How I Study 4 subjects at ONCE? (logseq, remnote, obsidian workflow)

Studying multiple subjects at once becomes workable when notes are built around reusable “concepts” rather than isolated facts. The core problem is familiar: after long lectures, notes pile up but feel out of context—so recall turns into “information holding” instead of knowledge that can be applied to new problems. The solution centers on a structured cognitive workflow that keeps basic science concepts accessible and connected, so they can be reused across courses like anatomy, microbiology, and pharmacology.

The method starts with a learning rhythm: brief theory followed by frequent application. A “1 to 5” cadence—about one minute of theory and five minutes of practice—aims to prevent passive note-taking from becoming procrastination or self-doubt. From there, the workflow shifts how students think while taking notes, using three modes of concept thinking. First is linear thinking (“if A then B”), matching how many lectures are organized in step-by-step hierarchies. Second is second-order thinking, which asks indirect effects and cause-and-effect chains (“if A happens, what else changes?”). Third is network thinking, where one concept is treated as a node that links to many related ideas—like viewing a car as a whole system rather than separate parts.

To manage this mental process, the notes are designed around metacognition: planning, executing, and evaluating. If execution feels wrong, the student can stop early rather than cram through confusion. The approach also alternates between “trees and forest”—zooming into details for texture, then zooming out to see how the pieces connect. The practical payoff is a note-taking system that supports retrieval and transfer: after learning, the student asks targeted questions such as when to use classical versus operant conditioning and how to stay mindful rather than overspend on irrelevant materials.

The transcript then lays out four principles for turning concepts into a study system. The first is a mindset that knowledge is not isolated; connections should form “subconsciously.” The second is selective note capture using an “M/E” filter: omit minor or easily understood details to reduce cognitive load and embrace “desirable difficulty,” since effortful learning improves retention. The third principle is to break subject dividers by building networks that let the same concept operate in different contexts. The example centers on “attitudes” in social psychology—defined through thoughts, behaviors, and emotions—and then shows how that concept maps into business management and advertising. Classical conditioning and operant conditioning become the directional links that explain how environments shape behavior and how brands can influence viewer emotions and purchasing attitudes.

Finally, review is treated as a structured mapping task. The student uses a mind map to leverage pattern recognition and metacognition, and in RemNote relies on features like tags, portals, bi-directional links, and universal descriptors. An acronym—GREEN—guides mapping: Group concepts, Reflection, Intentional and interlinked notes, and Directional relationships (cause-and-effect, correlation, similarity). The result is a workflow meant to let one concept travel across four subjects at once, turning “boring” material into something personally relevant and easier to apply.