WEBVTT 00:00:00.000 --> 00:00:02.819 Welcome to this deep dive. We're exploring a 00:00:02.819 --> 00:00:05.519 stack of sources today that really challenge 00:00:05.519 --> 00:00:08.880 one of the most basic ideas people have about 00:00:08.880 --> 00:00:11.800 learning, the idea that it's this isolated thing 00:00:11.800 --> 00:00:14.279 happening purely inside your own head. Exactly. 00:00:14.640 --> 00:00:16.440 Well, for decades, really, the main model was 00:00:16.440 --> 00:00:18.940 basically the human learner as a lone computer 00:00:18.940 --> 00:00:21.859 processing information. But the conclusion now 00:00:21.859 --> 00:00:23.839 from cognitive science, from learning science, 00:00:24.420 --> 00:00:27.039 it's pretty much rock solid. Human thinking is 00:00:27.039 --> 00:00:29.179 actually a strongly social thing. Right. Our 00:00:29.179 --> 00:00:31.199 sources explain how our brains aren't just capable 00:00:31.199 --> 00:00:33.600 of interacting. They're literally structured, 00:00:33.719 --> 00:00:35.780 they're built, they're optimized to connect and 00:00:35.780 --> 00:00:39.079 learn and frankly survive within a group. Social 00:00:39.079 --> 00:00:41.619 interaction isn't some optional extra, it's more 00:00:41.619 --> 00:00:43.979 like a mandatory upgrade. Okay, so our mission 00:00:43.979 --> 00:00:46.899 today is to dive deep, unpack the evidence for 00:00:46.899 --> 00:00:49.380 that. We're looking at three main areas. First, 00:00:49.679 --> 00:00:52.259 how neuroscience actually confirms this deep 00:00:52.259 --> 00:00:55.670 social wiring going way back. Second, how culture 00:00:55.670 --> 00:00:58.490 acts as like the first blueprint that guides 00:00:58.490 --> 00:01:00.429 all the knowledge that comes later. And third, 00:01:00.789 --> 00:01:02.770 what are the practical implications? You know, 00:01:02.869 --> 00:01:05.030 for learning environments, schools, offices, 00:01:05.329 --> 00:01:07.609 even just teaching yourself something new, get 00:01:07.609 --> 00:01:09.250 ready because this might shift how you think 00:01:09.250 --> 00:01:11.489 about who you're learning with just as much as 00:01:11.489 --> 00:01:13.629 what you're learning. Okay, let's start with 00:01:13.629 --> 00:01:15.670 the hard science, then. Our sources really push 00:01:15.670 --> 00:01:17.709 back against this idea that social stuff is just, 00:01:17.709 --> 00:01:20.250 you know, helpful icing on the cake. They suggest 00:01:20.250 --> 00:01:22.569 our higher cognitive functions, the things that 00:01:22.569 --> 00:01:25.030 make us uniquely human, they actually came about 00:01:25.030 --> 00:01:27.650 because we became these intensely social creatures. 00:01:28.069 --> 00:01:29.829 Yeah, what's really central here is the evolutionary 00:01:29.829 --> 00:01:31.950 argument. If you look at someone like Michael 00:01:31.950 --> 00:01:34.090 Ghazaniga, the neuroscientist, his work comes 00:01:34.090 --> 00:01:36.689 up a lot in these sources. He spent decades looking 00:01:36.689 --> 00:01:39.450 at the brain's architecture. And his conclusion. 00:01:40.139 --> 00:01:42.939 that the shift to becoming highly social is, 00:01:42.939 --> 00:01:45.799 and I quote, what the human is all about. That's 00:01:45.799 --> 00:01:47.859 a really strong statement. I mean, most people 00:01:47.859 --> 00:01:50.379 probably think we got smart brains first, then 00:01:50.379 --> 00:01:52.760 decided to hang out together. Right, but Gazaniga 00:01:52.760 --> 00:01:56.359 flips that completely. He argues our higher intellectual 00:01:56.359 --> 00:02:00.219 skills planning, complex language, solving abstract 00:02:00.219 --> 00:02:03.420 problems, these actually arose as an adaptation 00:02:03.420 --> 00:02:07.739 to our, quote, newly evolved social needs. We 00:02:07.739 --> 00:02:09.770 essentially needed to get smarter. so that we 00:02:09.770 --> 00:02:12.229 could handle complex group dynamics, you know, 00:02:12.409 --> 00:02:14.909 hierarchies, cooperation, competition. It sounds 00:02:14.909 --> 00:02:17.310 like the ultimate survival mechanism then. It 00:02:17.310 --> 00:02:19.409 really is. Yeah. I mean, think about the sheer 00:02:19.409 --> 00:02:22.530 energy cost of maintaining a big brain. Evolution 00:02:22.530 --> 00:02:24.349 doesn't make that kind of investment unless there's 00:02:24.349 --> 00:02:26.870 a massive payoff. And the payoff wasn't just 00:02:26.870 --> 00:02:29.669 making better tools. It was sophisticated social 00:02:29.669 --> 00:02:32.270 strategy. Like keeping track of who's who, who 00:02:32.270 --> 00:02:35.150 owes what, who's reliable. Exactly. Remembering 00:02:35.150 --> 00:02:38.199 who's trustworthy. the group rules, how to coordinate 00:02:38.199 --> 00:02:41.259 complex activities like hunting or defense. So 00:02:41.259 --> 00:02:43.360 this means the human brain is fundamentally a 00:02:43.360 --> 00:02:46.139 social organ. It evolved to work best with others. 00:02:46.460 --> 00:02:48.599 And this dependence on others, it doesn't just 00:02:48.599 --> 00:02:51.180 stop after we're born, which brings us to a really 00:02:51.180 --> 00:02:55.500 key concept from the sources, neoteny. Yes, neoteny. 00:02:55.919 --> 00:02:58.319 It sounds academic, maybe, but it's a simple 00:02:58.319 --> 00:03:01.340 idea with huge implications. It basically means 00:03:01.340 --> 00:03:05.050 we're born. uniquely helpless and unfinished 00:03:05.050 --> 00:03:07.229 compared to other animals. So our brains aren't 00:03:07.229 --> 00:03:10.830 fully wired at birth? Not even close. Unlike, 00:03:10.870 --> 00:03:13.009 say, a foal that can walk almost immediately, 00:03:13.550 --> 00:03:15.729 human brains keep developing, organizing, pruning 00:03:15.729 --> 00:03:18.550 connections for years, even decades after birth. 00:03:19.030 --> 00:03:21.449 We're not pre -programmed. We absolutely require 00:03:21.449 --> 00:03:23.710 this long immersion in a social cultural environment 00:03:23.710 --> 00:03:26.370 to finish developing. So if the brain's unfinished, 00:03:26.550 --> 00:03:28.669 what's culture actually doing to finish it? Is 00:03:28.669 --> 00:03:30.689 it just pouring in facts? Oh, it's much deeper 00:03:30.689 --> 00:03:33.319 than that. Culture is quite literally helping 00:03:33.319 --> 00:03:36.120 to build the brain's regulatory circuits, the 00:03:36.120 --> 00:03:37.960 neural machinery for managing attention, handling 00:03:37.960 --> 00:03:40.500 emotion, setting goals, all that develops in 00:03:40.500 --> 00:03:43.199 response to social interaction. And the critical 00:03:43.199 --> 00:03:45.719 finding here is that this dependence, it doesn't 00:03:45.719 --> 00:03:48.280 just switch off when we become adults. Okay, 00:03:48.340 --> 00:03:50.000 and this is where it gets really interesting 00:03:50.000 --> 00:03:52.860 for adult learners too, right? Based on researchers 00:03:52.860 --> 00:03:55.680 like Bruce Wexler. He looked at adults and found 00:03:55.680 --> 00:03:58.840 that even in fully developed brains, things like 00:03:58.840 --> 00:04:01.259 self -regulation, directing your own attention, 00:04:01.979 --> 00:04:04.300 they're far from totally independent. It's a 00:04:04.300 --> 00:04:07.360 really crucial insight. It confirms that this 00:04:07.360 --> 00:04:10.569 need for external social scaffolding. It never 00:04:10.569 --> 00:04:13.389 truly goes away. We're just not as mentally autonomous 00:04:13.389 --> 00:04:15.810 as we sometimes like to think we are. Social 00:04:15.810 --> 00:04:18.569 input remains a, quote, built -in feature of 00:04:18.569 --> 00:04:20.689 these mechanisms throughout the lifespan. OK, 00:04:20.689 --> 00:04:22.730 think about how hard it is sometimes to stay 00:04:22.730 --> 00:04:25.389 focused or motivated on a really difficult task, 00:04:25.629 --> 00:04:28.329 maybe writing a huge report or learning some 00:04:28.329 --> 00:04:31.370 abstract new skill if you have absolutely zero 00:04:31.370 --> 00:04:33.750 social connection or feedback loop tied to it. 00:04:33.970 --> 00:04:36.589 Exactly. That struggle is real. And it's partly 00:04:36.589 --> 00:04:38.589 because those internal regulation systems are 00:04:38.589 --> 00:04:41.189 looking for external cues. That resonates immediately. 00:04:41.569 --> 00:04:42.970 Yeah, if I'm trying to learn something really 00:04:42.970 --> 00:04:44.790 complex and new and I have no one to ask questions, 00:04:44.850 --> 00:04:46.970 nobody to share the struggle with, no mentor 00:04:46.970 --> 00:04:49.949 checking in, I often just stall out. It feels 00:04:49.949 --> 00:04:52.589 like the social context isn't just about motivation. 00:04:52.930 --> 00:04:55.170 It's somehow part of the system that keeps my 00:04:55.170 --> 00:04:57.470 attention actually locked on the goal. Precisely. 00:04:57.589 --> 00:05:00.430 We're constantly, often subconsciously, looking 00:05:00.430 --> 00:05:04.009 to external cues, social cues to validate or 00:05:04.009 --> 00:05:06.509 correct or just maintain our internal direction. 00:05:06.769 --> 00:05:09.189 So you're never really learning or thinking in 00:05:09.189 --> 00:05:11.250 total isolation, your brain's always kind of 00:05:11.250 --> 00:05:13.730 listening for signals from the social world. 00:05:14.089 --> 00:05:15.949 Which leads us perfectly into our second section. 00:05:16.569 --> 00:05:18.949 If our brains are these social organs constantly 00:05:18.949 --> 00:05:21.889 seeking input, what exactly is that social environment, 00:05:21.930 --> 00:05:24.990 what we call culture, doing to our whole framework 00:05:24.990 --> 00:05:27.129 of knowledge? Well, if we connect this to the 00:05:27.129 --> 00:05:29.430 bigger picture, the culture we're born into. 00:05:29.720 --> 00:05:32.319 the shared beliefs, the practices, the values 00:05:32.319 --> 00:05:35.279 that shapes our initial perspectives. And these 00:05:35.279 --> 00:05:37.620 perspectives, they don't just sit on the surface. 00:05:38.019 --> 00:05:40.860 They fundamentally become the criteria we use 00:05:40.860 --> 00:05:43.879 to judge what knowledge matters, how we should 00:05:43.879 --> 00:05:46.839 go about getting it, and who we see as a trustworthy 00:05:46.839 --> 00:05:49.370 source for it. Hold on. So the selection criteria 00:05:49.370 --> 00:05:51.129 for knowledge itself is culturally determined. 00:05:51.209 --> 00:05:53.290 Can you give an example? Because that sounds 00:05:53.290 --> 00:05:55.990 incredibly primal. It is primal. It follows a 00:05:55.990 --> 00:05:59.089 very basic, almost unconscious evolutionary logic. 00:05:59.610 --> 00:06:01.509 OK, I need these people around me to survive, 00:06:01.589 --> 00:06:03.790 so I better do what they do, say what they say, 00:06:04.069 --> 00:06:06.430 value what they value. Think about it. If your 00:06:06.430 --> 00:06:09.660 group highly values oral tradition and memorization 00:06:09.660 --> 00:06:12.740 over written texts. Your entire cognitive toolkit, 00:06:13.000 --> 00:06:15.660 your focus, will be tuned differently than someone 00:06:15.660 --> 00:06:18.160 from a culture that prizes empirical experiment 00:06:18.160 --> 00:06:20.899 over inherited wisdom. Okay, wait. Let's take 00:06:20.899 --> 00:06:23.339 an example. Say I'm an adult working alone trying 00:06:23.339 --> 00:06:26.000 to solve a complex physics problem. Are you saying 00:06:26.000 --> 00:06:28.439 my approach to that problem is culturally biased? 00:06:29.019 --> 00:06:31.639 Physics feels pretty universal. The laws of physics, 00:06:31.819 --> 00:06:34.319 sure, they're universal. But the approach you 00:06:34.319 --> 00:06:37.100 take... That's often shaped by culture and social 00:06:37.100 --> 00:06:40.160 learning. For instance, some educational cultures 00:06:40.160 --> 00:06:42.879 really value speed, getting the single right 00:06:42.879 --> 00:06:45.800 answer quickly. Others might prioritize collaboration, 00:06:46.019 --> 00:06:48.860 exploring multiple paths, being comfortable with 00:06:48.860 --> 00:06:52.259 ambiguity for longer. So if you were raised in 00:06:52.259 --> 00:06:56.500 that first speed and accuracy culture, your internal 00:06:56.500 --> 00:06:59.220 criteria for what counts as success or good thinking 00:06:59.220 --> 00:07:02.220 on that physics problem will be totally different 00:07:02.220 --> 00:07:04.680 from someone raised in the second. you might 00:07:04.680 --> 00:07:07.920 subconsciously discard an interesting, but maybe 00:07:07.920 --> 00:07:09.980 time -consuming method because your internal 00:07:09.980 --> 00:07:12.579 voice, which was shaped socially, is saying, 00:07:12.899 --> 00:07:15.550 nope, that's inefficient. That's a really powerful 00:07:15.550 --> 00:07:17.850 distinction. Not the content itself, but the 00:07:17.850 --> 00:07:20.730 criteria we use to process it. That's the core 00:07:20.730 --> 00:07:22.850 insight from our sources, especially from the 00:07:22.850 --> 00:07:25.110 authors of How People Learn to Second. They make 00:07:25.110 --> 00:07:27.649 the effects of culture really explicit. They 00:07:27.649 --> 00:07:29.649 say cultural norms and goals don't just affect 00:07:29.649 --> 00:07:31.889 group work. They actually shape how and what 00:07:31.889 --> 00:07:33.870 people think, even when that person is working 00:07:33.870 --> 00:07:36.819 completely alone. So yeah, those seemingly solitary 00:07:36.819 --> 00:07:39.980 thoughts, they're built on this invisible framework 00:07:39.980 --> 00:07:43.480 of inherited cultural assumptions. Assumptions 00:07:43.480 --> 00:07:45.360 about what's a good question, what's a valid 00:07:45.360 --> 00:07:47.519 answer, what's even worth spending effort on. 00:07:47.620 --> 00:07:50.540 That really is a major aha moment. It means we 00:07:50.540 --> 00:07:53.699 carry this invisible social blueprint into literally 00:07:53.699 --> 00:07:56.620 every interaction, every problem we try to solve, 00:07:56.860 --> 00:07:59.339 even when we're just thinking by ourselves. Okay, 00:07:59.459 --> 00:08:02.939 so let's shift focus a bit now. Beyond the broad 00:08:02.939 --> 00:08:06.079 impact of culture, what about the specific micro 00:08:06.079 --> 00:08:09.259 -level interactions? How do the immediate relationships 00:08:09.259 --> 00:08:11.600 we have while learning with mentors, teachers, 00:08:11.699 --> 00:08:14.300 peers, how do they actually influence our cognitive 00:08:14.300 --> 00:08:16.560 function? Right, beyond just the general cultural 00:08:16.560 --> 00:08:19.319 norms, the quality and the context of those specific 00:08:19.319 --> 00:08:22.560 relationships are absolutely crucial. These relationships, 00:08:22.800 --> 00:08:24.180 they don't just make you feel good, though that 00:08:24.180 --> 00:08:26.399 helps. They serve a direct cognitive function. 00:08:26.699 --> 00:08:29.220 We learn so much through scaffolding, that interaction 00:08:29.220 --> 00:08:31.800 where a peer or an expert helps you bridge the 00:08:31.800 --> 00:08:34.019 gap between what you can currently do alone and 00:08:34.019 --> 00:08:36.039 what you can achieve with just a bit of support. 00:08:36.559 --> 00:08:38.759 And our sources really highlight that these relationships 00:08:38.759 --> 00:08:42.480 shape two big things at the same time. The learner's 00:08:42.480 --> 00:08:44.379 emotions and their knowledge base. It's like 00:08:44.379 --> 00:08:47.299 one integrated system. Exactly. The information 00:08:47.299 --> 00:08:49.659 we learn through relationships supports both 00:08:49.659 --> 00:08:51.740 our feelings about learning things like motivation, 00:08:52.179 --> 00:08:54.860 sense of belonging, interest, and our actual 00:08:54.860 --> 00:08:58.340 mastery of facts and procedures. If you feel 00:08:58.340 --> 00:09:01.240 safe, respected, connected with your peer group 00:09:01.240 --> 00:09:04.720 or your teacher, your brain is literally more 00:09:04.720 --> 00:09:07.740 open, more receptive to taking cognitive risks 00:09:07.740 --> 00:09:10.419 and absorbing complex stuff. And the opposite 00:09:10.419 --> 00:09:13.340 is true too, presumably. Absolutely. A student 00:09:13.340 --> 00:09:15.860 who feels alienated or maybe intimidated by a 00:09:15.860 --> 00:09:18.399 teacher or peers might mentally just check out. 00:09:18.600 --> 00:09:21.019 Not because the material is inherently too hard, 00:09:21.480 --> 00:09:24.000 but because the emotional context feels too draining 00:09:24.000 --> 00:09:26.740 or even hostile. This context seems viral when 00:09:26.740 --> 00:09:28.759 we look at formal learning environments, like 00:09:28.759 --> 00:09:31.240 schools. Because schools don't exist in a vacuum, 00:09:31.299 --> 00:09:32.879 do they? They're usually designed to reflect 00:09:32.879 --> 00:09:35.360 the dominant culture's norms and its ideas about 00:09:35.360 --> 00:09:38.120 what knowledge matters. They absolutely are. 00:09:38.419 --> 00:09:40.379 And this is where the theory really hits the 00:09:40.379 --> 00:09:42.500 road, particularly in places becoming more culturally 00:09:42.500 --> 00:09:45.600 diverse. When a learner's deeply embedded home 00:09:45.600 --> 00:09:47.919 culture clashes with the sort of institutional 00:09:47.919 --> 00:09:50.580 culture of the school, that conflict isn't just 00:09:50.580 --> 00:09:53.240 a minor disagreement. It can be a real barrier 00:09:53.240 --> 00:09:56.210 to learning. What does that kind of clash actually 00:09:56.210 --> 00:09:58.710 look like in practice? How does a cultural difference 00:09:58.710 --> 00:10:02.029 turn into a learning conflict? Well, it can be 00:10:02.029 --> 00:10:05.129 seemingly simple things, like expectations around 00:10:05.129 --> 00:10:08.370 participation. In some home cultures, showing 00:10:08.370 --> 00:10:11.610 respect means listening silently to the authority 00:10:11.610 --> 00:10:13.769 figure, maybe only speaking when you're directly 00:10:13.769 --> 00:10:16.870 asked a question. But in a typical Western classroom, 00:10:17.289 --> 00:10:20.070 the school culture often values active participation. 00:10:20.250 --> 00:10:22.450 Frequent discussion, maybe even challenging the 00:10:22.450 --> 00:10:24.830 teacher's points. Ah, OK. So the student who's 00:10:24.830 --> 00:10:26.909 following their deeply embedded cultural norm 00:10:26.909 --> 00:10:29.070 of respectful listening, they might get labeled 00:10:29.070 --> 00:10:32.070 as unengaged or too quiet, even if they're actually 00:10:32.070 --> 00:10:34.570 profoundly engaged, just in their own culturally 00:10:34.570 --> 00:10:37.570 appropriate way. So the very criteria for showing 00:10:37.570 --> 00:10:40.549 something are fundamentally different. And that 00:10:40.549 --> 00:10:43.169 mismatch could seriously impact the learner's 00:10:43.169 --> 00:10:45.870 motivation, their self -perception, even if they 00:10:45.870 --> 00:10:47.909 understand the material perfectly well. It creates 00:10:47.909 --> 00:10:50.179 a kind of cognitive tax, you could say. The learner 00:10:50.179 --> 00:10:53.559 has to spend mental energy just trying to navigate 00:10:53.559 --> 00:10:56.340 these conflicting social expectations before 00:10:56.340 --> 00:10:59.179 they even get to the academic content itself. 00:10:59.720 --> 00:11:01.840 And you see similar conflicts around things like 00:11:01.840 --> 00:11:05.580 assessment bias or whether a school values memorization 00:11:05.580 --> 00:11:08.210 versus, say, creative problem solving. These 00:11:08.210 --> 00:11:10.490 are all subtle social messages about what good 00:11:10.490 --> 00:11:12.649 thinking looks like in that context. It's also 00:11:12.649 --> 00:11:14.929 clear from this that if knowledge is so inherently 00:11:14.929 --> 00:11:17.129 social, then our learning environment should 00:11:17.129 --> 00:11:19.730 be intentionally designed to use these relationships, 00:11:19.809 --> 00:11:22.250 not fight against them. It seems to imply we 00:11:22.250 --> 00:11:24.710 should maximize chances for social scaffolding, 00:11:24.850 --> 00:11:27.090 peer teaching, structured group projects, that 00:11:27.090 --> 00:11:29.509 sort of thing. Absolutely. The research strongly 00:11:29.509 --> 00:11:32.049 suggests the ideal learning environment isn't 00:11:32.049 --> 00:11:34.210 one where you just sit alone absorbing facts 00:11:34.210 --> 00:11:36.850 passively. It's one where you're challenged to 00:11:36.850 --> 00:11:40.029 articulate ideas, debate them, apply knowledge 00:11:40.029 --> 00:11:42.590 and coordination with other people. Because, 00:11:42.769 --> 00:11:44.950 well, that aligns with how our brains actually 00:11:44.950 --> 00:11:47.690 evolve to function best. This has been a really 00:11:47.690 --> 00:11:50.549 fascinating deep dive. It truly reframes how 00:11:50.549 --> 00:11:53.029 we see the individual learner. You just can't 00:11:53.029 --> 00:11:54.690 separate them from their social environment. 00:11:55.230 --> 00:11:58.320 We started with that foundational idea. Human 00:11:58.320 --> 00:12:00.559 intellectual skills are basically an adaptation 00:12:00.559 --> 00:12:03.659 to social needs. Then we saw how culture shapes 00:12:03.659 --> 00:12:05.940 the very criteria for all knowledge, even our 00:12:05.940 --> 00:12:08.240 most private thoughts. And finally, we looked 00:12:08.240 --> 00:12:11.139 at how specific social relationships influence 00:12:11.139 --> 00:12:13.259 everything from motivation and emotion right 00:12:13.259 --> 00:12:15.299 through to understanding facts and procedures. 00:12:15.759 --> 00:12:17.200 Yeah, it makes it pretty clear that knowledge 00:12:17.200 --> 00:12:20.379 is only truly understood. and retained and applied 00:12:20.379 --> 00:12:22.519 effectively within some kind of social framework. 00:12:23.019 --> 00:12:25.059 That old assumption of the purely isolated learner, 00:12:25.340 --> 00:12:26.840 it just doesn't hold up when you look at the 00:12:26.840 --> 00:12:28.860 evidence from cognitive science and learning 00:12:28.860 --> 00:12:31.580 science about how humans actually develop and 00:12:31.580 --> 00:12:33.799 think. So here's a final provocative thought 00:12:33.799 --> 00:12:35.779 for you to explore as you go about your day. 00:12:36.139 --> 00:12:39.100 If culture and social norms shape how and what 00:12:39.100 --> 00:12:42.059 we think, even when we're working totally alone, 00:12:42.740 --> 00:12:44.759 consider the last time you thought you had a 00:12:44.759 --> 00:12:47.730 truly original, maybe groundbreaking idea. How 00:12:47.730 --> 00:12:50.750 much of that idea was actually built maybe unconsciously 00:12:50.750 --> 00:12:53.730 on the embedded cultural values, the specific 00:12:53.730 --> 00:12:56.149 language you use, the social criteria for what 00:12:56.149 --> 00:12:58.330 even counts as original, that you've acquired 00:12:58.330 --> 00:13:00.250 over your lifetime without ever really thinking 00:13:00.250 --> 00:13:03.350 about it? Something to definitely ponder. The 00:13:03.350 --> 00:13:05.629 very framework you use to judge the newness of 00:13:05.629 --> 00:13:08.370 your own idea is decades in the making, shaped 00:13:08.370 --> 00:13:11.090 by countless social interactions. We hope this 00:13:11.090 --> 00:13:13.070 deep dive helps you maybe recognize and apply 00:13:13.070 --> 00:13:15.279 this knowledge moving forward. especially in 00:13:15.279 --> 00:13:17.000 how you think about structuring your own learning 00:13:17.000 --> 00:13:18.279 or even your work environments.