Alex Lawsen on his advice for students

Core Philosophy and Goal Setting

• Optimize for specific goals rather than generic effort: Students should explicitly define their goal for any task (e.g., "learn the subject" vs. "pass the exam") and adjust their effort accordingly.
  • If the goal is merely to avoid punishment or pass a non-essential subject, "half-assing" the work to achieve a sufficient grade is a rational strategy.
  • If the goal is deep understanding, the strategy must shift to maximizing comprehension over aesthetic presentation.
• Balance "looking smart" with "learning": Prioritizing the appearance of intelligence often hinders learning by discouraging students from asking basic questions.
  • Asking "stupid" questions in front of peers or teachers is essential for rapid clarification and long-term mastery.
  • Uncertainty is a signal to seek clarification immediately rather than hiding it to maintain a facade of competence.
• Dynamic focus shift across the academic year: The optimal learning strategy changes as the academic term progresses.
  • First two-thirds of the year: Focus on deep understanding, conceptual connections, and the "why" behind the material.
  • Final third of the year: Shift focus to exam-specific reproduction, past papers, and specific question formats.
  • This transition should be continuous rather than a sudden switch at a fixed date.

Study Strategies and Exam Preparation

• Effective Exam Practice:
  • Simulation: The most effective preparation mimics the exam environment: untimed or timed, no notes, unfamiliar questions.
  • Review Method: After completing a paper, students should rewrite the solution using maximum resources (notes, time) to identify exactly where knowledge gaps exist ("cheating your way to the finish").
  • Error Analysis: Distinguish between "technical mistakes" (slips, brain farts) and "conceptual mistakes" (flawed approach). Only conceptual mistakes require deep interrogation using the prompt "Do You See Why?" (DYCW).
• Overcoming Passive Study Habits:
  • Avoid "False Productivity": Re-reading textbooks or making pretty notes does not build recall ability and often creates a false sense of security.
  • Active Recall: Use tools like Anki for spaced repetition to move information into long-term memory.
    • Anki should be used for "vocabulary" (key concepts, definitions, proofs) to free up cognitive load for problem-solving.
    • The goal is understanding the concept behind the term, not memorizing the exact wording of a definition.
• Question Creation: Students can test their mastery by attempting to write their own exam questions, forcing them to understand the testing criteria and knowledge required.
• Managing Stress and Motivation:
  • Permitting Rest: Students experiencing burnout are given explicit permission to stop working if their current output is unproductive; "doing nothing" is preferable to "working while burnt out."
  • The "Work-Play" State: Avoid the trap of being partially relaxed and partially guilty; choose to genuinely rest or genuinely work.
  • Graduated Lists: Create a ranked list of revision tasks from low-energy/low-difficulty (e.g., watching educational videos) to high-energy/high-difficulty (e.g., full past papers) and execute the hardest task possible given current energy levels.
  • Institutionalizing Habits: Use high-motivation periods to set up low-friction environments for future low-motivation periods (e.g., pre-printing papers, setting phone bookmarks to study sites).

Navigation of Education Systems and Careers

• Exploration vs. Specialization:
  • Students should maximize "exploration" (trying new subjects, interests) before "exploitating" (specializing) to avoid premature commitment.
  • In systems like the UK where specialization happens early (age 16), students should choose subjects that keep the widest range of university options open rather than picking a specific major.
  • Making mistakes is a necessary part of exploration; if a student is not making mistakes, they are likely not trying enough new things.
• Dealing with Teachers:
  • Bad Teachers: Students should still extract value by presenting fully attempted problems for specific feedback rather than expecting general instruction.
  • Good Teachers: Students should use them for high-level feedback on strategy and success criteria, not just content answers.
  • Self-Evaluation: A good teacher provides clear success criteria, allowing students to self-assess their progress.
• Interview and Admissions Prep:
  • Preparation Value: Entrance tests for elite institutions (e.g., Oxford/Cambridge) are problem-solving skills that can be significantly improved through deliberate practice.
  • Zero-Sum Context: While helping students is a zero-sum game, providing transparent advice on practice levels is ethically positive compared to opaque coaching.
  • Problem-Solving Framework: A structured four-step process (understand, plan, execute, review) is essential for tackling novel physics/math problems in interviews.
• Career Advice for Young People (Effective Altruism Context):
  • Delay Specific Commitment: Young students should avoid fixing a specific career path too early; the value of "option value" and exploration is highest at this stage.
  • Skill Building: Focus on building versatile skills (e.g., programming, academic credentials) and self-knowledge (strengths/weaknesses) that allow for future adaptation.
  • Instrumental Goals: Treat school grades as instrumental goals (tools to access universities) rather than intrinsic goals, allowing students to prioritize meaningful interests if possible.
  • Community Engagement: 16+ year olds can benefit from reading core texts (e.g., Doing Good Better, Poor Economics) and discussing them with peers, but should be cautious about engaging with adult-heavy online communities.

Personal Development and Mental Health

• Self-Discovery: Recognizing personal cognitive profiles (e.g., difficulty with planning, need for social interaction) allows for tailored study strategies.
  • If planning is difficult, externalizing plans (e.g., flexible time blocks, "free zones") is necessary.
  • Social learning can replace solitary study for those who thrive on interaction.
• ADHD and Support:
  • Struggles with motivation or focus may indicate neurodivergence (e.g., ADHD); seeking diagnosis and support can be life-changing.
  • Asking for help is a valid strategy when facing persistent difficulties that cannot be overcome by willpower alone.
• Goal Framing: Use "process goals" (weekly actions) rather than "terminal goals" (perfect grades, university admission) to maintain motivation and reduce anxiety.
  • Example Process Goal: "I will learn from every mistake made in homework this week" rather than "I must get 100% on the final."
• Psychological Resilience:
  • Practicing under stressors (e.g., noisy environments, time limits) can build confidence for the actual exam.
  • Confronting the "worst-case scenario" rationally can reduce the perceived stakes of failure.

Tools and Resources Recommended

• Anki: Essential for spaced repetition of key concepts and vocabulary.
• Websites:
  • Student Room: Subject-specific advice forums (maths/physics) for peer help.
  • Physics Forums: Undergraduate-level problem discussion.
  • Three Blue One Brown: High-quality math visualization videos.
  • Effective Altruism Forum: For those interested in career planning (best accessed via bookmarks).
• Books:
  • Doing Good Better by Will MacAskill.
  • The Alignment Problem by Brian Christian.
  • Poor Economics by Abhijit Banerjee and Esther Duflo.
  • Measured Tones (regarding physics of music).
• Competitions: Entering Olympiads (Maths, Physics) even if unprepared is a valuable "exploration" exercise to test one's limits.