I want to offer an alternative take on goal setting that goes beyond the simple art of listing things one wants to achieve. For a detailed understanding, my book “The Science of Learning” can be found through retailers like Walmart, Amazon, Good Reads, Barnes and Noble, Google Books, and other retailers. First, it is essential to understand that most people often use SMART goal tactics or specific, measurable, achievable, relevant, and time-bound to achieve results. This is all good, but what if our brains don’t want to play along? What if, as you sit in front of a not-so-stylish goal-setting template, you realize you’re just going through the motions, and your heart isn’t in it? Well, my friend, you’re stuck in the SMART framework. For example, your limbic system is the brain’s way of telling us that aside from plans, we need a path, an engine, feelings, and habits to get us to a better place we know is possible. Our brains specialize in pattern recognition, and when we are repeatedly presented with the same visuals or cues, those visuals start to take up residence in our heads.

Consider the following scenario: A high school student named Sarah dreams of becoming a doctor. However, Sarah has been struggling in her science classes recently despite her love for learning about the human body and helping others. Instead of simply jotting down a goal like, “I want to get an A in science,” Sarah employs a neurocognitive approach and truly commits to her dream. She begins by visualizing the life events that would occur if she suddenly started to excel in science. Sarah sees herself receiving not only high grades but also the kind of unfettered praise from her teachers that only the truly gifted seem to get. In her mind’s eye, she also sees herself with an unfathomable confidence, knowing she is on the right track toward becoming a doctor. And it’s not just about the flagging letter grades; for Sarah, it is a life-defining moment full of nothing but the pride and happiness kids imagine when they think 10 steps ahead of themselves. Next, Sarah takes a moment to think about what could happen if she doesn’t change her ways. She could see her low grades, feel the class stress, and even miss out on chances to take advanced science next year. In her mind, the outcome isn’t pretty. And this part of the exercise is really about emotions—stressing the positive and negative possibilities (in this case, the payoff for doing something vs. the consequences of not doing it) creates a link in Sarah’s brain between her current effort and some future moment when she’ll either be really happy or really upset.

To keep her aim and thoughts tidy, Sarah makes a vision board. She staples representations of her target profession and words that inspire her to this board and puts it up in her residence. Every morning, without fail, she does what she refers to as practicing “the vision.” This is unlike how an athlete might practice “the game.” Sarah has a very brief ritual in which she looks at the board and re-immerses herself, as one might re-immerse in a fully realized virtual world when putting on an Oculus headset. On an average day, if she thinks about the board even half as much as she might when doing the practice, she accomplishes what some might call “brain training.” This method presents an ingenious way to consider your “dopamine budget.” Dopamine is a brain chemical that makes you feel great when you achieve pleasurable rewards. These days, it’s easy to get quick, gratifying bursts of dopamine from activities like playing video games, checking your social feed, or just hanging out with your buds. While these pursuits are undoubtedly fun, they can at times monopolize your brain’s reward circuitry, making it much harder to buckle down and pay attention to the kinds of tasks that require sustained mental effort, like studying. Sarah manages her budget by channeling most of her rewards into just a few activities. For every hour of sustained, undistracted study, she rewards herself with a somewhat mindless, 5-minute break, during which she speaks with a friend or listens to a tune. This type of reward acts like a “candy bar” for her brain, while she saves the “dinner” of pure enjoyment for the end of the day.

The neurocognitive framework emphasizes daily actions as crucial to accomplishing an overall objective. In this case, the ultimate aim is to have Sarah perform at a science level commensurate with her abilities. Along the way, she will have to perform at a level equivalent to an “A” in a science course. This brings us back to the science review that she needs to incorporate into her life every day. This review should be of a quality such that she could conceivably take a science test at any time and 90% of the time or more would give her the same grade she might get on a final exam. The neurocognitive approach promotes science rehearsals in the following way. The atmosphere around her has a significant influence on this progression. Slight alterations to her environment can boost her progress toward achieving these goals. If her work environment is chaotic or brimming with potential distractions, then working can be almost impossible. Sarah takes note of her cognitive state when her workspace is messy; she is overwhelmed and unable to engage with her tasks. After an intensive organizing session with the help of some cheerful tunes, she is on the other side of chaos with a clear, comfortable space in which to work. This change in environment is a not-so-small boost to her progress. Social support is another crucial factor. The people around you—whether family, friends, or teachers—can provide encouragement and help you stay accountable. Sarah discovers that joining a study group with classmates who are also dedicated to their education makes a significant difference. In the group, they share tips, quiz one another on the material, and cheer each other on as progress is made. This type of support fosters a sense of community, making the challenge of studying feel less isolating and more manageable. By utilizing these techniques, Sarah aims not only to improve her grades but also to train her brain to recognize what is genuinely rewarding. She begins to realize that the hard work and discipline she invests in studying yield real benefits, such as improved grades and a stronger sense of accomplishment. Throughout the semester, Sarah’s efforts pay off. Her science grade improves consistently, and she builds confidence in her ability to tackle challenges. This isn’t solely about one test or one class; it’s about establishing habits that will benefit her in the future—whether she’s preparing for college or pursuing her dream of becoming a doctor. I hope that by explaining these concepts in straightforward terms and sharing Sarah’s journey, you can see how goal setting can be much more than just a to-do list. It’s about harnessing the power of your mind to stay motivated, overcome obstacles, and realize your dreams. Remember, every small effort counts, and the way you set your goals can transform not only what you achieve but also how you feel during the process. With a clear vision, a supportive routine, and a balanced approach to fun and work, you can turn your goals into realities—one step at a time.