Stephen Bartlett

The point of an educator is to change someone's behavior. And so if you, uh, If you want content to do well in either of these buckets, fundamentally, at least in the education space, you're selling time. So education... is I spent all this time doing this thing to learn these four things that I can give to you so that you don't have to spend this time learning it.

And so education is actually, if said differently, what you do is you buy time. So when you buy, it's the only thing, it's the only way to actually buy time today. So if you want to basically time warp into your future, you have to buy education so that you can buy all of the life experiences from all these people and then not pay for it in your life. You pay for it with...

And so education is actually, if said differently, what you do is you buy time. So when you buy, it's the only thing, it's the only way to actually buy time today. So if you want to basically time warp into your future, you have to buy education so that you can buy all of the life experiences from all these people and then not pay for it in your life. You pay for it with...

And so education is actually, if said differently, what you do is you buy time. So when you buy, it's the only thing, it's the only way to actually buy time today. So if you want to basically time warp into your future, you have to buy education so that you can buy all of the life experiences from all these people and then not pay for it in your life. You pay for it with...

less time by consuming what they have or some money or some combination of those things. And fundamentally, we usually pay with the currency that we value least. And so, interestingly, a rich person values their time more than their money, and so they're willing to pay with money to get time back.

less time by consuming what they have or some money or some combination of those things. And fundamentally, we usually pay with the currency that we value least. And so, interestingly, a rich person values their time more than their money, and so they're willing to pay with money to get time back.

less time by consuming what they have or some money or some combination of those things. And fundamentally, we usually pay with the currency that we value least. And so, interestingly, a rich person values their time more than their money, and so they're willing to pay with money to get time back.

A poor person will also pay for their time and drive around to 10 different gas stations to find the one thing that's 10 cents cheaper or drive to 10 different grocery stores to use whatever coupons. They're valuing their time over their money in that instance. And so...

A poor person will also pay for their time and drive around to 10 different gas stations to find the one thing that's 10 cents cheaper or drive to 10 different grocery stores to use whatever coupons. They're valuing their time over their money in that instance. And so...

A poor person will also pay for their time and drive around to 10 different gas stations to find the one thing that's 10 cents cheaper or drive to 10 different grocery stores to use whatever coupons. They're valuing their time over their money in that instance. And so...

Back to the educator, if you want to be certain or have confidence in any endeavor, you have to do so much volume of activity that it would be unreasonable that you would suck. And if you were to write out the equation of like, okay, how many public speeches would I need to give for it to be unreasonable that I would suck? Is it 10? Is it 100? Is it 1,000?

Back to the educator, if you want to be certain or have confidence in any endeavor, you have to do so much volume of activity that it would be unreasonable that you would suck. And if you were to write out the equation of like, okay, how many public speeches would I need to give for it to be unreasonable that I would suck? Is it 10? Is it 100? Is it 1,000?

Back to the educator, if you want to be certain or have confidence in any endeavor, you have to do so much volume of activity that it would be unreasonable that you would suck. And if you were to write out the equation of like, okay, how many public speeches would I need to give for it to be unreasonable that I would suck? Is it 10? Is it 100? Is it 1,000?

Write the number that you're like, there's no way that I would suck after this many. And then all of your effort gets really narrowed, commitment, elimination of alternatives, focus, turn down quality and quantity of other things, to just doing that.

Write the number that you're like, there's no way that I would suck after this many. And then all of your effort gets really narrowed, commitment, elimination of alternatives, focus, turn down quality and quantity of other things, to just doing that.

Write the number that you're like, there's no way that I would suck after this many. And then all of your effort gets really narrowed, commitment, elimination of alternatives, focus, turn down quality and quantity of other things, to just doing that.

And the key part of this is not just to do the 1,000, but after every 10 or every 20, looking at the top 10 or 20% and saying, what did I do well there? Because you have to have the feedback loop. Otherwise, it's not just doing 100 reach-outs. You have to do 100 reach-outs and then look at what worked and then do more of what worked. And so for the parent versus the practitioner component of this,

And the key part of this is not just to do the 1,000, but after every 10 or every 20, looking at the top 10 or 20% and saying, what did I do well there? Because you have to have the feedback loop. Otherwise, it's not just doing 100 reach-outs. You have to do 100 reach-outs and then look at what worked and then do more of what worked. And so for the parent versus the practitioner component of this,

And the key part of this is not just to do the 1,000, but after every 10 or every 20, looking at the top 10 or 20% and saying, what did I do well there? Because you have to have the feedback loop. Otherwise, it's not just doing 100 reach-outs. You have to do 100 reach-outs and then look at what worked and then do more of what worked. And so for the parent versus the practitioner component of this,

even if you're starting out, you can have confidence in what you're doing because you derived the solution. And you can actually answer why you do something. So if you cannot explain why you believe what you believe, it's not your belief, it's someone else's. And so most people, I would say, parrot the vast majority of the things that they say because, and to be fair, that's how humans learn.