>>10908470Here's what I did for every class from math to engineering to philosophy, maybe it'll work for you.
I explain the concept or technique to myself as if teaching it to someone else who knew nothing about it. Like I pretend I'm talking to a high school student who keeps asking stuff, like
>why?>what if...>how else to verify that?Doing this I'll notice there are things I can't really explain. These are the gaps in understanding.
So then I can focus on filling in those gaps. Sometimes filling the gap just involves definitions or assumptions -- then I ask "why assume that?" and find the answer to that too.
And repeat.
I guess it's basically the Socratic method, but playing both sides of the discourse alone.
Working problems helps because if the problem set is well-designed, each new problem is essentially a "what if" question and a stimulus to ask "why?" questions I may not have considered on my own.
