Teach verbs and principles instead of nouns. By teaching how things work and how they interact, we help students transform static facts into dynamic understanding that can be applied in multiple areas of life.
Think about how we traditionally learn: we often focus on remembering the names of things first.
Andrew Huberman, a neuroscientist teaching at Stanford University, recommended the idea of "teaching verbs and rules instead of nouns". For example, instead of just knowing the names of molecules, we should first learn the rules and verbs of the molecules when learning about complex systems like the nervous or immune system.
This also aligned with my own learning experience.
When I was learning a new field, I found learning about "what can this thing do" and "what is the relationship between this thing and other things in this field" is more helpful than just knowing the names and definitions of the things.
Josh Waitzkin, a former chess grandmaster, also provided an example from the realm of chess. When teaching about the chess pieces, instead of just stating how the knight and bishop move, he will teach about the nature of relativity, interdependence, and dynamic quality through their interactions.
Waitzkin elaborated that by teaching through these broader principles (the "verbs" and underlying rules), the learner not only understands the specific aspects of chess but also universal principles that can be applied to various aspects of life.
He suggested that this approach prevents the mind from being trapped within the specific domain (in this case, the 64 squares of the chessboard) and instead teaches about life through that domain.
In essence, teaching verbs and rules instead of nouns is about going beyond mere identification to understand the dynamics, relationships, and actions within a system. This approach enables a deeper and more transferable understanding.