Summary of a book, Ultra learning, written by Scott H. Young.

Chapter I: Can You Get an MIT Education Without Going to MIT?

The author shares his personal story of how he learned the entire MIT undergraduate computer science curriculum in one year using online resources, without attending the school or paying tuition. He calls this project the MIT Challenge, and explains his motivation, methods, and results. He also introduces other examples of people who have achieved remarkable feats of learning through self-directed and intense approaches, such as Benny Lewis, who learned four languages in one year by speaking only the target language from day one, Roger Craig, who broke records on Jeopardy! by analyzing data and using spaced-repetition software to memorize facts, and Eric Barone, who created a bestselling video game by mastering multiple skills alone. The author suggests that these stories reveal the potential of a new way of learning that he calls ultralearning.

Chapter II: Why Ultralearning Matters

The author defines ultralearning as “a strategy for acquiring skills and knowledge that is both self-directed and intense.” He argues that ultralearning can help people achieve their personal and professional goals, overcome challenges, and fulfill their potential. He also explains the benefits of ultralearning, such as saving time and money, gaining a competitive edge, and enjoying the process of learning. He provides examples of how ultralearning can be applied to various domains, such as career advancement, education, hobbies, and travel. He also addresses some common objections and misconceptions about ultralearning, such as its difficulty, feasibility, and necessity.

Chapter III: How to Become an Ultralearner

The author outlines the nine principles of ultralearning, which are metalearning, focus, directness, drill, retrieval, feedback, retention, intuition, and experimentation. He explains how these principles can help learners optimize their learning process and overcome common obstacles. He also provides examples of how he and other ultralearners have applied these principles in their own projects. He summarizes the principles as follows:

Metalearning: First draw a map. Research the subject you want to learn and plan your learning strategy.

Focus: Sharpen your knife. Eliminate distractions and manage your energy to concentrate on what you’re learning.

Directness: Go straight ahead. Learn by doing the thing you want to learn or something close to it.

Drill: Attack your weakest point. Identify and improve your specific weaknesses within a skill.

Retrieval: Test to learn. Use testing to enhance your memory and recall of information.

Feedback: Don’t dodge the punches. Get clear and objective feedback on your performance and use it to improve.

Retention: Don’t fill a leaky bucket. Review and practice what you learn to prevent forgetting.

Intuition: Dig deep before building up. Develop a deep understanding of the core ideas and concepts before moving on to more advanced topics.

Experimentation: Explore outside your comfort zone. Try new methods, seek new challenges, and test new ideas to expand your knowledge and skills.

Chapter IV: Principle 1—Metalearning: First Draw a Map

The author discusses the importance of metalearning, which is “the process of figuring out how to learn a particular subject.” He suggests that learners should start by researching the subject they want to learn, finding the best resources and methods, setting specific and measurable goals, and creating a plan and schedule. He also warns against some pitfalls of metalearning, such as overplanning, underplanning, and following bad advice. He offers some tips for effective metalearning, such as asking good questions, finding experts and mentors, using multiple sources, and adapting to feedback. He illustrates how he applied meta learning in his MIT Challenge project by researching the curriculum, finding online courses and exams, setting a deadline and criteria for success, and planning his weekly schedule.