creative work, social intelligence is
[01:18:43] In creative work, social intelligence is especially important. If you are
[01:18:45] especially important. If you are building a channel, a course, a
[01:18:48] building a channel, a course, a business, or a public project, you need
[01:18:51] business, or a public project, you need to understand your audience.
[01:18:54] to understand your audience. What do they need? What do they fear?
[01:18:57] What do they need? What do they fear? What confuses them? What language do
[01:19:01] What confuses them? What language do they understand? What helps them stay
[01:19:04] they understand? What helps them stay engaged?
[01:19:05] engaged? You're not creating only for yourself.
[01:19:08] You're not creating only for yourself. You are communicating with real people.
[01:19:12] You are communicating with real people. A good teacher understands students. A
[01:19:16] A good teacher understands students. A good writer understands readers.
[01:19:19] good writer understands readers. A good speaker understands listeners.
[01:19:24] A good speaker understands listeners. This is social intelligence.
[01:19:27] This is social intelligence. So, mastery is not only deep skill.
[01:19:31] So, mastery is not only deep skill. Mastery is also deep awareness of
[01:19:36] Mastery is also deep awareness of people. Deep understanding of people.
[01:19:40] people. Deep understanding of people. You need your craft, but you also need
[01:19:44] You need your craft, but you also need emotional wisdom.
[01:19:47] emotional wisdom. You need practice,
[01:19:49] You need practice, but you also need patience with humans.
[01:19:54] but you also need patience with humans. You need ambition,
[01:19:56] You need ambition, but you also need respect.
[01:19:59] but you also need respect. In simple words, learn your skill and
[01:20:02] In simple words, learn your skill and learn people.
[01:20:04] learn people. Because every path to mastery passes
[01:20:08] Because every path to mastery passes through human relationships. All right.
[01:20:12] through human relationships. All right. After a long time of learning,
[01:20:15] After a long time of learning, observing, practicing, and receiving
[01:20:19] observing, practicing, and receiving guidance,
[01:20:20] guidance, the learner begins to enter a new stage.
[01:20:25] the learner begins to enter a new stage. Robert Greene calls this the creative
[01:20:28] Robert Greene calls this the creative active stage. This is the stage where do
[01:20:32] active stage. This is the stage where do not only allow what others do.
[01:20:36] not only allow what others do. You begin to create. You begin to
[01:20:39] You begin to create. You begin to experiment more deeply.
[01:20:41] experiment more deeply. You begin to know questions. You begin
[01:20:44] You begin to know questions. You begin to find your own style. This stage does
[01:20:48] to find your own style. This stage does not come at the beginning.
[01:20:51] not come at the beginning. This is important. Many people want to
[01:20:54] This is important. Many people want to be original immediately.
[01:20:56] be original immediately. They want to be different before they
[01:20:59] They want to be different before they understand the basics.
[01:21:03] understand the basics. But real creativity usually comes after
[01:21:07] But real creativity usually comes after deep learning.
[01:21:09] deep learning. First, you absorb. Then, you practice.
[01:21:13] First, you absorb. Then, you practice. Then, you understand.
[01:21:15] Then, you understand. Then, you create.
[01:21:17] Then, you create. Think about language. A beginner cannot
[01:21:20] Think about language. A beginner cannot easily make beautiful, natural sentences
[01:21:24] easily make beautiful, natural sentences because
[01:21:26] because they do not yet have enough examples in
[01:21:29] they do not yet have enough examples in their mind.
[01:21:31] their mind. They need input. They need listening.
[01:21:34] They need input. They need listening. They need reading.
[01:21:36] They need reading. They need repetition.
[01:21:39] They need repetition. But after hearing many sentences, they
[01:21:42] But after hearing many sentences, they begin to feel patterns.
[01:21:45] begin to feel patterns. They begin to say things in their own
[01:21:47] They begin to say things in their own way.
[01:21:48] way. They can change a sentence. They can
[01:21:51] They can change a sentence. They can combine phrases.
[01:21:54] combine phrases. They can express a personal idea.
[01:21:58] They can express a personal idea. This is creative language use.
[01:22:02] This is creative language use. Creativity is not always making
[01:22:05] Creativity is not always making something completely new.
[01:22:07] something completely new. Sometimes, creativity means connecting
[01:22:11] Sometimes, creativity means connecting old things in a new way.
[01:22:14] old things in a new way. You take one idea from here, another
[01:22:17] You take one idea from here, another idea from there,
[01:22:19] idea from there, and you combine them.
[01:22:21] and you combine them. A teacher may combine storytelling with
[01:22:24] A teacher may combine storytelling with shadowing.
[01:22:26] shadowing. A musician may combine classical music
[01:22:29] A musician may combine classical music with modern rhythm.
[01:22:32] with modern rhythm. A business person may combine education
[01:22:35] A business person may combine education with technology.
[01:22:37] with technology. A writer may combine simple language
[01:22:41] A writer may combine simple language with deep ideas.
[01:22:44] with deep ideas. Robert Greene shows that masters often
[01:22:47] Robert Greene shows that masters often think differently because they have
[01:22:51] think differently because they have spent so much time inside their field.
[01:22:56] spent so much time inside their field. They see connections that other people
[01:22:58] They see connections that other people do not see.
[01:23:00] do not see. They notice small changes.
[01:23:03] They notice small changes. They ask better questions.
[01:23:05] They ask better questions. They do not only copy the surface.
[01:23:09] They do not only copy the surface. They understand the deep structure.
[01:23:14] They understand the deep structure. The surface is what everyone sees.
[01:23:17] The surface is what everyone sees. The deep structure is what is under it.
[01:23:21] The deep structure is what is under it. For example, in English learning, the
[01:23:23] For example, in English learning, the surface is the sentence.
[01:23:26] surface is the sentence. But under the surface, there is rhythm,
[01:23:30] But under the surface, there is rhythm, stress,
[01:23:32] stress, grammar, emotion, social meaning, and
[01:23:35] grammar, emotion, social meaning, and context.
[01:23:37] context. A beginner may only see the words.
[01:23:40] A beginner may only see the words. A more advanced learner begins to hear
[01:23:43] A more advanced learner begins to hear the music of the sentence.
[01:23:46] the music of the sentence. A teacher sees even more.
[01:23:49] A teacher sees even more. The teacher sees why the sentence works,
[01:23:53] The teacher sees why the sentence works, where learners may struggle, and how to
[01:23:56] where learners may struggle, and how to explain it simply. This deeper seeing is
[01:24:01] explain it simply. This deeper seeing is part of the mastery.
[01:24:04] part of the mastery. Now, creative thinking also needs
[01:24:06] Now, creative thinking also needs courage.
[01:24:08] courage. When you create something, it may fail.
[01:24:11] When you create something, it may fail. People may not like it. It may not work
[01:24:14] People may not like it. It may not work the first time.
[01:24:16] the first time. You may feel unsure.
[01:24:19] You may feel unsure. But Robert Greene says that masters are
[01:24:22] But Robert Greene says that masters are willing to experiment.
[01:24:24] willing to experiment. They are willing to test ideas.
[01:24:27] They are willing to test ideas. They are willing to make mistakes in
[01:24:30] They are willing to make mistakes in order to discover something.
[01:24:32] order to discover something. This does not mean they are careless.
[01:24:36] This does not mean they are careless. They are not just doing random things.
[01:24:39] They are not just doing random things. They know the basics. They understand
[01:24:42] They know the basics. They understand their field.
[01:24:43] their field. But they are not prisoners of old
[01:24:47] But they are not prisoners of old methods. They ask, "What if?"
[01:24:50] methods. They ask, "What if?" "What if I try this?"
[01:24:52] "What if I try this?" "What if I combine these two ideas?"
[01:24:55] "What if I combine these two ideas?" "What if I solve the problem in another
[01:24:58] "What if I solve the problem in another way? What if the old rule is not always
[01:25:02] way? What if the old rule is not always true?"
[01:25:03] true?" The phrase "What if?" is very powerful.
[01:25:07] The phrase "What if?" is very powerful. It opens the mind.
[01:25:09] It opens the mind. It moves you from copying to exploring.
[01:25:14] It moves you from copying to exploring. For English learners, creative thinking
[01:25:17] For English learners, creative thinking can begin in a simple way.
[01:25:20] can begin in a simple way. Take a sentence and change it.
[01:25:23] Take a sentence and change it. For example, I usually drink coffee in
[01:25:26] For example, I usually drink coffee in the morning.
[01:25:27] the morning. Now, change it.
[01:25:29] Now, change it. I usually listen to music in the
[01:25:32] I usually listen to music in the morning.
[01:25:33] morning. I usually go for a walk in the evening.
[01:25:37] I usually go for a walk in the evening. I used to drink coffee at night, but now
[01:25:40] I used to drink coffee at night, but now I don't.
[01:25:41] I don't. This is small creativity.
[01:25:45] This is small creativity. You are using a pattern,
[01:25:47] You are using a pattern, but you are making it your own.
[01:25:52] You can also tell your own stories with
[01:25:55] You can also tell your own stories with simple English.
[01:25:57] simple English. You do not need advanced words.
[01:26:00] You do not need advanced words. You can say, "Yesterday,
[01:26:03] You can say, "Yesterday, I felt tired,
[01:26:05] I felt tired, but I still studied for 20 minutes.
[01:26:09] but I still studied for 20 minutes. At first, I did not want to study,
[01:26:12] At first, I did not want to study, but after 5 minutes, I felt better."
[01:26:16] but after 5 minutes, I felt better." This is your language. This is your life
[01:26:19] This is your language. This is your life in English and this is important.
[01:26:23] in English and this is important. Creativity grows when you use the skill,
[01:26:26] Creativity grows when you use the skill, not only study it.
[01:26:29] not only study it. If you only read about writing, you do
[01:26:32] If you only read about writing, you do not become a writer.
[01:26:34] not become a writer. You must write. If you only watch videos
[01:26:37] You must write. If you only watch videos about speaking, you do not become a
[01:26:40] about speaking, you do not become a speaker. You must speak.
[01:26:44] speaker. You must speak. If you only learn about teaching, you do
[01:26:47] If you only learn about teaching, you do not become a teacher.
[01:26:50] not become a teacher. You must teach, observe, change, and
[01:26:54] You must teach, observe, change, and teach again. Action is important.
[01:26:58] teach again. Action is important. This is why Robert Greene calls this
[01:27:01] This is why Robert Greene calls this stage creative active.
[01:27:05] stage creative active. Active means you do something. You test
[01:27:09] Active means you do something. You test your ideas in the real world.
[01:27:12] your ideas in the real world. You do not only think, you make, you
[01:27:15] You do not only think, you make, you speak, you write, you build, you
[01:27:18] speak, you write, you build, you perform, you publish, you share.
[01:27:22] perform, you publish, you share. Of course, this can be scary.
[01:27:25] Of course, this can be scary. When your work is inside your mind, it
[01:27:28] When your work is inside your mind, it feels safe.
[01:27:30] feels safe. Nobody can criticize it, but when you
[01:27:32] Nobody can criticize it, but when you share it, people can respond. Some
[01:27:36] share it, people can respond. Some people may like it, some people may
[01:27:38] people may like it, some people may ignore it, some people may criticize it.
[01:27:43] ignore it, some people may criticize it. This is part of the process.
[01:27:46] This is part of the process. A creative person must become strong
[01:27:49] A creative person must become strong enough to receive feedback without
[01:27:52] enough to receive feedback without losing the desire to continue.
[01:27:56] losing the desire to continue. A useful sentence from the book is this.
[01:28:00] A useful sentence from the book is this. Feedback is information, not identity.
[01:28:05] Feedback is information, not identity. If one video does not work,
[01:28:08] If one video does not work, it does not mean you are bad.
[01:28:11] it does not mean you are bad. It means this video did not work.
[01:28:14] It means this video did not work. If one English conversation feels
[01:28:17] If one English conversation feels difficult, it does not mean your English
[01:28:20] difficult, it does not mean your English is terrible.
[01:28:21] is terrible. It means this conversation was
[01:28:25] It means this conversation was difficult. Separate the work from your
[01:28:28] difficult. Separate the work from your identity.
[01:28:30] identity. This helps you continue.
[01:28:34] This helps you continue. Okay, so let's bring everything
[01:28:37] Okay, so let's bring everything together.
[01:28:38] together. First, you listen to your deep interest.
[01:28:42] First, you listen to your deep interest. You find a direction that feels
[01:28:44] You find a direction that feels meaningful.
[01:28:46] meaningful. Then you enter the apprenticeship phase.
[01:28:50] Then you enter the apprenticeship phase. Then you become a serious learner. You
[01:28:53] Then you become a serious learner. You observe, practice, repeat, and build
[01:28:57] observe, practice, repeat, and build your foundation.
[01:28:59] your foundation. Then you learn from mentors.
[01:29:03] Then you learn from mentors. You accept guidance and feedback.
[01:29:07] You accept guidance and feedback. You respect experience,
[01:29:09] You respect experience, but slowly you develop your own voice.
[01:29:14] but slowly you develop your own voice. Then you develop social intelligence.
[01:29:17] Then you develop social intelligence. You understand people, emotions,
[01:29:19] You understand people, emotions, relationships, and yourself.
[01:29:23] relationships, and yourself. Then you enter the creative stage. You
[01:29:27] Then you enter the creative stage. You experiment. You make things. You test
[01:29:30] experiment. You make things. You test ideas.
[01:29:32] ideas. You learn from results.
[01:29:35] You learn from results. And finally,
[01:29:36] And finally, after long practice, you begin to think
[01:29:40] after long practice, you begin to think like a master.
[01:29:42] like a master. You understand your field deeply.
[01:29:45] You understand your field deeply. This is not a quick path, but it is a
[01:29:48] This is not a quick path, but it is a beautiful path.
[01:29:50] beautiful path. And maybe the most important idea is
[01:29:53] And maybe the most important idea is this.
[01:29:55] this. You can start now.
[01:29:57] You can start now. You do not need perfect conditions. You
[01:30:00] You do not need perfect conditions. You do not need perfect confidence. You do
[01:30:04] do not need perfect confidence. You do not need to know everything.
[01:30:06] not need to know everything. You only need a direction and a small
[01:30:10] You only need a direction and a small daily practice.
[01:30:12] daily practice. For English learners, start with one
[01:30:16] For English learners, start with one sentence. Listen to it. Repeat it. Use
[01:30:19] sentence. Listen to it. Repeat it. Use it. Then tomorrow,
[01:30:20] it. Then tomorrow, learn another sentence. Keep going.
[01:30:25] learn another sentence. Keep going. Slowly, your English will grow.
[01:30:30] Slowly, your English will grow. Thank you so much for listening to
[01:30:31] Thank you so much for listening to another episode of English Unleashed.
[01:30:35] another episode of English Unleashed. I'm Tom, and today we learned that
[01:30:38] I'm Tom, and today we learned that mastery is built through time, practice,
[01:30:43] mastery is built through time, practice, patience, teachers, people skills,
[01:30:46] patience, teachers, people skills, creativity, and deep focus.
[01:30:50] creativity, and deep focus. If this episode helped you, listen to it
[01:30:54] If this episode helped you, listen to it again. Repetition is powerful.
[01:30:58] again. Repetition is powerful. The first time you understand the main
[01:31:00] The first time you understand the main idea. The second time you hear more
[01:31:03] idea. The second time you hear more details.
[01:31:05] details. The third time, the language becomes
[01:31:08] The third time, the language becomes more familiar.
[01:31:10] more familiar. Keep listening, keep practicing, and
[01:31:13] Keep listening, keep practicing, and keep growing. You do not need to be
[01:31:16] keep growing. You do not need to be perfect. You only need to keep walking
[01:31:21] perfect. You only need to keep walking the path.
[01:31:22] the path. Bye for now.
[01:31:35] >> [music]

Full Transcript

https://www.youtube.com/watch?v=Bq8XO4aWFWU
Translation: zh-TW

[00:00] 我的朋友們，大家好。
[00:02] 歡迎回到 English Unleashed。
[00:04] English Unleashed。
[00:07] 在今天的節目中，我將要談論一本非常有用的書，叫做《每日法則》。
[00:13] 作者是 Robert Greene。
[00:17] 但請記住，這不是一個困難的課程。
[00:22] 這是一個簡單的英語播客。
[00:26] 一如既往，我將使用簡單的詞語來談論深刻的思想。
[00:33] 我們擷取偉大的思想，並用簡單、自然的英語來解釋它們，這樣你就可以同時理解訊息並學習英語。
[00:47] 你將會聽到有用的詞彙、清晰的句子和重複的思想。
[00:56] 這有助於你透過聽力、意義和上下文自然地學習英語。
[01:03] 透過聆聽、意義和脈絡。
[01:06] 這本書與許多其他書略有不同。
[01:09] 它不僅僅是一個冗長的論點。
[01:15] 它不僅僅是一個故事。
[01:15] 這是一本關於簡短日常課程的書。
[01:19] 每一天都給你一個想法去思考，一個教訓，一個提醒，一小段智慧。
[01:32] 「日常」這個詞非常重要。
[01:36] 日常意味著每天，而不是一年一次，不是只在你感到有動力時，不是只在生活順遂時，而是每天。
[01:52] 這是這本書的主要感覺。
[01:57] 生活透過日常的關注而改變。
[02:01] 你不會一天就變得聰明。
[02:01] 你不會一天就變得堅強。
[02:05] 你不是一天就變強的。
[02:05] 你不是一天就了解別人的。
[02:09] 你不是一天就了解別人的。
[02:09] 你不是一天就精通你的工作的。
[02:13] 你不是一天就精通你的工作的。
[02:13] 你透過回顧重要的想法而成長
[02:17] 你透過一次又一次地回顧重要的想法而成長。
[02:19] 一次又一次。
[02:19] 有一天，你會學到一些關於
[02:22] 有一天，你會學到一些關於你自己的事。
[02:24] 你自己。
[02:24] 另一天，你會學到一些關於
[02:27] 另一天，你會學到一些關於別人的事。
[02:28] 別人。
[02:28] 另一天，你會學到一些關於
[02:31] 另一天，你會學到一些關於權力的事。
[02:32] 權力。
[02:32] 另一天，你會學到一些關於
[02:36] 另一天，你會學到一些關於耐心、專注、情緒、策略，或
[02:41] 耐心、專注、情緒、策略，或精通。
[02:42] 精通。
[02:42] 慢慢地，這些課程開始塑造
[02:47] 慢慢地，這些課程開始塑造你看待生活的方式。
[02:50] 你看待生活的方式。
[02:50] 在《每日法則》中，羅伯特·格林帶來了
[02:53] 在《每日法則》中，羅伯特·格林將他的許多宏大想法融入簡短的每日
[02:58] 他的宏大想法融入簡短的每日課程。
[02:58] 這本書邀請你每天讀一點
[03:01] 課程。這本書邀請你每天讀一點，並思考你的
[03:04] 每天讀一點，並思考你的生活。
[03:04] 這很有用，因為許多人
[03:09] 生活。這很有用，因為許多人想要巨大的改變，但他們沒有日常的練習。
[03:15] 他們想要智慧，但他們不停下來思考。
[03:20] 他們想要成功，但他們不研究自己的行為。
[03:26] 他們想要自信，但他們不了解自己的恐懼。
[03:33] 他們想要更好的人際關係，但他們不研究人。
[03:39] 他們想要精通，但他們不深入練習。
[03:45] 書中靜靜地說：「慢下來。仔細看。每天學習。」
[03:54] 這是一個有力的訊息。
[03:57] 在現代世界，許多人分心了。
[04:02] 分心意味著他們的注意力無處不在。
[04:05] 他們查看手機，他們觀看許多短影片，
[04:11] 手機，他們看很多短影片，他們將自己與他人比較。
[04:15] 他們將自己與他人比較，他們反應迅速，他們從一個
[04:18] 他們反應迅速，他們從一個想法轉移到另一個想法，
[04:21] 想法轉移到另一個想法，而且他們的心思很忙碌，但不總是
[04:25] 而且他們的心思很忙碌，但不總是深入。日常的法則要求我們變得
[04:29] 深入。日常的法則要求我們變得更加覺察。
[04:30] 更加覺察。覺察意味著清醒。
[04:33] 覺察意味著清醒。這意味著你注意到正在發生什麼
[04:35] 這意味著你注意到正在你內在和周圍發生什麼。你注意到
[04:39] 你內在和周圍。你注意到你的習慣。你注意到你的情緒。
[04:43] 你的習慣。你注意到你的情緒。你注意到人們的行為。
[04:47] 你注意到人們的行為。你注意到你的錯誤。你注意到
[04:49] 你注意到你的錯誤。你注意到你的慾望。你注意到你真正
[04:53] 你的慾望。你注意到你真正想要的。
[04:55] 想要的。沒有覺察，我們就活得
[04:57] 沒有覺察，我們就活得自動化。我們重複舊的模式。
[05:02] 自動化。我們重複舊的模式。我們犯同樣的錯誤。
[05:04] 我們犯同樣的錯誤。我們責怪別人。我們跟隨
[05:06] 我們責怪別人。我們跟隨大眾。我們浪費時間。
[05:09] 大眾。我們浪費時間。我們說：「這就是我。」
[05:14] 我們說，「這就是我。」
[05:14] 但也許這不是我們。
[05:17] 也許它只是一種習慣。
[05:20] 也許它只是一種模式。
[05:21] 也許它只是我們以前學到的東西。
[05:26] 每日的課程可以詮釋這種模式。
[05:30] 詮釋意味著暫停某事片刻。
[05:34] 你讀了一個想法，然後停頓一下。
[05:38] 你問，「這在我的生活中是真的嗎？
[05:43] 我會這樣做嗎？
[05:45] 今天我能改變什麼？」
[05:48] 那個小小的停頓很有力量。
[05:52] 你賦予某事意義。
[05:54] 對於英語學習者來說，這是一個強烈的想法。
[05:58] 為什麼？
[05:59] 因為學習語言也需要日常的關注。
[06:05] 你不能聽一次就變得流利。
[06:08] 你不能學一個字就理解一切。
[06:14] 理解一切。
[06:17] 你不能只說一次就變得自信。
[06:19] 自信。
[06:22] 你需要每天與英語進行少量接觸。
[06:24] 英語。
[06:27] 一天一個句子很重要。一天一個簡短的播客很重要。
[06:30] 每天一分鐘的口語練習很重要。
[06:35] 每天一個有用的短語很重要。
[06:38] 這與日常法則的想法相似。
[06:41] 法則。
[06:43] 當你每天都堅持學習英語時，你的英語就會進步。
[06:46] 每一天。
[06:49] 你的大腦會熟悉這門語言。
[06:52] 你的聽力會變得更好。
[06:56] 你的嘴巴會更習慣。
[07:00] 你的自信心會慢慢增長。
[07:04] 這本書並不是說你每天都必須變得完美。
[07:06] 不，它並不是說你必須做對所有事情。
[07:10] 它說的是要關注你的
[07:15] 它說每天都要關注你的生活。
[07:17] 每天的生活。學一樣東西。練一樣東西。
[07:21] 學一樣東西。練一樣東西。留意一種模式。
[07:23] 留意一種模式。做出一個更好的選擇。
[07:26] 做出一個更好的選擇。這是現實的。這是人性的。
[07:30] 這是現實的。這是人性的。這是可能的。
[07:33] 是可能的。羅伯特·格林作品背後最大的理念之一是，人們常常不了解自己。
[07:36] 羅伯特·格林作品背後最大的理念之一是，人們常常不了解自己。
[07:39] 他們認為自己是理性的，但情感常常控制著他們。
[07:42] 他們認為自己是理性的，但情感常常控制著他們。
[07:44] 他們認為自己是自由的，但舊習慣控制著他們。
[07:47] 他們認為自己是自由的，但舊習慣控制著他們。
[07:49] 他們認為自己了解別人，但他們常常只看到表面。
[07:52] 他們認為自己了解別人，但他們常常只看到表面。
[07:54] 表面是你首先看到的東西。更深的真相在它下面。
[07:58] 表面是你首先看到的東西。更深的真相在它下面。
[08:01] 例如，有人可能看起來很有信心，但內心卻很害怕。
[08:05] 例如，有人可能看起來很有信心，但內心卻很害怕。
[08:08] 有人可能聽起來很友善，但也許他們只是想控制。
[08:12] 有人可能聽起來很友善，但也許他們只是想控制。
[08:18] 但或許他們想要控制。
[08:22] 有人可能會批評你，但或許他們感到不安全。
[08:25] 他們感到不安全。
[08:25] 有人可能會稱讚你，但或許他們想從你那裡得到些什麼。
[08:31] 但或許他們想從你那裡得到些什麼。
[08:34] 人類的行為很複雜。
[08:34] 格林要求我們深入探究。
[08:38] 不要只相信表象。
[08:42] 不要反應太快。
[08:45] 觀察、聆聽、思考、研究模式。
[08:51] 這不是關於變得冷漠或多疑。
[08:55] 這是關於變得更明智。
[08:57] 一個明智的人不會立即相信一切。
[09:03] 一個明智的人會觀察。
[09:05] 一個明智的人會問：「這裡到底發生了什麼事？」
[09:12] 一個明智的人明白人們是情緒化、複雜，有時甚至是矛盾的。
[09:18] 矛盾意味著兩件事是
[09:21] 矛盾意味著兩件事同時是不同的或相反的。
[09:25] 同時是不同的或相反的。
[09:28] 一個人可能渴望成功，但害怕責任。
[09:31] 但害怕責任。
[09:33] 一個人可能渴望愛，但卻推開別人。
[09:36] 但卻推開別人。
[09:39] 一個人可能渴望自由，但卻隨波逐流。
[09:41] 隨波逐流。
[09:44] 我們不是簡單的機器。我們是人類。
[09:45] 人類。
[09:49] 這本書幫助我們理解這一點。
[09:53] 所以，這本書的第一課很簡單。
[09:54] 簡單。
[10:00] 智慧是日常的，不是一次一個大想法。
[10:04] 不是一次一個大動力。不是一次一個大改變。
[10:08] 不是一次一個大改變。
[10:10] 每日關注。每日反思。每日練習。每日
[10:15] 每日反思。每日練習。每日成長。
[10:17] 成長。
[10:20] 如果你每天學一個有用的想法，並稍微應用它，
[10:23] 並且即使只應用一點點，你的生活也會慢慢改變。
[10:28] 你的生活會慢慢改變。
[10:30] 如果你每天聽英語並且練習一點點，你的英語也會慢慢改變。
[10:36] 每天的小課程會讓你擁有更強大的心智。
[10:41] 每天的小練習會讓你英語變得更好。
[10:46] 每天的小覺察會讓你生活變得更好。
[10:51] 好的。
[10:53] 日常法則中最深刻的教訓之一是這個。
[10:58] 先認識你自己。
[11:01] 這聽起來很簡單，但實際上並不容易。
[11:05] 許多人活了好幾年，卻沒有真正了解自己。
[11:12] 他們知道別人對他們的期望。
[11:16] 他們知道社會上所說的成功是什麼。
[11:18] 他們知道什麼看起來令人印象深刻，但是
[11:24] 他們知道什麼看起來令人印象深刻，但他們可能不知道自己真實的本質。
[11:28] 他們可能不知道自己真實的本質。
[11:30] 你的本質意味著你更深層的個性。
[11:34] 你更深層的興趣。
[11:35] 你的能量。
[11:37] 能量。
[11:40] 這是你自然思考、感受和回應的方式。
[11:43] 和回應。
[11:45] 這是吸引你的東西。
[11:48] 這是給你能量的東西。
[11:51] 這是你一再回歸的東西。
[11:55] 一再地。
[11:56] 羅伯特·格林經常談論尋找你的道路。
[12:01] 你的道路。
[12:03] 你的道路不僅僅是一份工作。
[12:06] 它不僅僅是一個頭銜。
[12:08] 它是一個讓你感覺與之連結的方向。
[12:11] 與你。
[12:14] 有些人被音樂吸引。
[12:17] 有些人被語言吸引。
[12:20] 有些人被商業吸引。
[12:20] 有些人被教學、寫作、科學、設計或幫助他人吸引。
[12:24] 重要的是要注意什麼在呼喚你。
[12:29] 你一再想的是什麼？
[12:33] 什麼主題讓你感到好奇？
[12:36] 什麼樣的工作能給你能量？
[12:39] 你喜歡解決什麼問題？
[12:42] 在別人告訴你該做什麼之前，你喜歡做什麼？
[12:48] 這些問題很重要，因為如果你不了解自己，你可能會花費一生去追隨別人的慾望。
[12:58] 你可能會因為一份工作看起來不錯而選擇它。
[13:03] 你可能會模仿別人，因為他們很成功。
[13:08] 你可能會跟隨一個趨勢，因為每個人都在談論它。
[13:14] 但過了一段時間，你可能會感到空虛。
[13:18] 空虛意味著內心缺少了什麼。
[13:24] 一個外表看起來不錯的生活仍然可能
[13:28] 外表看似美好的人生，內心感受卻可能不對勁。
[13:32] 內心感受不對勁。
[13:35] 這就是為什麼認識自己很重要。
[13:37] 很重要。
[13:40] 這被稱為自我認知。
[13:43] 這意味著了解自己。
[13:47] 這意味著了解你的優點、缺點、恐懼、慾望和行為模式。
[13:54] 自我認知並非總是容易的。
[13:58] 有時候你會看到自己不喜歡的事物。
[14:03] 也許你迴避困難。
[14:06] 也許你太需要別人的認可。
[14:09] 也許你會變得嫉妒。
[14:12] 也許你會拿自己和別人比較。
[14:14] 也許你太容易生氣。
[14:17] 也許你會失去焦點。
[14:20] 也許你開始了很多事情但沒有完成。
[14:25] 看到這些事情可能會令人痛苦，但卻是有用的。
[14:30] 有用的。
[14:30] 你看不到的東西，你就無法改變。
[14:34] 你看不到的東西，你就無法改變。
[14:34] 這是格林作品中重複出現的一個想法。
[14:38] 這是格林作品中重複出現的一個想法。
[14:38] 誠實地面對。
[14:38] 不要躲避現實。
[14:43] 誠實地面對。
[14:43] 不要躲避現實。
[14:43] 不要編造一個美好的故事來
[14:46] 保護你的自我。
[14:49] 自我指的是你那想要
[14:52] 感覺重要、正確和安全的那個部分。
[14:56] 感覺重要、正確和安全的那個部分。
[14:56] 自我討厭批評。
[15:00] 自我討厭批評。
[15:00] 自我討厭犯錯。
[15:03] 討厭犯錯。
[15:03] 自我討厭感覺虛弱。
[15:06] 感覺虛弱。
[15:06] 但成長始於你能看到
[15:09] 更清楚地認識自己。
[15:12] 更清楚地認識自己。
[15:12] 對於英語學習者來說，自我認知非常
[15:15] 重要。
[15:17] 重要。
[15:17] 許多學習者說：「我的英文很爛。」
[15:20] 許多學習者說：「我的英文很爛。」
[15:20] 但這太籠統了。
[15:23] 這沒有幫助。
[15:27] 一個更好的問題是，對我來說，究竟是什麼困難？
[15:29] 對我來說是困難的？
[15:29] 聽力困難嗎？
[15:29] 說話
[15:32] 聽力困難嗎？
[15:32] 說話困難嗎？
[15:32] 發音困難嗎？
[15:36] 困難嗎？
[15:36] 發音困難嗎？
[15:36] 詞彙困難嗎？
[15:36] 是文法，還是
[15:40] 詞彙困難嗎？
[15:40] 是文法，還是自信，還是持續性
[15:43] 自信，還是持續性困難？
[15:45] 困難嗎？
[15:47] 當你知道真正問題所在，
[15:51] 你就能更好地練習。
[15:54] 例如，如果你的聽力較弱，
[15:56] 就多聽。
[15:59] 使用重複聽。
[15:59] 使用慢速英語。
[15:59] 使用清晰的播客。
[16:04] 使用慢速英語。
[16:04] 使用清晰的播客。
[16:07] 如果你的口語不夠強，
[16:07] 就每天大聲說。
[16:09] 每天大聲說。
[16:09] 回答簡單的問題。
[16:11] 回答簡單的問題。
[16:11] 錄下你自己。
[16:13] 你自己。
[16:16] 如果自信心不夠強，
[16:16] 就練習小型、安全的說話時刻。
[16:21] 小型、安全的說話時刻。
[16:25] 自我了解讓練習更聰明。
[16:28] 沒有自我了解，你可能會練習錯的事情。
[16:31] 你可能會花好幾年學文法，但你真正問題是
[16:34] 多年來，你真正的問題是說話。
[16:36] 說話。
[16:38] 你可能會記住單詞，但你真正的問題是使用它們。
[16:42] 你可能會看困難的影片，但你真正的需求是簡單、重複的輸入。
[16:48] 所以，誠實地問問自己，我真正需要什麼？
[16:56] 這個問題很有力量。認識自己的另一部分是了解你的情緒。
[17:04] 許多人被他們不理解的情緒所控制。他們感到生氣，然後他們做出反應。
[17:13] 他們感到害怕，然後他們迴避。他們感到嫉妒，然後他們批評。
[17:20] 他們感到不安全，然後他們試圖給人留下深刻印象。
[17:26] 但一個更明智的人會停頓一下。他們會說：「我感覺如何？我為什麼會有這種感覺？更深層次的原因是什麼？」
[17:36] 這是什麼？更深層次的原因是什麼？
[17:40] 例如，嫉妒可以顯示你想要什麼。
[17:43] 如果你嫉妒某人的成功，也許你也想在該領域取得成功。
[17:49] 與其攻擊那個人，不如從這種感覺中學習。
[17:52] 問問自己：「這對我的渴望顯示了什麼？」
[17:56] 恐懼可以顯示你需要在哪裡做準備。
[17:59] 如果你害怕說英語，也許你需要一些小的口語練習。
[18:05] 如果你害怕公開演講，也許你需要結構和練習。
[18:12] 如果你害怕失敗，也許你需要改變你與錯誤的關係。
[18:18] 情緒是資訊。
[18:22] 它們不是指令。
[18:26] 這意味著你可以傾聽你的情緒，而不必立即服從它們。
[18:30] 如果恐懼讓你想要逃跑，你可以說，
[18:38] 如果恐懼讓你想逃跑，你可以說：「謝謝你，恐懼。我聽見你了，但我會踏出小小一步。」
[18:45] 如果憤怒讓你想要攻擊，你可以說：「我會先停下來。」
[18:51] 如果不安讓你說：「證明你自己。」
[18:54] 你可以說：「我不需要給任何人留下深刻印象。」
[19:01] 這是情緒的自我控制。
[19:04] 這不是關於沒有感覺。
[19:07] 這是關於不被每一種感覺所控制。
[19:12] 所以，作者說：「研究你的反應。
[19:16] 研究你的習慣。
[19:17] 研究你的恐懼。
[19:21] 研究你的慾望。
[19:25] 研究你的藉口。
[19:29] 不是帶著仇恨，而是帶著好奇心。」
[19:32] 為了練習英文，你可以使用同樣的想法。
[19:35] 不要說：「我因為犯錯而很笨。」
[19:38] 取而代之的是，說：「這個錯誤讓我知道
[19:42] 與其如此，不如說：「這個錯誤顯示了我需要練習什麼。」
[19:45] 我需要練習什麼。」
[19:45] 不要說：「我總是失敗。」
[19:49] 說：「我需要一個更小的習慣。」
[19:52] 我需要一個更小的習慣。」
[19:52] 不要說：「我沒有天賦。」
[19:56] 說：「我需要更好的練習和更多的時間。」
[20:00] 我需要更好的練習和更多的時間。」
[20:00] 你對自己說的話很重要。
[20:04] 你對自己說的話很重要。
[20:04] 所以，這一部分的教訓很簡單。
[20:07] 所以，這一部分的教訓很簡單。
[20:07] 先認識你自己。
[20:11] 先認識你自己。
[20:11] 了解你真正的興趣。
[20:16] 興趣。了解你的弱點。
[20:16] 了解你的情緒。
[20:20] 情緒。了解你的模式。
[20:20] 了解什麼讓你充滿活力，什麼又讓你精疲力盡。
[20:23] 什麼讓你充滿活力，什麼又讓你精疲力盡。
[20:25] 了解自己的人可以做出更好的選擇。
[20:29] 了解自己的人可以做出更好的選擇。
[20:30] 了解自己的學習者可以練習得更好。
[20:33] 了解自己的學習者可以練習得更好。
[20:35] 自我認識是智慧的開端。
[20:39] 自我認識是智慧的開端。
[20:40] 現在，這本書的另一個重要觀點

Full Transcript (Bilingual)

https://www.youtube.com/watch?v=Bq8XO4aWFWU
Translation: zh-TW

[00:00] Hello my friends.
我的朋友們，大家好。

[00:02] Welcome back to English Unleashed.
歡迎回到 English Unleashed。

[00:04] English Unleashed.
English Unleashed。

[00:07] In today's episode, I'm going to talk about another useful book called The Daily Laws.
在今天的節目中，我將要談論一本非常有用的書，叫做《每日法則》。

[00:13] The author is Robert Greene.
作者是 Robert Greene。

[00:17] But remember, this is not a difficult lesson.
但請記住，這不是一個困難的課程。

[00:22] This is an easy English podcast.
這是一個簡單的英語播客。

[00:26] As always, I will use easy words to talk about deep ideas.
一如既往，我將使用簡單的詞語來談論深刻的思想。

[00:33] We take big ideas and explain them in simple, natural English so you can understand the message and learn English at the same time.
我們擷取偉大的思想，並用簡單、自然的英語來解釋它們，這樣你就可以同時理解訊息並學習英語。

[00:47] You will hear useful vocabulary, clear sentences, and repeated ideas.
你將會聽到有用的詞彙、清晰的句子和重複的思想。

[00:56] This helps you learn English naturally through listening, meaning, and context.
這有助於你透過聽力、意義和上下文自然地學習英語。

[01:03] through listening, meaning, and context.
透過聆聽、意義和脈絡。

[01:06] This book is a little different from many other books.
這本書與許多其他書略有不同。

[01:09] It is not only one long argument.
它不僅僅是一個冗長的論點。

[01:15] It is not only one story.
它不僅僅是一個故事。

[01:15] It is a book of short daily lessons.
這是一本關於簡短日常課程的書。

[01:19] Each day gives you one idea to think about, one lesson, one reminder, one small piece of wisdom.
每一天都給你一個想法去思考，一個教訓，一個提醒，一小段智慧。

[01:32] The word daily is very important.
「日常」這個詞非常重要。

[01:36] Daily means every day, not once a year, not only when you feel motivated, not only when life is easy, every day.
日常意味著每天，而不是一年一次，不是只在你感到有動力時，不是只在生活順遂時，而是每天。

[01:52] This is the main feeling of the book.
這是這本書的主要感覺。

[01:57] Life changes through daily attention.
生活透過日常的關注而改變。

[02:01] You do not become wise in one day.
你不會一天就變得聰明。

[02:01] You do not become strong in one day.
你不會一天就變得堅強。

[02:05] You do not become strong in one day.
你不是一天就變強的。

[02:05] You do not understand people in one day.
你不是一天就了解別人的。

[02:09] You do not understand people in one day.
你不是一天就了解別人的。

[02:09] You do not master your work in one day.
你不是一天就精通你的工作的。

[02:13] You do not master your work in one day.
你不是一天就精通你的工作的。

[02:13] You grow by returning to important ideas
你透過回顧重要的想法而成長

[02:17] You grow by returning to important ideas again and again.
你透過一次又一次地回顧重要的想法而成長。

[02:19] again and again.
一次又一次。

[02:19] One day, you learn something about
有一天，你會學到一些關於

[02:22] One day, you learn something about yourself.
有一天，你會學到一些關於你自己的事。

[02:24] yourself.
你自己。

[02:24] Another day, you learn something about
另一天，你會學到一些關於

[02:27] Another day, you learn something about people.
另一天，你會學到一些關於別人的事。

[02:28] people.
別人。

[02:28] Another day, you learn something about
另一天，你會學到一些關於

[02:31] Another day, you learn something about power.
另一天，你會學到一些關於權力的事。

[02:32] power.
權力。

[02:32] Another day, you learn something about
另一天，你會學到一些關於

[02:36] Another day, you learn something about patience, focus, emotions, strategy, or
另一天，你會學到一些關於耐心、專注、情緒、策略，或

[02:41] patience, focus, emotions, strategy, or mastery.
耐心、專注、情緒、策略，或精通。

[02:42] mastery.
精通。

[02:42] Slowly, these lessons begin to shape the
慢慢地，這些課程開始塑造

[02:47] Slowly, these lessons begin to shape the way you see life.
慢慢地，這些課程開始塑造你看待生活的方式。

[02:50] way you see life.
你看待生活的方式。

[02:50] In The Daily Laws, Robert Greene brings
在《每日法則》中，羅伯特·格林帶來了

[02:53] In The Daily Laws, Robert Greene brings many of his big ideas into short daily
在《每日法則》中，羅伯特·格林將他的許多宏大想法融入簡短的每日

[02:58] many of his big ideas into short daily lessons.
他的宏大想法融入簡短的每日課程。

[02:58] The book invites you to read a
這本書邀請你每天讀一點

[03:01] lessons. The book invites you to read a little every day and think about your
課程。這本書邀請你每天讀一點，並思考你的

[03:04] little every day and think about your life.
每天讀一點，並思考你的生活。

[03:04] This is useful because many people
這很有用，因為許多人

[03:09] Life. This is useful because many people want big change, but they do not have a daily practice.
生活。這很有用，因為許多人想要巨大的改變，但他們沒有日常的練習。

[03:15] They want wisdom, but they do not stop to think.
他們想要智慧，但他們不停下來思考。

[03:20] They want success, but they do not study their actions.
他們想要成功，但他們不研究自己的行為。

[03:26] They want confidence, but they do not understand their fears.
他們想要自信，但他們不了解自己的恐懼。

[03:33] They want better relationships, but they do not study people.
他們想要更好的人際關係，但他們不研究人。

[03:39] They want mastery, but they do not practice deeply.
他們想要精通，但他們不深入練習。

[03:45] The book says in a quiet way, "Slow down. Look carefully. Learn every day."
書中靜靜地說：「慢下來。仔細看。每天學習。」

[03:54] This is a powerful message.
這是一個有力的訊息。

[03:57] In the modern world, many people are distracted.
在現代世界，許多人分心了。

[04:02] Distracted means their attention is going everywhere.
分心意味著他們的注意力無處不在。

[04:05] They check their phone, they watch many short videos,
他們查看手機，他們觀看許多短影片，

[04:11] phone, they watch many short videos, they compare themselves with others.
手機，他們看很多短影片，他們將自己與他人比較。

[04:15] they compare themselves with others, they react quickly, they move from one
他們將自己與他人比較，他們反應迅速，他們從一個

[04:18] they react quickly, they move from one idea to another idea,
他們反應迅速，他們從一個想法轉移到另一個想法，

[04:21] idea to another idea, and their mind is busy, but not always
想法轉移到另一個想法，而且他們的心思很忙碌，但不總是

[04:25] and their mind is busy, but not always deep. The daily laws asks us to become
而且他們的心思很忙碌，但不總是深入。日常的法則要求我們變得

[04:29] deep. The daily laws asks us to become more aware.
深入。日常的法則要求我們變得更加覺察。

[04:30] more aware. Aware means awake.
更加覺察。覺察意味著清醒。

[04:33] Aware means awake. It means you notice what is happening
覺察意味著清醒。這意味著你注意到正在發生什麼

[04:35] It means you notice what is happening inside you and around you. You notice
這意味著你注意到正在你內在和周圍發生什麼。你注意到

[04:39] inside you and around you. You notice your habits. You notice your emotions.
你內在和周圍。你注意到你的習慣。你注意到你的情緒。

[04:43] your habits. You notice your emotions. You notice people's behavior.
你的習慣。你注意到你的情緒。你注意到人們的行為。

[04:47] You notice people's behavior. You notice your mistakes. You notice
你注意到人們的行為。你注意到你的錯誤。你注意到

[04:49] You notice your mistakes. You notice your desires. You notice what you really
你注意到你的錯誤。你注意到你的慾望。你注意到你真正

[04:53] your desires. You notice what you really want.
你的慾望。你注意到你真正想要的。

[04:55] want. Without awareness, we live
想要的。沒有覺察，我們就活得

[04:57] Without awareness, we live automatically. We repeat old patterns.
沒有覺察，我們就活得自動化。我們重複舊的模式。

[05:02] automatically. We repeat old patterns. We make the same mistakes.
自動化。我們重複舊的模式。我們犯同樣的錯誤。

[05:04] We make the same mistakes. We blame other people. We follow the
我們犯同樣的錯誤。我們責怪別人。我們跟隨

[05:06] We blame other people. We follow the crowd. We waste time.
我們責怪別人。我們跟隨大眾。我們浪費時間。

[05:09] crowd. We waste time. We say, "This is just who I am."
大眾。我們浪費時間。我們說：「這就是我。」

[05:14] We say, "This is just who I am."
我們說，「這就是我。」

[05:14] But maybe it is not who we are.
但也許這不是我們。

[05:17] Maybe it is only a habit.
也許它只是一種習慣。

[05:20] Maybe it is only a pattern.
也許它只是一種模式。

[05:21] Maybe it is only something we learned before.
也許它只是我們以前學到的東西。

[05:26] A daily lesson can interpret the pattern.
每日的課程可以詮釋這種模式。

[05:30] Interpret means stop something for a moment.
詮釋意味著暫停某事片刻。

[05:34] You read one idea and you pause.
你讀了一個想法，然後停頓一下。

[05:38] You ask, "Is it true in my life?
你問，「這在我的生活中是真的嗎？

[05:43] Do I do this?
我會這樣做嗎？

[05:45] What can I change today?"
今天我能改變什麼？」

[05:48] That small pause is powerful.
那個小小的停頓很有力量。

[05:52] You give meaning to something.
你賦予某事意義。

[05:54] For English learners, this is a strong idea.
對於英語學習者來說，這是一個強烈的想法。

[05:58] Why?
為什麼？

[05:59] Because learning a language also needs daily attention.
因為學習語言也需要日常的關注。

[06:05] You cannot listen once and become fluent.
你不能聽一次就變得流利。

[06:08] You cannot learn one word and understand everything.
你不能學一個字就理解一切。

[06:14] understand everything.
理解一切。

[06:17] You cannot speak one time and become confident.
你不能只說一次就變得自信。

[06:19] confident.
自信。

[06:22] You need small daily contact with English.
你需要每天與英語進行少量接觸。

[06:24] English.
英語。

[06:27] One sentence a day matters. One short podcast a day matters.
一天一個句子很重要。一天一個簡短的播客很重要。

[06:30] One minute of speaking a day matters.
每天一分鐘的口語練習很重要。

[06:35] One useful phrase a day matters.
每天一個有用的短語很重要。

[06:38] This is similar to the idea of daily laws.
這與日常法則的想法相似。

[06:41] laws.
法則。

[06:43] Your English grows when you return to it every single day.
當你每天都堅持學習英語時，你的英語就會進步。

[06:46] every single day.
每一天。

[06:49] Your mind becomes familiar with the language.
你的大腦會熟悉這門語言。

[06:52] Your ears become stronger.
你的聽力會變得更好。

[06:56] Your mouth becomes more comfortable.
你的嘴巴會更習慣。

[07:00] Your confidence grows slowly.
你的自信心會慢慢增長。

[07:04] The book is not saying you must become perfect every day.
這本書並不是說你每天都必須變得完美。

[07:06] No, it is not saying you must do everything right.
不，它並不是說你必須做對所有事情。

[07:10] It is saying bring it attention to your
它說的是要關注你的

[07:15] It is saying bring it attention to your life every day.
它說每天都要關注你的生活。

[07:17] Life every day. Learn one thing. Practice one thing.
每天的生活。學一樣東西。練一樣東西。

[07:21] Learn one thing. Practice one thing. Notice one pattern.
學一樣東西。練一樣東西。留意一種模式。

[07:23] Notice one pattern. Make one better choice.
留意一種模式。做出一個更好的選擇。

[07:26] Make one better choice. This is realistic. This is human.
做出一個更好的選擇。這是現實的。這是人性的。

[07:30] This is realistic. This is human. This is possible.
這是現實的。這是人性的。這是可能的。

[07:33] Is possible. One of the biggest ideas behind Robert Greene's work is that people often do not understand themselves.
是可能的。羅伯特·格林作品背後最大的理念之一是，人們常常不了解自己。

[07:36] One of the biggest ideas behind Robert Greene's work is that people often do not understand themselves.
羅伯特·格林作品背後最大的理念之一是，人們常常不了解自己。

[07:39] They think they are logical, but emotions often control them.
他們認為自己是理性的，但情感常常控制著他們。

[07:42] They think they are logical, but emotions often control them.
他們認為自己是理性的，但情感常常控制著他們。

[07:44] They think they are free, but old habits control them.
他們認為自己是自由的，但舊習慣控制著他們。

[07:47] They think they are free, but old habits control them.
他們認為自己是自由的，但舊習慣控制著他們。

[07:49] They think they understand people, but they often see only the surface.
他們認為自己了解別人，但他們常常只看到表面。

[07:52] They think they understand people, but they often see only the surface.
他們認為自己了解別人，但他們常常只看到表面。

[07:54] The surface is what you see first. The deeper truth is under it.
表面是你首先看到的東西。更深的真相在它下面。

[07:58] The surface is what you see first. The deeper truth is under it.
表面是你首先看到的東西。更深的真相在它下面。

[08:01] For example, someone may look confident, but inside they are afraid.
例如，有人可能看起來很有信心，但內心卻很害怕。

[08:05] For example, someone may look confident, but inside they are afraid.
例如，有人可能看起來很有信心，但內心卻很害怕。

[08:08] Someone may sound kind, but maybe they want control.
有人可能聽起來很友善，但也許他們只是想控制。

[08:12] Someone may sound kind, but maybe they want control.
有人可能聽起來很友善，但也許他們只是想控制。

[08:18] But maybe they want control.
但或許他們想要控制。

[08:22] Someone may criticize you, but maybe they feel insecure.
有人可能會批評你，但或許他們感到不安全。

[08:25] They feel insecure.
他們感到不安全。

[08:25] Someone may praise you, but maybe they want something from you.
有人可能會稱讚你，但或許他們想從你那裡得到些什麼。

[08:31] But maybe they want something from you.
但或許他們想從你那裡得到些什麼。

[08:34] Human behavior is complicated.
人類的行為很複雜。

[08:34] Green asks us to look deeper.
格林要求我們深入探究。

[08:38] Do not believe only appearances.
不要只相信表象。

[08:42] Do not react too quickly.
不要反應太快。

[08:45] Watch, listen, think, study patterns.
觀察、聆聽、思考、研究模式。

[08:51] This is not about becoming cold or suspicious.
這不是關於變得冷漠或多疑。

[08:55] It is about becoming wiser.
這是關於變得更明智。

[08:57] A wise person does not believe everything immediately.
一個明智的人不會立即相信一切。

[09:03] A wise person observes.
一個明智的人會觀察。

[09:05] A wise person asks, "What is really happening here?"
一個明智的人會問：「這裡到底發生了什麼事？」

[09:12] A wise person understands that people are emotional, complex, and sometimes contradictory.
一個明智的人明白人們是情緒化、複雜，有時甚至是矛盾的。

[09:18] Contradictory means two things are
矛盾意味著兩件事是

[09:21] Contradictory means two things are different or opposite at the same time.
矛盾意味著兩件事同時是不同的或相反的。

[09:25] different or opposite at the same time.
同時是不同的或相反的。

[09:28] A person may want success, but fear responsibility.
一個人可能渴望成功，但害怕責任。

[09:31] but fear responsibility.
但害怕責任。

[09:33] A person may want love, but push people away.
一個人可能渴望愛，但卻推開別人。

[09:36] but push people away.
但卻推開別人。

[09:39] A person may want freedom, but follow the crowd.
一個人可能渴望自由，但卻隨波逐流。

[09:41] the crowd.
隨波逐流。

[09:44] We are not simple machines. We are human.
我們不是簡單的機器。我們是人類。

[09:45] human.
人類。

[09:49] This book helps us understand that.
這本書幫助我們理解這一點。

[09:53] So, the first lesson from this book is simple.
所以，這本書的第一課很簡單。

[09:54] simple.
簡單。

[10:00] Wisdom is daily, not one big idea once.
智慧是日常的，不是一次一個大想法。

[10:04] Not one big motivation once. Not one big change once.
不是一次一個大動力。不是一次一個大改變。

[10:08] Not one big change once.
不是一次一個大改變。

[10:10] Daily attention. Daily reflection. Daily practice. Daily
每日關注。每日反思。每日練習。每日

[10:15] Daily reflection. Daily practice. Daily growth.
每日反思。每日練習。每日成長。

[10:17] growth.
成長。

[10:20] If you learn one useful idea every day and apply it even a little,
如果你每天學一個有用的想法，並稍微應用它，

[10:23] and apply it even a little, your life can slowly change.
並且即使只應用一點點，你的生活也會慢慢改變。

[10:28] your life can slowly change.
你的生活會慢慢改變。

[10:30] If you listen to English every day and practice even a little, your English can slowly change, too.
如果你每天聽英語並且練習一點點，你的英語也會慢慢改變。

[10:36] Small daily lessons become a stronger mind.
每天的小課程會讓你擁有更強大的心智。

[10:41] Small daily practice becomes better English.
每天的小練習會讓你英語變得更好。

[10:46] Small daily awareness becomes a better life.
每天的小覺察會讓你生活變得更好。

[10:51] All right.
好的。

[10:53] One of the deepest lessons in the daily laws is this.
日常法則中最深刻的教訓之一是這個。

[10:58] Know yourself first.
先認識你自己。

[11:01] This sounds simple, but it is not easy.
這聽起來很簡單，但實際上並不容易。

[11:05] Many people live for years without truly understanding themselves.
許多人活了好幾年，卻沒有真正了解自己。

[11:12] They know what other people expect from them.
他們知道別人對他們的期望。

[11:16] They know what society says is successful.
他們知道社會上所說的成功是什麼。

[11:18] They know what looks impressive, but
他們知道什麼看起來令人印象深刻，但是

[11:24] They know what looks impressive, but they may not know their real nature.
他們知道什麼看起來令人印象深刻，但他們可能不知道自己真實的本質。

[11:28] they may not know their real nature.
他們可能不知道自己真實的本質。

[11:30] Your nature means your deeper personality.
你的本質意味著你更深層的個性。

[11:34] Your deeper interests.
你更深層的興趣。

[11:35] Your energy.
你的能量。

[11:37] energy.
能量。

[11:40] It is the way you naturally think, feel, and respond.
這是你自然思考、感受和回應的方式。

[11:43] and respond.
和回應。

[11:45] It is what attracts you.
這是吸引你的東西。

[11:48] It is what gives you energy.
這是給你能量的東西。

[11:51] It is what you return to again and again.
這是你一再回歸的東西。

[11:55] to again and again.
一再地。

[11:56] Robert Greene often talks about finding your path.
羅伯特·格林經常談論尋找你的道路。

[12:01] your path.
你的道路。

[12:03] Your path is not only a job.
你的道路不僅僅是一份工作。

[12:06] It is not only a title.
它不僅僅是一個頭銜。

[12:08] It is a direction that feels connected to you.
它是一個讓你感覺與之連結的方向。

[12:11] to you.
與你。

[12:14] Some people are drawn to music.
有些人被音樂吸引。

[12:17] Some people are drawn to language.
有些人被語言吸引。

[12:20] Some are drawn to business.
有些人被商業吸引。

[12:20] Some are drawn to teaching, writing, science, design, or helping others.
有些人被教學、寫作、科學、設計或幫助他人吸引。

[12:24] The important thing is to notice what calls you.
重要的是要注意什麼在呼喚你。

[12:29] What do you think about again and again?
你一再想的是什麼？

[12:33] What subject makes you curious?
什麼主題讓你感到好奇？

[12:36] What kind of work gives you energy?
什麼樣的工作能給你能量？

[12:39] What problem do you like solving?
你喜歡解決什麼問題？

[12:42] What did you enjoy before other people told you what to do?
在別人告訴你該做什麼之前，你喜歡做什麼？

[12:48] These questions are important because if you do not know yourself, you may spend your life following other people's desires.
這些問題很重要，因為如果你不了解自己，你可能會花費一生去追隨別人的慾望。

[12:58] You may choose a career because it looks good.
你可能會因為一份工作看起來不錯而選擇它。

[13:03] You may copy someone else because they are successful.
你可能會模仿別人，因為他們很成功。

[13:08] You may follow a trend because everyone is talking about it.
你可能會跟隨一個趨勢，因為每個人都在談論它。

[13:14] But after some time, you may feel empty.
但過了一段時間，你可能會感到空虛。

[13:18] Empty means something is missing inside.
空虛意味著內心缺少了什麼。

[13:24] A life that looks good outside can still
一個外表看起來不錯的生活仍然可能

[13:28] A life that looks good outside can still feel wrong inside.
外表看似美好的人生，內心感受卻可能不對勁。

[13:32] feel wrong inside.
內心感受不對勁。

[13:35] This is why knowing yourself is important.
這就是為什麼認識自己很重要。

[13:37] important.
很重要。

[13:40] It is called self-knowledge.
這被稱為自我認知。

[13:43] It means understanding yourself.
這意味著了解自己。

[13:47] It means knowing your strengths, your weaknesses, your fears, your desires, and your patterns.
這意味著了解你的優點、缺點、恐懼、慾望和行為模式。

[13:54] Self-knowledge is not always easy.
自我認知並非總是容易的。

[13:58] Sometimes you see things you do not like.
有時候你會看到自己不喜歡的事物。

[14:03] Maybe you avoid difficulty.
也許你迴避困難。

[14:06] Maybe you need too much approval.
也許你太需要別人的認可。

[14:09] Maybe you become jealous.
也許你會變得嫉妒。

[14:12] Maybe you compare yourself with others.
也許你會拿自己和別人比較。

[14:14] Maybe you get angry too quickly.
也許你太容易生氣。

[14:17] Maybe you lose focus.
也許你會失去焦點。

[14:20] Maybe you start many things but do not finish them.
也許你開始了很多事情但沒有完成。

[14:25] Seeing these things can hurt, but it is useful.
看到這些事情可能會令人痛苦，但卻是有用的。

[14:30] useful.
有用的。

[14:30] You cannot change what you do not see.
你看不到的東西，你就無法改變。

[14:34] You cannot change what you do not see.
你看不到的東西，你就無法改變。

[14:34] This is a repeated idea in Green's work.
這是格林作品中重複出現的一個想法。

[14:38] This is a repeated idea in Green's work.
這是格林作品中重複出現的一個想法。

[14:38] Look honestly.
誠實地面對。

[14:38] Do not hide from reality.
不要躲避現實。

[14:43] Look honestly.
誠實地面對。

[14:43] Do not hide from reality.
不要躲避現實。

[14:43] Do not create a beautiful story to
不要編造一個美好的故事來

[14:46] protect your ego.
保護你的自我。

[14:49] Ego means the part of you that wants to
自我指的是你那想要

[14:52] feel important, right, and safe.
感覺重要、正確和安全的那個部分。

[14:56] feel important, right, and safe.
感覺重要、正確和安全的那個部分。

[14:56] The ego does not like criticism.
自我討厭批評。

[15:00] The ego does not like criticism.
自我討厭批評。

[15:00] The ego does not like mistakes.
自我討厭犯錯。

[15:03] does not like mistakes.
討厭犯錯。

[15:03] The ego does not like feeling weak.
自我討厭感覺虛弱。

[15:06] like feeling weak.
感覺虛弱。

[15:06] But growth begins when you can see
但成長始於你能看到

[15:09] yourself more clearly.
更清楚地認識自己。

[15:12] yourself more clearly.
更清楚地認識自己。

[15:12] For English learners, self-knowledge is
對於英語學習者來說，自我認知非常

[15:15] very important.
重要。

[15:17] very important.
重要。

[15:17] Many learners say, "My English is bad."
許多學習者說：「我的英文很爛。」

[15:20] Many learners say, "My English is bad."
許多學習者說：「我的英文很爛。」

[15:20] But this is too general.
但這太籠統了。

[15:23] It does not help.
這沒有幫助。

[15:27] A better question is, what exactly is difficult for me?
一個更好的問題是，對我來說，究竟是什麼困難？

[15:29] is difficult for me?
對我來說是困難的？

[15:29] Is listening difficult?
聽力困難嗎？

[15:29] Is speaking
說話

[15:32] Is listening difficult?
聽力困難嗎？

[15:32] Is speaking difficult?
說話困難嗎？

[15:32] Is pronunciation difficult?
發音困難嗎？

[15:36] difficult?
困難嗎？

[15:36] Is pronunciation difficult?
發音困難嗎？

[15:36] Is vocabulary difficult?
詞彙困難嗎？

[15:36] Is grammar, or
是文法，還是

[15:40] Is vocabulary difficult?
詞彙困難嗎？

[15:40] Is grammar, or confidence, or consistency
是文法，還是自信，還是持續性

[15:43] confidence, or consistency difficult?
自信，還是持續性困難？

[15:45] difficult?
困難嗎？

[15:47] When you know the real problem,
當你知道真正問題所在，

[15:51] you can practice better.
你就能更好地練習。

[15:54] For example, if your listening is weak,
例如，如果你的聽力較弱，

[15:56] listen more.
就多聽。

[15:59] Use repeated listening.
使用重複聽。

[15:59] Use slow English.
使用慢速英語。

[15:59] Use clear podcasts.
使用清晰的播客。

[16:04] Use slow English.
使用慢速英語。

[16:04] Use clear podcasts.
使用清晰的播客。

[16:07] If your speaking is not strong,
如果你的口語不夠強，

[16:07] speak out loud every day.
就每天大聲說。

[16:09] out loud every day.
每天大聲說。

[16:09] Answer simple questions.
回答簡單的問題。

[16:11] Answer simple questions.
回答簡單的問題。

[16:11] Record yourself.
錄下你自己。

[16:13] yourself.
你自己。

[16:16] If confidence is not as strong,
如果自信心不夠強，

[16:16] practice small, safe speaking moments.
就練習小型、安全的說話時刻。

[16:21] small, safe speaking moments.
小型、安全的說話時刻。

[16:25] Self-knowledge makes practice smarter.
自我了解讓練習更聰明。

[16:28] Without self-knowledge, you may practice the wrong thing.
沒有自我了解，你可能會練習錯的事情。

[16:31] You may study grammar for years, when your real problem is
你可能會花好幾年學文法，但你真正問題是

[16:34] For years, when your real problem is speaking.
多年來，你真正的問題是說話。

[16:36] Speaking.
說話。

[16:38] You may memorize words, when your real problem is using them.
你可能會記住單詞，但你真正的問題是使用它們。

[16:42] You may watch difficult videos, when your real need is simple, repeated input.
你可能會看困難的影片，但你真正的需求是簡單、重複的輸入。

[16:48] So, ask yourself honestly, what do I really need?
所以，誠實地問問自己，我真正需要什麼？

[16:56] This question is powerful. Another part of knowing yourself is understanding your emotions.
這個問題很有力量。認識自己的另一部分是了解你的情緒。

[17:04] Many people are controlled by emotions they do not understand. They feel angry, and they react.
許多人被他們不理解的情緒所控制。他們感到生氣，然後他們做出反應。

[17:13] They feel afraid, and they avoid. They feel jealous and they criticize.
他們感到害怕，然後他們迴避。他們感到嫉妒，然後他們批評。

[17:20] They feel insecure and they try to impress people.
他們感到不安全，然後他們試圖給人留下深刻印象。

[17:26] But a wiser person pauses. They say, "What am I feeling? Why am I feeling this? What is the deeper reason?"
但一個更明智的人會停頓一下。他們會說：「我感覺如何？我為什麼會有這種感覺？更深層次的原因是什麼？」

[17:36] this? What is the deeper reason?
這是什麼？更深層次的原因是什麼？

[17:40] For example, jealousy can show you what you want.
例如，嫉妒可以顯示你想要什麼。

[17:43] If you feel jealous of someone's success, maybe you also want success in that area.
如果你嫉妒某人的成功，也許你也想在該領域取得成功。

[17:49] Instead of attacking the person, learn from the feeling.
與其攻擊那個人，不如從這種感覺中學習。

[17:52] Ask, "What does this show me about my desire?"
問問自己：「這對我的渴望顯示了什麼？」

[17:56] Fear can show you where you need preparation.
恐懼可以顯示你需要在哪裡做準備。

[17:59] If you fear speaking English, maybe you need small speaking practice.
如果你害怕說英語，也許你需要一些小的口語練習。

[18:05] If you fear public speaking, maybe you need structure and practice.
如果你害怕公開演講，也許你需要結構和練習。

[18:12] If you fear failure, maybe you need to change your relationship with mistakes.
如果你害怕失敗，也許你需要改變你與錯誤的關係。

[18:18] Emotions are information.
情緒是資訊。

[18:22] They are not instructions.
它們不是指令。

[18:26] This means you can listen to your emotions without obeying them immediately.
這意味著你可以傾聽你的情緒，而不必立即服從它們。

[18:30] If fear says run away, you can say,
如果恐懼讓你想要逃跑，你可以說，

[18:38] If fear says run away, you can say, "Thank you, fear. I hear you, but I will take one small step."
如果恐懼讓你想逃跑，你可以說：「謝謝你，恐懼。我聽見你了，但我會踏出小小一步。」

[18:45] If anger says attack, you can say, "I will pause first."
如果憤怒讓你想要攻擊，你可以說：「我會先停下來。」

[18:51] If insecurity says, "Prove yourself."
如果不安讓你說：「證明你自己。」

[18:54] you can say, "I do not need to impress anyone."
你可以說：「我不需要給任何人留下深刻印象。」

[19:01] This is emotional self-control.
這是情緒的自我控制。

[19:04] It is not about having no feelings.
這不是關於沒有感覺。

[19:07] It is about not being controlled by every feeling.
這是關於不被每一種感覺所控制。

[19:12] So, the author says, "Study your reactions.
所以，作者說：「研究你的反應。

[19:16] Study your habits.
研究你的習慣。

[19:17] Study your fears.
研究你的恐懼。

[19:21] Study your desires.
研究你的慾望。

[19:25] Study your excuses.
研究你的藉口。

[19:29] Not with hate, with curiosity."
不是帶著仇恨，而是帶著好奇心。」

[19:32] For English practice, you can use the same idea.
為了練習英文，你可以使用同樣的想法。

[19:35] Do not say, "I'm stupid because I make mistakes."
不要說：「我因為犯錯而很笨。」

[19:38] Instead, say, "This mistake shows me
取而代之的是，說：「這個錯誤讓我知道

[19:42] Instead, say, "This mistake shows me what I need to practice."
與其如此，不如說：「這個錯誤顯示了我需要練習什麼。」

[19:45] what I need to practice."
我需要練習什麼。」

[19:45] Do not say, "I always fail."
不要說：「我總是失敗。」

[19:49] Say, "I need a smaller habit."
說：「我需要一個更小的習慣。」

[19:52] need a smaller habit."
我需要一個更小的習慣。」

[19:52] Do not say, "I have no talent."
不要說：「我沒有天賦。」

[19:56] Say, "I need better practice and more time."
說：「我需要更好的練習和更多的時間。」

[20:00] need better practice and more time."
我需要更好的練習和更多的時間。」

[20:00] The language you use with yourself matters.
你對自己說的話很重要。

[20:04] language you use with yourself matters.
你對自己說的話很重要。

[20:04] So, the lesson of this part is simple.
所以，這一部分的教訓很簡單。

[20:07] So, the lesson of this part is simple.
所以，這一部分的教訓很簡單。

[20:07] Know yourself first.
先認識你自己。

[20:11] Know yourself first.
先認識你自己。

[20:11] Know your real interests.
了解你真正的興趣。

[20:16] interests. Know your weak points.
興趣。了解你的弱點。

[20:16] Know your emotions.
了解你的情緒。

[20:20] your emotions. Know your patterns.
情緒。了解你的模式。

[20:20] Know what gives you energy and what takes your energy away.
了解什麼讓你充滿活力，什麼又讓你精疲力盡。

[20:23] what gives you energy and what takes your energy away.
什麼讓你充滿活力，什麼又讓你精疲力盡。

[20:25] A person who knows themselves can choose better.
了解自己的人可以做出更好的選擇。

[20:29] A person who knows themselves can choose better.
了解自己的人可以做出更好的選擇。

[20:30] A learner who knows themselves can practice better.
了解自己的學習者可以練習得更好。

[20:33] A learner who knows themselves can practice better.
了解自己的學習者可以練習得更好。

[20:35] Self-knowledge is the beginning of wisdom.
自我認識是智慧的開端。

[20:39] Self-knowledge is the beginning of wisdom.
自我認識是智慧的開端。

[20:40] Now, another important idea in this book
現在，這本書的另一個重要觀點

[20:43] Now, another important idea in this book is purpose.

[20:45] is purpose. Purpose means a clear reason for your

[20:48] Purpose means a clear reason for your actions.

[20:49] actions. It is the deeper why behind what you do.

[20:55] It is the deeper why behind what you do. When you have purpose, your energy

[20:58] When you have purpose, your energy becomes stronger.

[21:00] becomes stronger. You know where you are going. You know

[21:03] You know where you are going. You know why the work matters.

[21:06] why the work matters. You can continue even when the path is

[21:09] You can continue even when the path is difficult.

[21:11] difficult. Without purpose, life can feel random.

[21:15] Without purpose, life can feel random. You may start one thing, then stop.

[21:19] You may start one thing, then stop. Then start another thing and stop again.

[21:23] Then start another thing and stop again. You may follow trends. You may copy

[21:26] You may follow trends. You may copy others. You may look busy, but inside

[21:30] others. You may look busy, but inside you feel lost.

[21:33] you feel lost. Purpose gives direction.

[21:36] Purpose gives direction. Direction is very important because we

[21:39] Direction is very important because we have limited time and energy.

[21:43] have limited time and energy. You cannot do everything deeply. You

[21:45] You cannot do everything deeply. You cannot master every skill. You cannot

[21:49] cannot master every skill. You cannot follow every path.

[21:51] follow every path. You need to choose.

[21:53] You need to choose. And when you choose, you can go deeper.

[21:58] And when you choose, you can go deeper. The author often writes about the

[22:00] The author often writes about the importance of a life task.

[22:03] importance of a life task. A life task is the kind of work that

[22:06] A life task is the kind of work that feels deeply connected to you.

[22:10] feels deeply connected to you. Robert Greene says, "It is not only a

[22:13] Robert Greene says, "It is not only a job. It is a direction that fits your

[22:16] job. It is a direction that fits your nature.

[22:18] nature. It is something you can study.

[22:20] It is something you can study. Something you can practice. Something

[22:23] Something you can practice. Something you can improve for many years.

[22:27] you can improve for many years. For one person, the life task may be

[22:30] For one person, the life task may be music.

[22:32] music. For another person, language. For

[22:35] For another person, language. For another, teaching. For another,

[22:38] another, teaching. For another, business. For another, science.

[22:41] business. For another, science. The area can be different, but the

[22:44] The area can be different, but the feeling is the same.

[22:47] feeling is the same. This matters to me.

[22:49] This matters to me. I want to go deeper.

[22:53] I want to go deeper. Purpose does not always appear clearly

[22:56] Purpose does not always appear clearly in one moment.

[22:58] in one moment. Sometimes you discover it slowly.

[23:02] Sometimes you discover it slowly. You try different things. You notice

[23:04] You try different things. You notice what gives you energy.

[23:07] what gives you energy. You notice what you return to.

[23:10] You notice what you return to. You notice what problems you care about.

[23:14] You notice what problems you care about. You notice what work feels meaningful

[23:18] You notice what work feels meaningful even when it is hard.

[23:21] even when it is hard. Meaningful is an important word.

[23:25] Meaningful is an important word. Meaningful means it has value for you.

[23:28] Meaningful means it has value for you. It feels important.

[23:31] It feels important. The right path is not always easy.

[23:35] The right path is not always easy. This is important. Some people think,

[23:37] This is important. Some people think, "If this is my purpose, it should always

[23:40] "If this is my purpose, it should always feel easy." No.

[23:42] feel easy." No. Purpose can be difficult.

[23:45] Purpose can be difficult. But the difficulty feels worth it.

[23:49] But the difficulty feels worth it. You may get tired, but you still care.

[23:53] You may get tired, but you still care. You may struggle, but you want to

[23:55] You may struggle, but you want to continue.

[23:57] continue. You may fail, but you return.

[24:00] You may fail, but you return. This is how you know something matters.

[24:03] This is how you know something matters. Purpose turns practice into meaning.

[24:07] Purpose turns practice into meaning. For example, if you say, "I want to

[24:09] For example, if you say, "I want to learn English," this is good, but it is

[24:13] learn English," this is good, but it is general.

[24:14] general. If you say, "I want to learn English so

[24:17] If you say, "I want to learn English so I can speak confidently in interviews,"

[24:20] I can speak confidently in interviews," that is stronger.

[24:23] that is stronger. If you say, "I want to learn English so

[24:26] If you say, "I want to learn English so I can teach, travel, and share my

[24:29] I can teach, travel, and share my ideas," that is even stronger.

[24:33] ideas," that is even stronger. A strong why helps you continue when

[24:37] A strong why helps you continue when motivation is low.

[24:40] motivation is low. Motivation is a feeling.

[24:42] Motivation is a feeling. It comes and goes. Some days you feel

[24:45] It comes and goes. Some days you feel excited. Some days you feel tired. If

[24:49] excited. Some days you feel tired. If you depend only on motivation, your

[24:51] you depend only on motivation, your practice will be unstable.

[24:55] practice will be unstable. Purpose is deeper than motivation.

[24:58] Purpose is deeper than motivation. Purpose says, "Even if I do not feel

[25:01] Purpose says, "Even if I do not feel excited today, this still matters." All

[25:06] excited today, this still matters." All right, a major theme in Robert Greene's

[25:09] right, a major theme in Robert Greene's work is mastery. The word mastery means

[25:13] work is mastery. The word mastery means being very good at something.

[25:16] being very good at something. But it does not only mean being good.

[25:20] But it does not only mean being good. It means going deep. It means

[25:24] It means going deep. It means understanding something so well that you

[25:27] understanding something so well that you can do it almost naturally.

[25:31] can do it almost naturally. A master musician does not only play

[25:35] A master musician does not only play notes.

[25:36] notes. A master musician feels the music.

[25:41] A master musician feels the music. A master writer does not only write

[25:44] A master writer does not only write sentences.

[25:46] sentences. A master writer understands people.

[25:50] A master writer understands people. Understands stories, emotions, and

[25:54] Understands stories, emotions, and ideas.

[25:55] ideas. A master teacher does not only explain

[25:59] A master teacher does not only explain lessons.

[26:00] lessons. A master teacher understands students'

[26:04] A master teacher understands students' problems, fear, motivation, and

[26:08] problems, fear, motivation, and learning.

[26:10] learning. So, mastery is deep skill. Mastery is

[26:16] So, mastery is deep skill. Mastery is deep understanding.

[26:18] deep understanding. Mastery is not magic.

[26:22] Mastery is not magic. Mastery is not luck.

[26:25] Mastery is not luck. Mastery is not something that happens in

[26:28] Mastery is not something that happens in 1 week or 1 month.

[26:32] 1 week or 1 month. It happens slowly.

[26:34] It happens slowly. It happens through time, practice,

[26:38] It happens through time, practice, patience, and careful learning.

[26:42] patience, and careful learning. The author, Robert Greene, explains that

[26:45] The author, Robert Greene, explains that many people think successful people are

[26:49] many people think successful people are born special.

[26:52] born special. We look at a great artist, a great

[26:56] We look at a great artist, a great scientist, a great athlete, or a great

[27:01] scientist, a great athlete, or a great business person, and we say,

[27:04] business person, and we say, "Wow, this person is a genius."

[27:08] "Wow, this person is a genius." We imagine that this person was born

[27:12] We imagine that this person was born with a special gift, a special talent.

[27:17] with a special gift, a special talent. We think they were different from the

[27:20] We think they were different from the beginning.

[27:22] beginning. But, Robert Greene says this is not the

[27:25] But, Robert Greene says this is not the full story. Yes, some people may have

[27:30] full story. Yes, some people may have natural talent.

[27:32] natural talent. Some people may learn faster at first.

[27:36] Some people may learn faster at first. Some people may have a strong memory, a

[27:39] Some people may have a strong memory, a good ear, or a quick mind.

[27:43] good ear, or a quick mind. But, talent is not enough.

[27:46] But, talent is not enough. Talent is only a small beginning.

[27:51] Talent is only a small beginning. The real secret is not talent.

[27:54] The real secret is not talent. The real secret is the path.

[27:59] The real secret is the path. The real secret is what people do every

[28:02] The real secret is what people do every day.

[28:03] day. They study. They practice. They observe.

[28:09] They study. They practice. They observe. They fail. They try again.

[28:13] They fail. They try again. They learn from teachers. They learn

[28:17] They learn from teachers. They learn from books. They learn from mistakes.

[28:21] from books. They learn from mistakes. They repeat the same skill many times.

[28:25] They repeat the same skill many times. Slowly, their brain changes.

[28:28] Slowly, their brain changes. Their hands become better.

[28:31] Their hands become better. Their eyes notice more, and slowly, they

[28:36] Their eyes notice more, and slowly, they understand things other people do not

[28:39] understand things other people do not see.

[28:41] see. This is very important for English

[28:44] This is very important for English learners, too.

[28:46] learners, too. Many learners say, "I'm not good at

[28:48] Many learners say, "I'm not good at English."

[28:49] English." Or they say, "I don't have talent for

[28:53] Or they say, "I don't have talent for languages."

[28:55] languages." But maybe the real question is not,

[29:00] But maybe the real question is not, "Do I have talent?"

[29:02] "Do I have talent?" Maybe the real question is,

[29:05] Maybe the real question is, "Am I following the right path?

[29:08] "Am I following the right path? Am I listening every day?

[29:12] Am I listening every day? Am I repeating useful sentences?

[29:16] Am I repeating useful sentences? Am I learning words in context?

[29:19] Am I learning words in context? Am I speaking little by little?

[29:23] Am I speaking little by little? Am I giving my brain enough time?

[29:27] Am I giving my brain enough time? Mastery is not about being perfect

[29:31] Mastery is not about being perfect today.

[29:32] today. Mastery is about walking in the right

[29:36] Mastery is about walking in the right direction every single day.

[29:40] direction every single day. In this book, Robert Greene talks about

[29:43] In this book, Robert Greene talks about the lives of many famous people.

[29:47] the lives of many famous people. He talks about scientists, artists,

[29:51] He talks about scientists, artists, writers, inventors,

[29:53] writers, inventors, business people, and leaders.

[29:57] business people, and leaders. These people were not all the same.

[30:01] These people were not all the same. They lived in different countries.

[30:04] They lived in different countries. They worked in different fields.

[30:07] They worked in different fields. Some worked with machines.

[30:10] Some worked with machines. Some worked with words.

[30:13] Some worked with words. Some worked with music.

[30:16] Some worked with music. Some worked with science.

[30:19] Some worked with science. But they had something in common.

[30:23] But they had something in common. They all followed a deep process.

[30:27] They all followed a deep process. They all spent a long time learning.

[30:32] They all spent a long time learning. They all passed through difficult

[30:34] They all passed through difficult stages.

[30:36] stages. They all had moments of confusion,

[30:39] They all had moments of confusion, disappointment, frustration.

[30:43] disappointment, frustration. They all had moments when they did not

[30:46] They all had moments when they did not know what to do.

[30:49] know what to do. But, they continued.

[30:52] But, they continued. And this is comforting.

[30:54] And this is comforting. It means that difficulty is normal.

[30:57] It means that difficulty is normal. Feeling confused is normal.

[31:01] Feeling confused is normal. Being slow at the beginning is

[31:04] Being slow at the beginning is absolutely normal.

[31:06] absolutely normal. Not understanding everything is normal.

[31:10] Not understanding everything is normal. When you learn English, when you learn

[31:13] When you learn English, when you learn music, when you learn writing, when you

[31:16] music, when you learn writing, when you learn any skill,

[31:18] learn any skill, the beginning is often uncomfortable.

[31:22] the beginning is often uncomfortable. You want to be good quickly, but your

[31:25] You want to be good quickly, but your body and your brain need time.

[31:29] body and your brain need time. You want to speak fluently,

[31:31] You want to speak fluently, but your mouth needs practice.

[31:35] but your mouth needs practice. You want to understand native speakers,

[31:38] You want to understand native speakers, but your ears need thousands of hours of

[31:43] but your ears need thousands of hours of listening.

[31:44] listening. You want to play a song,

[31:47] You want to play a song, but your fingers need to repeat the

[31:49] but your fingers need to repeat the movement again and again. Robert

[31:52] movement again and again. Robert Greene's message is clear.

[31:55] Greene's message is clear. Do not be afraid of the [snorts] slow

[31:57] Do not be afraid of the [snorts] slow process.

[31:59] process. The slow process is not a problem.

[32:02] The slow process is not a problem. The slow process is the path.

[32:06] The slow process is the path. Another important idea in the book is

[32:09] Another important idea in the book is that mastery begins with interest.

[32:13] that mastery begins with interest. You need to notice what pulls you.

[32:17] You need to notice what pulls you. What makes you curious?

[32:19] What makes you curious? What subject do you return to again and

[32:23] What subject do you return to again and again?

[32:24] again? What activity gives you energy

[32:27] What activity gives you energy even when it is difficult?

[32:30] even when it is difficult? Sometimes this interest begins when we

[32:34] Sometimes this interest begins when we are young. Sometimes it begins later in

[32:37] are young. Sometimes it begins later in life. But, the feeling is similar.

[32:41] life. But, the feeling is similar. Something inside you says, "This matters

[32:45] Something inside you says, "This matters to me.

[32:46] to me. I want to understand this more."

[32:49] I want to understand this more." For one person, it may be music. For

[32:53] For one person, it may be music. For another person, it may be teaching.

[32:56] another person, it may be teaching. For another person, it may be business,

[32:59] For another person, it may be business, design, science, cooking, writing, or

[33:04] design, science, cooking, writing, or language learning.

[33:06] language learning. The field can be different, but the

[33:09] The field can be different, but the first sign is often curiosity.

[33:13] first sign is often curiosity. You want to know more. You want to go

[33:16] You want to know more. You want to go deeper.

[33:17] deeper. You do not only want quick results. You

[33:21] You do not only want quick results. You want a relationship with the subject.

[33:26] want a relationship with the subject. This is why mastery is different from

[33:29] This is why mastery is different from simple success.

[33:32] simple success. Success can sometimes be outside. Money,

[33:37] Success can sometimes be outside. Money, fame, attention, a good job,

[33:40] fame, attention, a good job, or a good title.

[33:42] or a good title. But, mastery is inside.

[33:46] But, mastery is inside. Mastery is the quiet feeling that you

[33:49] Mastery is the quiet feeling that you are growing.

[33:51] are growing. Mastery is the feeling that you are

[33:53] Mastery is the feeling that you are becoming stronger in one area.

[33:57] becoming stronger in one area. Mastery is the feeling that your work

[34:00] Mastery is the feeling that your work has meaning.

[34:03] has meaning. Of course, mastery can bring success. A

[34:06] Of course, mastery can bring success. A master can become famous. A master can

[34:10] master can become famous. A master can earn money. A master can become

[34:13] earn money. A master can become respected.

[34:15] respected. But, in the beginning, you should not

[34:17] But, in the beginning, you should not only think about the reward. You should

[34:20] only think about the reward. You should think about the craft, the skill, the

[34:24] think about the craft, the skill, the daily work, the love of the process.

[34:29] daily work, the love of the process. For English learners, this means

[34:32] For English learners, this means something simple.

[34:34] something simple. Do not only ask, "When will I be

[34:37] Do not only ask, "When will I be fluent?"

[34:38] fluent?" Ask, "How can I enjoy learning today?"

[34:42] Ask, "How can I enjoy learning today?" Do not only ask, "When will I sound

[34:45] Do not only ask, "When will I sound perfect?" Ask, "What useful sentence can

[34:50] perfect?" Ask, "What useful sentence can I practice today?"

[34:53] I practice today?" Small steps matter. Repetition matters.

[34:57] Small steps matter. Repetition matters. Time matters.

[35:00] Time matters. In Mastery, Robert Greene teaches us

[35:03] In Mastery, Robert Greene teaches us that becoming excellent is not a

[35:06] that becoming excellent is not a mystery.

[35:07] mystery. It is a journey.

[35:09] It is a journey. First, you find what interests you.

[35:12] First, you find what interests you. Then, you become a learner.

[35:16] Then, you become a learner. Then, you practice for a long time.

[35:19] Then, you practice for a long time. Then, you learn from people who are

[35:22] Then, you learn from people who are better than you.

[35:24] better than you. Then, you begin to think in your own

[35:26] Then, you begin to think in your own way.

[35:27] way. Then, after many years, you start to see

[35:30] Then, after many years, you start to see deeper patterns.

[35:32] deeper patterns. You start to understand your field

[35:35] You start to understand your field naturally.

[35:36] naturally. You do not just follow rules anymore.

[35:40] You do not just follow rules anymore. You feel the rules.

[35:42] You feel the rules. You know when to follow them and when to

[35:46] You know when to follow them and when to change them.

[35:47] change them. That is mastery. So, mastery is not a

[35:51] That is mastery. So, mastery is not a gift from the sky. Mastery is built. It

[35:55] gift from the sky. Mastery is built. It is built slowly.

[35:58] is built slowly. It is built through attention, practice,

[36:02] It is built through attention, practice, patience, and love for the work.

[36:06] patience, and love for the work. And the good news is this.

[36:08] And the good news is this. You do not need to be perfect to begin.

[36:12] You do not need to be perfect to begin. You only need to begin.

[36:15] You only need to begin. Okay.

[36:16] Okay. One of the first big ideas in this book

[36:19] One of the first big ideas in this book is the idea of the life task.

[36:24] is the idea of the life task. This means the work that feels connected

[36:27] This means the work that feels connected to you.

[36:28] to you. It is not just any job.

[36:31] It is not just any job. It is not just something you do because

[36:34] It is not just something you do because other people tell you to do it.

[36:37] other people tell you to do it. It is something that feels close to your

[36:40] It is something that feels close to your real interests, your real energy, and

[36:44] real interests, your real energy, and your real nature.

[36:46] your real nature. A life task does not always appear

[36:50] A life task does not always appear clearly in one day.

[36:52] clearly in one day. It is not always like a loud voice that

[36:55] It is not always like a loud voice that says, "This is your future."

[36:59] says, "This is your future." Sometimes it is quiet.

[37:01] Sometimes it is quiet. Sometimes it is a small feeling.

[37:05] Sometimes it is a small feeling. Sometimes it begins as a hobby.

[37:08] Sometimes it begins as a hobby. Sometimes it begins as a question.

[37:12] Sometimes it begins as a question. Sometimes it begins as a problem you

[37:15] Sometimes it begins as a problem you want to solve.

[37:17] want to solve. For example, a child may love drawing.

[37:20] For example, a child may love drawing. At first, it is only play.

[37:23] At first, it is only play. The child draws animals, houses, people,

[37:27] The child draws animals, houses, people, and strange little worlds.

[37:31] and strange little worlds. Other people may not take it seriously.

[37:34] Other people may not take it seriously. They may say, "That is nice."

[37:37] They may say, "That is nice." And then forget about it.

[37:39] And then forget about it. But for the child, drawing is not just

[37:42] But for the child, drawing is not just an activity.

[37:44] an activity. It is a way of seeing the world. The

[37:47] It is a way of seeing the world. The child notices shapes, colors, faces, and

[37:52] child notices shapes, colors, faces, and small details.

[37:55] small details. Years later, this child may become an

[37:58] Years later, this child may become an artist, a designer, an animator, or an

[38:02] artist, a designer, an animator, or an architect.

[38:04] architect. The early interest was a clue.

[38:07] The early interest was a clue. Another person may love fixing things.

[38:12] Another person may love fixing things. Maybe they open old radios, old

[38:15] Maybe they open old radios, old computers, or broken toys.

[38:19] computers, or broken toys. They want to know how things work.

[38:23] They want to know how things work. This interest may become engineering,

[38:26] This interest may become engineering, technology,

[38:28] technology, product design, or science.

[38:32] product design, or science. Again, the early interest is a clue.

[38:38] Again, the early interest is a clue. Robert Greene says that we need to pay

[38:41] Robert Greene says that we need to pay attention to these clues.

[38:44] attention to these clues. We need to ask, what has always

[38:47] We need to ask, what has always attracted me? What do I return to again

[38:51] attracted me? What do I return to again and again?

[38:52] and again? What kind of work makes me feel alive?

[38:56] What kind of work makes me feel alive? What kind of problem do I enjoy solving?

[39:01] What kind of problem do I enjoy solving? What kind of subject makes me curious

[39:05] What kind of subject makes me curious even when nobody is watching?

[39:09] even when nobody is watching? This is important because mastery needs

[39:14] This is important because mastery needs a lot of time.

[39:15] a lot of time. If you want to become truly good at

[39:17] If you want to become truly good at something, you need years of learning.

[39:21] something, you need years of learning. You need thousands of hours. You need

[39:24] You need thousands of hours. You need patience. You need to continue when it

[39:27] patience. You need to continue when it is boring.

[39:29] is boring. You need to continue when progress is

[39:32] You need to continue when progress is slow.

[39:33] slow. So, it is better to choose something

[39:36] So, it is better to choose something that has real meaning for you.

[39:38] that has real meaning for you. If you choose only for money,

[39:41] If you choose only for money, you may stop when it becomes hard.

[39:44] you may stop when it becomes hard. If you choose only to impress people,

[39:47] If you choose only to impress people, you may become tired.

[39:50] you may become tired. But if the work is connected to

[39:52] But if the work is connected to something deep inside you, you can

[39:56] something deep inside you, you can continue longer.

[39:59] continue longer. This does not mean money is bad. Money

[40:02] This does not mean money is bad. Money is useful. We need money to live.

[40:06] is useful. We need money to live. We need safety. We need food, home, and

[40:11] We need safety. We need food, home, and stability.

[40:13] stability. Robert Greene is not saying forget

[40:16] Robert Greene is not saying forget money.

[40:17] money. He's saying, do not choose your path

[40:20] He's saying, do not choose your path only because of outside pressure.

[40:24] only because of outside pressure. Do not choose only because other people

[40:26] Do not choose only because other people say it is good.

[40:28] say it is good. Do not choose only because it looks

[40:32] Do not choose only because it looks impressive.

[40:33] impressive. Choose something that fits your mind and

[40:36] Choose something that fits your mind and interests and your energy.

[40:40] interests and your energy. For many people this is difficult. Why?

[40:44] For many people this is difficult. Why? Because society is noisy.

[40:48] Because society is noisy. Family may say one thing.

[40:51] Family may say one thing. Friends may say another thing. Social

[40:54] Friends may say another thing. Social media may show many different

[40:57] media may show many different lifestyles. One day you see someone

[41:00] lifestyles. One day you see someone making money online.

[41:03] making money online. Another day you see someone becoming

[41:05] Another day you see someone becoming famous.

[41:07] famous. Another day you see someone traveling

[41:10] Another day you see someone traveling the world. You may feel confused. You

[41:13] the world. You may feel confused. You may think,

[41:15] may think, "Should I do that too?"

[41:17] "Should I do that too?" But Green would say,

[41:19] But Green would say, "Go back to yourself.

[41:21] "Go back to yourself. Look at your own nature.

[41:24] Look at your own nature. Look at your own pattern.

[41:27] Look at your own pattern. Look at what has been calling you for a

[41:30] Look at what has been calling you for a long time.

[41:32] long time. A life task is not always one narrow

[41:36] A life task is not always one narrow job. It can be a direction.

[41:40] job. It can be a direction. For example, your life task may be

[41:43] For example, your life task may be helping people learn.

[41:46] helping people learn. This can become teaching, writing,

[41:49] This can become teaching, writing, coaching, creating videos, building

[41:52] coaching, creating videos, building courses, or making educational tools.

[41:58] courses, or making educational tools. The form can change,

[42:00] The form can change, but the deep direction stays the same.

[42:04] but the deep direction stays the same. Your life task may be telling stories.

[42:08] Your life task may be telling stories. That can become writing books, making

[42:12] That can become writing books, making films, creating podcasts, or designing

[42:16] films, creating podcasts, or designing games.

[42:17] games. Again, the form can change. This idea is

[42:22] Again, the form can change. This idea is very useful because the modern world

[42:26] very useful because the modern world changes quickly.

[42:28] changes quickly. Jobs change. Technology changes.

[42:32] Jobs change. Technology changes. Platforms change.

[42:34] Platforms change. But your deeper interests can guide you.

[42:38] But your deeper interests can guide you. If you know your deeper direction, you

[42:41] If you know your deeper direction, you can adapt. You can say, "My field is

[42:46] can adapt. You can say, "My field is changing, but my purpose is still here.

[42:50] changing, but my purpose is still here. I can learn new tools. I can use new

[42:54] I can learn new tools. I can use new methods,

[42:56] methods, but I am still following the same deep

[42:59] but I am still following the same deep interest."

[43:01] interest." For English learners, the life task idea

[43:04] For English learners, the life task idea can also help. Maybe English is not your

[43:08] can also help. Maybe English is not your final life task, but English can become

[43:13] final life task, but English can become a bridge.

[43:14] a bridge. A bridge means something that helps you

[43:17] A bridge means something that helps you cross from one place to another.

[43:21] cross from one place to another. English can help you study. English can

[43:25] English can help you study. English can help you teach. English can help you

[43:28] help you teach. English can help you travel.

[43:30] travel. English can help you build a business.

[43:34] English can help you build a business. English can help you share your ideas

[43:37] English can help you share your ideas with more people.

[43:39] with more people. So, when English feels difficult,

[43:42] So, when English feels difficult, remember the bigger reason. Why are you

[43:47] remember the bigger reason. Why are you learning English?

[43:48] learning English? What will English help you do?

[43:52] What will English help you do? When you connect English to a bigger

[43:54] When you connect English to a bigger purpose, you can continue more easily.

[43:58] purpose, you can continue more easily. You're not only memorizing words. You

[44:02] You're not only memorizing words. You are building a bridge.

[44:05] are building a bridge. You are not only learning grammar,

[44:07] You are not only learning grammar, you are opening a door.

[44:11] you are opening a door. You are not only practicing

[44:13] You are not only practicing pronunciation,

[44:14] pronunciation, you are preparing your voice for the

[44:17] you are preparing your voice for the world.

[44:19] world. Robert Greene also explains that many

[44:22] Robert Greene also explains that many people lose their connection with their

[44:25] people lose their connection with their real interests.

[44:27] real interests. When we are young, we may know what we

[44:31] When we are young, we may know what we like.

[44:32] like. But as we grow older, we hear many

[44:36] But as we grow older, we hear many voices.

[44:38] voices. Be practical. Do this job. Choose this

[44:42] Be practical. Do this job. Choose this path. This is safer.

[44:44] path. This is safer. This is more respected.

[44:47] This is more respected. Slowly, we may forget what we really

[44:51] Slowly, we may forget what we really wanted. We may become disconnected from

[44:54] wanted. We may become disconnected from ourselves.

[44:56] ourselves. So, part of mastery is remembering.

[45:00] So, part of mastery is remembering. Remember what interested you before.

[45:04] Remember what interested you before. Remember what made you curious. Remember

[45:08] Remember what made you curious. Remember what gave you energy.

[45:10] what gave you energy. Remember the subjects, activities, and

[45:14] Remember the subjects, activities, and questions that stayed with you.

[45:17] questions that stayed with you. This remembering can help you choose

[45:20] This remembering can help you choose your path again. But, we should be

[45:23] your path again. But, we should be realistic, too.

[45:26] realistic, too. Finding your life task does not mean

[45:29] Finding your life task does not mean everything becomes easy.

[45:32] everything becomes easy. Even when you love something, the work

[45:35] Even when you love something, the work is still hard.

[45:38] is still hard. A musician who loves music still has to

[45:42] A musician who loves music still has to practice scales.

[45:44] practice scales. A writer who loves writing still has to

[45:48] A writer who loves writing still has to rewrite many pages.

[45:51] rewrite many pages. A teacher who loves teaching still has

[45:54] A teacher who loves teaching still has to prepare a lesson.

[45:57] to prepare a lesson. A business person who loves building

[46:00] A business person who loves building things still has to solve difficult

[46:04] things still has to solve difficult problems.

[46:06] problems. Love does not remove difficulty. Love

[46:10] Love does not remove difficulty. Love helps you stay with the difficulty.

[46:14] helps you stay with the difficulty. This is a beautiful idea.

[46:17] This is a beautiful idea. The right path is not the path with no

[46:19] The right path is not the path with no problems.

[46:21] problems. The right path is the path where the

[46:23] The right path is the path where the problems feel meaningful.

[46:26] problems feel meaningful. You can say,

[46:28] You can say, "This is hard, but it matters to me."

[46:31] "This is hard, but it matters to me." You can say, "I'm tired, but I still

[46:34] You can say, "I'm tired, but I still care."

[46:35] care." You can say,

[46:37] You can say, "I am slow,

[46:39] "I am slow, but I want to continue."

[46:41] but I want to continue." So, in this part of the episode, the

[46:44] So, in this part of the episode, the message is simple.

[46:46] message is simple. Listen to your deeper interests.

[46:50] Listen to your deeper interests. They are not random. They may be signs.

[46:53] They are not random. They may be signs. They may show you where your energy

[46:56] They may show you where your energy wants to go.

[46:58] wants to go. Do not ignore what calls you.

[47:01] Do not ignore what calls you. Do not ignore your curiosity.

[47:04] Do not ignore your curiosity. Do not ignore the quiet feeling that

[47:07] Do not ignore the quiet feeling that says,

[47:08] says, "I want to know more." Mastery begins

[47:12] "I want to know more." Mastery begins when you choose a direction that feels

[47:16] when you choose a direction that feels true to you.

[47:18] true to you. All right.

[47:20] All right. After you find your direction, Robert

[47:22] After you find your direction, Robert Greene says you must enter the

[47:25] Greene says you must enter the apprenticeship phase.

[47:28] apprenticeship phase. This is one of the most important parts

[47:31] This is one of the most important parts of the path to mastery.

[47:34] of the path to mastery. The word apprenticeship

[47:36] The word apprenticeship means a period of learning.

[47:40] means a period of learning. In the past, a young person became an

[47:43] In the past, a young person became an apprentice to a master.

[47:45] apprentice to a master. The apprentice watched, helped,

[47:49] The apprentice watched, helped, practiced, and learned.

[47:52] practiced, and learned. They did not become a master

[47:54] They did not become a master immediately.

[47:55] immediately. First, they became a serious learner.

[47:59] First, they became a serious learner. This is a very important idea.

[48:02] This is a very important idea. Before you can become great, you must

[48:04] Before you can become great, you must become a good student.

[48:07] become a good student. Before you can create something

[48:09] Before you can create something original, you must learn the basics.

[48:13] original, you must learn the basics. Before you can break the rules, you must

[48:16] Before you can break the rules, you must understand the rules.

[48:19] understand the rules. Before you can speak naturally, you must

[48:22] Before you can speak naturally, you must listen carefully.

[48:24] listen carefully. Before you can write beautifully,

[48:27] Before you can write beautifully, you must read a lot.

[48:31] you must read a lot. Many people do not like this phase. They

[48:35] Many people do not like this phase. They want quick success. They want to look

[48:38] want quick success. They want to look smart. They want to create something big

[48:42] smart. They want to create something big immediately.

[48:43] immediately. But Green says the beginner stage is

[48:46] But Green says the beginner stage is necessary.

[48:48] necessary. It is not a shame. It is not a problem.

[48:51] It is not a shame. It is not a problem. It is the foundation.

[48:54] It is the foundation. A foundation is the strong part under a

[48:57] A foundation is the strong part under a building.

[48:59] building. People do not always see it, but without

[49:02] People do not always see it, but without it, the building falls.

[49:06] it, the building falls. In the same way, basic skills are the

[49:09] In the same way, basic skills are the foundation of mastery.

[49:12] foundation of mastery. They may look simple. They may look

[49:15] They may look simple. They may look boring.

[49:16] boring. But they support everything.

[49:19] But they support everything. Think about learning English. Some

[49:22] Think about learning English. Some learners want to speak like native

[49:24] learners want to speak like native speakers very quickly.

[49:27] speakers very quickly. They want advanced words, complex

[49:30] They want advanced words, complex grammar, and fast conversation.

[49:33] grammar, and fast conversation. But if the basic foundation is weak,

[49:37] But if the basic foundation is weak, they struggle. They may know difficult

[49:40] they struggle. They may know difficult words, but they cannot use simple

[49:43] words, but they cannot use simple sentences naturally.

[49:46] sentences naturally. They may understand grammar rules, but

[49:49] They may understand grammar rules, but they cannot speak smoothly.

[49:53] they cannot speak smoothly. They may watch difficult videos,

[49:56] They may watch difficult videos, but they cannot catch everyday phrases.

[50:00] but they cannot catch everyday phrases. So, the apprenticeship phase says, "Slow

[50:04] So, the apprenticeship phase says, "Slow down.

[50:06] down. Learn the basics deeply.

[50:08] Learn the basics deeply. Listen carefully.

[50:11] Listen carefully. Repeat useful sentences. Notice

[50:14] Repeat useful sentences. Notice patterns. Practice small things every

[50:18] patterns. Practice small things every day.

[50:19] day. Do not hurry too much.

[50:21] Do not hurry too much. In any field, the apprenticeship phase

[50:24] In any field, the apprenticeship phase has three main parts.

[50:28] has three main parts. First, you observe. Second, you practice

[50:32] First, you observe. Second, you practice skills.

[50:33] skills. Third, you experiment slowly.

[50:37] Third, you experiment slowly. To observe means watching carefully.

[50:41] To observe means watching carefully. When you enter a new field, do not talk

[50:45] When you enter a new field, do not talk too much at first.

[50:47] too much at first. Do not think you know everything.

[50:50] Do not think you know everything. Watch people who are better than you.

[50:53] Watch people who are better than you. Watch how they work.

[50:55] Watch how they work. Watch how they solve problems.

[50:59] Watch how they solve problems. Watch how they speak.

[51:01] Watch how they speak. Watch how they think.

[51:05] Watch how they think. You can learn a lot by just watching.

[51:08] You can learn a lot by just watching. For example, if you want to become a

[51:11] For example, if you want to become a better English speaker,

[51:14] better English speaker, watch natural conversations.

[51:17] watch natural conversations. Listen to how people start sentences.

[51:21] Listen to how people start sentences. Listen to how they agree.

[51:23] Listen to how they agree. Listen to how they disagree politely.

[51:27] Listen to how they disagree politely. Listen to how they use small words like,

[51:31] Listen to how they use small words like, "Well, actually, I mean, you know,

[51:35] "Well, actually, I mean, you know, and kind of."

[51:37] and kind of." These small words are important.

[51:41] These small words are important. They make speech sound natural.

[51:45] They make speech sound natural. You do not learn them only from grammar

[51:48] You do not learn them only from grammar books.

[51:49] books. You learn them by listening.

[51:52] You learn them by listening. If you want to become a better teacher,

[51:55] If you want to become a better teacher, observe good teachers. Notice how they

[51:59] observe good teachers. Notice how they explain. Notice how they slow down.

[52:03] explain. Notice how they slow down. Notice how they give examples.

[52:06] Notice how they give examples. If you want to become a better creator,

[52:09] If you want to become a better creator, observe good creators.

[52:12] observe good creators. Notice their structure. Notice their

[52:16] Notice their structure. Notice their style. Notice their rhythm. Notice how

[52:21] style. Notice their rhythm. Notice how they keep attention.

[52:23] they keep attention. Notice how they make difficult ideas

[52:27] Notice how they make difficult ideas simple.

[52:29] simple. Observation is not passive. Passive

[52:32] Observation is not passive. Passive means you do nothing.

[52:35] means you do nothing. Real observation is active.

[52:38] Real observation is active. You are looking with attention.

[52:42] You are looking with attention. You are asking, "What is happening here?

[52:45] You are asking, "What is happening here? Why does this work?

[52:48] Why does this work? What can I learn from this?"

[52:51] What can I learn from this?" The second part is practice.

[52:55] The second part is practice. You must practice the basic skills again

[52:59] You must practice the basic skills again and again.

[53:01] and again. This may not feel exciting every day,

[53:04] This may not feel exciting every day, but it is powerful.

[53:06] but it is powerful. Repetition changes the brain.

[53:11] Repetition changes the brain. Repetition makes the body comfortable.

[53:14] Repetition makes the body comfortable. Repetition makes difficult things

[53:18] Repetition makes difficult things easier.

[53:19] easier. A pianist repeats scales. A football

[53:23] A pianist repeats scales. A football player repeats passing. Repeat. A writer

[53:27] player repeats passing. Repeat. A writer writes every day. A speaker practices

[53:30] writes every day. A speaker practices speaking. A language learner repeats

[53:33] speaking. A language learner repeats sentences, listens again, shadows, and

[53:38] sentences, listens again, shadows, and speaks aloud.

[53:40] speaks aloud. At first, repetition feels slow.

[53:44] At first, repetition feels slow. You may think,

[53:46] You may think, "I already did this yesterday."

[53:48] "I already did this yesterday." But your brain needs it again.

[53:51] But your brain needs it again. Your mouth needs it again.

[53:53] Your mouth needs it again. Your ear needs it again. Your fingers

[53:57] Your ear needs it again. Your fingers need it again.

[53:59] need it again. Mastery grows from repeated contact with

[54:04] Mastery grows from repeated contact with a skill.

[54:06] a skill. In English learning, this means you

[54:08] In English learning, this means you should not only listen once. Listen

[54:11] should not only listen once. Listen again.

[54:12] again. Do not only read once. Read again.

[54:16] Do not only read once. Read again. Do not only learn one phrase and forget

[54:19] Do not only learn one phrase and forget it.

[54:20] it. Use it in a sentence. Say it aloud. Use

[54:26] Use it in a sentence. Say it aloud. Use it tomorrow. Use it next week.

[54:30] it tomorrow. Use it next week. The phrase becomes yours when you meet

[54:33] The phrase becomes yours when you meet it many times.

[54:35] it many times. Now, the third part is experiment.

[54:39] Now, the third part is experiment. After you observe and practice, you

[54:42] After you observe and practice, you begin to try small things yourself.

[54:46] begin to try small things yourself. You do not only copy. You begin to make

[54:50] You do not only copy. You begin to make small choices. You try a new sentence.

[54:54] small choices. You try a new sentence. You explain an idea in your own words.

[54:59] You explain an idea in your own words. You create a short video. You write a

[55:02] You create a short video. You write a simple paragraph.

[55:05] simple paragraph. You speak for 1 minute about your day.

[55:08] You speak for 1 minute about your day. You test yourself.

[55:12] You test yourself. Experimenting is important because

[55:15] Experimenting is important because mastery is not only copying.

[55:18] mastery is not only copying. Copying helps at the beginning. But

[55:21] Copying helps at the beginning. But later, you need your own voice.

[55:25] later, you need your own voice. Still, Green says, "Do not rush this.

[55:30] Still, Green says, "Do not rush this. First, absorb. First, learn. First,

[55:34] First, absorb. First, learn. First, build your foundation.

[55:37] build your foundation. Then, experiment.

[55:40] Then, experiment. The apprenticeship phase can feel long.

[55:44] The apprenticeship phase can feel long. Sometimes it takes years.

[55:46] Sometimes it takes years. This may sound scary, but it can also

[55:50] This may sound scary, but it can also feel peaceful.

[55:52] feel peaceful. You do not need to become perfect

[55:55] You do not need to become perfect quickly.

[55:56] quickly. You are allowed to be a learner.

[56:00] You are allowed to be a learner. You are allowed to practice.

[56:03] You are allowed to practice. You are allowed to make mistakes.

[56:06] You are allowed to make mistakes. Mistakes are part of apprenticeship.

[56:10] Mistakes are part of apprenticeship. In fact, mistakes are teachers.

[56:14] In fact, mistakes are teachers. When you make a mistake, you see what

[56:16] When you make a mistake, you see what needs attention.

[56:18] needs attention. A mistake says, "Look here.

[56:21] A mistake says, "Look here. This part is not clear yet."

[56:24] This part is not clear yet." A mistake says, "Try again, but more

[56:27] A mistake says, "Try again, but more carefully."

[56:30] carefully." Many people avoid mistakes because they

[56:33] Many people avoid mistakes because they feel embarrassed.

[56:35] feel embarrassed. They think mistakes mean failure.

[56:39] They think mistakes mean failure. But in mastery, mistakes are

[56:41] But in mastery, mistakes are information.

[56:43] information. They show you the next step.

[56:45] They show you the next step. A beginner who never makes mistakes is

[56:49] A beginner who never makes mistakes is probably not practicing enough.

[56:53] probably not practicing enough. A serious learner makes mistakes,

[56:55] A serious learner makes mistakes, studies them, and improves them.

[56:59] studies them, and improves them. This is very important for speaking

[57:02] This is very important for speaking English.

[57:03] English. If you wait until your English is

[57:06] If you wait until your English is perfect, you may never speak.

[57:10] perfect, you may never speak. But if you speak, make mistakes, notice

[57:13] But if you speak, make mistakes, notice them, and continue, you will improve.

[57:18] them, and continue, you will improve. You do not need to love mistakes, but

[57:20] You do not need to love mistakes, but you can respect them.

[57:23] you can respect them. They are part of the path. They are part

[57:27] They are part of the path. They are part of the process.

[57:29] of the process. During apprenticeship, you also need

[57:32] During apprenticeship, you also need humility.

[57:34] humility. Humility means you accept that you do

[57:37] Humility means you accept that you do not know everything.

[57:40] not know everything. This is not weakness. It is strength.

[57:44] This is not weakness. It is strength. A person who thinks, "I already know

[57:46] A person who thinks, "I already know everything."

[57:48] everything." cannot learn much.

[57:51] cannot learn much. But a person who thinks,

[57:53] But a person who thinks, "I can learn more."

[57:55] "I can learn more." stays open.

[57:58] stays open. And an open mind grows.

[58:01] And an open mind grows. So, the message of this part is simple.

[58:05] So, the message of this part is simple. Become a serious learner.

[58:08] Become a serious learner. Do not hate the beginner stage. Do not

[58:12] Do not hate the beginner stage. Do not run away from practice.

[58:15] run away from practice. Do not be embarrassed by slow progress.

[58:19] Do not be embarrassed by slow progress. The apprenticeship phase is where your

[58:21] The apprenticeship phase is where your future mastery is built.

[58:25] future mastery is built. Every great person was once a beginner.

[58:29] Every great person was once a beginner. Every expert once felt confused.

[58:33] Every expert once felt confused. Every master once had to practice the

[58:37] Every master once had to practice the basics.

[58:39] basics. The slow work you do today becomes the

[58:42] The slow work you do today becomes the deep skill you will have tomorrow.

[58:46] deep skill you will have tomorrow. Another important idea in mastery

[58:50] Another important idea in mastery is the power of mentors.

[58:53] is the power of mentors. A mentor is a guide.

[58:56] A mentor is a guide. A mentor is someone who has more

[58:59] A mentor is someone who has more experience than you and can help you

[59:02] experience than you and can help you grow faster.

[59:04] grow faster. A mentor can be a teacher, a coach, a

[59:08] A mentor can be a teacher, a coach, a manager,

[59:09] manager, an old friend,

[59:11] an old friend, a master in your field, or even an

[59:14] a master in your field, or even an author whose books guide you.

[59:17] author whose books guide you. Robert Greene says that mentors are

[59:20] Robert Greene says that mentors are important because they help us see what

[59:24] important because they help us see what we cannot see alone.

[59:27] we cannot see alone. When we are beginners, we often do not

[59:30] When we are beginners, we often do not know what matters. We do not know which

[59:33] know what matters. We do not know which mistakes are serious and which mistakes

[59:36] mistakes are serious and which mistakes are small.

[59:38] are small. We do not know which habits will help us

[59:42] We do not know which habits will help us and which habits will hurt us.

[59:45] and which habits will hurt us. A good mentor can save us time.

[59:49] A good mentor can save us time. A good mentor can say, "Focus on this."

[59:53] A good mentor can say, "Focus on this." A good mentor can say, "Do not waste

[59:56] A good mentor can say, "Do not waste your energy there."

[59:58] your energy there." A good mentor can say, "You are missing

[01:00:02] A good mentor can say, "You are missing this important point."

[01:00:05] this important point." This is very true in language learning.

[01:00:09] This is very true in language learning. A learner may practice for years, but

[01:00:12] A learner may practice for years, but still repeat the same mistakes.

[01:00:15] still repeat the same mistakes. Maybe they use unnatural phrases. Maybe

[01:00:19] Maybe they use unnatural phrases. Maybe their pronunciation is unclear.

[01:00:22] their pronunciation is unclear. Maybe they translate too much from their

[01:00:26] Maybe they translate too much from their first language.

[01:00:28] first language. Maybe they know grammar, but they do not

[01:00:31] Maybe they know grammar, but they do not speak naturally.

[01:00:34] speak naturally. A good teacher can notice these things.

[01:00:37] A good teacher can notice these things. A good teacher can guide the learner

[01:00:40] A good teacher can guide the learner gently.

[01:00:42] gently. The teacher does not learn from the

[01:00:43] The teacher does not learn from the student, but the teacher shows the

[01:00:46] student, but the teacher shows the student where to look.

[01:00:49] student where to look. A mentor is not a magician.

[01:00:53] A mentor is not a magician. A mentor cannot do the work for you.

[01:00:56] A mentor cannot do the work for you. This is very important.

[01:00:59] This is very important. Some people think, "If I find the best

[01:01:02] Some people think, "If I find the best teacher, I will become excellent." But

[01:01:06] teacher, I will become excellent." But even the best teacher cannot practice

[01:01:09] even the best teacher cannot practice for you.

[01:01:10] for you. The mentor can open the door, but you

[01:01:13] The mentor can open the door, but you must walk through it. The mentor can

[01:01:17] must walk through it. The mentor can show the path, but you must take the

[01:01:20] show the path, but you must take the steps.

[01:01:22] steps. The mentor can give feedback,

[01:01:25] The mentor can give feedback, but you must use it.

[01:01:28] but you must use it. So, the relationship between a learner

[01:01:30] So, the relationship between a learner and a mentor is active.

[01:01:34] and a mentor is active. The learner must listen, practice, ask

[01:01:37] The learner must listen, practice, ask questions, and apply advice.

[01:01:42] questions, and apply advice. The mentor gives direction, but the

[01:01:44] The mentor gives direction, but the learner gives effort.

[01:01:48] learner gives effort. A good mentor can also give honest

[01:01:51] A good mentor can also give honest feedback.

[01:01:53] feedback. Honest feedback is not always

[01:01:55] Honest feedback is not always comfortable. Sometimes a mentor says,

[01:01:59] comfortable. Sometimes a mentor says, "This is not good enough yet."

[01:02:02] "This is not good enough yet." or "You need to repeat this." or "You

[01:02:06] or "You need to repeat this." or "You are moving too fast."

[01:02:08] are moving too fast." or "Your foundation is weak." At first,

[01:02:13] or "Your foundation is weak." At first, this may hurt. Nobody likes hearing that

[01:02:16] this may hurt. Nobody likes hearing that their work is not ready.

[01:02:19] their work is not ready. But, honest feedback is a gift when it

[01:02:23] But, honest feedback is a gift when it is given with care.

[01:02:25] is given with care. Think about music.

[01:02:28] Think about music. A piano teacher may stop a student and

[01:02:30] A piano teacher may stop a student and say, "Play it more slowly."

[01:02:34] say, "Play it more slowly." The student may want to play fast. The

[01:02:38] The student may want to play fast. The student may want to sound impressive,

[01:02:41] student may want to sound impressive, but the teacher knows that speed without

[01:02:44] but the teacher knows that speed without control is not real skill.

[01:02:48] control is not real skill. So, the teacher says, "Slow down.

[01:02:52] So, the teacher says, "Slow down. Listen. Feel the rhythm. Use the correct

[01:02:56] Listen. Feel the rhythm. Use the correct fingers."

[01:02:58] fingers." This correction may feel boring, but it

[01:03:02] This correction may feel boring, but it helps the student grow.

[01:03:05] helps the student grow. In English, a teacher may say, "Do not

[01:03:08] In English, a teacher may say, "Do not memorize single words. Learn phrases.

[01:03:13] memorize single words. Learn phrases. Do not speak too fast. Speak clearly.

[01:03:17] Do not speak too fast. Speak clearly. Repeat this sentence again. Listen to

[01:03:21] Repeat this sentence again. Listen to the stress.

[01:03:23] the stress. These corrections help the learner build

[01:03:26] These corrections help the learner build real skill.

[01:03:28] real skill. Robert Greene also says that we should

[01:03:31] Robert Greene also says that we should choose mentors carefully.

[01:03:34] choose mentors carefully. Not every experienced person is a good

[01:03:37] Not every experienced person is a good mentor.

[01:03:38] mentor. Some people may be skilled, but they

[01:03:40] Some people may be skilled, but they cannot teach. Some people may be

[01:03:44] cannot teach. Some people may be powerful, but they are not generous.

[01:03:47] powerful, but they are not generous. Some people may want control, not

[01:03:50] Some people may want control, not growth.

[01:03:52] growth. So, we need to look for mentors who are

[01:03:55] So, we need to look for mentors who are strong in their field, but also able to

[01:03:59] strong in their field, but also able to guide.

[01:04:01] guide. A good mentor does not make you

[01:04:03] A good mentor does not make you dependent forever. A good mentor helps

[01:04:06] dependent forever. A good mentor helps you become stronger.

[01:04:09] you become stronger. At first, you need support. You need

[01:04:12] At first, you need support. You need examples.

[01:04:14] examples. You need correction.

[01:04:16] You need correction. But slowly, a good mentor teaches you

[01:04:19] But slowly, a good mentor teaches you how to think for yourself.

[01:04:23] how to think for yourself. The final goal is not to copy the mentor

[01:04:26] The final goal is not to copy the mentor forever.

[01:04:27] forever. The final goal is to grow into your own

[01:04:31] The final goal is to grow into your own ability.

[01:04:33] ability. This is a beautiful balance. First, you

[01:04:36] This is a beautiful balance. First, you learn from the mentor. You respect their

[01:04:39] learn from the mentor. You respect their experience. You copy useful methods. You

[01:04:44] experience. You copy useful methods. You accept correction.

[01:04:46] accept correction. But later, you begin to find your own

[01:04:49] But later, you begin to find your own way.

[01:04:51] way. You do not reject the mentor rudely. You

[01:04:55] You do not reject the mentor rudely. You do not forget what they gave you.

[01:04:58] do not forget what they gave you. But you become independent.

[01:05:00] But you become independent. You develop your own voice.

[01:05:05] You develop your own voice. For example, a writer may first copy the

[01:05:09] For example, a writer may first copy the style of great writers. This is normal.

[01:05:13] style of great writers. This is normal. A musician may may first copy great

[01:05:16] A musician may may first copy great musicians.

[01:05:18] musicians. A teacher may first copy great teachers.

[01:05:23] A teacher may first copy great teachers. A YouTube creator may first study

[01:05:26] A YouTube creator may first study successful channels.

[01:05:29] successful channels. Copying at the beginning can be useful.

[01:05:32] Copying at the beginning can be useful. It helps you understand structure. It

[01:05:35] It helps you understand structure. It helps you build taste. It helps you

[01:05:38] helps you build taste. It helps you learn what works.

[01:05:41] learn what works. But copying is not the final step.

[01:05:44] But copying is not the final step. After some time, you need to ask,

[01:05:48] After some time, you need to ask, "What is my voice?

[01:05:50] "What is my voice? What do I see differently? What can I

[01:05:53] What do I see differently? What can I create that feels true to me?"

[01:05:57] create that feels true to me?" This is also important for English

[01:06:00] This is also important for English learners. At first, you can copy fluent

[01:06:04] learners. At first, you can copy fluent speakers. You can repeat sentences. You

[01:06:08] speakers. You can repeat sentences. You can shadow conversations.

[01:06:11] can shadow conversations. You can copy rhythm and pronunciation.

[01:06:14] You can copy rhythm and pronunciation. This is excellent.

[01:06:17] This is excellent. But later, you need to use English to

[01:06:20] But later, you need to use English to express your own ideas.

[01:06:23] express your own ideas. You do not only want to sound like

[01:06:26] You do not only want to sound like someone else.

[01:06:27] someone else. You want to sound like yourself in

[01:06:30] You want to sound like yourself in English.

[01:06:31] English. This is a powerful goal,

[01:06:34] This is a powerful goal, to become yourself in another language.

[01:06:39] to become yourself in another language. Mentors can also protect us from

[01:06:42] Mentors can also protect us from discouragement.

[01:06:44] discouragement. When we are learning alone, we may lose

[01:06:47] When we are learning alone, we may lose hope. We may think, "I'm not improving."

[01:06:51] hope. We may think, "I'm not improving." We may think, "This is too hard."

[01:06:54] We may think, "This is too hard." But a mentor can see progress that we

[01:06:57] But a mentor can see progress that we cannot see.

[01:06:59] cannot see. A teacher may say, "Actually, your

[01:07:02] A teacher may say, "Actually, your pronunciation is clearer than before.

[01:07:06] pronunciation is clearer than before. Or you are using longer sentences now.

[01:07:10] Or you are using longer sentences now. Or, you understand more than you think.

[01:07:14] Or, you understand more than you think. This encouragement matters.

[01:07:18] This encouragement matters. But, Robert Greene also warns us that we

[01:07:21] But, Robert Greene also warns us that we should not become too comfortable.

[01:07:25] should not become too comfortable. A mentor helps us,

[01:07:27] A mentor helps us, but we must still face difficulty. We

[01:07:31] but we must still face difficulty. We must still practice.

[01:07:33] must still practice. We must still leave our comfort zone. A

[01:07:37] We must still leave our comfort zone. A mentor is not there to make everything

[01:07:40] mentor is not there to make everything easy. A mentor is there to make growth

[01:07:43] easy. A mentor is there to make growth possible.

[01:07:45] possible. Sometimes, the mentor is not a person we

[01:07:49] Sometimes, the mentor is not a person we meet. Sometimes, books become mentors.

[01:07:54] meet. Sometimes, books become mentors. A book can teach us how someone thinks.

[01:07:58] A book can teach us how someone thinks. A podcast can guide us.

[01:08:01] A podcast can guide us. A course can show us a method. A great

[01:08:05] A course can show us a method. A great artist from the past can become a silent

[01:08:08] artist from the past can become a silent teacher.

[01:08:10] teacher. When we study their work deeply, you

[01:08:13] When we study their work deeply, you learn from them.

[01:08:16] learn from them. For example, if you study a great

[01:08:19] For example, if you study a great speaker, you can learn how they organize

[01:08:23] speaker, you can learn how they organize ideas.

[01:08:24] ideas. If you study a great teacher, you can

[01:08:27] If you study a great teacher, you can learn how they explain.

[01:08:30] learn how they explain. If you study a great storyteller,

[01:08:33] If you study a great storyteller, you can learn how they build emotion.

[01:08:38] you can learn how they build emotion. You may never meet them,

[01:08:40] You may never meet them, but they still mentor you through their

[01:08:44] but they still mentor you through their work.

[01:08:46] work. So, in your own path, ask yourself,

[01:08:50] So, in your own path, ask yourself, "Who can guide me?

[01:08:53] "Who can guide me? Who can give me feedback?

[01:08:56] Who can give me feedback? Who has walked this road before me?

[01:09:00] Who has walked this road before me? Who can help me see what I cannot see

[01:09:04] Who can help me see what I cannot see yet?

[01:09:05] yet? And also ask,

[01:09:08] And also ask, am I a good student?

[01:09:10] am I a good student? Do I listen carefully?

[01:09:12] Do I listen carefully? Do I practice after feedback?

[01:09:15] Do I practice after feedback? Do I respect the process?

[01:09:19] Do I respect the process? Because mentorship

[01:09:21] Because mentorship works best when two things meet.

[01:09:26] works best when two things meet. Good guidance and serious effort.

[01:09:31] Good guidance and serious effort. A mentor gives light,

[01:09:34] A mentor gives light, but you must walk.

[01:09:38] but you must walk. All right.

[01:09:40] All right. Robert Greene, the author of the book

[01:09:42] Robert Greene, the author of the book Mastery, also explains that skill is not

[01:09:47] Mastery, also explains that skill is not enough.

[01:09:48] enough. You also need social intelligence.

[01:09:53] You also need social intelligence. What does that mean?

[01:09:55] What does that mean? Social intelligence means understanding

[01:09:59] Social intelligence means understanding people.

[01:10:00] people. It means understanding emotions,

[01:10:03] It means understanding emotions, communication, power, jealousy, trust,

[01:10:07] communication, power, jealousy, trust, respect, and human behavior.

[01:10:11] respect, and human behavior. This is very important because no one

[01:10:14] This is very important because no one becomes a master alone.

[01:10:17] becomes a master alone. Even if you work alone, you still live

[01:10:20] Even if you work alone, you still live with people. You work with teachers,

[01:10:23] with people. You work with teachers, clients, students, friends, managers,

[01:10:27] clients, students, friends, managers, viewers, customers, or colleagues. If

[01:10:30] viewers, customers, or colleagues. If you understand only your technical

[01:10:33] you understand only your technical skill, but you do not understand people,

[01:10:36] skill, but you do not understand people, you may have problems.

[01:10:39] you may have problems. For example, imagine a very talented

[01:10:42] For example, imagine a very talented person at work.

[01:10:45] person at work. This person is intelligent. They know

[01:10:48] This person is intelligent. They know many things. They can do the job well,

[01:10:52] many things. They can do the job well, but they are rude.

[01:10:54] but they are rude. They do not listen.

[01:10:56] They do not listen. They make other people feel small.

[01:11:00] They make other people feel small. They speak without respect.

[01:11:04] They speak without respect. What happens?

[01:11:05] What happens? People may not want to work with them.

[01:11:08] People may not want to work with them. Now, imagine another person.

[01:11:11] Now, imagine another person. This person is also skilled.

[01:11:15] This person is also skilled. But they listen carefully. They

[01:11:17] But they listen carefully. They understand the room.

[01:11:19] understand the room. They know when to speak and when to stay

[01:11:23] They know when to speak and when to stay quiet.

[01:11:25] quiet. They respect other people.

[01:11:27] They respect other people. They do not create unnecessary enemies.

[01:11:32] They do not create unnecessary enemies. They learn from criticism. They build

[01:11:35] They learn from criticism. They build trust.

[01:11:36] trust. This person can go further because

[01:11:39] This person can go further because people feel safe around them. Now,

[01:11:42] people feel safe around them. Now, Robert Greene says, "We must learn to

[01:11:45] Robert Greene says, "We must learn to see people clearly."

[01:11:48] see people clearly." This does not mean we become cold or

[01:11:51] This does not mean we become cold or suspicious. It means we become awake.

[01:11:55] suspicious. It means we become awake. We notice behavior. We notice patterns.

[01:12:00] We notice behavior. We notice patterns. We do not believe only words. We also

[01:12:04] We do not believe only words. We also watch actions.

[01:12:07] watch actions. People often show who they are through

[01:12:11] People often show who they are through repeated behavior.

[01:12:13] repeated behavior. One action may not tell you everything.

[01:12:16] One action may not tell you everything. But repeated actions are important.

[01:12:19] But repeated actions are important. If someone always blames others,

[01:12:23] If someone always blames others, this is a pattern.

[01:12:24] this is a pattern. If someone always takes credit for other

[01:12:27] If someone always takes credit for other people's work,

[01:12:29] people's work, this is a pattern.

[01:12:31] this is a pattern. If someone always listens and helps,

[01:12:35] If someone always listens and helps, this is also a pattern.

[01:12:38] this is also a pattern. Social intelligence means seeing these

[01:12:41] Social intelligence means seeing these patterns. And for mastery, this matters

[01:12:46] patterns. And for mastery, this matters because the wrong people can waste your

[01:12:50] because the wrong people can waste your energy.

[01:12:51] energy. They can discourage you. They can pull

[01:12:53] They can discourage you. They can pull you into drama. They can make you lose

[01:12:57] you into drama. They can make you lose focus.

[01:12:59] focus. Robert Greene says,

[01:13:00] Robert Greene says, we need to protect our energy. We need

[01:13:04] we need to protect our energy. We need to choose our environment carefully.

[01:13:08] to choose our environment carefully. This does not mean we only work with

[01:13:10] This does not mean we only work with perfect people. Perfect people do not

[01:13:14] perfect people. Perfect people do not simply exist.

[01:13:16] simply exist. Everyone has weaknesses.

[01:13:19] Everyone has weaknesses. Everyone has bad days.

[01:13:22] Everyone has bad days. But we should learn which relationships

[01:13:25] But we should learn which relationships help us grow and which relationships

[01:13:28] help us grow and which relationships slowly damage us.

[01:13:32] slowly damage us. For English learners, social

[01:13:34] For English learners, social intelligence can mean understanding real

[01:13:37] intelligence can mean understanding real conversation.

[01:13:39] conversation. Language is not only grammar. Language

[01:13:42] Language is not only grammar. Language is people.

[01:13:43] is people. When someone says, "That's interesting."

[01:13:46] When someone says, "That's interesting." Do they really mean it? Sometimes yes.

[01:13:50] Do they really mean it? Sometimes yes. Sometimes no. It depends on tone, face,

[01:13:54] Sometimes no. It depends on tone, face, situation, and relationship.

[01:13:58] situation, and relationship. When someone says, "Maybe we could think

[01:14:00] When someone says, "Maybe we could think about another option."

[01:14:03] about another option." They may politely mean, "I do not

[01:14:06] They may politely mean, "I do not agree."

[01:14:08] agree." When someone says, "No worries." They

[01:14:10] When someone says, "No worries." They may mean, "It is okay." But sometimes

[01:14:14] may mean, "It is okay." But sometimes they may still feel a little annoyed.

[01:14:17] they may still feel a little annoyed. Real language is connected to emotion.

[01:14:22] Real language is connected to emotion. That is why learning English from real

[01:14:25] That is why learning English from real situations is useful.

[01:14:28] situations is useful. You learn not only words, but also

[01:14:32] You learn not only words, but also social meaning.

[01:14:34] social meaning. You learn how people soften

[01:14:36] You learn how people soften disagreement.

[01:14:38] disagreement. You learn how people make requests

[01:14:41] You learn how people make requests politely.

[01:14:43] politely. You learn how people show interest.

[01:14:46] You learn how people show interest. You learn how people change the subject.

[01:14:51] You learn how people change the subject. You learn how people comfort each other.

[01:14:55] You learn how people comfort each other. Social intelligence also means

[01:14:57] Social intelligence also means controlling yourself.

[01:15:00] controlling yourself. It is not only about reading other

[01:15:02] It is not only about reading other people. It is about reading yourself.

[01:15:06] people. It is about reading yourself. What makes you angry?

[01:15:08] What makes you angry? What makes you jealous? What makes you

[01:15:11] What makes you jealous? What makes you feel small?

[01:15:13] feel small? Makes you react too quickly.

[01:15:16] Makes you react too quickly. If you do not understand yourself, other

[01:15:19] If you do not understand yourself, other people can easily control your emotions.

[01:15:23] people can easily control your emotions. For example, if criticism makes you very

[01:15:27] For example, if criticism makes you very angry, you may reject useful feedback.

[01:15:31] angry, you may reject useful feedback. If you need praise all the time, you may

[01:15:34] If you need praise all the time, you may become dependent on other people's

[01:15:37] become dependent on other people's opinions.

[01:15:39] opinions. If you compare yourself too much, you

[01:15:41] If you compare yourself too much, you may lose your own direction.

[01:15:44] may lose your own direction. A person on the path to mastery must

[01:15:48] A person on the path to mastery must learn emotional control.

[01:15:51] learn emotional control. This does not mean you become a robot.

[01:15:55] This does not mean you become a robot. You will still feel anger,

[01:15:58] You will still feel anger, fear, jealousy, sadness, and excitement.

[01:16:03] fear, jealousy, sadness, and excitement. That is normal.

[01:16:05] That is normal. But you learn not to let every emotion

[01:16:09] But you learn not to let every emotion drive the car.

[01:16:12] drive the car. You see the emotion. You pause. You

[01:16:15] You see the emotion. You pause. You think. Then you choose your response.

[01:16:20] think. Then you choose your response. This is powerful. Many people lose

[01:16:23] This is powerful. Many people lose opportunities because they react too

[01:16:27] opportunities because they react too quickly.

[01:16:28] quickly. They send an angry message. They speak