Evaluate To Motivate Quotes

To assess the quality of thoughts of people, don't listen to their words, but watch their actions.

It’s estimated that AI could free up to 25% of clinician time across different specialties. This increased amount of time could mean less hurried encounters and more humane interactions, including more empathy from happier doctors. This is important because empathy has been shown to improve outcomes by boosting patient adherence to the prescribed treatments, increasing motivation, and reducing anxiety and stress.

An algorithm that expedites care to a stroke patient in a chaotic emergency room (ER) has a good chance of adoption. An algorithm that reads a routine scan and provides some quantification of what the physicians can already estimate won’t be in as much demand. There are good reasons for algorithms to parse patient records to look for signs of rare diseases, but there are fewer good reasons for using them to evaluate clinical symptoms. It’s cool that AI tools can make diagnoses from scratch, but for most clinical encounters doctors are already pretty good at it.

During energy deflation, we must first re-evaluate our values, motivations, and capacities because this helps us adopt a more grounded, realistic approach to life. By cultivating a creative, transformative power that shapes our destiny, we enforce our own in-depth agenda and avoid falling short and becoming "fallen stars." ("Feeling like a fallen star")

A warrior doesn’t worry. He or she evaluates the situation, investigates the source, calculates the risks and benefits, formulates a plan then puts it into action.

Winners evaluate themselves in a positive manner and look for their strengths as they work to overcome weaknesses.

Anger is an assertion of rights and worth. It is communication, equality, and knowledge. It is intimacy, acceptance, fearlessness, embodiment, revolt, and reconciliation. Anger is memory and rage. It is rational thought and irrational pain. Anger is freedom, independence, expansiveness, and entitlement. It is justice, passion, clarity, and motivation. Anger is instrumental, thoughtful, complicated, and resolved. In anger, whether you like it or not, there is truth. Anger is the demand of accountability, It is evaluation, judgment, and refutation. It is reflective, visionary, and participatory. It's a speech act, a social statement, an intention, and a purpose. It's a risk and a threat. A confirmation and a wish. It is both powerlessness and power, palliative and a provocation. In anger, you will find both ferocity and comfort, vulnerability and hurt. Anger is the expression of hope. How much anger is too much? Certainly not the anger that, for many of us, is a remembering of a self we learned to hide and quiet. It is willful and disobedient. It is survival, liberation, creativity, urgency, and vibrancy. It is a statement of need. An insistence of acknowledgment. Anger is a boundary. Anger is boundless. An opportunity for contemplation and self-awareness. It is commitment. Empathy. Self-love. Social responsibility. If it is poison, it is also the antidote. The anger we have as women is an act of radical imagination. Angry women burn brighter than the sun. In the coming years, we will hear, again, that anger is a destructive force, to be controlled. Watch carefully, because not everyone is asked to do this in equal measure. Women, especially, will be told to set our anger aside in favor of a kinder, gentler approach to change. This is a false juxtaposition. Reenvisioned, anger can be the most feminine of virtues: compassionate, fierce, wise, and powerful. The women I admire most—those who have looked to themselves and the limitations and adversities that come with our bodies and the expectations that come with them—have all found ways to transform their anger into meaningful change. In them, anger has moved from debilitation to liberation. Your anger is a gift you give to yourself and the world that is yours. In anger, I have lived more fully, freely, intensely, sensitively, and politically. If ever there was a time not to silence yourself, to channel your anger into healthy places and choices, this is it.

There should be exit interviews for dating. Just a brief evaluation of the highlights and challenges of the relationship, and maybe a few questions like “So what exactly was it that motivated you to dump me?

Logic and morality made it impossible to accept an illogical and immoral reality; they engendered a rejection of reality which as a rule led the cultivated man rapidly to despair. But the varieties of the man-animal are innumerable, and I saw and have described men of refined culture, especially if young, throw all this overboard, simplify and barbarize themselves, and survive. A simple man, accustomed not to ask questions of himself, was beyond the reach of the useless torment of asking himself why. The harsher the oppression, the more widespread among the oppressed is the willingness, with all its infinite nuances and motivations, to collaborate: terror, ideological seduction, servile imitation of the victor, myopic desire for any power whatsoever… Certainly, the greatest responsibility lies with the system, the very structure of the totalitarian state; the concurrent guilt on the part of individual big and small collaborators is always difficult to evaluate… they are the vectors and instruments of the system’s guilt… the room for choices (especially moral choices) was reduced to zero

Don't, but if at all, then, lie to the whole damn world - never to your own damn, silly stupid self.

In a sense, discouragement does not have to exist. Allow it to be rather the encouragement to honestly reconsider all the options, then, as necessary, shine on.

It's tough to get out of one's inherited imbecilic culture, and a thus inherited or endowed lunatic belief system. A freethinker must overcome every deadened system. Especially one's own.

You have to evaluate your relationships and eliminate the relationships that are not bringing you positivity and growth. We need to be around people who encourage us, uplift us, and promote positivity.

Our evaluations. - All actions may be traced back to evaluations, all evaluations are original or adopted - the latter being by far the most common. Why do we adopt them? From fear - that is to say, we consider it more advisable to pretend they are our own - and accustom ourself to this pretense, so that at length it becomes our own nature. Original evaluation: that is to say, to assess a thing according to the extent to which it pleases or displeases us alone and no one else - something excessively rare! But must our evaluation of another, in which there lies motive for our general availing ourselves of his HIS evaluation, at least not proceed from US, be our OWN determination? Yes, but we arrive at it as children, and rarely learn to change our view; most of us are our whole lives long the fools of the way we acquired in childhood of judging our neighbors (their minds, rank, morality, whether they are exemplary or reprehensible) and of finding it necessary to pay homage to their evaluations.

Appreciation — motivates and encourages. Coaching — helps increase knowledge, skill, capability, growth, or raises feelings in the relationship. Evaluation — tells you where you stand, aligns expectations, and informs decision making.

Of all the judgments that we pass in life, none is as important as the one we pass on ourselves, for that judgment touches the very center of our existence. … No significant aspect of our thinking, motivation, feelings, or behavior is unaffected by our self-evaluation….

Blind-believers and staunch atheists have the same god - namely, a self-deluded, one's own shadow's bot.

Live joyfully this life. Once gone, who knows if we ever get it back. Atheists think we do not. Mystics say you will. Either way, chill.

Live boldly. Or be an oldie. Your call. As for me, well, I may have at times lived good, or even badly. But never ever not boldly.

Report cards are not a potential prize, but a way to offer students useful feedback on their progress. And Type I students understand that a great way to get feedback is to evaluate their own progress.

People may advice you, guide you and evaluate what you do, but bear in mind they can’t think for you. You don’t blame people for not thinking for you; blame yourself for depending on them to do what you must do.

The idea that people would be happier if they maintained a constant state of realism is a beautiful sentiment, but Taylor and Brown found just the opposite. They presented a new theory that suggested that well-being came from unrealistic views of reality. They said you reduce the stress of terminal illness or a high-pressure job or unexpected tragedy by resorting to optimism and delusion. Your wildly inaccurate self-evaluations get you through rough times and help motivate you when times are good. Indeed, later research backed up their claims, showing that people who are brutally honest with themselves are not as happy day to day as people with unrealistic assumptions about their abilities. People who take credit for the times when things go their way but who put the blame on others when they stumble or fall are generally happier people.

A purpose will motivate you. A purpose will keep your priorities straight. A purpose will develop your potential. A purpose will give you power to live in the present. A purpose will help you evaluate your progress.

As I developed as a CEO, I found two key techniques to be useful in minimizing politics. 1. Hire people with the right kind of ambition. The cases that I described above might involve people who are ambitious but not necessarily inherently political. All cases are not like this. The surest way to turn your company into the political equivalent of the U.S. Senate is to hire people with the wrong kind of ambition. As defined by Andy Grove, the right kind of ambition is ambition for the company’s success with the executive’s own success only coming as a by-product of the company’s victory. The wrong kind of ambition is ambition for the executive’s personal success regardless of the company’s outcome. 2. Build strict processes for potentially political issues and do not deviate. Certain activities attract political behavior. These activities include:   Performance evaluation and compensation   Organizational design and territory   Promotions Let’s examine each case and how you might build and execute a process that insulates the company from bad behavior and politically motivated outcomes.

Some choices are better than others and we, as mortal humans, cannot be expected to always choose the best ones. What we can control is how we evaluate past decisions. Our readiness to reflect and realize that we were wrong. Our ability to admit our wrongs and move forward. To say we are sorry or make amends for mistakes. To apply what we’ve learned from past follies and choose wiser in the present. I contend that in a random and often chaotic world of choices, that is what we can control.

Little people make tall claims. As being this-that avatar or messiah. Some even say they're God. Well, if they are, I'm their grand-pop.

Humans are mental. You be gentle.

Love yourself, and you'll never be without a loved one.

Most people just do not give a crap. Especially about you. It is not because you're crap. Mostly it is so because they are. So, you're better than them. Yeah! Now, give a crap!

Every anniversary is an opportunity to evaluate the past and the present for the sake of future opportunities.

Have faith in 'What Is'. You will get your due, good or not so good, to your liking or not, but in time, as it is meant to be.

You cannot evaluate the effectiveness of an objective, if you cannot comprehend the blueprint of the vision.

Just taking a few moments to evaluate what’s being said, to identify the motives of whoever’s speaking, and to ask if what they’re saying makes any sense, can help us avoid being manipulated.

We can never get back time—it’s one of life’s biggest tragedies but also one of its greatest motivators. If things were not finite, there would be no need to ever evaluate what is most important to us.

Many of us spontaneously anticipate how friends and colleagues will evaluate our choices; the quality and content of these anticipated judgments therefore matters. The expectation of intelligent gossip is a powerful motive for serious self-criticism

In psychotherapy, a child is never told, “You are a good little boy.” “You are great.” Judgmental and evaluative praise is avoided. Why? Because it is not helpful. It creates anxiety, invites dependency, and evokes defensiveness. It is not conducive to self-reliance, self-direction, and self-control, qualities that demand freedom from outside judgment. They require reliance on inner motivation and evaluation. Children need to be free from the pressure of evaluative praise so that others do not become their source of approval. Isn't

Anger is an assertion of rights and worth. It is communication, equality, and knowledge. It is intimacy, acceptance, fearlessness, embodiment, revolt, and reconciliation. Anger is memory and rage. It is rational thought and irrational pain. Anger is freedom, independence, expansiveness, and entitlement. It is justice, passion, clarity, and motivation. Anger is instrumental, thoughtful, complicated, and resolved. In anger, whether you like it or not, there is truth. Anger is the demand of accountability. It is evaluation, judgment, and refutation. It is reflective, visionary, and participatory. It's a speech act, a social statement, an intention, and a purpose. It's a risk and a threat. A confirmation and a wish. It is both powerlessness and power, palliative and a provocation. In anger, you will find both ferocity and comfort, vulnerability and hurt. Anger is the expression of hope.

Grab Bag of Questions for Coach and Coachee Who has given you feedback well? What was helpful about how they did it? Have you ever gotten good advice that you rejected? Why? Have you ever received good advice that you took years later? What motivates you? What disheartens you? What’s your learning style? Visual, auditory, big picture, detail oriented? What helps you hear appreciation? What’s something you wish you were better at? Whose feedback-receiving skills do you admire? What did your childhood and family teach you about feedback and learning? What did your early job experiences teach you? What’s the role of time/stages? What’s the role of mood and outlook? What’s the role of religion or spirituality? What has been the impact of major life events? Getting married? Getting laid off or fired? Having children? Death of a parent? What do you dislike most about coaching? About evaluation? What helps you change?

Thus discernment, artistic or otherwise, is a critical skill, and yet it can be something we take for granted, in part because we do it so effortlessly. Think about how rarely we’re impressed by truly unimpressive people. When it happens, we feel as though we’ve been taken in by a charlatan. It can even be embarrassing to demonstrate poor aesthetic judgment. We don’t want others to know that we’re inept at telling good art from bad, skilled artists from amateurs. This suggests that we evaluate each other not only for our first-order skills, but for our skills at evaluating the skills of others. Human social life is many layered indeed.

Cas Wouters, inspired by conversations with Elias late in his life, suggests that we are living through a new phase in the Civilizing Process. This is the long-term trend of informalization I mentioned earlier, and it leads to what Elias called a “controlled decontrolling of emotional controls” and what Wouters calls third nature.182 If our first nature consists of the evolved motives that govern life in a state of nature, and our second nature consists of the ingrained habits of a civilized society, then our third nature consists of a conscious reflection on these habits, in which we evaluate which aspects of a culture’s norms are worth adhering to and which have outlived their usefulness.

Picquart’s process of coming to realize that Dreyfus was innocent is a striking example of what cognitive scientists sometimes call accuracy motivated reasoning. In contrast to directionally motivated reasoning, which evaluates ideas through the lenses of “Can I believe it?” and “Must I believe it?,” accuracy motivated reasoning evaluates ideas through the lens of “Is it true?

Keep looking at the finishing line in your way to achieve your dreams. Each step you take will carry you closer to your goal. Sometimes you will need to run, sometimes you will slow down to a walk, and sometimes you might need to take a break. Evaluate your effort, improve, and keep going; the only thing you will do wrong is to quit. Quitting will never take you anywhere but farther from your ambition and from all the effort you made so far.

Over the last three centuries, psychologists have been able to define three distinct parts of the human mind: thoughts, emotions, and motivations. Thoughts, also known as cognition, include regular functions such as memory, judgment, and reasoning. This is where intelligence comes in because it is used to measure your cognitive functions. Emotions, on the other hand, include things like moods, feelings, and evaluations. Motivations refer to behaviors that you learn or biological urges.

Each person must decide for himself what his obligations are to his respective friends, family, and community. Before donating his time and money to those outside his immediate family and close circle of friends, he must decide what he can afford, without depriving those closest to him. When taking these things into consideration he must be certain to include himself among those who mean most to him. He must carefully evaluate the validity of the request and the personality or motives of the person asking it of him.

Mr. Friend never really enjoys his life. He owns a lot of upscale things, yet he works so hard and for so many hours during a typical day that he has no time to enjoy them. He has no time for his family, either. He leaves his house each day before dawn and rarely returns home in time for dinner. Would you like to be Mr. Friend? His lifestyle is appealing to many people. But if these people really understood Mr. Friend’s inner workings, they might evaluate him differently. Mr. Friend is possessed by possessions. He works for things. His motivation and his thoughts are focused on the symbols of economic success.

Transcendental generosity is generally misunderstood in the study of the Buddhist scriptures as meaning being kind to someone who is lower than you.  Someone has this pain and suffering and you are in a superior position and can save them—which is a very simple-minded way of looking down on someone.  But in the case of the bodhisattva, generosity is not so callous.  It is something very strong and powerful; it is communication.   Communication must transcend irritation, otherwise it will be like trying to make a comfortable bed in a briar patch.  The penetrating qualities of external color, energy, and light will come toward us, penetrating our attempts to communicate like a thorn pricking our skin.  We will wish to subdue this intense irritation and our communication will be blocked.   Communication must be radiation and receiving and exchange.  Whenever irritation is involved, then we are not able to see properly and fully and clearly the spacious quality of that which is coming toward us, that which is presenting itself as communication.  The external world is immediately rejected by our irritation which says, “no, no, this irritates me, go away.”  Such an attitude is the complete opposite of transcendental generosity.   So the bodhisattva must experience the complete communication of generosity, transcending irritation and self-defensiveness.  Otherwise, when thorns threaten to prick us, we feel that we are being attacked, that we must defend ourselves.  We run away from the tremendous opportunity for communication that has been given to us, and we have not been brave enough even to look to the other shore of the river.  We are looking back and trying to run away.   Generosity is a willingness to give, to open without philosophical or pious or religious motives, just simply doing what is required at any moment in any situation, not being afraid to receive anything.  Opening could take place in the middle of a highway.  We are not afraid that smog and dust or people’s hatreds and passions will overwhelm us; we simply open, completely surrender, give.  This means that we do not judge, do not evaluate.  If we attempt to judge or evaluate our experience, if we try to decide to what extent we should open, to what extent we should remain closed, the openness will have no meaning at all and the idea of paramita, of transcendental generosity, will be in vain.  Our action will not transcend anything, will cease to be the act of a bodhisattva.   The whole implication of the idea of transcendence is that we see through the limited notions, the limited conceptions, the warfare mentality of this as opposed to that. Generally, when we look at an object, we do not allow ourselves to see it properly.  Automatically we see our version of the object instead of actually seeing the object as it is.  Then we are quite satisfied, because we have manufactured or own version of the thing within ourselves.   Then we comment on it, we judge, we take or reject; but there is on real communication going on at all.   Cutting Through Spiritual Materialism, p.167, Chogyam Trungpa Rimpoche

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

Mediocre people are a drag on quality and morale, but they tend to do just enough good work to stick around—managers have a tough time justifying letting them go because there’s no actionable offense. The scent of mediocrity on your team can also scare off talented candidates. Mediocrity is an albatross we tether ourselves to when we don’t give the hiring process our full attention. When you hire, look for skill fit, but don’t make it your primary evaluation criteria. Look for passion, curiosity, selflessness, openness, confidence, communication skills, emotional intelligence, and intrinsic motivation, too. These things can’t be taught—most skills can.

Student-engaged assessment involves students in underst anding and in vesting in their own growth. It changes the primary role of assessment from evaluating and ranking students to motivating them to learn. It empowers students with the understanding of where they need to go as learners and how to get there. It builds the independence, critical thinking skills, perseverance, and self-reflective understanding students need for college and careers and that is required by the Common Core State Standards. And, because student-engaged assess ment practices demand reflection, collaboration, and responsibility, they shepherd students toward becoming positive citizens and human beings.

Introverts typically . . . • Process information internally. It is normal for them to continuously contemplate, generate, circulate, evaluate, question, and conclude. • Are rejuvenated and energized by rest, relaxation, and down-time. • Need time to process and adapt to a new situation or setting, otherwise it is draining. • Tend to be practical, simple, and neutral in their clothing, furnishings, offices, and surroundings. • Choose their friends carefully and focus on quality, not quantity. They enjoy the company of people who have similar interests and intellect. • May resist change if they are not given enough notice to plan, prepare, and execute. Sudden change creates stress and overwhelm.

But as a Puerto Rican woman, she belonged to not one but two minority groups. New research suggests that her double minority status may have amplified the costs and the benefits of speaking up. Management researcher Ashleigh Rosette, who is African American, noticed that she was treated differently when she led assertively than were both white women and black men. Working with colleagues, she found that double minority group members faced double jeopardy. When black women failed, they were evaluated much more harshly than black men and white leaders of both sexes. They didn’t fit the stereotype of leaders as black or as female, and they shouldered an unfair share of the blame for mistakes. For double minorities, Rosette’s team pointed out, failure is not an option. Interestingly, though, Rosette and her colleagues found that when black women acted dominantly, they didn’t face the same penalties as white women and black men. As double minorities, black women defy categories. Because people don’t know which stereotypes to apply to them, they have greater flexibility to act “black” or “female” without violating stereotypes. But this only holds true when there’s clear evidence of their competence. For minority-group members, it’s particularly important to earn status before exercising power. By quietly advancing the agenda of putting intelligence online as part of her job, Carmen Medina was able to build up successes without attracting too much attention. “I was able to fly under the radar,” she says. “Nobody really noticed what I was doing, and I was making headway by iterating to make us more of a publish-when-ready organization. It was almost like a backyard experiment. I pretty much proceeded unfettered.” Once Medina had accumulated enough wins, she started speaking up again—and this time, people were ready to listen. Rosette has discovered that when women climb to the top and it’s clear that they’re in the driver’s seat, people recognize that since they’ve overcome prejudice and double standards, they must be unusually motivated and talented. But what happens when voice falls on deaf ears?

You might have wondered many a times that even though you plan and prepare yourself to deal with a particular situation, you end up in falling into trouble? Have you ever evaluated the reason for this? If you think over it, you will realise that it is majorly because of your negligence in realising the impulsive reactions that you make while taking the necessary steps into your work or journey. And with this impulsive reactions, you yourself create a conflict between your quick-tempered emotions and intelligence, And as you lose patience in understanding you make quick decisions, thus often end up falling into trouble. So, the trick which you need to learn, understand and practice is to have patience and calmness within yourself so as to build a habit to react only after understanding the whole situation.

astonishing number of senior leaders are systemically incapable of identifying their organization’s most glaring and dangerous shortcomings. This is not a function of stupidity, but rather stems from two routine pressures that constrain everybody’s thinking and behavior. The first is comprised of cognitive biases, such as mirror imaging, anchoring, and confirmation bias. These unconscious motivations on decision-making under uncertain conditions make it inherently difficult to evaluate one’s own judgments and actions. As David Dunning, a professor of psychology at Cornell University, has shown in countless environments, people who are highly incompetent in terms of their skills or knowledge are also terrible judges of their own performance. For example, people who perform the worst on pop quizzes also have the widest variance between how they thought they performed and the actual score that they earned.22

The expectation of a reward or evaluation, even a positive evaluation, squelched creativity. She calls this phenomenon the intrinsic theory of motivation. Stated simply: “People will be most creative when they feel motivated primarily by interest, enjoyment, satisfaction, and the challenge of the work itself—not by external pressures.” She warns that many schools and corporations, by placing such emphasis on rewards and evaluation, are inadvertently suppressing creativity. It’s a compelling theory, and one that, intuitively, makes sense. Who hasn’t felt creatively liberated writing in a private diary or doodling in a notebook, knowing no one will ever see these zany scribbles? The theory, though, doesn’t always jibe with the real world. If we are only motivated by the sheer joy of an activity, why do athletes perform better in the heat of competition rather than during training sessions? Why did Mozart abandon works in progress because his

A healthy person has to learn again to be “selfish.” We have to learn to be honestly selfish, that is, we have to honestly face our needs and our feelings and face what we really want from others in our relationships. The more we face our simple wants, the more we can be straightforward in our expression to the people closest to us and to ourselves. We have to give up parental, rejecting, critical, evaluative attitudes toward our simple wishes and feelings. We have to feel what we want and stop accusing ourselves of being babyish when we want things.   When we pursue our goals in an honest and direct manner, without deception, we actually are more moral and tend to have respect and empathy for other people. There is a sense of value for both ourselves and others. Following one’s own motives and inclinations, within acceptable limits (with the exception of violations of the other’s boundaries), does not lead to chaos or immoral behavior. On the other hand, the hypocritical attitudes and dishonesty inherent in turning away from our needs often leads us to be more destructive or hostile to friends and loved ones.

...he [Perry Hildebrandt] broached the subject of goodness and its relation to intelligence. He'd come to the reception for selfless reasons, but he now saw that he might get not only a free buzz but free advise from, as it were, two professionals. 'I suppose what I'm asking,' he said, 'is whether goodness can ever truly be its own reward, or whether, consciously or not, it always serves some personal instrumentality.' Reverend Walsh [Trinity Lutheran] and the rabbi [Meyer] exchanged glances in which Perry detected pleasant surprise. It gratified him to upset their expectations of a fifteen-year-old. 'Adam may have a different answer,' the rabbi said, but in the Jewish faith there is really only one measure of righteousness: Do you celebrate God and obey His commandments?' 'That would suggest,' Perry said, 'that goodness and God are essentially synonymous.' 'That's the idea,' the rabbi said. 'In biblical times, when God manifested Himself more directly. He could seem like quite the hard-ass--striking people blind for trivial offenses, telling Abraham to kill his son. But the essence of the Jewish faith is that God does what He does, and we obey Him.' 'So, in other words, it doesn't matter what a righteous person's private thoughts are, so long as he obeys the letter of God's commandments?' 'And worships Him, yes. Of course, at the level of folk wisdom, a man can be righteous without being a -mensch.- I'm sure you see this, too, Adam--the pious man who makes everyone around him miserable. That might be what Perry is asking about.' 'My question,' Perry said, 'is whether we can ever escape our selfishness. Even if you bring in God, and make him the measure of goodness, the person who worships and obeys Him still wants something for himself. He enjoys the feeling of being righteous, or he wants eternal life, or what have you. If you're smart enough to think about it, there's always some selfish angle.' The rabbi smiled. 'There may be no way around it, when you put it like that. But we "bring in God," as you say--for the believer, of course, it's God who brought -us- in--to establish a moral order in which your question becomes irrelevant. When obedience is the defining principle, we don't need to police every little private thought we might have.' 'I think there's more to Perry's question, though,' Reverend Walsh said. 'I think he is pointing to sinfulness, which is our fundamental condition. In Christian faith, only one man has ever exemplified perfect goodness, and he was the Son of God. The rest of us can only hope for glimmers of what it's like to be truly good. When we perform an act of charity, or forgive an enemy, we feel the goodness of Christ in our hearts. We all have an innate capability to recognize true goodness, but we're also full of sin, and those two parts of us are constantly at war.' 'Exactly,' Perry said. 'How do I know if I'm really being good or if I'm just pursuing a sinful advantage?' 'The answer, I would say, is by listening to your heart. Only your heart can tell you what your true motive is--whether it partakes of Christ. I think my position is similar to Rabbi Meyer's. The reason we need faith--in our case, faith in the Lord Jesus Christ--is that it gives us a rock-solid basis for evaluating our actions. Only through faith in the perfection of our Savior, only by comparing our actions to his example, only by experiencing his living presence in our hearts, can we hope to be forgiven for the more selfish thoughts we might have. Only faith in Christ redeems us. Without him, we're lost in a sea of second-guessing our motives.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Just as versions of the hereafter are endlessly diverse, the multifaceted experience of dying differs for each person as well, despite its biological component. Each death is unique. Overall children die differently from adults, animals from humans, the long-ill from the accident victim. In the same way, afterlife experiences are highly divergent, shaped by an individual’s beliefs, culture, and personal wants. The more we know about those differences, the more we discover new directions and broaden possibilities. My goal is for you to become an independent thinker when it comes to the dead and the sphere they inhabit, basing your conclusions on your own intuitions and experiences while keeping them open to evaluation and change. Therefore, much of what is contained in these pages is hard at work challenging beliefs that impede independent awareness. This book is meant not only to stimulate your critical thinking but also to expand the range of questions you ask about the nature of the afterlife and, hence, of reality itself. Additional motives are at work here too. In chapter 12, you will learn that independent thinkers have more encounters with the deceased than others have. A third motive comes from my own work as a medium and from studies of positive and not-so-positive near-death experiences. Both show that if a person dies, clinically or permanently, with a fistful of unexamined, dogmatic assumptions, it can cause an array of complications in the immediate afterlife, whereas just a jot of open-mindedness leads to experiences that are full, deep, and transcendent.

Inside them, perhaps trapped where I can help find it, is all the information needed to make an accurate evaluation. At some point in our discussion of possible suspects, the woman will invariably say something like this: “You know, there is one other person, and I don’t have any concrete reasons for thinking it’s him. I just have this feeling, and I hate to even suggest it, but…” And right there I could send them home and send my bill, because that is who it will be. We will follow my client’s intuition until I have “solved the mystery.” I’ll be much praised for my skill, but most often, I just listen and give them permission to listen to themselves. Early on in these meetings, I say, “No theory is too remote to explore, no person is beyond consideration, no gut feeling is too unsubstantiated.” (In fact, as you are about to find out, every intuition is firmly substantiated.) When clients ask, “Do the people who make these threats ever do such-and-such?” I say, “Yes, sometimes they do,” and this is permission to explore some theory. When interviewing victims of anonymous threats, I don’t ask “Who do you think sent you these threats?” because most victims can’t imagine that anyone they know sent the threats. I ask instead, “Who could have sent them?” and together we make a list of everyone who had the ability, without regard to motive. Then I ask clients to assign a motive, even a ridiculous one, to each person on the list. It is a creative process that puts them under no pressure to be correct. For this very reason, in almost every case, one of their imaginative theories will be correct.

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

forgot about my huge goal. I focused on what I could control: what I did every day. After a little experimentation and a lot of thought, I settled on a process. Because the Internet never sleeps, here’s what I did every day: Write a new post. Without fail. No excuses. Build relationships. I contacted three people who tweeted my posts that day, choosing the three who seemed most influential, the most noteworthy, the most “something” (even if that “something” was just “thoughtful comment”). Then I sent an e-mail—not a tweet—and said thanks. My goal was to make a genuine connection. Build my network. I contacted one person who might be a great source for a future post. I aimed high: CEOs, founders, entrepreneur-celebrities . . . people with instant credibility and engaged followings. Many didn’t respond. But some did. And some have become friends and appear in this book. Add three more items to my “list of great headlines.” Headlines make or break posts: A great post with a terrible headline will not get read. So I worked hard to learn what worked for other people—and to adapt their techniques for my own use. Evaluate recent results. I looked at page views. I looked at shares and likes and tweets. I tried to figure out what readers responded to, what readers cared about. Writing for a big audience has little to do with pleasing yourself and everything to do with pleasing an audience, and the only way to know what worked was to know the audience. Ignore my editor. I liked my editor. But I didn’t want her input because she knew only what worked for columnists who were read by a maximum of 300,000 people each month. My goal was to triple that, which meant I needed to do things differently. We occasionally disagreed, and early on I lost some of those battles. Once my numbers started to climb, I won a lot more often, until eventually I was able to do my own thing. Sounds simple, right? In a way it was, because I followed a self-reinforcing process:

Focus intently and beat procrastination.    Use the Pomodoro Technique (remove distractions, focus for 25 minutes, take a break).    Avoid multitasking unless you find yourself needing occasional fresh perspectives.    Create a ready-to-resume plan when an unavoidable interruption comes up.    Set up a distraction-free environment.    Take frequent short breaks. Overcome being stuck.    When stuck, switch your focus away from the problem at hand, or take a break to surface the diffuse mode.    After some time completely away from the problem, return to where you got stuck.    Use the Hard Start Technique for homework or tests.    When starting a report or essay, do not constantly stop to edit what is flowing out. Separate time spent writing from time spent editing. Learn deeply.    Study actively: practice active recall (“retrieval practice”) and elaborating.    Interleave and space out your learning to help build your intuition and speed.    Don’t just focus on the easy stuff; challenge yourself.    Get enough sleep and stay physically active. Maximize working memory.    Break learning material into small chunks and swap fancy terms for easier ones.    Use “to-do” lists to clear your working memory.    Take good notes and review them the same day you took them. Memorize more efficiently.    Use memory tricks to speed up memorization: acronyms, images, and the Memory Palace.    Use metaphors to quickly grasp new concepts. Gain intuition and think quickly.    Internalize (don’t just unthinkingly memorize) procedures for solving key scientific or mathematical problems.    Make up appropriate gestures to help you remember and understand new language vocabulary. Exert self-discipline even when you don’t have any.    Find ways to overcome challenges without having to rely on self-discipline.    Remove temptations, distractions, and obstacles from your surroundings.    Improve your habits.    Plan your goals and identify obstacles and the ideal way to respond to them ahead of time. Motivate yourself.    Remind yourself of all the benefits of completing tasks.    Reward yourself for completing difficult tasks.    Make sure that a task’s level of difficulty matches your skill set.    Set goals—long-term goals, milestone goals, and process goals. Read effectively.    Preview the text before reading it in detail.    Read actively: think about the text, practice active recall, and annotate. Win big on tests.    Learn as much as possible about the test itself and make a preparation plan.    Practice with previous test questions—from old tests, if possible.    During tests: read instructions carefully, keep track of time, and review answers.    Use the Hard Start Technique. Be a pro learner.    Be a metacognitive learner: understand the task, set goals and plan, learn, and monitor and adjust.    Learn from the past: evaluate what went well and where you can improve.

The eldership must clarify direction and beliefs for the flock. It must set goals, make decisions, give direction, correct failures, affect change, and motivate people. It must evaluate, plan, and govern. Elders, then, must be problem solvers, managers of people, planners, and thinkers.

The findings of these studies can be summarized in three simple points. A tidy desk results in a higher evaluation of our character and capacity. This raises our self-esteem and increases our motivation. As a result, we work harder and our performance improves.

The brain evolved to regulate the motivational control of actions, carried out by the motor system, guided by sensory evaluation of ongoing environmental events. There are no "faculties" ―of memory, conscious perception, or music appreciation―that float in the mental ether, separate from the bodily functions. If we accept that the mind comes from the brain [in ongoing interaction with environment], then our behavior and experience must be understood to be elaborations of primordial systems of perceiving, evaluating, and acting. When we study the brain to look for networks controlling cognition are linked in one way or the other to sensory systems, or to motivational systems. There are no brain parts for disembodied cognition.

Considering the mental domain privilege over the bodily is a long-standing bias of psychologists and philosophers, but it is not inevitable. More than a hundred years ago, John Hughlines jackson contemplated the relations of mental abilities to brain networks in patients with brain disorders and concluded that the separation of mental functions from sensorimotor made no sense. The brain evolved to regulate the motivational control of actions, carried out by the motor system, guided by sensory evaluation of ongoing environmental events. There are no "faculties" ―of memory, conscious perception, or music appreciation―that float in the mental ether, separate from the bodily functions. If we accept that the mind comes from the brain [the brain in ongoing interaction with environment], then our behavior and experience must be understood to be elaborations of primordial systems of perceiving, evaluating, and acting. When we study the brain to look for networks controlling cognition are linked in one way or the other to sensory systems, or to motivational systems. There are no brain parts for disembodied cognition.

Humans across otherwise very different social, economic, and political worlds show a motivation to locate what is ‘‘good,’’ ‘‘true,’’ and ‘‘beautiful’’ in order to live by and in their lights. Living in a genuinely meaningful way has two components. First-personally one judges one’s life to have been well lived and it is so judged by third parties in a position to evaluate legitimately the quality of the life lived.

Are you ready to transform yourself? Are you ready to be one of the Special Ones, the Illuminated Ones? Are you ready to play the God Game? Only the strongest, the smartest, the boldest, can play. This is not a drill. This is your life. Stop being what you have been. Become what you were meant to be. See the Light. Join the Hyperboreans. Become a HyperHuman. Only the highest, only the noblest, only the most courageous are called. A new dawn is coming... the birth of Hyperreason. It’s time to enter Hyperreality.

Driver Behavior & Safety Proper driving behavior is vital for the safety of drivers, passengers, pedestrians and is a means to achieve fewer road accidents, injuries and damage to vehicles. It plays a role in the cost of managing a fleet as it impacts fuel consumption, insurance rates, car maintenance and fines. It is also important for protecting a firm’s brand and reputation as most company- owned vehicles carry the company’s logo. Ituran’s solution for driver behavior and safety improves organizational driving culture and standards by encouraging safer and more responsible driving. The system which tracks and monitors driver behavior using an innovative multidimensional accelerometer sensor, produces (for each driver) an individual score based on their performance – sudden braking and acceleration, sharp turns, high-speed driving over speed bumps, erratic overtaking, speeding and more. The score allows fleet managers to compare driver performance, set safety benchmarks and hold each driver accountable for their action. Real-time monitoring identifies abnormal behavior mode—aggressive or dangerous—and alerts the driver using buzzer or human voice indication, and detects accidents in real time. When incidents or accidents occurs, a notification sent to a predefined recipient alerts management, and data collected both before and after accidents is automatically saved for future analysis. • Monitoring is provided through a dedicated application which is available to both fleet manager and driver (with different permission levels), allowing both to learn and improve • Improves organizational driving culture and standards and increases safety of drivers and passengers • Web-based reporting gives a birds-eye view of real-time driver data, especially in case of an accident • Detailed reports per individual driver include map references to where incidents have occurred • Comparative evaluation ranks driving according to several factors; the system automatically generates scores and a periodic assessment certificate for each driver and/or department Highlights 1. Measures and scores driver performance and allows to give personal motivational incentives 2. Improves driving culture by encouraging safer and more responsible driving throughout the organization 3. Minimizes the occurrence of accidents and protects the fleet from unnecessary wear & tear 4. Reduces expenses related to unsafe and unlawful driving: insurance, traffic tickets and fines See how it works:

If internet and social media can be down for five days and during those five days , you don’t have people to talk to . You need to assess and evaluate your life. No matter how addicted you are on social media, you need to bond with physical people around you. There is no connection that beats human contact. Don’t lose what differentiate us from robots. Allow yourself to feel. Never shutdown your emotions or feelings.

This amounts to nothing more than misleading propaganda. The purpose is to create a climate of acceptance for the passage of legislation which will turn the majority of parents into criminals of the most heinous kind-those whose victims are defenseless children. The resulting body of law will play directly into the hands of ultraliberal social engineers as well as social activists within the professional community. The outward motive-the protection of children-conceals several more insidious ones: • The desire to expand and consolidate the power of the helping professions. At the present time, there is no law that says an individual must, under certain circumstances, submit to psychological evaluation and counseling. If they are written as is being suggested, however, antispanking laws will require exactly that. They will give helping professionals the power to define when the law has been broken, who is in need of "help" and how much, and when a certain parent's "rehabilitation" is complete. It is significant to note that in all of history the only other state to confer this much power on psychologists and their ilk was the former Soviet Union. • The desire to manipulate the inner workings of the American family; specifically, the desire to exercise significant control over the child-rearing process. Take it from someone who was, at one time, similarly guilty, a significant number of helping professionals possess a "save the world" mentality. They believe they know what's best for individuals, families, and children. The only problem, as they see it, is that most people are "in denial"-unwilling to recognize their need for help. This self-righteousness fuels a zealous, missionary attitude. And like the first missionaries to the New World, many helping professionals seem to believe that their vision of a perfect world justifies whatever means they deem necessary, including licensing parents, taking children away from parents they define as unfit, and the like. (For a close look at the social engineering being proposed by some professionals, see Debating Children's Lives, Mason and Gambrill, eds., Sage Publications, 1994).

What to Do Tonight Practice asking, “Who is responsible for this?” “Whose problem is it?” Determine if your home is a safe base. Do you fight frequently about food or screen time? What’s the emotional temperature? If you are feeling frustrated with your kid, chances are he is with you as well. Ask him. If a kid hates or resists homework, suggest a homework club at school, find older kids to work with him, or approach your child’s teacher about minimizing mandatory homework. If your child’s strong negative reactions to homework are out of character, have your child evaluated to rule out a problem like a learning disability. Help your child create an effective learning environment and, if necessary, develop her own system of rewards for completing goals. If she does not meet a goal, respond with compassion: “I’m sorry you weren’t able to meet your goals tonight.” Don’t get angry or threaten punishment. Your job is to help her develop ways to motivate herself. Express confidence in your child’s ability to figure things out.

Sometimes our success is blocked by the people that we're with. We need to evaluate the role of each individual in our lives.

Mistakes offer us checkpoints through which we can evaluate our behavior, and make changes accordingly.

we make the mistake of viewing history through modern eyes. Instead, it must be evaluated with an open mind. We must take into account the fears and superstitions of the times, for they are critical to understanding the people and their motivations.

What to Do Tonight Support autonomy, support autonomy, support autonomy. Explore where your child’s true inner motivation lies. You can do this by asking when in life he or she feels “really happy.” Kids with a healthy self-drive will commonly think of times when they perform well in school or in sports, are engaged in pleasurable pastimes, or do something fun with their friends or family. In contrast, kids who are obsessively motivated or have difficulty sustaining motivation and effort will often say that they feel happiest when they have no responsibilities, when nothing is expected of them, and when they feel no pressure. Make a point of speaking with your kids about what it is they want in life. What do they love to do? What do they feel they’re good at? If there’s a reason they’re here, what might that be? Help your child articulate (and write down) goals. We will explore this in more depth in Chapter Ten. For now, simply the act of voicing where she wants to get is a remarkably constructive step. Encourage flow in any activity by giving your kids the space and time they need to do what they love. Teach and model a love of challenge and persistence in the face of difficulty. Attribute positive motivational qualities to young kids (e.g., “I’ve noticed that you don’t give up on things.”). Teach your kids not to be overly preoccupied with pleasing others. If they’re focused on external feedback, consider occasionally saying something like, “Everybody feels good when they’re successful at things and get positive feedback from other people. It’s completely normal. My experience, though, is that the wisest thing is to evaluate your own performance and to focus on getting better at doing the right thing.” If your child doesn’t seem to have a passion, remember that there are many people and experiences that will positively influence their lives. Seek out mentors or role models in different fields, and expose them to a range of careers and life choices.

Thus, as I have said, in innumerable cases today’s family owes its existence merely to a force of inertia, conventions, practical convenience, and weakness of character in a regime of mediocrity and compromises. Nor can one expect external measures to bring about a change. I must repeat that familial unity could only remain firm when determined by a suprapersonal way of thinking, so as to leave mere individual matters on a secondary level. Then the marriage could even lack "happiness," the "needs of the soul" could be unsatisfied, and yet the unity would persist. In the individualistic climate of present society no higher reason demands that familial unity should persist even when the man or the woman "does not agree," and sentiment or sex leads them to new choices. Therefore, the increase of so-called failed marriages and related divorces and separations is natural in contemporary society. It is also absurd to think of any efficacy in restraining measures, since the basis of the whole is by now a change of an existential order. After this evaluation, it would almost be superfluous to specify what can be the behavior of the differentiated man today. In principle, he cannot value marriage, family, or procreation as I have just described them. All that can only be alien to him; he can recognize nothing significant to merit his attention. (Later I will return to the problem of the sexes in itself, not from the social perspective.) The contaminations in marriage between sacred and profane and its bourgeois conformism are evident to him, even in the case of religious, indissoluble, Catholic marriage. This indissolubility that is supposed to safeguard the family in the Catholic area is by now little more than a facade. In fact, the indissoluble unions are often profoundly corrupted and loosened, and in that area petty morality is not concerned in the least that the marriage is actually indissoluble; it is important only to act as if it were such. That men and women, once duly married, do more or less whatever they want, that they feign, betray, or simply put up with each other, that they remain together for simple convenience, reducing the family to what I have already described, is of little importance there. Morality is saved: One can believe that the family remains the fundamental unit of society so long as one condemns divorce and accepts that social sanction or authorization—as if it had any right—for any sexually based cohabitation that corresponds to marriage. What is more, even if we are not speaking of the "indissoluble" Catholic rite of marriage, but of a society that permits divorce, the hypocrisy persists: one worships at the altar of social conformism even when men and women separate and remarry repeatedly for the most frivolous and ridiculous motives, as typically happens in the United States, so that marriage ends up being little more than a puritanical veneer for a regime of high prostitution or legalized free love.

Evaluate your decisions and actions to see if they are helping you surpass expectations or limiting you from attaining great things. Take stock of your expectations and those of the company you keep, then do something exceptional, become an exception and surpass those expectations.

Evaluate your decisions and actions to see if they are helping you surpass expectations or limiting you from attaining great things. Take stock of your expectations, and those of the company you keep, then do something exceptional, become an exception and surpass those expectations.

If you aspire to live a purpose-driven life, learn to evaluate what is worth keeping against what is worth forsaking.

Because we listen autobiographically, we tend to respond in one of four ways. We evaluate—we either agree or disagree; we probe—we ask questions from our own frame of reference; we advise—we give counsel based on our own experience; or we interpret—we try to figure people out, to explain their motives, their behavior, based on our own motives and behavior.

The insula not only evaluates and integrates the emotional or motivational importance of these stimuli, it also coordinates external sensory information and our internal motivational states. This consciousness of bodily states is a measure of our emotional awareness of self, the feeling that “I am.

caution believers who speak in tongues to evaluate carefully their motivation. Is it for the glory of God, or is it because of pressure from a group? Do you feel that you would be a lesser saint than others if you did not speak in tongues? The Bible urges you to pursue love, not tongues.

Values provide context to a person’s mental state, needs, and motivations. In practice, understanding the values of your team members becomes a useful tool to evaluate and drive your own empathy. You may have different values, so unless you actively seek to understand another person’s point of view, it’s possible to be bound by your own context and limitations.

In comparison with the mode of life of whole millennia of mankind we present-day men live in a very immoral age: the power of custom is astonishingly enfeebled and the moral sense so rarefied and lofty it may be described as having more or less evaporated. That is why the fundamental insights into the origin of morality are so difficult for us latecomers, and even when we have acquired them we find it impossible to enunciate them, because they sound so uncouth or because they seem to slander morality! This is, for example, already the case with the chief proposition: morality is nothing other (therefore no more!) than obedience to customs, of whatever kind they may be; customs, however, are the traditional way of behaving and evaluating. In things in which no tradition commands there is no morality; and the less life is determined by tradition, the smaller the circle of morality. The free human being is immoral because in all things he is determined to depend upon himself and not upon a tradition: in all the original conditions of mankind, 'evil' signifies the same as 'individual', 'free', 'capricious', 'unusual', 'unforeseen', 'incalculable'. Judged by the standard of these conditions, if an action is performed not because tradition commands it but for other motives (because of its usefulness to the individual, for example), even indeed for precisely the motives which once founded the tradition, it is called immoral and is felt to be so by him who performed it: for it was not performed in obedience to tradition. What is tradition? A higher authority which one obeys, not because it commands what is useful to us, but because it commands. What distinguishes this feeling in the presence of tradition from the feeling of fear in general? It is fear in the presence of a higher intellect which here commands, of an incomprehensible, indefinite power, of something more than personal there is superstition in this fear. Originally all education and care of health, marriage, cure of sickness, agriculture, war, speech and silence, traffic with one another and with the gods belonged within the domain of morality: they demanded one observe prescriptions without thinking of oneself as an individual. Originally, therefore, everything was custom, and whoever wanted to elevate himself above it had to become lawgiver and medicine man and a kind of demi-god: that is to say, he had to make customs a dreadful, mortally dangerous thing! Who is the most moral man? First, he who obeys the law most frequently: who, like the Brahmin12, bears a consciousness of the law with him everywhere and into every minute division of time, so that he is continually inventive in creating opportunities for obeying the law. Then, he who obeys it even in the most difficult cases. The most moral man is he who sacrifices the most to custom: what, however, are the greatest sacrifices? The way in which this question is answered determines the development of several divers kinds of morality; but the most important distinction remains that which divides the morality of most frequent obedience from that of the most difficult obedience.

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Faith viewed as a performance is often motivated by fear and self protection. Its focus is perfection. Its goal is to avoid even the appearance of failure. If we view faith as a performance, we often see God as a critic watching our every move with skeptical eyes, red pen in hand, evaluating us by criteria beyond anyone’s reach. As a journey, however, faith viewed as a pilgrimage is motivated by love and glad surrender. Its focus is direction. Its goal is to follow Jesus wherever he leads in the day or the night. If we view faith as a pilgrimage, we will see God as our companion, guide, and destination. In fact, if we view faith as more of a pilgrimage than a performance, we will see God more than we see ourselves.

We can never get back time—it’s one of life’s biggest tragedies but also one of its greatest motivators. If things were not finite, there would be no need to ever evaluate what is most important to us. You thought you were being true to yourself by keeping your options open, but all that time you were living in fear. If you are not mindful, you can spend a whole lifetime weighing your options. Commitment to anything, let alone another person, takes bravery.

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