Learning Environments Quotes

We need the tonic of wildness...At the same time that we are earnest to explore and learn all things, we require that all things be mysterious and unexplorable, that land and sea be indefinitely wild, unsurveyed and unfathomed by us because unfathomable. We can never have enough of nature.

Before you call yourself a Christian, Buddhist, Muslim, Hindu or any other theology, learn to be human first.

The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.

To overcome the anxieties and depressions of contemporary life, individuals must become independent of the social environment to the degree that they no longer respond exclusively in terms of its rewards and punishments. To achieve such autonomy, a person has to learn to provide rewards to herself. She has to develop the ability to find enjoyment and purpose regardless of external circumstances.

Despite the business and auto-rickshaws and bantering Bengalis just beyond his brown front door, Sanjit cultivates a distinct learning environment and energy, one created and galvanized above the tile floors, within the thin walls, below the imperative ceiling fans, and embraced by books.

I do not teach anyone I only provide the environment in which they can learn

Reading, conversation, environment, culture, heroes, mentors, nature – all are lottery tickets for creativity. Scratch away at them and you’ll find out how big a prize you’ve won.

You can blame it on the circumstances, the environment, but you made the choices you made, no one else. It's a lot to take in all at once, but it's essential that you make an effort to answer that question. Who are human beings? Because who we are determines the type of governing we need. Later on, I hope you can reflect and be honest with yourself about that you learned tonight.

Whether we learn how to love ourselves and others will depend on the presence of a loving environment. Self-love cannot flourish in isolation.

We seldom realize, for example, that our most private thoughts and emotions are not actually our own. For we think in terms of languages and images which we did not invent, but which were given to us by our society. We copy emotional reactions from our parents, learning from them thatexcrement is supposed to have a disgusting smell and that vomiting is supposed to be an unpleasant sensation. The dread of death is also learned from their anxieties about sickness and from their attitudes to funerals and corpses. Our social environment has this power just because we do not exist apart from a society. Society is our extended mind and body. Yet the very society from which the individual is inseparable is using its whole irresistible force to persuade the individual that he is indeed separate! Society as we now know it is therefore playing a game with self-contradictory rules.

No matter how intently one studies the hundred little dramas of the woods and meadows, one can never learn all the salient facts about any one of them.

One cannot be pessimistic about the West. This is the native home of hope. When it fully learns that cooperation, not rugged individualism, is the quality that most characterizes and preserves it, then it will have achieved itself and outlived its origins. Then it has a chance to create a society to match its scenery.

Homeschooling and public schooling are as opposite as two sides of a coin. In a homeschooling environment, the teacher need not be certified, but the child MUST learn. In a public school environment, the teacher MUST be certified, but the child need NOT learn.

Our values are determined by the environment we grow up in; and we learn to judge other people based on a standard that’s set for us by the first person we come in contact with—which in most cases is our mother.

I felt excited to go to school, and that scared me. I knew it wasn't the simulating learning environment I was anticipating, or seeing my new set of friends. If I was being honest with myself, I knew I was eager to get to school because I would see Edward Culllen. And that was very, very stupid.

It is a fundamental truth that the responsibilities of motherhood cannot be successfully delegated. No, not to day-care centers, not to schools, not to nurseries, not to babysitters. We become enamored with men’s theories such as the idea of preschool training outside the home for young children. Not only does this put added pressure on the budget, but it places young children in an environment away from mother’s influence. Too often the pressure for popularity, on children and teens, places an economic burden on the income of the father, so mother feels she must go to work to satisfy her children’s needs. That decision can be most shortsighted. It is mother’s influence during the crucial formative years that forms a child’s basic character. Home is the place where a child learns faith, feels love, and thereby learns from mother’s loving example to choose righteousness. How vital are mother’s influence and teaching in the home—and how apparent when neglected!

Man must cease attributing his problems to his environment, and learn again to exercise his will - his personal responsibility in the realm of faith and morals.

The best way to contribute to a brand-new environment is not by trying to prove what a wonderful addition you are. It’s by trying to have a neutral impact, to observe and learn from those who are already there, and to pitch in with the grunt work wherever possible.

I’d drive a thousand miles just to learn how to conserve gas and help save the environment. But that’s just who I am. I’m a thoughtful guy.


I learned that the world of men as it exists today is a bureaucracy. This is an obvious truth, of course, though it is also one the ignorance of which causes great suffering. “But moreover, I discovered, in the only way that a man ever really learns anything important, the real skill that is required to succeed in a bureaucracy. I mean really succeed: do good, make a difference, serve. I discovered the key. This key is not efficiency, or probity, or insight, or wisdom. It is not political cunning, interpersonal skills, raw IQ, loyalty, vision, or any of the qualities that the bureaucratic world calls virtues, and tests for. The key is a certain capacity that underlies all these qualities, rather the way that an ability to breathe and pump blood underlies all thought and action. “The underlying bureaucratic key is the ability to deal with boredom. To function effectively in an environment that precludes everything vital and human. To breathe, so to speak, without air. “The key is the ability, whether innate or conditioned, to find the other side of the rote, the picayune, the meaningless, the repetitive, the pointlessly complex. To be, in a word, unborable. “It is the key to modern life. If you are immune to boredom, there is literally nothing you cannot accomplish.

Children who are respected learn respect. Children who are cared for learn to care for those weaker than themselves. Children who are loved for what they are cannot learn intolerance. In an environment such as this, they will develop their own ideals, which can be nothing other than humane, since they grew out of the experience of love.

LEARNING LOVE If our parents didn’t love and understand each other, how are we to know what love looks like? There aren’t courses or classes in love. If the grown-ups know how to take care of each other, then the children who grow up in this environment will naturally know how to love, understand, and bring happiness to others. The most precious inheritance that parents can give their children is their own happiness. Our parents may be able to leave us money, houses, and land, but they may not be happy people. If we have happy parents, we have received the richest inheritance of all.

He had learned some of the things that every man must find out for himself, and he had found out about them as one has to find out--through error and through trial, through fantasy and illusion, through falsehood and his own damn foolishness, through being mistaken and wrong and an idiot and egotistical and aspiring and hopeful and believing and confused. Each thing he learned was so simple and obvious, once he grasped it, that he wondered why he had not always known it. And what had he learned? A philosopher would not think it much, perhaps, and yet in a simple human way it was a good deal. Just by living, my making the thousand little daily choices that his whole complex of heredity, environment, and conscious thought, and deep emotion had driven him to make, and by taking the consequences, he had learned that he could not eat his cake and have it, too. He had learned that in spite of his strange body, so much off scale that it had often made him think himself a creature set apart, he was still the son and brother of all men living. He had learned that he could not devour the earth, that he must know and accept his limitations. He realized that much of his torment of the years past had been self-inflicted, and an inevitable part of growing up. And, most important of all for one who had taken so long to grow up, he thought he had learned not to be the slave of his emotions.

Open communication and trust create a safe space for sharing ideas, challenging each other's assumptions, and building on each other's strengths. This fosters a collective learning environment where everyone's contributions are valued.

But this wasn’t a safe, controlled environment I was learning in. There were no bumper lanes to keep my ball out of the gutter.

Study, along the lines which the theologies have mapped, will never lead us to discovery of the fundamental facts of our existence. That goal must be attained by means of exact science and can only be achieved by such means. The fact that man, for ages, has superstitiously believed in what he calls a God does not prove at all that his theory has been right. There have been many gods – all makeshifts, born of inability to fathom the deep fundamental truth. There must be something at the bottom of existence, and man, in ignorance, being unable to discover what it is through reason, because his reason has been so imperfect, undeveloped, has used, instead, imagination, and created figments, of one kind or another, which, according to the country he was born in, the suggestions of his environment, satisfied him for the time being. Not one of all the gods of all the various theologies has ever really been proved. We accept no ordinary scientific fact without the final proof; why should we, then, be satisfied in this most mighty of all matters, with a mere theory? Destruction of false theories will not decrease the sum of human happiness in future, any more than it has in the past... The days of miracles have passed. I do not believe, of course, that there was ever any day of actual miracles. I cannot understand that there were ever any miracles at all. My guide must be my reason, and at thought of miracles my reason is rebellious. Personally, I do not believe that Christ laid claim to doing miracles, or asserted that he had miraculous power... Our intelligence is the aggregate intelligence of the cells which make us up. There is no soul, distinct from mind, and what we speak of as the mind is just the aggregate intelligence of cells. It is fallacious to declare that we have souls apart from animal intelligence, apart from brains. It is the brain that keeps us going. There is nothing beyond that. Life goes on endlessly, but no more in human beings than in other animals, or, for that matter, than in vegetables. Life, collectively, must be immortal, human beings, individually, cannot be, as I see it, for they are not the individuals – they are mere aggregates of cells. There is no supernatural. We are continually learning new things. There are powers within us which have not yet been developed and they will develop. We shall learn things of ourselves, which will be full of wonders, but none of them will be beyond the natural. [Columbian Magazine interview]

Not to change the subject, but…you do realize you’ve been going over the speed limit for quite a few miles? Never mind. And thank you Professor Ludefance. Somehow, I think this lecture is meant for me, but I have a lot more interchange of material and energy with my environment than most.” “In a physical sense, you’re not decaying at all, you’re a very vibrant young woman. The decay I’m speaking about for you is emotional. As for the professorship, that very lecture was given to me from a Turkish friend who had inherited a great deal of wealth and didn’t know what to do with himself. I learned this from him. As for you, you interact with your environment, but you are predatory, fearless, irritable, and listless. You’re getting no emotional feedback.” “And just where do you suggest I go to look for ‘emotional feedback,’ Mr. Professor?” “Aha. That’s the catch. You can’t. It’s not that mechanical. You merely have to be receptive and hope it comes along.” “Meanwhile, I’m being ground down by the second law of thermodynamics.” “In a sense, yes.” “Thank you so much, Professor. I never would have known.

Every creature was designed to serve a purpose. Learn from animals for they are there to teach you the way of life. There is a wealth of knowledge that is openly accessible in nature. Our ancestors knew this and embraced the natural cures found in the bosoms of the earth. Their classroom was nature. They studied the lessons to be learned from animals. Much of human behavior can be explained by watching the wild beasts around us. They are constantly teaching us things about ourselves and the way of the universe, but most people are too blind to watch and listen.

Rise early and seize each day, learn much and use this knowledge well, spend time with those you love, never abuse your pets, use logic to fight the irrational (for it is everywhere), defend the environment and its wildlife as a knight would protect King Arthur, meld mind and heart for greatest creativity, follow your dreams, and become all that you can be.

All good teachers will tell you that the most important quality they bring to their teaching is their love for the children. But what does that mean? It means that before we can teach them, we need to delight in them. Someone once said that children need one thing in order to succeed in life: someone who is crazy about them. We need to find a way to delight in all our students. We may be the only one in their lives to do so. We need to look for the best, expect the best, find something in each child that we can truly treasure.... If children recognize that we have seen their genius, who they really are, they will have the confidence and resilience to take risks in learning. I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to develop.

Instead of waiting for a system to coalesce into consistency, the successful actor must learn to operate in complex, uncertain, and ever-changing environments.

We humans still have a long way to go with learning to live harmoniously with our environment and its wildlife.

The idea that girls are somehow responsible for 'provoking' harassment from boys is shamefully exacerbated by an epidemic of increasingly sexist school dress codes. Across the United States, stories have recently emerged about girls being hauled out of class, publicly humiliated, sent home, and even threatened with expulsion for such transgressions as wearing tops with 'spaghetti straps,' wearing leggings or (brace yourself) revealing their shoulders. The reasoning behind such dress codes, which almost always focus on the girls' clothing to a far greater extent than the boys', is often euphemistically described as the preservation of an effective 'learning environment.' Often schools go all out and explain that girls wearing certain clothing might 'distract' their male peers, or even their male teachers....in reality these messages privilege boys' apparent 'needs' over those of the girls, sending the insidious message that girls' bodies are dangerous and provoke harassment, and boys can't be expected to control their behavior, so girls are responsible for covering up....his education is being prioritized over hers.

It is amazing how dispiriting it can be to enter a learning environment and to be made immediately to suppress your own exploratory inclinations. So many learning environments in the world are still like this. Don’t question what you are taught! Just listen and get good marks on the test! It conditions us to be slaves. The minute we abandon our inquisitive nature, we cede our consciences to the whims of tyrants. We are capable of better. We owe it to ourselves and each other to create better opportunities that enhance human potential. Education is the externality that allows for this, but our methods of education must promote self-guidance and self-reliance.

Artificial intelligence is defined as the branch of science and technology that is concerned with the study of software and hardware to provide machines with the ability to learn insights from data and the environment, and the ability to adapt to changing situations with increasing precision, accuracy, and speed.

In an environment of turbulent change, as de Geus famously wrote: “The ability to learn faster than your competitors is the only sustainable competitive advantage.

How we feel about ourselves, the joy we get from living, ultimately depend directly on how to the mind filters and interprets everyday experiences. Whether we are happy depends on inner harmony, not on the controls we are able to exert over the great forces of the universe. Certainly we should keep on learning how to master the external environment, because our physical survival may depend on it. But such mastery is not going to add one jot to how good we as individuals feel, or reduce the chaos of the world as we experience it. To do that we must learn to achive mastery over conciousness itself.

Adolescents who never learn to control their consciousness grow up to be adults without a “discipline.” They lack the complex skills that will help them survive in a competitive, information-intensive environment. And what is even more important, they never learn how to enjoy living. They do not acquire the habit of finding challenges that bring out hidden potentials for growth.

Those who can adapt to the sudden paradigm shift and new environment do. Obey the rules. Search for the loopholes. Sneer at the guidelines despite being bound by them. In the end, everyone learns that rules are necessary to make the system run smoothly.

It was all a part of being trustworthy—of being a piece of sea glass. High tides, low tides, storms, sand and mistakes all contributed to the polishing process. Though difficult to endure at the time, the demanding elements helped smooth the surface, transforming one into a better person, not worse. A person who learned from the harsh environment, who knew the storm would end, and who felt confident she would still be in one piece.

probably the most important fact about genetics and culture is the delayed maturation of the frontal cortex—the genetic programming for the young frontal cortex to be freer from genes than other brain regions, to be sculpted instead by environment, to sop up cultural norms. To hark back to a theme from the first pages of this book, it doesn’t take a particularly fancy brain to learn how to motorically, say, throw a punch. But it takes a fancy, environmentally malleable frontal cortex to learn culture-specific rules about when it’s okay to throw punches.

Don’t let us take doubts with exaggerated seriousness nor let them grow out of proportion, or become black-and-white or fanatical about them. What we need to learn is how slowly to change our culturally conditioned and passionate involvement with doubt into a free, humorous, and compassionate one. This means giving doubts time, and giving ourselves time to find answers to our questions that are not merely intellectual or “philosophical,” but living and real and genuine and workable. Doubts cannot resolve themselves immediately; but if we are patient a space can be created within us, in which doubts can be carefully and objectively examined, unraveled, dissolved, and healed. What we lack, especially in this culture, is the right undistracted and richly spacious environment of the mind, which can only be created through sustained meditation practice, and in which insights can be given the change slowly to mature and ripen. 129-130

Quantum Machine Learning is defined as the branch of science and technology that is concerned with the application of quantum mechanical phenomena such as superposition, entanglement and tunneling for designing software and hardware to provide machines the ability to learn insights and patterns from data and the environment, and the ability to adapt automatically to changing situations with high precision, accuracy and speed. 

The more they overestimated their own skill relative to luck, the less they learned from what the environment was trying to tell them, and the worse their decisions became: the participants grew increasingly less likely to switch to winning stocks, instead doubling down on losers or gravitating entirely toward bonds.

It is difficult to overstate the importance of understanding mirror neurons and their function. They may well be central to social learning, imitation, and the cultural transmission of skills and attitudes—perhaps even of the pressed-together sound clusters we call words. By hyperdeveloping the mirror-neuron system, evolution in effect turned culture into the new genome. Armed with culture, humans could adapt to hostile new environments and figure out how to exploit formerly inaccessible or poisonous food sources in just one or two generations—instead of the hundreds or thousands of generations such adaptations would have taken to accomplish through genetic evolution. Thus culture became a significant new source of evolutionary pressure, which helped select brains that had even better mirror-neuron systems and the imitative learning associated with them. The result was one of the many self-amplifying snowball effects that culminated in Homo sapiens, the ape that looked into its own mind and saw the whole cosmos reflected inside.

Childhood trauma can range from having faces extreme violence and neglect to having confronted feelings of not belonging, being unwanted, or being chronically misunderstood. You may have grown up in an environment where your curiosity and enthusiasm were constantly devalued. Perhaps you were brought up in a family where your parents had unresolved traumas of their own, which impaired their ability to attend to your emotional needs. Or, you may have faced vicious sexual or physical attacks. In all such situations, you learn to compensate by developing defenses around your most vulnerabe parts.

You will learn that the true purpose of meditation is to get beyond the analytical mind and enter into the subconscious mind so you can make real and permanent changes. If you get up from meditation as the same person who sat down, nothing has happened to you on any level. When you meditate and connect to something greater, you can create and then memorize such coherence between your thoughts and feelings that nothing in your outer reality—no thing, no person, no condition at any place or time—could move you from that level of energy. Now you are mastering your environment, your body, and time.

The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.

Where does this openness to the “other” come from in artists? Some may grow out of empathy earned because artists are themselves often exiled from a normative tribal identity. There is also training to extend that empathy. In art, we constantly train ourselves to inhabit or portray the “other.” Artists learn to be adaptable and blend into an environment while not belonging to it, which also requires learning to speak new tribal languages.

It seems that a whole lot of people, both Christians and non-Christians, are under the impression that you can’t be a Christian and vote for a Democrat, you can’t be a Christian and believe in evolution, you can’t be a Christian and be gay, you can’t be a Christian and have questions about the Bible, you can’t be a Christian and be tolerant of other religions, you can’t be a Christian and be a feminist, you can’t be a Christian and drink or smoke, you can’t be a Christian and read the New York Times, you can’t be a Christian and support gay rights, you can’t be a Christian and get depressed, you can’t be a Christian and doubt. In fact, I am convinced that what drives most people away from Christianity is not the cost of discipleship but rather the cost of false fundamentals. False fundamentals make it impossible for faith to adapt to change. The longer the list of requirements and contingencies and prerequisites, the more vulnerable faith becomes to shifting environments and the more likely it is to fade slowly into extinction. When the gospel gets all entangled with extras, dangerous ultimatums threaten to take it down with them. The yoke gets too heavy and we stumble beneath it.

Magic involves making the improbable possible. It's learning how even the slightest change you make can have a radical effect on the internal system of your psychology/spirituality, and the external system of the environment and universe you live in.

It doesn't matter what the manifest problem was in our childhood family. In a home where a child is emotionally deprived for one reason or another that child will take some personal emotional confusion into his or her adult life. We may spin our spiritual wheels in trying to make up for childhood's personal losses, looking for compensation in the wrong places and despairing that we can find it. But the significance of spiritual rebirth through Jesus Christ is that we can mature spiritually under His parenting and receive healing compensation for these childhood deprivations. Three emotions that often grow all out of proportion in the emotionally deprived child are fear, guilt, and anger. The fear grows out of the child's awareness of the uncontrollable nature of her fearful environment, of overwhelming negative forces around her. Her guilt, her profound feelings of inadequacy, intensify when she is unable to put right what is wrong, either in the environment or in another person, no matter how hard she tries to be good. If only she could try harder or be better, she could correct what is wrong, she thinks. She may carry this guilt all her life, not knowing where it comes from, but just always feeling guilty. She often feels too sorry for something she has done that was really not all that serious. Her anger comes from her frustration, perceived deprivation, and the resultant self-pity. She has picked up an anger habit and doesn't know how much trouble it is causing her. A fourth problem often follows in the wake of the big three: the need to control others and manipulate events in order to feel secure in her own world, to hold her world together- to make happen what she wants to happen. She thinks she has to run everything. She may enter adulthood with an illusion of power and a sense of authority to put other people right, though she has had little success with it. She thinks that all she has to do is try harder, be worthier, and then she can change, perfect, and save other people. But she is in the dark about what really needs changing."I thought I would drown in guilt and wanted to fix all the people that I had affected so negatively. But I learned that I had to focus on getting well and leave off trying to cure anyone around me." Many of those around - might indeed get better too, since we seldom see how much we are a key part of a negative relationship pattern. I have learned it is a true principle that I need to fix myself before I can begin to be truly helpful to anyone else. I used to think that if I were worthy enough and worked hard enough, and exercised enough anxiety (which is not the same thing as faith), I could change anything. My power and my control are illusions. To survive emotionally, I have to turn my life over to the care of that tender Heavenly Father who was really in charge. It is my own spiritual superficiality that makes me sick, and that only profound repentance, that real change of heart, would ultimately heal me. My Savior is much closer than I imagine and is willing to take over the direction of my life: "I am the vine, ye are the branches: He that abideth in me, and I in him, the same bringeth forth much fruit: for without me, ye can do nothing." (John 15:5). As old foundations crumble, we feel terribly vulnerable. Humility, prayer and flexibility are the keys to passing through this corridor of healthy change while we experiment with truer ways of dealing with life. Godly knowledge, lovingly imparted, begins deep healing, gives tools to live by and new ways to understand the gospel.

Parents should also question much of the contemporary emphasis on special materials and equipment for learning in a child's environment. A clutter of toys can be more confusing than satisfying to a child. On the other hand, natural situations, with opportunieties to explore, seldom overstimulate or trouble a small child. Furthermore, most children will find greater satisfaction and demonsstrate greater learning from things they make and do with their parents or other people than from elaborate toys or learning materials. And there is no substitute for solitude - in the sandpile, mud puddle, or play area - for a yound child to work out his own fantasies. Yet this privilege is often denied in our anxiety to institutionalize children.

The greatest gift of education, Korya, is the years of shelter provided when learning. Do not think to reduce that learning to facts and the utterances of presumed sages. Much of what one learns in that time is in the sphere of concord, the ways of society, the proprieties of behaviour and thought. Haut would tell you that this is another hard-won achievement of civilization: the time and safe environment in which to learn how to live. When this is destroyed, undermined or discounted, then that civilization is in trouble.

I am amused when goody-goodies proclaim, from the safety of their armchairs, that children are naturally prejudice-free, that they only learn to "hate" from listening to bigoted adults. Nonsense. Tolerance is a learned trait, like riding a bike or playing the piano. Those of us who actually live among children, who see them in their natural environment, know the truth: Left to their own devices, children will gang up on and abuse anyone who is even slightly different from the norm.

Plain living and high thinking should be your goal. Learn to carry all the conditions of happiness within yourself by meditating and attuning your consciousness to the ever-existing, ever-conscious, ever-new Joy, which is God. Your happiness should never be subject to any outside influence. Whatever your environment is, don't allow your inner peace be touched by it.

The experience of childhood sexual abuse leaves some survivors with a high tolerance for pain. Dysfunctional environments require endurance and thick skin. Child survivors sometimes have to commit to sticking things out in order to survive. This pattern of tolerance follows you into adulthood. Instead of using pain as a signal to evaluate and change direction, you may use pain as a signal to try harder. Try harder to please someone. Try harder to control your children. Try harder to be a good friend. Try harder to be successful at a job that you hate. You remain in survival mode that you picked up as a child. Your high tolerance for pain keeps you committed to dysfunctional experiences and relationships that recycle pain from the past. Sometimes, the only way out of this cycle is time in isolation to learn what peace feels like. Sometimes you have to be willing to let go of everything in order to learn how to hold onto anything.

Allowing bullying in the classroom is equivalent to excluding learning from the classroom. If bullying is present in the classroom it causes the classroom to not feel like a safe environment, and people do not learn in unsafe environments - except for those things which they feel will ensure their present safety.

You give them an environment where they feel they can grow. But also make bloody sure you challenge them. You make sure they realise learning is hard. Because if you don’t, if you only make it a safe haven, if it’s all clap-happy, and ‘everything the kids do is great’, then what are you creating? Emotional toffees, who’ve actually learnt nothing, but who then have to go back and face the real world … Find that balance, it stretches you, it stretches you as far as you’ll go.

A lot of habitually creative people have preparation rituals linked to the setting in which they choose to start their day. By putting themselves into that environment, they start their creative day. The composer Igor Stravinsky did the same thing every morning when he entered his studio to work: He sat at the piano and played a Bach fugue. Perhaps he needed the ritual to feel like a musician, or the playing somehow connected him to musical notes, his vocabulary. Perhaps he was honoring his hero, Bach, and seeking his blessing for the day. Perhaps it was nothing more than a simple method to get his fingers moving, his motor running, his mind thinking music. But repeating the routine each day in the studio induced some click that got him started. In the end, there is no ideal condition for creativity. What works for one person is useless for another. The only criterion is this: Make it easy on yourself. Find a working environment where the prospect of wrestling with your muse doesn't scare you, doesn't shut you down. It should make you want to be there, and once you find it, stick with it. To get the creative habit, you need a working environment that's habit-forming. All preferred working states, no matter how eccentric, have one thing in common: When you enter into them, they compel you to get started.

Boredom is a cue that needs aren’t being met. It’s a signal that your environment lacks interest, variety, and newness. Just as the pain of a burn tells us where the damage is and motivates us to respond appropriately, boredom motivates us to seek out intellectual stimulation and social contact, to learn and engage and act. To be without boredom would be a curse.

They were and are children of privilege... the privilege taught, learned, and imbibed, in a "liberal arts education" is the privilege to indict. These children have, in the main, never worked, learned to obey, command, construct, amend, or complete - to actually contribute to the society. They have learned to be shrill, and that their indictment, on the economy, on sex, on race, on the environment, though based on no experience other than hearsay, must trump any discourse, let alone opposition. It occurred to me that I had seen this behavior elsewhere, where it was called developmental difficulty.

I talk a lot about "the relentless pursuit of perfection." In practice, this can mean a lot of things, and it's hard to define. It's a mindset, more than a specific set of rules. It's not about perfectionism at all costs. It's about creating an environment in which people refuse to accept mediocrity. It's about pushing back against the urge to say that "good enough" is good enough.

People carry around with them internalization's fixed-feature space learned early in life. Man is like other members of the animal kingdom , first, last and always a prisoner of his biological organism. No matter how hard he tries, it is impossible for him to the best himself of his own culture, where it has penetrated to the roots of his nervous system and determines how he perceives the world.

there's something about trauma to the mind, body and soul. One day your normal and the next your different; you don't know what changed but you know nothing's the same and all of a sudden you are learning to adapt yourself to the same environment with a whole new outlook. I guess you realise your not invisible and every aching bone bleeds it's sorrow through anguish in your movements. One day it'll get easier, because I'm telling myself it will and that's the difference between becoming a pioneer through this disaster when all thought I'd be a slave to pity.

Of course," agreed Basil, "if you read it carelessly, and act on it rashly, with the blind faith of a fanatic; it might very well lead to trouble. But nature is full of devices for eliminating anything that cannot master its environment. The words 'to worship me' are all-important. The only excuse for using a drug of any sort, whether it's quinine or Epsom-salt, is to assist nature to overcome some obstacle to her proper functions. The danger of the so-called habit-forming drugs is that they fool you into trying to dodge the toil essential to spiritual and intellectual development. But they are not simply man-traps. There is nothing in nature which cannot be used for our benefit, and it is up to us to use it wisely. Now, in the work you have been doing in the last week, heroin might have helped you to concentrate your mind, and cocaine to overcome the effects of fatigue. And the reason you did not use them was that a burnt child dreads fire. We had the same trouble with teaching Hermes and Dionysus to swim. They found themselves in danger of being drowned and thought the best way was to avoid going near the water. But that didn't help them to use their natural faculties to the best advantage, so I made them confront the sea again and again, until they decided that the best way to avoid drowning was to learn how to deal with oceans in every detail. It sounds pretty obvious when you put it like that, yet while every one agrees with me about the swimming, I am howled down on all sides when I apply the same principles to the use of drugs.

When I started to learn how to read, I discovered the same kind of power. I could create an environment that I didn't have, and I could order this environment in the way that I couldn't in my actual life. Then, when I learned to write, I learned that I could do this not only for myself, but for other people. I could create whole things that were believable, at least to myself, at that point. And in this way, I began to wield an authority and a power that I had not had before. In other words, every child goes through this. Some pick football and some pick the library. I picked the library.

Girls like Mia and Shanice draw important connections between their desire to learn and their inability to do so in chaotic learning environments. Across the country, Black girls have repeatedly described “rowdy” classroom environments that prevent them from being able to focus on learning. They also described how the chaotic learning environment has, in some cases, led to their avoidance of school or to reduced engagement in school. In other situations, girls described contentious and negative interactions between teachers and students as the norm. In today’s climate of zero tolerance, where there are few alternatives to punishing problematic student behavior, the prevailing school discipline strategy, with its heavy reliance on exclusionary practices—dismissal, suspension, or expulsion—becomes a predictable, cyclical, and ghettoizing response.

A supportive environment and attitude will help our children learn at home. Children are more emotional than cognitive—that is, they remember feelings more readily than they do facts. This means that your children remember how they felt in a particular situation much more easily than they recall the details of the event. For instance, a child listening to a story will remember exactly how she felt long after she forgets the lesson.

Over time, those world-class poker players taught me to understand what a bet really is: a decision about an uncertain future. The implications of treating decisions as bets made it possible for me to find learning opportunities in uncertain environments. Treating decisions as bets, I discovered, helped me avoid common decision traps, learn from results in a more rational way, and keep emotions out of the process as much as possible.

Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value.

As children, because of our dependency, we experience a sense of being powerless in a world of powerful people. If our home environments are unpleasant or painful, we defend ourselves by secretly promising ourselves that when we grow up we will do things better than our parents did. However, because we know only what we learned as children, as adults we continue to seek out experiences and relationships that offer the comfort of familiarity. So, despite our heroic promises to do things differently, we often end up duplicating our childhood situations and relationships.

Perfect You’re a beautiful kind of madness a misunderstood truth O, the things they could learn from the darkness that is hidden behind your eyes So gifted, yet your talents are wasted you gave up chasing dreams Reality hit and you got a taste of failure Cautious now about bearing your soul For if others saw you fully exposed they may not love you like they claim to Time and experience have taught you to trust no one Friends, lovers, and even family have forsaken you You keep the shattered pieces of your heart in a box Stitching, gluing, and staying up all night trying to put it back together Attempting to fill the void that was left Moving from one man to the next It seems no one can satisfy the appetite for affection that you seek Continually picking at old wounds they never heal properly You have no real home, too restless to stay in one place You are reckless, selfish, stubborn, sometimes rude You’ve bottled up the pain of so much that has been done When you’re hurt You close into yourself, shut down You love attention and yet love being by yourself more May God have mercy on your soul For you are truly lost Daily you fight your demons Yet no one knows of that which you endure You bear it alone, never speaking of it You can blame the broken home from which you came Or the environment that you grew up in The people who tore you down so young You can point the finger at those who have whispered behind your back They all have played a role in your development But looking so deep into the past will keep you from moving forward You must love yourself more than these people claim they do Look at where you stand now No one can know the things you have endured like you You’ve never claimed to be perfect Your flaws tell your story There is no need to hide them

Women learn in such a system that, though they are usually tolerated in life and often loved, they are seldom respected for themselves, for their opinions, for their talents, for their perspectives. The life of a woman shrivels under the weight of an unnatural deference and lost development. Women live knowing that inside themselves is a capped well, a fount of untapped treasure, a person gone to waste. The spiritual life of a woman never knows total maturation in an environment that never seeks her opinions, her interpretations, her insights, and her experience of God. Whatever ministry she was born to perform never comes to light, is lost to the church, dies on the vines that were never cultivated.

He remembered the old-timers from his navy days. Grizzled lifers who could soundly sleep while two meters away their shipmates played a raucous game of poker or watched the vids with the volume all the way up. Back then he'd assumed it was just learned behavior, the body adapting so it could get enough rest in an environment that never really had downtime. Now he wondered if those vets found the constant noise preferable. A way to keep their lost shipmates away. They probably went home after their twenty and never slept again.

If we want to live perfectly happy lives...we must drive out selfish character tendencies such as pride, ego, vanity, jealousy, lusts, envy and worry. When we learn to live selflessly, putting others before ourselves, committing to what is noble, right and good; treating others with love and compassion...that's when true happiness is experienced. A genuine focus on selflessness cures all and creates an environment for true growth. It's the secret to every great relationship. We gain...when we give up self. Sacrificing one's selfish characteristics through diligent thought, meditation, prayer and action gives life to true love and abounding joy.~Jason Versey

The reason we study and learn, the reason we take only what we need, is because we have all been given a great gift—the gift of civilization, the gift of understanding, the gift of mastery over our environment—and if we misuse these, if we take these things for granted, the ones who will suffer most are our sons and daughters. There is nothing wrong with enjoying the fruits of our ancestors’ labor. We should relish the pudding. But that privilege does not relieve us of our responsibility to be faithful custodians of the world we leave for our children.

I don't want to be around people who accept me as is, in my unrefined state of becoming. I consistently want people around me who push and encourage me to be my ultimate best, who bring out the inner diamonds. I want to be around those intellectual giants who extract the gold within me, those who force me to read, to attend classes, seminars, conferences, and who steep me in an environment of perpetual growth and upward mobility. Not trying to be funny, but I've learned that I simply cannot afford to invest too much time around mediocrity. It's contagious.

Understand: as an individual you cannot stop the tide of fantasy and escapism sweeping a culture. But you can stand as an individual bulwark to this trend and create power for yourself. You were born with the greatest weapon in all of nature—the rational, conscious mind. It has the power to expand your vision far and wide, giving you the unique capacity to distinguish patterns in events, learn from the past, glimpse into the future, see through appearances. Circumstances are conspiring to dull that weapon and render it useless by turning you inward and making you afraid of reality. Consider it war. You must fight this tendency as best you can and move in the opposite direction. You must turn outward and become a keen observer of all that is around you. You are doing battle against all the fantasies that are thrown at you. You are tightening your connection to the environment. You want clarity, not escape and confusion. Moving in this direction will instantly bring you power among so many dreamers.

Interpretation takes the sensory experience of the work of art for granted, and proceeds from there. This cannot be taken for granted, now. Think of the sheer multiplication of works of art available to every one of us, superadded to the conflicting tastes and odors and sights of the urban environment that bombard our senses. Ours is a culture based on excess, on overproduction; the result is a steady loss of sharpness in our sensory experience. (...) And it is in the light of the condition of our senses, our capacities, that the task of the critic must be assessed. What is important now is to recover our senses. We must learn to See more, to Hear more, to Feel more.

if you can experience a healing over and over again in the inner world of thoughts and feelings, then in time, that healing should finally manifest as an outer experience. And if you make a thought as real as the experience in the external environment, shouldn’t there be evidence in your body and brain sooner or later? In other words, if you mentally rehearse that unknown future with a clear intention and an elevated emotion, and do it repeatedly, then based on what you’ve learned, you should have real neuroplastic changes in your brain and epigenetic changes in your body.

As I learned about the consequences of my food choices and as I recognized that I didn't have to eat animals, and that eating animals caused the animals to suffer, it caused an enormous footprint on our planet, and it wasn't healthy, it made since to go vegan. And, it's one of the best decisions I've ever made, and I think most people who've decided to go vegan share a similar experience. It's very empowering. And, when I went vegan I actually started eating a wide variety of foods I had never tried before. Different ethnic foods. You also start combining things in different ways, you start becoming more creative in the kitchen. But I went vegan just because it seemed to make sense, and it was aligned with my own values, because I didn't want to support this system that was so abusive to animals, and wasting and squandering so many scarce resources on our planet. And it was also healthier, so it was in my interest to eat food that was plant-based instead of animal-based. Living a vegan lifestyle makes a lot of sense.

The Dialectical Dilemma for the Patient The borderline individual is faced with an apparently irreconcilable dilemma. On the one hand, she has tremendous difficulties with self-regulation of affect and subsequent behavioral competence. She frequently but somewhat unpredictably needs a great deal of assistance, often feels helpless and hopeless, and is afraid of being left alone to fend for herself in a world where she has failed over and over again. Without the ability to predict and control her own well-being, she depends on her social environment to regulate her affect and behavior. On the other hand, she experiences intense shame at behaving dependently in a society that cannot tolerate dependency, and has learned to inhibit expressions of negative affect and helplessness whenever the affect is within controllable limits. Indeed, when in a positive mood, she may be exceptionally competent across a variety of situations. However, in the positive mood state she has difficulty predicting her own behavioral capabilities in a different mood, and thus communicates to others an ability to cope beyond her capabilities. Thus, the borderline individual, even though at times desperate for help, has great difficulty asking for help appropriately or communicating her needs. The inability to integrate or synthesize the notions of helplessness and competence, of noncontrol and control, and of needing and not needing help can lead to further emotional distress and dysfunctional behaviors. Believing that she is competent to “succeed,” the person may experience intense guilt about her presumed lack of motivation when she falls short of objectives. At other times, she experiences extreme anger at others for their lack of understanding and unrealistic expectations. Both the intense guilt and the intense anger can lead to dysfunctional behaviors, including suicide and parasuicide, aimed at reducing the painful emotional states. For the apparently competent person, suicidal behavior is sometimes the only means of communicating to others that she really can’t cope and needs help; that is, suicidal behavior is a cry for help. The behavior may also function as a means to get others to alter their unrealistic expectations—to “prove” to the world that she really cannot do what is expected.

Each boy’s socialization is unique. Even two siblings close in age do not learn identical values. Culture is thus transmitted on a continuum. In a culture that is fairly religious, for example, some children will grow up to be devout believers; others will reject the faith completely; and most will fall in with the average level of religious observance for their community. Where a child will land on this continuum partly depends on how strong a set of messages he or she receives from the social environment and partly on his or her personal predispositions. The family rebel, for example, might become an atheist, while the child who is most focused on pleasing the parents might become even more religious than they are.

Let it be stated clearly that mysticism is an a-rational type of experience, and in some degree common to all men. It is an intuitive, self-evident, self-recognized knowledge which comes fitfully to man. It should not be confounded with the instinctive and immediate knowledge possessed by animals and used by them in their adaptations to environment. The average man seldom pays enough attention to his slight mystical experiences to profit or learn from them. Yet his need for them is evidenced by his incessant seeking for the thrills, sensations, uplifts, and so on, which he organizes for himself in so many ways--the religious way being only one of them. In fact, the failure of religion--in the West, at any rate--to teach true mysticism, and its overlaying of the deeply mystic nature of its teachings with a pseudo-rationalism and an unsound historicity may be the root cause for driving people to seek for things greater than they feel their individual selves to be in the many sensation-giving activities in the world today.

To begin with, there is the frightful debauchery of taste that has already been effected by a century of mechanisation. This is almost too obvious and too generally admitted to need pointing out. But as a single instance, take taste in its narrowest sense - the taste for decent food. In the highly mechanical countries, thanks to tinned food, cold storage, synthetic flavouring matters, etc., the palate it almost a dead organ. As you can see by looking at any greengrocer’s shop, what the majority of English people mean by an apple is a lump of highly-coloured cotton wool from America or Australia; they will devour these things, apparently with pleasure, and let the English apples rot under the trees. It is the shiny, standardized, machine-made look of the American apple that appeals to them; the superior taste of the English apple is something they simply do not notice. Or look at the factory-made, foil wrapped cheeses and ‘blended’ butter in an grocer’s; look at the hideous rows of tins which usurp more and more of the space in any food-shop, even a dairy; look at a sixpenny Swiss roll or a twopenny ice-cream; look at the filthy chemical by-product that people will pour down their throats under the name of beer. Wherever you look you will see some slick machine-made article triumphing over the old-fashioned article that still tastes of something other than sawdust. And what applies to food applies also to furniture, houses, clothes, books, amusements and everything else that makes up our environment. These are now millions of people, and they are increasing every year, to whom the blaring of a radio is not only a more acceptable but a more normal background to their thoughts than the lowing of cattle or the song of birds. The mechanisation of the world could never proceed very far while taste, even the taste-buds of the tongue, remained uncorrupted, because in that case most of the products of the machine would be simply unwanted. In a healthy world there would be no demand for tinned food, aspirins, gramophones, gas-pipe chairs, machine guns, daily newspapers, telephones, motor-cars, etc. etc.; and on the other hand there would be a constant demand for the things the machine cannot produce. But meanwhile the machine is here, and its corrupting effects are almost irresistible. One inveighs against it, but one goes on using it. Even a bare-arse savage, given the change, will learn the vices of civilisation within a few months. Mechanisation leads to the decay of taste, the decay of taste leads to demand for machine-made articles and hence to more mechanisation, and so a vicious circle is established.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

Dear daughter, you are enough. You’re beautiful. You’re intelligent. You’re important. You’re protected. You’re loved. You’re useful. Fill yourself with positive thoughts. Feed your soul with kindness. Surround your environment with people whose interest is to expand your vision. I love you. But due to time, I may never say it enough. Thus, my words represent the intense positive emotions I have for you. There will be times when I am not physically with you, but in those times, I’ll be with you in spirit, love and thought. You’re my perfect gift. And you’ve arrived at the perfect time to serve a perfect purpose. Know yourself. Never stop learning about yourself. Strengthen your mental state because negative people may try to attack it. Pray and meditate should you meet obstacles. Never settle for what makes you feel pain, regret, sadness, or disappointments. You’re worth what God says you’re worth, and nothing less.

Two things I try to remember: My cultural, social, and financial environments formulate my view of the world. My age, sex, race, where I was born, who raised me, and who my inner circle is formulate my view of the world. My education, my exposure to new and different things, or lack thereof, formulate my view of the world. My view of the world formulates my opinions. But, if there's a missing piece from my world view, I can't have an informed, intelligent opinion on it. So, for example, if I've never experienced the color purple, my only informed opinions can be on the other colors. Not purple. I can say, "I don't like purple," or "I like purple," but in either case, my opinion has no significance. The second thing I try to remember is that just because someone has a different opinion than I do, and he tells me so, it doesn't mean I'm being persecuted. In actual fact, it might mean that I'm about to learn something big.

Children inherit the qualities of the parents, no less than their physical features. Environment does play an important part, but the original capital on which a child starts in life is inherited from its ancestors. I have also seen children successfully surmounting the effects of an evil inheritance. That is due to purity being an inherent attribute of the soul. Polak and I had often very heated discussions about the desirability or otherwise of giving the children an English education. It has always been my conviction that Indian parents who train their children to think and talk in English from their infancy betray their children and their country. They deprive them of the spiritual and social heritage of the nation, and render them to that extent unfit for the service of the country. Having these convictions, I made a point of always talking to my children in Gujarati. Polak never liked this. He thought I was spoiling their future. He contended, with all the vigour and love at his command, that, if children were to learn a universal language like English from their infancy, they would easily gain considerable advantage over others in the race of life. He failed to convince me. I do not now remember whether I convinced him of the correctness of my attitude, or whether he gave me up as too obstinate. This happened about twenty years ago, and my convictions have only deepened with experience. Though my sons have suffered for want of full literary education, the knowledge of the mother-tongue that they naturally acquired has been all to their and the country’s good, inasmuch as they do not appear the foreigners they would otherwise have appeared. They naturally became bilingual, speaking and writing English with fair ease, because of daily contact with a large circle of English friends, and because of their stay in a country where English was the chief language spoken.

To get just an inkling of the fire we're playing with, consider how content-selection algorithms function on social media. They aren't particularly intelligent, but they are in a position to affect the entire world because they directly influence billions of people. Typically, such algorithms are designed to maximize click-through, that is, the probability that the user clicks on presented items. The solution is simply to present items that the user likes to click on, right? Wrong. The solution is to change the user's preferences so that they become more predictable. A more predictable user can be fed items that they are likely to click on, thereby generating more revenue. People with more extreme political views tend to be more predictable in which items they will click on. (Possibly there is a category of articles that die-hard centrists are likely to click on, but it’s not easy to imagine what this category consists of.) Like any rational entity, the algorithm learns how to modify its environment —in this case, the user’s mind—in order to maximize its own reward.

A naturalist should look at the world with warm affection, if not ardent love. The life the scalpel has ended ought to be honored by a caring, devoted appreciation for that creature’s unrepeatable individuality, and for the fact that, at the same time, strange as this may seem, this life stands for the entire natural kingdom. Examined with attention, the dissected hare illuminates the parts and properties of all other animals and, by extension, their environment. The hare, like a blade of grass or a piece of coal, is not simply a small fraction of the whole but contains the whole within itself. This makes us all one. If anything, because we are all made of the same stuff. Our flesh is the debris of dead stars, and this is also true of the apple and its tree, of each hair on the spider’s legs, and of the rock rusting on planet Mars. Each minuscule being has spokes radiating out to all of creation. Some of the raindrops falling on the potato plants in your farm back in Sweden were once in a tiger’s bladder. From one living thing, the properties of any other may be predicted. Looking at any particle with sufficient care, and following the chain that links all things together, we can arrive at the universe—the correspondences are there, if the eye is skillful enough to detect them. The guts of the anatomized hare faithfully render the picture of the entire world. And because that hare is everything, it is also us. Having understood and experienced this marvelous congruity, man can no longer examine his surroundings merely as a surface scattered with alien objects and creatures related to him only by their usefulness. The carpenter who can only devise tabletops while walking through the forest, the poet who can only remember his own private sorrows while looking at the falling snow, the naturalist who can only attach a label to every leaf and a pin to every insect—all of them are debasing nature by turning it into a storehouse, a symbol, or a fact. Knowing nature, Lorimer would often say, means learning how to be. And to achieve this, we must listen to the constant sermon of things. Our highest task is to make out the words to better partake in the ecstasy of existence.

In the same way it may be said that a man endowed with great mental gifts leads, apart from the individual life common to all, a second life, purely of the intellect. He devotes himself to the constant increase, rectification and extension, not of mere learning, but of real systematic knowledge and insight; and remains untouched by the fate that overtakes him personally, so long as it does not disturb him in his work. It is thus a life which raises a man and sets him above fate and its changes. Always thinking, learning, experimenting, practicing his knowledge, the man soon comes to look upon this second life as the chief mode of existence, and his merely personal life as something subordinate, serving only to advance ends higher than itself. An example of this independent, separate existence is furnished by Geothe. During the war in the Champagne, and amid all the bustle of the camp, he made observations for his theory of color; and as soon as the numberless calamities of that war allowed of his retiring for a short time to the fortress of Luxembourg, he took up the manuscript of his Farbenlehre. This is an example which we, the salt of the earth, should endeavor to follow, by never letting anything disturb us in the pursuit of our intellectual life, however much the storm of the world may invade and agitate our personal environment; always remembering that we are the songs, not of the bondwoman, but of the free.

People with an entertaining rigid structure are brought up in environments in which the parents are uncomfortable with expressing feelings. This is not to say that the parents do not care, but they do not express feelings like affection, warmth, and caring or feel comfortable with expressing such feelings (Keleman). The experience within the family is not one of intimacy and true interchange of feeling. To contend with the situation, the child may learn to draw out the parents by being cute, entertaining, or charming. Although being charming is something most children do naturally to some extent, the difference in the case of people with an entertaining rigid structure is that this becomes the primary mode of relating. Furthermore, the entertaining rigid structure pattern is reinforced as the parents respond primarily to the child's charm, rather than to their own feelings. Therefore, such children effectively learn that they will not get the reaction they crave without using that behavior. At the same time, these children are also developing or have developed a discomfort with intimacy that is similar to that of their parents. As a result, people with an entertaining rigid structure as adults act out this pattern in which they are energized or emotionally fed by being able to cause another person to be attracted to them, but they become anxious if the person becomes too close or expresses "real" feeling. Love is what they are really craving, and they think they are getting it, but are not. In other words, they have mistaken the energy of attraction for love.

Physiological stress, then, is the link between personality traits and disease. Certain traits — otherwise known as coping styles — magnify the risk for illness by increasing the likelihood of chronic stress. Common to them all is a diminished capacity for emotional communication. Emotional experiences are translated into potentially damaging biological events when human beings are prevented from learning how to express their feelings effectively. That learning occurs — or fails to occur — during childhood. The way people grow up shapes their relationship with their own bodies and psyches. The emotional contexts of childhood interact with inborn temperament to give rise to personality traits. Much of what we call personality is not a fixed set of traits, only coping mechanisms a person acquired in childhood. There is an important distinction between an inherent characteristic, rooted in an individual without regard to his environment, and a response to the environment, a pattern of behaviours developed to ensure survival. What we see as indelible traits may be no more than habitual defensive techniques, unconsciously adopted. People often identify with these habituated patterns, believing them to be an indispensable part of the self. They may even harbour self-loathing for certain traits — for example, when a person describes herself as “a control freak.” In reality, there is no innate human inclination to be controlling. What there is in a “controlling” personality is deep anxiety. The infant and child who perceives that his needs are unmet may develop an obsessive coping style, anxious about each detail. When such a person fears that he is unable to control events, he experiences great stress. Unconsciously he believes that only by controlling every aspect of his life and environment will he be able to ensure the satisfaction of his needs. As he grows older, others will resent him and he will come to dislike himself for what was originally a desperate response to emotional deprivation. The drive to control is not an innate trait but a coping style. Emotional repression is also a coping style rather than a personality trait set in stone. Not one of the many adults interviewed for this book could answer in the affirmative when asked the following: When, as a child, you felt sad, upset or angry, was there anyone you could talk to — even when he or she was the one who had triggered your negative emotions? In a quarter century of clinical practice, including a decade of palliative work, I have never heard anyone with cancer or with any chronic illness or condition say yes to that question. Many children are conditioned in this manner not because of any intended harm or abuse, but because the parents themselves are too threatened by the anxiety, anger or sadness they sense in their child — or are simply too busy or too harassed themselves to pay attention. “My mother or father needed me to be happy” is the simple formula that trained many a child — later a stressed and depressed or physically ill adult — into lifelong patterns of repression.

Once there were three tribes. The Optimists, whose patron saints were Drake and Sagan, believed in a universe crawling with gentle intelligence—spiritual brethren vaster and more enlightened than we, a great galactic siblinghood into whose ranks we would someday ascend. Surely, said the Optimists, space travel implies enlightenment, for it requires the control of great destructive energies. Any race which can't rise above its own brutal instincts will wipe itself out long before it learns to bridge the interstellar gulf. Across from the Optimists sat the Pessimists, who genuflected before graven images of Saint Fermi and a host of lesser lightweights. The Pessimists envisioned a lonely universe full of dead rocks and prokaryotic slime. The odds are just too low, they insisted. Too many rogues, too much radiation, too much eccentricity in too many orbits. It is a surpassing miracle that even one Earth exists; to hope for many is to abandon reason and embrace religious mania. After all, the universe is fourteen billion years old: if the galaxy were alive with intelligence, wouldn't it be here by now? Equidistant to the other two tribes sat the Historians. They didn't have too many thoughts on the probable prevalence of intelligent, spacefaring extraterrestrials— but if there are any, they said, they're not just going to be smart. They're going to be mean. It might seem almost too obvious a conclusion. What is Human history, if not an ongoing succession of greater technologies grinding lesser ones beneath their boots? But the subject wasn't merely Human history, or the unfair advantage that tools gave to any given side; the oppressed snatch up advanced weaponry as readily as the oppressor, given half a chance. No, the real issue was how those tools got there in the first place. The real issue was what tools are for. To the Historians, tools existed for only one reason: to force the universe into unnatural shapes. They treated nature as an enemy, they were by definition a rebellion against the way things were. Technology is a stunted thing in benign environments, it never thrived in any culture gripped by belief in natural harmony. Why invent fusion reactors if your climate is comfortable, if your food is abundant? Why build fortresses if you have no enemies? Why force change upon a world which poses no threat? Human civilization had a lot of branches, not so long ago. Even into the twenty-first century, a few isolated tribes had barely developed stone tools. Some settled down with agriculture. Others weren't content until they had ended nature itself, still others until they'd built cities in space. We all rested eventually, though. Each new technology trampled lesser ones, climbed to some complacent asymptote, and stopped—until my own mother packed herself away like a larva in honeycomb, softened by machinery, robbed of incentive by her own contentment. But history never said that everyone had to stop where we did. It only suggested that those who had stopped no longer struggled for existence. There could be other, more hellish worlds where the best Human technology would crumble, where the environment was still the enemy, where the only survivors were those who fought back with sharper tools and stronger empires. The threats contained in those environments would not be simple ones. Harsh weather and natural disasters either kill you or they don't, and once conquered—or adapted to— they lose their relevance. No, the only environmental factors that continued to matter were those that fought back, that countered new strategies with newer ones, that forced their enemies to scale ever-greater heights just to stay alive. Ultimately, the only enemy that mattered was an intelligent one. And if the best toys do end up in the hands of those who've never forgotten that life itself is an act of war against intelligent opponents, what does that say about a race whose machines travel between the stars?

As Christians we face two tasks in our evangelism: saving the soul and saving the mind, that is to say, not only converting people spiritually, but converting them intellectually as well. And the Church is lagging dangerously behind with regard to this second task. If the church loses the intellectual battle in one generation, then evangelism will become immeasurably more difficult in the next. The war is not yet lost, and it is one which we must not lose: souls of men and women hang in the balance. For the sake of greater effectiveness in witnessing to Jesus Christ Himself, as well as for their own sakes, evangelicals cannot afford to keep on living on the periphery of responsible intellectual existence. Thinking about your faith is indeed a virtue, for it helps you to better understand and defend your faith. But thinking about your faith is not equivalent to doubting your faith. Doubt is never a purely intellectual problem. There is a spiritual dimension to the problem that must be recognized. Never lose sight of the fact that you are involved in spiritual warfare and there is an enemy of your soul who hates you intensely, whose goal is your destruction, and who will stop at nothing to destroy you. Reason can be used to defend our faith by formulating arguments for the existence of God or by refuting objections. But though the arguments so developed serve to confirm the truth of our faith, they are not properly the basis of our faith, for that is supplied by the witness of the Holy Spirit Himself. Even if there were no arguments in defense of the faith, our faith would still have its firm foundation. The more I learn, the more desperately ignorant I feel. Further study only serves to open up to one's consciousness all the endless vistas of knowledge, even in one's own field, about which one knows absolutely nothing. Don't let your doubts just sit there: pursue them and keep after them until you drive them into the ground. We should be cautious, indeed, about thinking that we have come upon the decisive disproof of our faith. It is pretty unlikely that we have found the irrefutable objection. The history of philosophy is littered with the wrecks of such objections. Given the confidence that the Holy Spirit inspires, we should esteem lightly the arguments and objections that generate our doubts. These, then, are some of the obstacles to answered prayer: sin in our lives, wrong motives, lack of faith, lack of earnestness, lack of perseverance, lack of accordance with God’s will. If any of those obstacles hinders our prayers, then we cannot claim with confidence Jesus’ promise, “Whatever you ask in my name, I will do it”. And so I was led to what was for me a radical new insight into the will of God, namely, that God’s will for our lives can include failure. In other words, God’s will may be that you fail, and He may lead you into failure! For there are things that God has to teach you through failure that He could never teach you through success. So many in our day seem to have been distracted from what was, is and always will be the true priority for every human being — that is, learning to know God in Christ. My greatest fear is that I should some day stand before the Lord and see all my works go up in smoke like so much “wood, hay, and stubble”. The chief purpose of life is not happiness, but knowledge of God. People tend naturally to assume that if God exists, then His purpose for human life is happiness in this life. God’s role is to provide a comfortable environment for His human pets. But on the Christian view, this is false. We are not God’s pets, and the goal of human life is not happiness per se, but the knowledge of God—which in the end will bring true and everlasting human fulfilment. Many evils occur in life which may be utterly pointless with respect to the goal of producing human happiness; but they may not be pointless with respect to producing a deeper knowledge of God.

As actor and comedian Lily Tomlin once said, “The road to success is always under construction.” So don’t allow yourself to be detoured from getting to your ONE Thing. Pave your way with the right people and place. BIG IDEAS Start saying “no.” Always remember that when you say yes to something, you’re saying no to everything else. It’s the essence of keeping a commitment. Start turning down other requests outright or saying, “No, for now” to distractions so that nothing detracts you from getting to your top priority. Learning to say no can and will liberate you. It’s how you’ll find the time for your ONE Thing. Accept chaos. Recognize that pursuing your ONE Thing moves other things to the back burner. Loose ends can feel like snares, creating tangles in your path. This kind of chaos is unavoidable. Make peace with it. Learn to deal with it. The success you have accomplishing your ONE Thing will continually prove you made the right decision. Manage your energy. Don’t sacrifice your health by trying to take on too much. Your body is an amazing machine, but it doesn’t come with a warranty, you can’t trade it in, and repairs can be costly. It’s important to manage your energy so you can do what you must do, achieve what you want to achieve, and live the life you want to live. Take ownership of your environment. Make sure that the people around you and your physical surroundings support your goals. The right people in your life and the right physical environment on your daily path will support your efforts to get to your ONE Thing. When both are in alignment with your ONE Thing, they will supply the optimism and physical lift you need to make your ONE Thing happen. Screenwriter Leo Rosten pulled everything together for us when he said, “I cannot believe that the purpose of life is to be happy. I think the purpose of life is to be useful, to be responsible, to be compassionate. It is, above all, to matter, to count, to stand for something, to have made some difference that you lived at all.” Live with Purpose, Live by Priority, and Live for Productivity. Follow these three for the same reason you make the three commitments and avoid the four thieves—because you want to leave your mark. You want your life to matter. 18

Pham Nuwen spent years learning to program/explore. Programming went back to the beginning of time. It was a little like the midden out back of his father’s castle. Where the creek had worn that away, ten meters down, there were the crumpled hulks of machines—flying machines, the peasants said—from the great days of Canberra’s original colonial era. But the castle midden was clean and fresh compared to what lay within the Reprise’s local net. There were programs here that had been written five thousand years ago, before Humankind ever left Earth. The wonder of it—the horror of it, Sura said—was that unlike the useless wrecks of Canberra’s past, these programs still worked! And via a million million circuitous threads of inheritance, many of the oldest programs still ran in the bowels of the Qeng Ho system. Take the Traders’ method of timekeeping. The frame corrections were incredibly complex—and down at the very bottom of it was a little program that ran a counter. Second by second, the Qeng Ho counted from the instant that a human had first set foot on Old Earth’s moon. But if you looked at it still more closely. . .the starting instant was actually some hundred million seconds later, the 0-second of one of Humankind’s first computer operating systems. So behind all the top-level interfaces was layer under layer of support. Some of that software had been designed for wildly different situations. Every so often, the inconsistencies caused fatal accidents. Despite the romance of spaceflight, the most common accidents were simply caused by ancient, misused programs finally getting their revenge. “We should rewrite it all,” said Pham. “It’s been done,” said Sura, not looking up. She was preparing to go off-Watch, and had spent the last four days trying to root a problem out of the coldsleep automation. “It’s been tried,” corrected Bret, just back from the freezers. “But even the top levels of fleet system code are enormous. You and a thousand of your friends would have to work for a century or so to reproduce it.” Trinli grinned evilly. “And guess what—even if you did, by the time you finished, you’d have your own set of inconsistencies. And you still wouldn’t be consistent with all the applications that might be needed now and then.” Sura gave up on her debugging for the moment. “The word for all this is ‘mature programming environment.’ Basically, when hardware performance has been pushed to its final limit, and programmers have had several centuries to code, you reach a point where there is far more signicant code than can be rationalized. The best you can do is understand the overall layering, and know how to search for the oddball tool that may come in handy—take the situation I have here.” She waved at the dependency chart she had been working on. “We are low on working fluid for the coffins. Like a million other things, there was none for sale on dear old Canberra. Well, the obvious thing is to move the coffins near the aft hull, and cool by direct radiation. We don’t have the proper equipment to support this—so lately, I’ve been doing my share of archeology. It seems that five hundred years ago, a similar thing happened after an in-system war at Torma. They hacked together a temperature maintenance package that is precisely what we need.” “Almost precisely.

1. Recruit the smallest group of people who can accomplish what must be done quickly and with high quality. Comparative Advantage means that some people will be better than others at accomplishing certain tasks, so it pays to invest time and resources in recruiting the best team for the job. Don’t make that team too large, however—Communication Overhead makes each additional team member beyond a core of three to eight people a drag on performance. Small, elite teams are best. 2. Clearly communicate the desired End Result, who is responsible for what, and the current status. Everyone on the team must know the Commander’s Intent of the project, the Reason Why it’s important, and must clearly know the specific parts of the project they’re individually responsible for completing—otherwise, you’re risking Bystander Apathy. 3. Treat people with respect. Consistently using the Golden Trifecta—appreciation, courtesy, and respect—is the best way to make the individuals on your team feel Important and is also the best way to ensure that they respect you as a leader and manager. The more your team works together under mutually supportive conditions, the more Clanning will naturally occur, and the more cohesive the team will become. 4. Create an Environment where everyone can be as productive as possible, then let people do their work. The best working Environment takes full advantage of Guiding Structure—provide the best equipment and tools possible and ensure that the Environment reinforces the work the team is doing. To avoid having energy sapped by the Cognitive Switching Penalty, shield your team from as many distractions as possible, which includes nonessential bureaucracy and meetings. 5. Refrain from having unrealistic expectations regarding certainty and prediction. Create an aggressive plan to complete the project, but be aware in advance that Uncertainty and the Planning Fallacy mean your initial plan will almost certainly be incomplete or inaccurate in a few important respects. Update your plan as you go along, using what you learn along the way, and continually reapply Parkinson’s Law to find the shortest feasible path to completion that works, given the necessary Trade-offs required by the work. 6. Measure to see if what you’re doing is working—if not, try another approach. One of the primary fallacies of effective Management is that it makes learning unnecessary. This mind-set assumes your initial plan should be 100 percent perfect and followed to the letter. The exact opposite is true: effective Management means planning for learning, which requires constant adjustments along the way. Constantly Measure your performance across a small set of Key Performance Indicators (discussed later)—if what you’re doing doesn’t appear to be working, Experiment with another approach.