فصل 3

Chapter 3

YOUR LIMITLESS BRAIN

You may be thinking, Jim, I see what you mean about technology. I wouldn’t want to live without it, but I do feel more overloaded, distracted, and forgetful than ever. Here’s the good news: You were born with the ultimate technology, the greatest superpower.

Let’s take a moment to acknowledge just how extraordinary your brain is. It generates up to 70,000 thoughts per day. It races with the speed of the fastest race car. Like your fingerprints, it is uniquely yours—there aren’t two brains in the universe exactly the same. It processes dramatically faster than any existing computer, and it has virtually infinite storage capacity.

Even when damaged, it is capable of producing genius, and even if you only have half a brain, you can still be a fully functioning human being.

And remarkable stories about it abound. Like the one about the comatose patient who somehow developed a method of communication with his doctor. Or the woman who could recall important events by date going back as far as when she was 12 years old. Or the slacker who became a mathematical genius after suffering a concussion during a bar fight. None of this is science fiction or the product of a superhero comic. They’re just examples of the extraordinary function built into that remarkable machine between your ears.

We take so much of that function for granted. Let’s think about just what the average person has accomplished simply by being an “average” person.

By the age of one, you learned how to walk, no simple task considering how many complex neurological and physiological processes are required.

A year or so after that, you learned how to communicate through the use of words and language. You learned dozens of new words and their meanings on a daily basis and kept doing so all the way through school. And while you were learning to communicate, you were also learning to reason, to calculate, and to parse an endless number of complex concepts—and all of that was before you read a single page of a book or attended one class!

Our brains are what separate us from the rest of the animal kingdom.

Think about it. We can’t fly, we aren’t particularly strong or fast, we can’t climb with the dexterity of some animals, we can’t breathe underwater. As far as most physical functions are concerned, we’re just average. But because of the power of our brains, we are overwhelmingly Earth’s most dominant species. By harnessing that incredible mental power, we have created ways to explore the ocean depths like a fish, move tons of weight like an elephant, and even fly like a bird. Yes, the brain is quite a gift.

The brain is so complex that we know more about our vast universe than we do about its workings, and we’ve learned more about it in the past decade than we’d previously learned over the course of human history . . . and we’ll learn even more about it from the time this book goes to press to the time it hits the bookshelves. Our understanding of the brain is ever evolving, and we know that what we’ve learned about it is only a tiny fraction of what there is to be learned. But what we already know is staggering. So, let’s take a journey through your limitless brain.

The brain is part of the central nervous system (CNS). Similar to the control tower at an airport, your brain acts as its control center, directing all the comings and goings of information, processes, and impulses. The brain has three major areas: the brain stem, the cerebellum, and the cerebral cortex (both the cerebellum and cerebral cortex start with cere, Latin for “wax,” because of its waxy appearance). The brain is made of fat and water, weighs approximately three pounds, and facilitates incredible power and ability.1

The brain stem moderates the basic functions we need to live, such as breathing, maintaining a regular heart rate, impulses to eat or have sex, and our fight-or-flight responses. It is located at the top of your spine and the base of your skull, buried deep within the brain. At the back of the brain, the cerebellum is responsible for moderating movement and coordination.

There’s also increasing evidence that it plays a role in our decision-making.

The cerebral cortex is the largest part of our brain, where the majority of our complex thinking, short-term memory, and sensory stimulation take place. It is made up of the occipital, parietal, temporal, and frontal lobes.

Our frontal lobes are where most of our thinking takes place: where logic and creativity derive.

The brain is split into two halves that are connected by the corpus callosum, which acts like a bundle of telephone wires between the lobes, sending messages back and forth. Right now, you have somewhere around 86 billion neurons (also called brain cells) firing and acting together in concert as you read these words and assimilate the information on these pages.2 These neural signals are released into the brain and received by neurotransmitters, which then pass the message along to other neurotransmitters or stop the message altogether if that’s the appropriate response.

We used to think that we reached our neurological peak in late adolescence, after which our brains never changed—other than to deteriorate. We now know that this is far from the truth. Our brains have the capacity for neuroplasticity, which means that it can be changed and shaped by our actions and by our environments. Your brain is always changing and molding itself to your surroundings and to the demands you place on it.

Because our brains are subject to the influence of our genes and environment, we each possess a brain that is entirely unique to us. They’re like snowflakes; no two are alike. Each brain adapts to the needs of its owner. Let’s look at someone raised in an environment that was full of stressors such as poverty, lack of access to food, or lack of safety. That person will have a very different brain structure than someone brought up in a very comfortable, affluent, well-cared-for setting. But before you jump to the conclusion that one environment is “better” than the other and breeds a better functioning brain, I challenge you to reconsider.

As I stated earlier, the brain is capable of being molded and shaped, meaning that at any point anyone can decide to change the way their brain functions. While it’s easy to assume that the individual who grew up in a more stressful, unsupportive environment may not wind up reaching their full potential due to their brain’s development under those circumstances, growing evidence suggests those people are able to thrive and reach new levels of success due to the mindset they are forced to develop in such a situation. Based on the number of successful people who overcame troubled upbringings, it may be that a difficult childhood or challenging upbringing breeds resilience among other attributes that lead to success.

UNDERSTANDING NEUROPLASTICITY

What can we learn from the brains of London taxicab drivers?

This is the question neuroscientist Eleanor Maguire of University College London posed as she considered the vast amount of information held in the brains of the city’s cab drivers, appropriately called “The Knowledge.” To earn their licenses, applicants traveled by moped through a specific section of the city—a 10-kilometer radius of Charing Cross station—for three to four years, memorizing the maze of 25,000 streets within as well as the thousands of attractions they supported. Even after this intense study, only about 50 percent of applicants pass the series of licensing exams. Perhaps, thought Maguire, those successful had larger than average hippocampi.

Maguire and her colleagues discovered that London taxi drivers did indeed have “more gray matter in their posterior hippocampi than people who were similar in age, education, and intelligence who did not drive taxis. In other words, taxi drivers had plumper memory centers than their peers. It seemed that the longer someone had been driving a taxi, the larger his hippocampus, as though the brain expanded to accommodate the cognitive demands of navigating London’s streets.”3

The London Taxi Cab Study provides a compelling example of the brain’s neuroplasticity, or ability to reorganize and transform itself as it is exposed to learning and new experiences. Having to constantly learn new routes in the city forced the taxi cab drivers’ brains to create new neural pathways. These pathways changed the structure and size of the brain, an amazing example of the limitless brain at work.

Neuroplasticity, also referred to as brain plasticity, means that every time you learn something new, your brain makes a new synaptic connection. And each time this happens, your brain physically changes–it upgrades its hardware to reflect a new level of the mind.

Neuroplasticity is dependent on the ability of our neurons to grow and make connections with other neurons in other parts of the brain. It works by making new connections and strengthening (or weakening, as the case may be) old ties.4

Our brain is malleable. We have the incredible ability to change its structure and organization over time by forming new neural pathways as we experience, learn something new, and adapt. Neuroplasticity helps explain how anything is possible. Researchers hold that all brains are flexible in that the complex webs of connected neurons can be rewired to form new connections. Sometimes, that means the brain compensates for something it has lost, as when one hemisphere learns to function for both. Just as there are people who have suffered strokes and have been able to rebuild and regain their brain functions, those that procrastinate, think excessive negative thoughts, or can’t stop eating junk food may also rewire and change their behaviors and transform their lives.

If learning is making new connections, then remembering is maintaining and sustaining those connections. When we struggle with memory or experience memory impairment, we are likely experiencing a disconnection between neurons. In learning, when you fail to remember something, view it as a failure to make a connection between what you’ve learned and what you already know, and with how you will use it in life.

For example, if you feel that something you’ve learned is valuable in the moment, but that you’ll never use it again, you are unlikely to create a memory of it. Similarly, if you learn something but have no higher reasoning as to why it’s important to you or how it applies to your life or work, then it’s likely that your brain will not retain the information. It’s totally normal to have a memory lapse—we’re human, not robots. But if we respond to this lapse in memory with the attitude that “I have a bad memory,” or “I’m not smart enough to remember this,” then we negatively affect our ability to learn and grow. In other words, the belief we might develop in response to forgetting does far more damage than the lapse in memory. That kind of self-talk reinforces a limiting belief, rather than acknowledging the mistake and reacquiring the information.

What does this mean for learning? Plasticity means that you can mold and shape your brain to suit your desires. That something like your memory is trainable—when you know how to help your brain receive, encode, process, and consolidate information. It means that with a few simple changes to something like your environment, your food, or your exercise, you can dramatically change the way your brain functions. I will share these energy tips in detail in Chapter 8.

Here’s the bottom line: Plasticity means that your learning, and indeed your life, is not fixed. You can be, do, have, and share anything when you optimize and rewire your brain. There are no limitations when you align and apply the right mindset, motivation, and methods.

YOUR SECOND BRAIN

My students tell me after they learn about the vastness of their brain, they have a whole new sense of worth, that their self-esteem grows overnight.

Here’s more good news: You are not limited to just one brain, you have a second—your gut. Have you ever had a “gut feeling”? That moment when you just knew? If you’ve ever “gone with your gut” to make a decision or felt “butterflies in your stomach,” did you ever wonder why that was?

Hidden in the walls of the digestive system, this “brain in your gut” is revolutionizing medicine’s understanding of the links between digestion, mood, health, and even the way you think.

Scientists call this little brain the enteric nervous system (ENS). And it’s not so little. The ENS is two thin layers of more than 100 million nerve cells lining your gastrointestinal tract from esophagus to rectum. Science is only beginning to understand the brain-gut axis and how it affects our brains, our moods, and our behavior. You may hear it referred to as the “brain-gut connection.” In the last decade, we’ve discovered that the gut has an outsize effect on the way our brains function. One can liken it to the way a tree functions. The roots in the ground are drawing up vital nutrients and water from the soil as well as communicating with other plants. Those nutrients are then brought up into the body of the tree, fortifying and building the trunk, and giving the tree what it needs to sprout new leaves each spring, which in turn gather light, another energy source.

In the same way, the nutrients we take in are absorbed through our intestines. We rely on those nutrients to fuel our brains. While our brains take up very little of our total body weight, they use 20 percent of the energy we take in, so nutrients make a huge difference in the way our brains function on a day-to-day basis.

The gut is lined with more than a hundred million nerve cells, and it makes up part of the ENS. When a baby grows in the womb, the ENS and the CNS develop from the same tissue and remain connected via the vagus nerve. In many ways, the two systems mirror each other in structure. They also both use many of the same neurotransmitters to function, including serotonin, dopamine, and acetylcholine. As with CNS, we used to believe that we are each born with a certain amount of cells—and that’s it. But like the brain, we now know the ENS makes new neurons throughout adulthood and can be repaired when damaged.5 The gut is made up of these neurons as well as a network of bacteria that form the microbiome, and as with the brain, each of us has our own unique microbiome.

What’s more, these nerve cells operate through startlingly similar pathways as the brain. In 2010, neuroscientist Diego Bohórquez of Duke University discovered that the enteroendocrine cells of the gut had “footlike protrusions” that resembled the synapses that neurons use to communicate.

This caused Bohórquez to wonder if these cells could “talk” to the brain using signals similar to the way neurons do. He hypothesized that if this were happening, they would have to be using the vagus nerve, which connects the gut and the brain stem.6 After further testing, they discovered that the cells do in fact use the vagus nerve to take up messages and send them to the brain, faster than could be done via the bloodstream.

TEAM EFFORT

The connection between the brain and the gut is still being explored, but it seems that they function in very similar ways and that they function in tandem. The little brain in conjunction with the big one partly determines our mental state. When you have a gut feeling that something isn’t right, or conversely that you should follow a hunch, it’s not just superstition—your gut has its own way of interpreting events and giving your brain signals.

Furthermore, when you feed your gut with subpar food, you’re also feeding your brain with subpar fuel.

Right now, your gut is digesting the food you just ate and sending that fuel to your brain. At the same time, a part of your brain is taking in the feel of the pages under your fingertips (or your e-reader, if that’s your preference), sensing the comfort of the chair supporting you, and monitoring the environment around you to make sure you’re safe. Another part of your brain is taking in the smells of the environment, maybe coffee, or perfume, or the scent of the book’s pages. Another part of your brain is absorbing the word-symbols on the page of this book and turning them into meaning, which is then processed and stored in short-term memory, where it will then be sent to long-term memory (under the right conditions, which we’ll get to in a moment).

All of this is to say that you have the ultimate superpower between your ears. You also have the ability to hone that superpower and make it greater —or to let it falter and decay. You get to decide what kind of environment your superpower lives in: one that supports your mission in life, or one that distracts you from your greatest dreams.

THE ELUSIVE OBVIOUS

Given that we have this tremendous power of our minds available to us, why are we struggling? If your brain is indeed so magnificent, why are overload, distraction, forgetfulness, and feelings of inadequacy affecting us so much? How do we reconcile the fact that we have so much potential but have days where we can’t remember a simple name or think our way out of a paper bag? The answer is so simple, it’s almost the elusive obvious: We were not taught how.

Give a person an idea, and you enrich their day. Teach a person how to learn, and they can enrich their entire life.

School is a great place to learn. There, we’re taught what to learn, what to think, and what to remember. But there are few if any classes on how to learn, how to think, and how to remember.

In his seminal book on education, Creative Schools, Sir Ken Robinson says, “One of my deepest concerns is that while education systems around the world are being reformed, many of these reforms are being driven by political and commercial interests that misunderstand how real people learn and how great schools actually work. As a result, they are damaging the prospects of countless young people. Sooner or later, for better or for worse, they will affect you or someone you know.”7

My guess is that they have already affected you and everyone close to you. As you already know, my own experience with the education system was a complicated one, and I acknowledge that my circumstances were unusual. In reality, though, even if I’d never had that fateful head trauma in kindergarten, I would probably have gotten much less out of my school education than was ideal. That’s because very few schools anywhere in the world have incorporated learning how to learn into their curriculums.

They’ll fill us with information. They’ll expose us to great works of literature and to figures who changed the course of civilization. They will test us—sometimes endlessly—to determine whether we can repeat back what they’ve taught us. But they won’t get underneath all of this to teach us how to teach ourselves, to make enriching our minds, discovering new concepts, and truly absorbing what we learn fundamental to our everyday lives.

This is not about placing the blame on the teachers who work hard to teach our children. In my opinion, teachers are some of the most caring, compassionate, and capable human beings in our society. In fact, my mother became a teacher after my brain injury because I was struggling so much and she wanted to help me and others like me. The problem lies in the outdated system in which teachers work. If Rip Van Winkle woke up from decades of slumber, the only thing he would recognize today are classrooms, because they have evolved so little. Education hasn’t changed enough to prepare us for the world we live in today. In a era of autonomously driven electric cars and vehicles capable of taking us to Mars, our education system is the equivalent of a horse and carriage.

And then there’s the matter that how we earn our livings is changing profoundly and increasingly rapidly. Automation and artificial intelligence (A.I.) are affecting the future of work, and I’m not speaking only about factories where laborers are being replaced by robots. In addition, many of us are facing the need to switch from the structure of an office job to the volatility of the gig economy. And jobs that few of us might have imagined even five years ago have gained traction, while others are emerging this very moment that will affect the workplace in the coming years.

All of this points us in the same direction: We must take charge of our own learning. If schools tell us what to learn, but not how to learn, then we need to do the rest of the work ourselves. If digital overload threatens to hijack our brains, then we need to use what we know about learning to reset the ground rules. If the workplace is evolving with so much rapidity that we can never be sure of what work will mean to us tomorrow, then only by taking complete control of our learning can we truly be prepared for an unknowable future.

TURN ON THE POWER

A quick, often-told story: One day at a power plant, everything comes to an abrupt halt. All of the machines go offline. The silence is deafening. The people running the plant are frantic and after hours and hours, none of the workers can track down the problem. The head of operations is desperate at this point, so he calls the best local help he can find.

The expert technician arrives and glances around the facility. He goes to one of the numerous beams among all the electrical boxes, opens one of them, and stares at the various screws and wires inside. He turns one screw, and, like magic, everything starts working again and the plant comes back to life.

The head of operations is so relieved. He thanks the technician and asks him what he owes him. The technician says, “$10,000.” The head of operations is shocked. “What do you mean, $10,000? You were here for a few minutes. You turned one single screw. Anyone could have done that. I need an itemized bill, please.”

The technician reaches into his pocket, pulls out a notepad, scribbles a few seconds, and hands the other man the bill. The head of operations reads it and immediately pays him. The bill read: “Turning screw: $1. Knowing which screw to turn: $9,999.”

What’s the lesson of the story? It’s not that you have a screw loose. The story illustrates two things.

The first is how much added value a limitless mind can offer you and others. We’ve entered an expert economy in which brain power trumps

brute strength. Where what you have between your ears is your greatest wealth-creating asset. There are those who know and those who don’t know. And that applied knowledge is not just power, it’s profit. Your ability to think, solve problems, make the right decisions, create, innovate, and imagine is how we add value. The faster you can learn, the faster you can earn.

And that takes us to the second lesson. That one screw made all the difference. I’ve mentored and coached some amazing minds, and you don’t have to be a genius to see that genius leaves clues. One of those patterns is that elite mental performers filter and focus for those handful of “screws” that make all the difference and turn everything else on. This book is filled with many of the behaviors, tools, and strategies I’ve discovered to give you the maximum results and rewards for your effort.

The world is throwing more challenges at you than ever before, and there’s every indication that those challenges will continue to increase. At the same time, there is more to be gained from having a finely tuned brain than ever before, and you know now that you have more than enough potential to meet any challenge. But it’s going to require taking control of your learning.

It may seem as if it would take superhuman capabilities to keep up with the demands of our current reality. But you already have a hidden superpower: your brain. You may not be able to shoot webs from your hands, but you have something far better, the neural webs in your head.

That superpower plant of a network between your ears is your greatest gift and greatest advantage. All we have to do is upgrade your brain the same way you upgrade your phone. How do you install new software into your brain? One of my favorite ways is what you’re doing right now. It’s called reading.