Form the moment of birth, to the day we die, we're learning .
It is reasonable to expect then, that the skill of how to learn is known by all. Study tech. is learning how to learn. Once you know that, you can know pretty much know anything your heart desires.
Here is a question I ask, "why are our children are not taught the basics of study tech. at school?"
Why is study tech. not understood and used as a common tool in life for people of all ages and acedemic levels?
Ha, speculation on the "Whys" will not help the delemea, however learning study tech. will.

I wish to bring your attention to this because until I understood the idea of study technology, I did not know what I was missing out on... I'd like you to see it too. Maybe if you read a little further I can show a few tips on study, and stir you couriousity to know some more.. The basics of study are really self evident, the kind of stuff that makes you think... "A-ha, I knew that! Yes, but of course, it was right there all along and I've been on this track." For example, when you are reading something and there is a word you have not heard of before, do you stop to find out what this word is? Will you reach for a dictionary, will you ask what was said, do you seek out clarification of what you missed? If yes, then well done to you, becasue you have paused to achnowledge and clarify a gap in comprehansion. The art to learning is to never leave behind mis-understoods...

This material is relevant to everyone engaged in study both as a student and teacher. Regardless of what you are studying, you will have encountered specific difficulties and phenomena that exist for us all. Has anyone ever taught you how to study?
In primary school, secondary or university is there standardized techniques for solving difficulties a student has with his or her study material? Have you ever learnt study guide lines which will quickly detect misunderstandings, glibness ond non-comprehension? Can you tell by an expression of gesture or body language if a student is experiencing difficulties? Can you tell with yourself when you've lost the plot and do you know how to achieve an effective recovery? If you answer no to any of these questions then this brief essay is a good start.


Provide the objects that are related to the subject material!

If one was studying about cats for example, it is wise to have a cat to observe, touch and experience while engaged in the study of cats. The presence of the cat will communicate more in a few moments than could be learned in hours of studying text alone. Try understanding the smell of a cat by reading about it! Photographs, pictures and videos help as they are a thin substitute for the cat, but the printed text or spoken word are no substitute for a cat. To study any subect without the presence of the associated objects is difficult on the student!
Physiological and mental reactions generated by this are easily observed in a student suffering from a lack of object. It will make one feel squashed, spiny, kind of dead in the head and even exasperated. You may even suffer from headaches, sometimes dizziness and the eyes may hurt. If you are studying the objects and doingness of something without the substance present, this will be the result.

Do not over reach the study gradient 

It sounds so very simple and obvious, but don't underestimate the significance of this, particularly in the field of applications, (doing). By the time one has "lost it," the gradient has been over reached. What you appear to be having trouble with is not what you've missed. The skipped gradient occurred on some prior lesson! e.g. whilst learning how to tie a bowline knot, one put the tail through the wrong loop. Confusion soon occurred when one proceeded onto the double bowline as it never seems to tie correctly.
One has become confused with this, but it's caused by a misunderstanding created in the earlier lesson. The physiological reaction associated with this is confusion and reelingness. It's remedy is to cut back the gradient by finding out where the student was not confused. Where was he last doing really well, and at what point was a new concept or action introduced which was not fully comprehended or correctly applied?

Never study past a word you do not fully know!

Words are the building blocks of language and when a word is misunderstood, the comprehension of a text can be corrupted, even entirely lost! Words communicate understanding providing the words themselves are comprehended accurately. When a student reads past a misunderstood word, the text immediately following will often be blank. So pronounced are the physiological and mental reactions to this, people may loose interest and even leave their study, and unwilling to return!
This phenomenon of misunderstood words pervades every aspect of life.
It is not only a study barrier, this is tied into every aspect of our existance! Staff who leave their jobs suddenly without cause, accidents and even illness stem from misunderstandings. It is responsible for aptitude or the lack of it in any given subject or activity and profession. Stupidity has a direct relationship, and a persons inability is hung all but exclusively upon the non-comprehension's accumulated from mis-understood words. A mis-understood word gives one a distinctly blank feeling, all washed out or a not there sensation. Following that, a nervous hysteria may be felt and the desire to leave the area will soon arise. Disconnection from the area will manifest itself if not physically (by actually leaving) then certainly mentally by the student's daydreaming and general state of elsewhereness.
Find and clear up a persons misunderstoods on any given subject or area in life and like a miracle, their aptitude, understanding and responsibility levels will rapidly recover! So these are simple, fundamentals of study technology. !!!!!!

Know them.

Use them!!!!!!

When applied honesty, these three simplicities will get you through most difficulties you will encounter with any field of study.