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Developing a genius mindset essentially comes down to two things: operating at speed and using the subconscious mind more than the conscious. This intuitive or relaxed approach to study is the polar opposite of traditional and mainstream forms of education. Apart from some artistic subjects like music or dance, learning institutions generally require pupils to concentrate hard at all times. In other words, students have no choice but to always use their conscious minds, thereby suppressing the great reservoir of the subconscious.

When we are forced to think s-l-o-w-l-y like this our brain functions at well below optimum levels. That’s why school students often feel exhausted as studying in this fashion is incredibly draining. But how can we feel mentally drained when neuroscientists and brain researchers agree we each only use a tiny percentage of our brain?

Those who have read The Orphan Trilogy will recall our orphans often go into a daydream state whenever they need answers to life-and-death situations. This is because when you defocus you allow your intuitive self, or your subconscious mind, to deliver you the answers you need. It just happens, without reaching for it.

We’ve all experienced pondering a problem all day long only to find we receive the solution when forgetting about the problem and thinking of something else. When we stop concentrating so hard, we allow our subconscious to flourish, and those who do this more than others are sometimes called geniuses.

As head of the Pedemont Orphanage, Tommy Kentbridge says to his students in The Orphan Factory, “The subconscious mind is where all higher intelligences exist. Every genius throughout history � Tesla, Einstein, Da Vinci � tapped into the infinite power of their subconscious minds.�

Studies have shown the subconscious mind can process around 11 million bits of information per second. The conscious mind, however, can only process about 15 to 16 bits of information per second. Quite a difference!

One of the best ways to bring the subconscious mind into the equation is to outrun the conscious mind by going so fast it literally can’t keep up. So, at Chicago’s Pedemont Orphanage, our orphans do everything at speed. They’re also taught how to learn things indirectly instead of directly. By skirting around the edges of complex subjects, the children never get information overload or lose their way.

As we wrote in The Ninth Orphan, “In the tradition of Leonardo da Vinci and history’s other great polymaths, the children were taught how to fully understand anything by using an advanced mental technique where they would simply life their minds into comprehension.�

To life your mind into comprehension is once again the polar opposite of modern education systems which imply there’s only one way to learn: consciously and with intense concentration.

While this indirect way of learning may sound flaky, it is actually backed up by hard science and is not remotely mystical. This approach is about brainwaves and understanding, or recognizing, the optimal state for learning. When you hit the right groove, it’s possible to learn quickly and in a satisfying, even enjoyable, fashion.

It is that singularity of mind top sportsmen and martial arts masters achieve. Psychologists sometimes refer to this ultimate mental state as the zone, but it’s really just about having the most effective brainwaves for learning.

Any time study feels laborious the student is most likely in the beta brainwave, which occurs when the conscious mind is governing. A beta-dominant mind is the perfect recipe for mediocrity and boredom.

The subconscious mind comes into play in other less common brainwaves such as alpha, gamma, theta and delta. These brainwaves have also been shown to be activated when test subjects are laughing, daydreaming, meditating, singing, dancing or spontaneously moving about. Now how many math or English teachers would tolerate those activities in their classrooms?

What if there really is a much quicker, less methodical way of learning that allows you to learn without learning?

Sounds paradoxical, doesn’t it?


"All the activities the orphans participated in were performed well beyond average speed, be it playing chess, reading books, doing martial arts or learning languages. Kentbridge and specially recruited tutors would push their young charges at accelerated speeds so their conscious minds couldn’t keep up. Only when they outran their conscious minds like this could the subconscious kick into action." �The Orphan Factory

Definitely possible for anyone at any age.

Found this quote which ties in with this post and other posts in this 'Increasing IQ' section of the group:

“For nearly a century, the science of the mind (psychology) developed independently from the science of the brain (neuroscience). Psychologists were interested in our mental functions and capacities -- how we learn, remember, and think. Neuroscientists were interested in how the brain develops and functions. It was as if psychologists were interested only in our mental software and neuroscientists only in our neural hardware. Deeply held theoretical assumptions in both fields supported a view that mind and brain could, and indeed should, be studied independently. It is only in the past 15 years or so that these theoretical barriers have fallen. Now scientists called cognitive neuroscientists are beginning to study how our neural hardware might run our mental software, how brain structures support mental functions, how our neural circuits enable us to think and learn. This is an exciting and new scientific endeavor, but it is also a very young one. As a result we know relatively little about learning, thinking, and remembering at the level of brain areas, neural circuits, or synapses; we know very little about how the brain thinks, remembers, and learns.� –John T. Bruer, from his 2006 essay In Search of . . . Brain-Based Education

GENIUS INTELLIGENCE: Secret Techniques and Technologies to Increase IQ

"As a result we know relatively little about learning, thinking, and remembering at the level of brain areas, neural circuits, or synapses; we know very little about how the brain thinks, remembers, and learns.� –John T. Bruer, from his 2006 essay In Search of . . . Brain-Based Education

This is why school is Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. We have been Con-evinced that this or that is a measure of genius. We have text takers that can't think. They didn't need to think. They needed to get the right answer. Thinking is messy and takes longer and their is often nothing to show for it...but a walk in the woods.

“Talent hits a target no one else can hit. Genius hits a target no one else can see.� �Arthur Schopenhauer

Sounds like you are advocating ADHD in the classroom, at the end of your article here.

I think we all slow down, when new at a subject and speed up as we become more skilled in its intricacies (move from general awareness to specific).

Memorization requires concentration - discovery of new ideas requires free thought

In the book "The power of Habits" by Charles Duhigg, he has stated this very process of repeating things over and over again till it gets transferred from our conscious part of mind to the subconscious part and it get's processed so fast there that we feel that we aren't putting any effort.
Say when Federer strikes a backhand down the line or when Zlatan fires a goal to the top corner, they have done it a thousand times before and they find it quite easy to repeat it because the exact procedure has been recorded in their subconscious whereas we find it immensely difficult to produce the same swing because we haven't practiced it enough

He states that practice is the thing which transfers the conscious thing we initially do to the subconscious part and so after say 10 years of a job or so, if it is monotonous, the worker finds it effortless to work!

Which would be the best book to read on unleashing the power of our subconscious mind, that is understanding it and reducing the practice process time for the transfer I've mentioned above?

Joe Rogan and Steven Kotler discuss Creativity and Flow States /videos/1171...