The best way to learn according to Einstein

All children have a capacity that they can not imagine. Neither his teachers nor his parents. Intelligence grows every time you learn something useful. The more useful is what is learned.

Albert Einstein wrote a letter to his son when he was learning piano, encouraging him in his hobby. In this letter I described the key to every effective learning process and the highlight isEinstein's deep belief that to learn the best one can do is enjoy the task to which it is delivered: we must do what we like to learn and improve with it.

Therefore, we must thank that Einstein he did not find physics boring because, despite having the ability, he probably would not have written a single line of his well-known general theory of relativity.

The IQ of children does not change, intelligence does

Each child and adolescent is a piano that has all the keys. Able to emit a touching melody or not, depending mainly on the interpreter who plays it. And if by illness or serious disorder he had some key out of tune, even with her a good interpreter would be able to draw from him unimaginably evocative melodies.

The intellectual quotient of a child, that with which it is born, should hardly occupy us. It is always enough for much more than what we use. What matters is what the child does with him. That quotient will hardly change throughout life, intelligence will.

The human being he becomes intelligent when he learns and he does not learn because he is intelligent. That's what Professor Fernando Alberca, one of the world's greatest educated experts and well-known since the publication of his bestseller, defended. All children can be Einstein.

Each child has in himself all the elements that could make him capable of many of the goals he proposes and does not achieve again and again. That is the reason why today's children feel so little capable of big achievements, difficult, to which only some choose. And why many teenagers, according to themselves confess in the surveys, increasingly aspire to less, aware of their inability to revolutionary and difficult. "Change is not just something very difficult, but almost impossible," many seem to believe.

The important thing is what we do with the IQ with which we come to this world. In other words, the important thing is how our children become more intelligent, more capable of solving the most important problems, until they become capable of being happy.

What are we capable of?

The human being does not really know his limits. Of suffering, happiness, effort or achievement.

Many children and adolescents set great goals, medium goals, small goals and too many they do not achieve what they propose. They just want it. They want it with anguish, with anxiety, but they are not able to put the means that would make it achieve it.

Wanting is not power

Many want power. They really want it. They feel the encouragement and motivation of others around them. They sense that it is time. They would like to get on that train that passes by their side and they know it will be important for them, but they do not succeed because they do not know how or do not have enough strength or perseverance.

It is not enough to want something to achieve it. It is not enough for our children that their parents or teachers tell them that they are capable of it. The only thing that suffices them is to know how to do it and find the forces that facilitate it. But they do not find them and the frustration is increasing and the disability grows in a spiral in which our children and students succumb.


"You have to put more willpower," say many teachers and parents. But do children and adolescents know what is the will and how do you put it when you need it? Would parents and teachers know how to put it if they were the same age and circumstances?

Much has been written and talked about the will of the children. Much is advised to the children on what to do, but the same emphasis is not placed on teaching them how to do it concretely or where to look for that strength that will make them achieve it. Many parents become desperate when they see their children not putting the means to achieve an achievement that they see, as parents, necessary for their children. But do children see it equally necessary?

- "I'm going to pass the next exam, I need to pass it, I'm going to study," a worried student told me.
- "Do you know how I know whether or not you approve it?" I said.
- "How?" He asked.
- "Wondering if today you studied and also tomorrow and if you will know everything before they ask you".
The exam arrived and did not pass.
- What happened? I asked.
- "As usual," he replied, "I wanted to but I did not."
Although he really did not know that his main fault was that he did not know how to do it or where to find the necessary strength.In short, I did not know the true formula of capacity.

The formula to learn, according to Fernando Alberca

Let's forget the will and let's talk to the children about the capacity they have if they understand a formula. The formula that Fernando Alberca suggests in his book All children can be Einstein. According to her, the child is capable when he applies an infallible formula:


Every child becomes capable of something, when he really understands, feels and assumes the need he has for that achievement. And when that need, adds the effort that the achievement requires.

- Children put all the effort that something requires, and even more, when they are sure of their need and their capacity to achieve it.
- Children know and feel the need for something, when they are sure that they are capable of how and how much effort to put in order to achieve it.
- Children become capable if they feel the need and they put in the necessary effort that success brings them.

A) Yes:
- Without necessity, although one puts effort, this will be insufficient. He will end up succumbing because he will not find the emotion, motivation or continuity that only gives a vital need.
- Nor will someone who does not put the effort that something demands. No matter how much need you feel and assume.
- Both have to be combined. It is only possible if enough need has been associated with sufficient effort. The rest are good intentions, desires that lead the child and, above all, the adolescent to greater frustration, helplessness, disappointment, depression and a growing inability even to face increasingly easier and lesser challenges.

Marisol Nuevo Espín
Advice: Fernando Alberca, teacher and writer. Author of the book All children can be Einstein.

Video: Techniques to Learn Anything Faster. The Einstein Way - Understanding Flow

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