Fireside chat: Race Car vs. Slow Learners

In this conference, Educator and Writer Barbara Oakley joins Carmen Rodríguez, Director of Continuing Education at UFM, to explore the differences between race car learners and slow learners, challenging the common perception that learning quickly is always better. Drawing from neuroscience, Oakley explains how memory formation and neural chemistry influence learning styles and cognitive flexibility. Oakley emphasizes that those who take longer to learn often develop deeper understanding and adaptability, key traits for solving complex problems. “Slower learners are often more flexible thinkers.” —Barbara Oakley While fast learners may retain information more quickly, Oakley warns that this can lead to rigid thinking. Once strong neural connections are formed, these individuals may struggle to revise their views, even when presented with new evidence. This inflexibility is especially problematic in leadership or scientific roles where the ability to adapt is essential. In contrast, slow learners revisit information more often, reinforcing learning through repeated effort and reflection. “I was no genius, but I worked with many geniuses who couldn't change their minds.” —Santiago Ramón y Cajal (as quoted by Oakley) Oakley presents historical examples such as Ramón y Cajal, a Nobel Prize-winning neuroscientist who struggled academically in his youth. His slow, deliberate learning approach enabled him to question dominant ideas and make groundbreaking discoveries. Such cases illustrate how perseverance and a willingness to critically examine ideas can lead to success, even in the absence of "natural" genius. Furthermore, Oakley supports the notion that learning styles and intelligences vary significantly among individuals. Teachers, she argues, should accommodate these differences by creating environments that allow students to explore and choose learning methods that suit them. Emphasizing a one-size-fits-all approach limits potential, whereas flexible methods empower students to excel, regardless of their speed. In addition, motivation and emotional support play a crucial role in learning. Oakley shares stories showing how empathy and encouragement from teachers can transform students’ academic journeys. While fast learners often excel early on, those with strong study habits and resilience tend to outperform in the long term. Teaching students how to learn, not just what to learn, is a central message of her work. Finally, Oakley stresses the importance of fostering curiosity, critical thinking, and self-awareness. Learning is not just cognitive—it is emotional, social, and deeply individual. She encourages both learners and educators to embrace differences, question assumptions, and create space for diverse ways of understanding. In doing so, we cultivate a more inclusive and intellectually agile society. “Some things really do take longer to get good at, and that’s okay.” —Barbara Oakley A production by UFM Studios Universidad Fransisco Marroquín https://www.ufm.edu/ Social media @UFMedu Follow us on http://newmedia.ufm.edu Facebook @ufmvideos Twitter @newmediaufm