Traditional learning is based on the intense cramming of information. Science has proven that this leads to forgetting. Research in how our memory works has demonstrated the best way to learn is with short lessons spaced-out over time.

Research and publications:

• More than 100 years of distributed practice research have demonstrated that learning is powerfully affected by the temporal distribution of study time. More specifically, spaced (vs. massed) learning of items consistently shows benefits, regardless of retention interval, and learning benefits increase with increased time lags between learning presentations. Distributing learning across different days (instead of grouping learning episodes within a single day) greatly improves the amount of material retained for sizable periods of time; the literature clearly suggests that distributing practice in this way is likely to markedly improve students' retention of course material. 1
  
  
• [Space learning] The idea is based on scientific breakthroughs that suggest a gene in the brain the Creb [corr] gene can be developed with short lessons followed by periods of brain inactivity. 2
  
  
• People have only about an eight-minute attention span. We know that after eight minutes, minds wander. Yet we've continued lecturing to glassy-eyed students simply because that's the way we were taught. 3
  
  
• The North Tyneside school is thought to be the first to adopt the pioneering method called space learning, which is based on research published in the U.S. two years ago. Head-teacher Dr. Pau Kelly said half a years worth of lessons are condensed into the eight minutes, giving pupils a sweeping overview of the subject. 4
  
  
• ...behavior is changed, and performance improvement begins, usually in just eight minutes. 5
  
  
• Pulling this all together [referring to their teaching model] . . . you get a significant, observable performance improvement in about 4-8 minutes. 6

Wisdom Scientific programs written or audio utilize these scientific breakthroughs. Now, you can maximize your happiness through learning daily one eight-minute lesson.

Additional information and sources:

1. Distributed Practice in Verbal Recall Tasks: A review and Quantitative Synthesis. By Nicholas J. Ceped, University of California, San Diego and university of Colorado at Boulder, Harold Pashler, Edward Vul, and John T. Wixted, University of California, San Diego, and Doug Rohrer, University of South Florida. Psychological Bulletin, 2006, Vol. 132. No. 3, 334-380. The American Psychological Association.
   
   The authors performed a meta-analysis of the distributed practice effect to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles.
   
   
2. Eight-minute lessons are key to grades. By Dan Warburton, The Journal, Oct 8, 2007. www.journallive.co.uk.
   
   
3. Arizona State University Research. Grabbing Science. By Lindsey Michaels. ASU Research E-Magazine, Winter 1997. www.researchmag.asu.edu.
   
   Educators at the Arizona State University, supported by a $5 million dollar grant from the National Science Foundation, have determined that eight-minute learning modules are the optimal time for maximizing information retention.
   
   
4. Schools Crams Four Months of Learning into just Eight Minutes Lessons. By Paul Sims. Daily Mail, October 8, 2007. www.dailymail.co.uk.
   
   
5. Eight Minutes to Performance Improvement. By William Seidman and Michael McCuley, Performance Improvement, Volume 42, Number 6, Wiley Periodicals, Inc. A Wiley Company.
   
   
6. Personal correspondence. William Seidman, Ph.D. February 29, 2008.

Imagine trying to learn how to swim or drive a car from reading a book you cant. You need to get out there and actually do it. Our self-improvement programs involve you in the process of learning. You give your focused attention, and in turn, you get an experience that leads to the positive change you seek.

• At the University of Chicago and elsewhere in the past fifteen years, a group of colleagues and I have been studying some questions that most psychotherapist don't like to ask out loud. Why doesn't therapy succeed more often? Why does it so often fail to make a real difference in peoples lives?. . . What is this crucial difference. . . The difference is how they [the therapists] talk. And that is only an outward sign of the real difference [which is]: what the successful patients do inside themselves. . . [T]his uncommon skill, this internal act, not only is useful in a psychotherapists office, it is a way of approaching any problem or situation. 1
  
  
•  [M]y main function is to help them [clients] change and that I do not have any solid, scientific evidence to believe that talk, leading to insight, necessarily produces change. . . Often in traditional therapy, when years of talk, supposedly leading to insight in order to produce change, have not accomplished this, the prescription is more of the same. And clients strangely enough buy this wholeheartedly. When these experienced clients are exposed to the New Hypnosis [which is based on personal discovery and interaction with the problem], they need some time to diminish the talking and increase the experiencing during the therapy session [this leads to positive change]. 2
  
  
•  In every attempt at psychotherapy there is always the need to utilize the common experience and understandings that permeate the pattern of daily living, and to adapt such utilization to the unique needs of the individual patient. 3
  
  
• [T]he subjects [the person experiencing the process of change] point of view, hypnosis could be viewed as a state of focused awareness on whatever is immediately relevant, in which previously unrecognized psychological and physiological potentials are accessed to some avolitional [something just happens] extent. 4
  
  
• When a person is engaged in the process of change in an unexpected way, merely through the focusing of his or her mind on that which is important, the desired change occurs.
  
  
• How people learn in education systems is dominated by a very restricted approach from a neurological perspective: literally a medieval approach to learning, emphasizing the exposition of knowledge a set of facts, subjects and formal rules knowledge that should be remembered and declared. This taught, it is easier to measure but arguable less important than other ways humans learn. For example, procedural memory (loosely speaking skills) is often neglected. Such skills are sometimes difficult to state as facts or to assess with a grade or mark, but that does not stop them being extremely powerful learning mechanisms. 5
  

Wisdom Scientific self-improvement programs are unlike other self-help products. Your positive change comes through self-growth. Our programs don't always entertain but they work.

Additional information and sources:

1. Focusing. By Eugiene T. Gendiling, Ph.D, University of Chicago. Bantam Books. 1981. Page 3.]
   
   
2. The New Hypnosis. By Daniel L. Aroaz. Bruner/Mazel Publishers. 1985. Page 81.
   
   
3. Innovate Hypnotherapy. The Collected Papers of Milton H. Erickson on Hypnosis. Volume IV. By Milton H. Erickson. Irvington Publishers, Inc. 1980. Pager 397.
   
   
4. Developing Ericksonian Therapy. State Of The Art. Edited by Jeffrey K. Zeig and Stephen R Lankton. Bruner/Mazel Publishers. 1988. Page 356.
   
   
5. Making Minds. Whats wrong with education and what should we do about it? By Paul Kelley. Routledge. 2008. Page 47.

Scientists have identified two types of learning that are critical to the successful acquisition of information. They know the "left/conscious" side of the brain understands logic and the "right/subconscious" side of the brain creates feelings and attitudes. Wisdom Scientific self-improvement programs written or audio engage both sides of your brain making the achievement of your goal easy and long-lasting.

• Following the pioneering split brain research of Roger Sperry and others, it is now widely accepted that one (usually he left) hemisphere of the human neocortex specialized in higher-order symbolic processes (language, mathematics, and analytic logic), while the other (usually right) hemisphere is more adept at space-time relationships (rhythm, form, and synthetic operations). . . What is particularly fascinating is the fact that the two hemispheres appear to function as independent higher brains with very different styles of operation. 1
  
  
• [T]heir [referring to individuals that learn primarily with their emotional mind] time sense is primarily the present; past, present, and future are telescoped into now. The major premises in their life (myth-belief constellation) tend to value affect [emotion] rather than cold logic. They are relatively prone to accept control from others and to trust others, to suspend critical judgment as they affiliate with new information; and to have rich imagination. . . On the other hand [referring to individuals that learn primarily with their intellectual mind] tend to value brain over heart. . . . They prefer to control others; are less prone to trust; constantly utilize critical judgment in the assimilation new information. . . They value their sense of responsibility, and tend to stick to commitments once they make them. . . The mid range group . . . have personality features that represent a mixture of the less extreme attributes . . . 2
  

All people use to a greater or lesser extent both styles of learning intellectual and emotional and benefit from being taught using both modalities (full-mind learning).

Wisdom Scientific self-improvement programs educate your full mind the intellectual mind and emotional mind transforming emotional pain and relationship conflict into happiness and relationship harmony. You learn easily and the positive results are long-lasting.

Additional information and sources:

1. Human Change Process. The Scientific Foundations of Psychotherapy. By Michael J. Mahoney. Basic Books, a division of Harper Collins Publishers.1991. Page 433. This book is a monumental work and one of the most important scholastic contributions to understanding human behavior and applied psychology made in this century.
   
   
2.  Trance and Treatment. The Clinical uses of Hypnosis. Herbert Spiegel. By M.D., and David Spiegel, M.D. American Psychiatric Press, Inc. 1978. Page 329.

This book is a classic in the field of hypnosis and learning that lead to personal change.

Every civilized society has absolute standards that are used to guide and judge the behavior of its citizens. For example: Not to kill or injure others, not to steal, to honor parents, and to care for the needy. These absolute standards, and others, are recognized as universal principles. Wisdom is living in harmony with these universal principles.

Research and publications:

• Now for my call to inaction [addressing fellow scientists editors note]: most scientists will concede that as powerful as science is, it can teach us nothing about values, ethics, morals or, for that matter, God," according to Eric Cornell, Nobel Prize winner for Physics in 2001. Don't go about pretending otherwise. 1
  
  
• Universal principles tell us how to use that which science has discovered and invented. Living with material abundance is one thing. Knowing how to use it correctly, leads to health and happiness. This is called wisdom.
  
  
• More people are learning in more institutions, secular and religious, than ever before but the quest seems to be for skills, facts, at the very best, knowledge. Who would not be embarrassed to say that his or her ultimate quest was for wisdom, for something more profound, more challenging, more engaging than mere facts can provide? Our society is gleefully self-satisfied and complacent. . . Science and technology have yielded enormous benefits to society. We are healthier, live longer, are better informed and communicate more easily over greater distances. Now we only have to figure out what it all means. And that will require "wisdom. 2
  
  
• No one is an isolated being standing alone in the center of his own universe; there is always some interaction between that person and the outside world. The quality of the relationships which are established in this interaction determines that persons well-being. . . If a person takes into account his own interests as well as the interests of the other and in that way establishes an equilibrium of mutual interests, he earns merit and is entitled to the acknowledgement of the other. 3

The author of the above, Ivan Boszormentyi-Nagy, was a towering figure in the early years of family therapy. At the heart of his work was incorporating ethical principles to govern relationships. According to him, when individuals behave in responsible and trustworthy ways they earn the merit needed to succeed in relationships.

When your life is based on wisdom, you live in sync with this great universe and its a good feeling. Wise individuals are happier, healthier, and better prepared for everything that comes their way.

Additional information and sources:

1. What Was God Thinking? Science Can't Tell. By Nobel Prize Winner Eric Cornell See, Time Magazine, November 2005.
   
   
2. Why We Need Wisdom. By Professor Paul Socken, University of Waterloo, Canada. Canadian Jewish Tribune.]
   
   
3. Balance in Motion. Ivan Boszormentyi-Nagy and His Vision of individual and Family Therapy. By Ammy van Heusden and ElseMarie van den Eerenbeemt. Bruner/Mazel Publishers. 1987. Page 43.

When you learn only that which you need to achieve your goal, the entire educational process is made significantly easier. When learning is easy, you learn more about what you need to . . . and with much less effort.

• The first logical outcome would be that being concise is best for learning that learners are presented with what is essential. This relates to learning quickly, but has the advantage of removing elements that could be distracting. . . This tallies with most peoples experience of good teachers, books and online content: they are very clear and make even intricate things seem simple. 1

When writing the curriculum for each Wisdom Scientific self-improvement program, as much attention has been given to what not to include, as to what to include. When learning is easy, its quick and successful.

Additional information and sources:

1.  Making Minds. Whats wrong with education and what should we do about it? By Paul Kelley. Routledge. 2008. Page 163.