How to Think Archives - The Cracked Door

A Tentative Defense of One-Side Advice Arguments

In two recent conversations with friends, each independently mentioned how they have come to value expository writing that maps out all the different sides of a complex issue and explains how various people or schools of thought have navigated the issue, letting the reader explore the various perspectives themselves and forming their own answer. This form of writing is important, but for whatever reason, when I write prose, I have been drawn to a certain type of opposite: presenting a specific side or angle as a persuasive piece in order to nudge the reader to consider that side. This essay is a tentative defense of such one-sided arguments.

Life is complex, and practical or everyday wisdom needs to include multiple, even contradictory, pieces of advice in order to successfully navigate this complexity. Books or other compilations of proverbs as a genre of literature handle this well. A proverb is a one-side suggestion for how to handle a particular situation, and many compilations of proverbs offer conflicting advice over the course of the work.

To a strict logician, this may at first glance seem like a contradiction, but in the complexities of life, two conflicting thoughts can be true in differing situations. For example, the early bird does get the worm, but the slow and steady also win the race. These popular proverbs in US society technically reflect opposite sentiments, but there are times in life when quick action is advantageous and times when slow pacing is more useful.

Everyday wisdom is best when it is well-rounded and can consider the potential values in all, including directly opposing, vantage points. This is where one-sided opinion pieces fit in. They, like a proverb, offer one side or vantage point about how to navigate this complex thing called life, and as such, have value in the tapestry of everyday wisdom.

Society and regular social discourse may favor certain angles or ideas and don’t give other advice or vantage points due consideration. Presenting these left out angles as one-sided pieces counters that tendency and gives this perspective its due. It too may not be the only answer, just like the mainstream angle isn’t, but by unabashedly preventing it in a one-sided way, one counteracts the tendency to ignore and forces people to give it its due.

There are times when encyclopedic maps of the entire landscape of an issue are useful, but such an “in the clouds” perspective does not always meet people where they are when figuring out how to navigate the complexities of everyday life where it occurs. For that, one often needs to trudge along on the ground and explore how each piece of advice is well-adapted to its specific circumstance to determine what lessons (if any) one will glean from it that day. Maybe that is why so many cultures synthesize their everyday wisdom into proverbs, since it precisely reflects what has worked to solve each of the problems of that day.

The Principle of the Five Why’s and How Can You Use It Better Listen to Others

The Five Why’s is a common technique among UX researchers and other qualitative researchers that has personally transformed my approach to conversations. UX researchers interview people all the time, and to understand what they think about something, they always make sure to ask five “why” questions about their opinion in order to get to the heart of their opinion on the matter. Humans often rush into assumptions and judgements about what the other person thinks, and this forces us to slow down and get to the heart of how they view the world.

Let’s consider a classic UX research example. Say you just developed a great new app, and you wanted to see whether people actually find it useful. So, you observe several people using the app and ask them what they think. The first person says, “I find it frustrating.” This is really useful information, but obviously, more details would help even more. So, a natural response would be, “Why do you find it frustrating?”

Say the person gives a quick answer like, “I find the interface confusing, so I can’t do what I want to do” or whatever their frustration might be. This gives you a better understanding of their frustrations, but you can dig even more. According to the Principle of the Five Why’s you should ask at least five follow-up questions about why (or in some cases, how) they feel the way they do.

This allows you to hone in exactly what their underlying needs and expectations are and how well your product meets those needs for them. Now, technically, not all follow-up questions have to be “why”. The idea is that like, “why” questions, ask questions that nonjudgmentally help uncover the underlying reasons for the opinions. For example, in this scenario, I may next ask, “What about the interface do you find confusing?” or “What are you trying to do, and how is it preventing you from doing it?” Both of these are not “why” questions, but they help orient me to understand why the person feels frustrated. Sometimes you have to learn some basic data about what their experience was before you uncover the next level of detail about why they had that experience.

I often use this principle in regular conversations as well. Too often people assume they know what the person is thinking and make assessments based on their initial judgements. Asking follow-up questions forces us to slow down and consider in-depth what that person is trying to communicate. After listening, one can still disagree with a person’s conclusions, but at least you will know why. In almost every situation, I have found at least some points of agreement even when I thought we had opposing, conflictual perspectives.

It also calms you down. In tense conversations, we often simply react. Maybe we presume they meant something hostile and respond in turn. This helps us survive threats but clouds our ability to empathize with others and reason through their ideas. Asking questions allows us to pause and reflect for a few more moments on what else might be influencing where they are coming from.

Feel free to try it in regular conversations, especially potential arguments or other tense conversations. Pause and ask a few “why” questions to understand the layers behind their thoughts before launching into your perspective on the matter. It will change the course of the conversation. Worst case scenario, by the end of it, you will still disagree with them just as much as you did initially, but often you will learn something and will discover a way to carry on nonconfrontationally in a way that involves both of you getting what you want. If you disagree, you have lost little by hearing them out and gained the ability to disagree productively since you now know exactly where the other person is coming from.

Now in every interaction, you don’t have to literally ask five questions. That exact number may not fit every interaction. The spirit of the rule is to ask follow-up questions that force you to engage with the reasons underneath someone’s impressions. For me, I often ask follow-up questions until it feels uncomfortable, until I feel my thoughts well up so strongly within me that I am eager to jump in. Then, I ask just two more follow-up questions. In the unlikely event that I still think they are totally wrong by the end of those two questions, I can jump in with my perspective. This slows me down and forces me to practice more constraint and helps me see a path to empathize and/or disagree in a positive and productive manner.

Seeing People’s Inner Child: De-escalating Adult Conflicts by Addressing Unmet Needs

Many adults still act like children. Some routinely; others only on their bad days. When you see someone lashing out impulsively or defensively when they argue with you, it can be helpful to step back and see their inner child to put their behavior into perspective.

This is not the same as agreeing with them: they still may be wrong. But seeing their tantruming inner child can help you understand what needs they feel are not being met and are causing them to lash out. This can be something you address directly. Figuring out a workable way to acknowledge and maybe address that need within the bounds of your own goals can be a practical way to get through the moment, especially when they are in a position of authority over you. This usually slows them down and helps deescalate the situation.

At the very least, it can help empathize with them. Empathizing is not the same as agreeing, nor is it the same as allowing or enabling any inappropriate behavior they may be doing. It is understanding their behavior enough to see the human inside, often a series of needs screaming to be heard, and confronting it directly. Even if your empathy is not safe to show in the moment or if they reject your empathy, empathetically acknowledging the feelings of another is about maintaining your own humanity and not allowing another’s behavior to curb your ability to acknowledge and address the humanity of others around you.

So, how can this help you respond? Others have spoken at length about how to use understanding to negotiate and reduce conflict (see this for example). One can use empathy to diffuse a situation by acknowledging their side, to demonstrate mutual self-respect, or if necessary, to set proper boundaries for one’s own needs.

Pausing to reflect on the needs the other has can help remove you from the intensity of the situation, which would help you form the nuanced response necessary. It can allow you to understand not only their needs, but your needs and develop an effective strategy for how to meet those needs in the moment. Often, when someone seems to come after us, our bodies move immediately into a reactive, defensive response. The perceived threat puts us into “go mode” and taking an extra second to understand empathetically gives us the space to pull back, assess the situation anew, and use both our emotions and reason to develop a better, strategic response.

Instead of launching, you pause and force yourself to think about it from their perspective, sometimes you realize aspects of your behavior that you do need to address. Worst case scenario, after you reflect for a bit, you still conclude that you are wrong, and in that situation, taking a step back allows you to help confirm that, and you are now in a better mental space to respond appropriately.

The Affluence Trap: Why More Money Doesn’t Always Mean More Freedom

You would think that those who make more money would have less financial troubles, but in many cases, you would be wrong. In surveys, people with higher income often report living from paycheck to paycheck.

This is because many wealthier people succumb to income inflation. This is a common human phenomena where those who make more money spend more on more expensive items and thus feel the need to make even more money. The millionaire struggling to afford the payments to keep his private airplane fueled, if you will.

Why does this happen? In short, because when many people make more money, they get a sense that they should live it up, buying more and more things. This can creep slowly and before you know it, one is spending hundreds of thousands of dollars a year on simple payments.

Whether you are wealthy or of modest means, these are three tricks to counteract this tendency:

The first is to think about what you really want in your life. Too often people assume that because they are wealthier, they should want and do the things that other wealthier people seem to want to and do: to buy a big house in whatever neighborhood is considered “nice,” buy expensive clothes, eat out at fancy restaurants, etc. But are these things you actually want?

It is reasonable to shell out more for better quality or for the things one truly desires in life, but most of the time, more expensive does not mean better quality. Many luxury brands are not better in quality; they are just more expensive, and to a point, many fancier restaurants similarly do not have a similar increase in quality. In situations where the more expensive product has a useful feature for you, it can be worth it to pay more for it, but most often, restaurants or stores that charge more do so because people think of more expensive products as better, not because they are actually better.

Similarly, buy only the specifications that you need. This can include durability: paying a little more for something that will last a long time costs less money in the long run than having to replace it down the line. If you only need a normal computer with normal processing, shelling out thousands of dollars for the latest high-end portable “supercomputer” does not make sense. Some people (like software engineers) may need those specifications, but if you are not one of those people, don’t worry about it. Marketers often convince us to buy products beyond what they actually need.

Second, don’t buy on credit. People should not do this unless they absolutely have to, and those who are making higher incomes do not have to. (The less well-off often get trapped into buying on credit, crippling them with debt, but that is a topic for another article.) Spend the money you have, nothing more and nothing less. I am even hesitant to get out a loan and pay for expensive purchases: purchase what you can afford right now. If you are buying something that takes years to pay back, consider whether that thing is worth being overworked in a crappy yet well-paid job with an obnoxious boss to complete your payments, because that is in effect what you are doing. For example, would you rather have a cheaper used car that still gets you around but retire early? I have a friend who bought a second home in the countryside, which he never visits. Was it really worth it to him to have to work several decades to own a place he doesn’t do much with? No. It was self-defeating: to pay for his new home, he had to work a job that never gave him the free time to enjoy the home in the first place. Many major expenses like cars and a new home may not be worth sacrificing the majority of one’s life to.

Buying experiences like traveling to new parts of the world or having adventures can be a fulfilling yet strategic use of one’s wealth. If you can afford a few thousand dollars, spending it on a trip to some new part of the world you have never been to is likely a far more spiritually enriching use of money than using it for the first month’s down payment on a bigger house in another part of town. If your circumstances change, you can always claw back on experiences, but a mortgage locks you in for decades.

Finally, think for yourself about what is important for you and what you value. Many wealthier people simply enact the narratives of what it means to be wealthy they see around them consciously or subconsciously. They think, “Oh being wealthier means, I get a big house and a fancy car, eat fine foods,” and so on. This traps them into a certain lifestyle where they must work a very selective number of positions that can pay for such a lifestyle. What do you truly find meaningful? It may not be wearing fancy jewelry, and it may not be living in the standard place every other wealthy person lives in.

Like many humans, many wealthy people live with a type of insecurity, as if they have to prove their value to others. This can lead to them showing off their wealth as a sign of their status. “Look at me; I made it.” For those like this, their problem is internal: they need to work on themselves and figure out why they don’t value who they are. If they did value who they are, they would realize how useless and fleeting the approval of others (especially strangers they don’t know) actually is.

For others, they buy the things other wealthy people seem to buy rather than think through what they value and actually want in life. Unsurprisingly, these social expectations are ever expanding: companies will always present us with another thing we need to get until we stop listening to them. Pausing and thinking for yourself about what you actually want knocks us off of that treadmill.

I hope this helps in thinking about how to deal with income inflation. Don’t follow others with means into this trap. Swim against the current of our society telling us to spend spend spend and figure out how to enjoy your life on your own terms.

What You Can Learn about People based on the Questions They Ask

You can learn about some by the questions they ask. You not only learn what people think but more importantly, what people want to know about the world around them. This provides a window into who they are.

Here are a few common patterns of question askers to look out for:

1) Those who ask confirming questions:

When talking with you, these people ask questions to confirm what they already suspect. This can be a sign that they primarily resonate with their own past experiences.

Confirming questions are often close-ended, even yes/no questions. Examples might include:

“Oh you went to Italy. Did you like the pasta? I heard it was fantastic there.”

“Was that exam easy? I found that exam easy when I took it last year.”

These people expect a certain thing to be true, and only ask questions based on their past experiences or what they have heard to be the case. Obviously they may be wrong. For the above questions, maybe you found that exam difficult or did not enjoy or eat much pasta in Italy.

Habitually asking close-ended questions can demonstrate a retrospective orientation: they often consciously or subliminally are thinking about their past experiences, whether their own experiences or the experiences they have heard from others. Either way, their mental process for these questions often involves determining parallels from past experiences and using that to determine what must be the case for you in your situation.

2) Those who ask questions about facts

Another type of question asker asks about the facts or specific details of the situation, including the “who”, “what”, “when”, and “where”. For personal stories, their questions may focus on the details of the environment or on people’s external behavior rather than trying to understand internally what people were thinking or feeling.

Examples:

“What color was the car that cut you off?”

“What was the name of the town you visited?”

“What did she look like?”

Sometimes they can feel like detectives, uncovering the details for their police report. Sometimes a few of these questions can be helpful to understand to grasp what happened, but for emotionally intense experiences, for example, too many factual follow-up questions can form a type of distraction.

It can show a fixation of surface-level facts over emotional experiences. I often find these questions most frequently asked by people who are less likely to discuss feelings, preferring a more distant, action-oriented veneer.

3) Those who ask questions about feelings

Talking to this type of person can feel like you are talking to a therapist:

“How did that make you feel?”

“How do you feel about that now?”

“What was it like having that happen to you?”

In regular conversation, I find these less common than Type 2, but I still encounter them from time to time. They focus on how you feel and often seek to sympathize or empathize with your experience. I personally usually really enjoy these questions and frequently ask them, but some who are not used to talking about their emotions may find it overwhelming. This type tends to want to focus on and understand your subjective experience as a fellow human.

4) Those who ask questions about ideas

This type intellectualizes pretty much anything you are talking about. A philosophical conversation about the theory or social implications of the phenomena may seem like their favorite kind of conversation.

I will often see people who do this abstracting the specific things you are discussing into a broader theme to then discuss the merits of in the abstract (e.g. “I’m sorry you got broken up. What do you think the ideal person would look like for you?”). Some people may enjoy moving the conversation into such an abstract direction, but sometimes, it can also detract from the specific experience you want to talk about.

Some may also generalize to understand the social implications of the specific topic at hand (e.g. “I’m sorry that you had that experience during your last doctor’s visit. How do you think we should change the healthcare system to help prevent that from happening again?”). Doing this can veer the conversation close to “politics”, which may or may not be a good thing depending on the conversation.

People who ask these questions tend to themselves be abstract thinkers, those who generally prefer thinking about more theoretical rather than tangible topics.

5) Those who do not ask any questions at all

When speaking in one-on-one conversations, this type is the easiest to spot. They simply stand there listening to when you are done talking and do not ask any questions at all.

This group has two subtypes:

A) Those who seem to prefer to not talk at all: They may not ask any follow-up questions. That can mean they were not interested in talking with you or about that topic, whether they weren’t interested in talking with you specifically or they do not like talking in general.

B) Those who ask one or two simple questions (most often confirmation questions of what they already think like the first group) before ending the conversation. They also may not be interested in talking with you, but sometimes I will see people who seem genuinely interested in talking about the topic but not be able to ask more than one or two follow-up questions about the topic. This can mean they are an internal processor and may need your help guiding them through what about the topic you two should explore in more detail.

C) Those who, instead of asking follow-up questions, wait until you are done talking (or interrupt you) and go into their own point or story. Everyone can do this from time to time, but people who habitually do this often are not listening. Without being aware of it, they think of themselves and their experiences first and foremost.

6) Those who ask open-ended questions

This final group can be the most interesting but also the most complex. They usually ask follow-up questions, whether about your feelings, thoughts, or ideas of your topic. Good follow-up questions keep you within your own thought process and prompt you to explore it in more depth, but sometimes people will also ask open-ended follow-up questions that seek to extend or move your point or story to a related topic.

Examples:

“What do you think of what he did?”

“How would you have approached that differently if it happened to you now?”

“How has your perspective on that changed over time?”

They often have a genuine interest in understanding your perspective, but these questions can often be the most complex to answer, since they require you to think through how you would answer them.

What Are Emotions, and What Do They Tell Us About Ourselves?

Many are critical of emotions, seeing feelings as something that stifles them, as something they must overcome with reason and rationality, but that is foolish in the long run. We should be aware of our emotions because they teach us crucial lessons about ourselves and our needs.

Emotions are one of our internal mechanisms to orient us towards what we need. Thus, they are crucial. Even though sometimes emotions can be overwhelming or lead people to make decisions in the moment that turn out to be poor ones, we should not ignore or suppress our emotions.

Instead, we should seek to understand what they are telling us about what we need. Anxiety is a sign that we consider whatever we are anticipating as important. Worry and fear area signs that we are concerned about our wellbeing. Anger is a sign that we feel an injustice has threatened ourselves or others we care about.

At the end of the day, they are signals. Signals that can turn out to be correct or incorrect. Sometimes we are angry at something that we discover is not a real injustice, and sometimes, what we fear turns out not to be much of a concern. But often they are not wrong: our minds can be very good at assessing what is important.

Either way, it’s important to process the emotion, understand why you feel it, and then determine the best response to having the emotion. Through this, we can synchronize our emotions with our rational thinking. Using our reason to think about whether our emotion’s assessments are missing important information, and in turn, determining whether our rational self is ignoring something our emotions are picking up on.

A successful marriage between the two is a healthier way to respond to our emotions than suppression and a better way to use the tools in our psychological toolset to engage the world and live a good life.

Rethinking Presentations: Why You Should Stop Treating Presentations like Lectures

During my years of teaching teenagers, I have learned an important principle about trying to teach or otherwise foster knowledge in the world:

When teaching, those doing most of the mental work during your lesson are the ones doing most of the learning.

By this principle, if you want to teach something, then it is best to put them, not you, in the driver’s seat. To do so, position them to do most of the mental work during your lesson.

For example, take a classroom setting. In a lecture, the teacher does the most work: talking and thinking about how to explain things. Students are left with the mostly passive activity of listening (sometimes with some mild active activities like taking notes). ‘

Thus, lectures are designed to teach teachers, not the students, which is exactly backwards from what is supposed to do. I remember hearing this from many presenters: the act of preparing and then giving a presentation teaches them so much about the topic than anyone from their audience will ever be able to glean from it. This is because they are the ones doing most of the mental work.

This is similar in a workplace environment: presentations are one of the worst approaches to teach anything. If you want someone to learn or reflect on something you yourself have learned, it might be helpful to pause to reflect:

How did I learn this material, and how can I replicate that process during the time I have?

What kind of environment or activities would work to have my participants explore the activity on their own? How can I produce that kind of environment?

These would likely give you ideas for how to make interactive lessons where your participants, not you, are doing most of the active thinking.

In regular conversations, the principle applies the same. If you are talking with someone about a life problem, have them do most of the talking or other forms of thinking. In my experience, too many people interject and go into a type of lecture mode when they sense they have something to teach someone.

Not only do you not always have something to “teach” when only hearing a few short sentences about someone’s life, but more importantly, even if you do have something to teach, asking questions to get them to think it through themselves is almost always a better way to teach that thing. As you ask questions and hear them out, you can get them to come to your suggestion on their own terms.

Reputational Lag: How Our Concepts of Things Often Lie in the Past

When I lived in Chicago, I did some anthropological research into what neighborhoods people considered “unsafe”. I asked a lot of people what neighborhoods they thought had high crime rates. What I noticed was that the present crime rates of the neighborhoods people mentioned were usually not that high. Instead, people would list neighborhoods that had crime rates ten to twenty years ago. As if people’s conceptions of what was safe and unsafe was really based on past decades.

I call this “reputational lag.” Something’s reputation tends to be based on what it was like (or people think it was like) a few years or decades ago.. People recall their past conceptions of the thing, even if it has substantially changed since, and thus, reputations tend to lag behind like this. This can be the case for “safe neighborhoods”, which companies are the best to work at, the best places to visit, and many other things.

Try to be aware of when you formed your perception of a place. For example, just recalling that the last time you thought of a place was when you lived there or visited it a while ago can help you realize that maybe it has changed since.

Have a similar awareness when talking with others: listen closely to when and how they experienced whatever they are talking about. Are they there now or a long time ago? Did they directly experience it, or is it a second- or third-hand account? This helps think through how to evaluate their opinion.

You can use this information to become more aware of what’s around you and to better think about what factors might influence people’s opinions about the world.

The Elitist Fallacy and Why You Should Watch Out for It

There is a surprisingly prevalent but flawed type of argument you may hear people make that I call the “Elitist Fallacy.” The Elitist Fallacy is a way to falsely position one’s skills, approach, and/or discipline as crucial in a given situation.

This is how the argument goes:

1) X Skill is crucial or necessary.

2) I cultivated X Skill through Y Practice.

3) Thus, Y Practice is the only and/or best way to develop a needed skill.

People more often invoke this kind of reasoning implicitly rather than explicitly, especially since when you see the argument laid out like this, you may easily spot its flaw. Just because someone developed a skill one way does not mean it is the only way to develop that skill.

The first two premises may be true: X Skill may be important, and the person in question may have used Y Practice to cultivate X Skill. It is wonderful that they were able to develop that skill in that way. The error comes in assuming that since this was the way they did it, it is thus the only way to develop that skill. There could be many other ways that work for other people, and if you are to present your way as the sole or at least best, you must carefully explain why the others do not work as well as it does.

People often invoke this argument to sell themselves as the sole or best person to hire to invoke that skill, and disciplines often foster it to institutionalize their way to teaching the skill or conducting that type of work as the only important approach so that they receive more attention, money, and/or following..

But, it falsely elevates one’s experiences to rank of the sole experiences in a given matter, making it elitist. As such, watch out for it in others and try to be aware if it creeps into your own assumptions.

Do you assume your path to understanding is the only way to develop a particular skill, and if so, do you have explicit justifications as to why? Try to engage with others around the world who do something similar to see whether they had a completely different way of developing that skill in their context.

Intellectual Vacations

Most people need to take a break every once in a while, whether that be a few week vacation, or sometimes a longer break to help unwind. A physical break can help us detox emotionally from the constant churn of our everyday lives.

An intellectual break can be just as necessary and life-giving as well, yet it doesn’t get the same focus in our society. Take time off from your normal rhythm of production and produce something new yourself.

For example, one could take a few weeks or months off to work on one of your passions. During that time, produce something, such as poetry, a novel, a painting, a new video game, a music album, a beautiful hand-crafted piece of furniture, or whatever it is you enjoy making. Such a goal gives direction for the time and also can give a sense of exhilaration at creating something with one’s own hands.

Many would rather it be in a field or hobby that is different from what they do all day, so if you are, say, a writer slowly becoming tired from having to write all the time for your job, paint, write music, or do something far away from what you normally do all day for work. An academic friend of mine cooks: using his hands to produce great food to detox from reading and typing on a screen all day.

In their jobs, many are denied the ability to make something that excites them personally. Their employers give them tasks, and they produce what the organization needs or wants from that. That can be worth the paycheck and can even be fulfilling for many, but after a while of producing, it can become soul-sucking.

Some do this during their off-hours throughout their normal week, but if you are able, it can be helpful to set aside a few weeks or even months every once in a while to complete something on your own like a sabbatical. Use that time to unwind from the stress of your daily existence and work towards something new that you are proud of.

If that is you, taking time for yourself to create something with your own hands every once in a while can help replenish you from the soullessness of conformity and drudgery. Go on a vacation where you physically unwind, sure, but also make sure you devote time to make something you are proud of.