Mastery Education Quotes

Life is like a game of chess. To win you have to make a move. Knowing which move to make comes with IN-SIGHT and knowledge, and by learning the lessons that are acculated along the way. We become each and every piece within the game called life!

Life is like a sandwich! Birth as one slice, and death as the other. What you put in-between the slices is up to you. Is your sandwich tasty or sour? Allan Rufus.org

If you are not willing to be a fool, you can't become a master.

He said positive liberty is self-mastery—the rule of the self, by the self. To have positive liberty, he explained, is to take control of one’s own mind; to be liberated from irrational fears and beliefs, from addictions, superstitions and all other forms of self-coercion.

Hard work does not go unnoticed, and someday the rewards will follow

Unless we take that first step into the unknown, we will never know our own potential!

The most incredible architecture Is the architecture of Self, which is ever changing, evolving, revolving and has unlimited beauty and light inside which radiates outwards for everyone to see and feel. With every in breathe you are adding to your life and every out breathe you are releasing what is not contributing to your life. Every breathe is a re-birth.

Note and Quote to Self – What you think, say and do! Your life mainly consists of 3 things! What you think, What you say and What you do! So always be very conscious of what you are co-creating!

NOTE TO SELF – BOOMERANG EFFECT My words, thoughts and deeds have a boomerang effect. So be-careful what you send out!

Quotes and notes to self – Find your inner peace! Don’t be caught up in your outer world. Pay greater attention to your inner world

Enlightenment is the Goal - Love is the Game - Taking steps are the rules! - Allan Rufus

Note to Self – Thoughts design my energy! My thoughts WILL design the energy that moves me!

Civilization is the mastery of violence, the triumph, constantly challenged, over the aggressive nature of the primate. For primates we have been and primates we shall remain, however often we learn to find joy in a camellia on moss. This is the very purpose of education.

What we call education is nothing but domestication of the human being.

Culture and collars had gone together, to him, and he had been deceived into believing that college educations and mastery were the same things.

positive liberty is self-mastery—the rule of the self, by the self. To have positive liberty, he explained, is to take control of one’s own mind; to be liberated from irrational fears and beliefs, from addictions, superstitions and all other forms of self-coercion.

Among other possibilities, money was invented to make it possible for a foolish man to control wise men; a weak man, strong men; a child, old men; an ignorant man, knowledgeable men; and for a dwarf to control giants.

I wish you all an ego free driven day!

The aim of education is to develop resources in the child that will contribute to his well-being as long as life endures; to develop power of self-mastery that he may never be a slave to indulgence or other weaknesses, to develop [strong] manhood, beautiful womanhood that in every child and every youth may be found at least the promise of a friend, a companion, one who later may be fit for husband or wife, an exemplary father or a loving intelligent mother, one who can face life with courage, meet disaster with fortitude, and face death without fear.

positive liberty is self-mastery—the rule of the self, by the self. To have positive liberty, he explained, is to take control of one’s own mind;

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

Quotes and notes to self- Divine and Unique Power Find out what my Individual Divine and Unique Power IS and offer it outwards in harmony with all life!

Read more books than those who have a formal education, developing this into a lifelong habit.

My time in the woods is time spent with a tutor on how to live.

The point of meditating is not to learn to sit quietly in a room. The point is to live that way in the world.

We must not learn to try harder. The key is to learn how not to try in the first place.

The lecturer tried to clarify. He said positive liberty is self-mastery—the rule of the self, by the self. To have positive liberty, he explained, is to take control of one’s own mind; to be liberated from irrational fears and beliefs, from addictions, superstitions and all other forms of self-coercion. I had

True mastery, it turns out, is not found in accumulating each and every tool under the sun. True mastery is learning that there are really only a handful of tools, and it is the proper application with correct timing and setting that makes them so useful.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

Michelangelo is often quoted as having said that inside every block of stone or marble dwells a beautiful statue; one need only remove the excess material to reveal the work of art within. If we were to apply this visionary concept to education, it would be pointless to compare one child to another. Instead, all the energy would be focused on chipping away at the stone, getting rid of whatever is in the way of each child’s developing skills, mastery, and self-expression.

Our children need our time, not our intelligence. They bloom with love, not perfect language skills. They need mercy, not intellectual mastery. And they will learn—indeed, truly learn—when they are given time to explore ideas without constant fact-checking and examination.

lecturer tried to clarify. He said positive liberty is self-mastery—the rule of the self, by the self. To have positive liberty, he explained, is to take control of

He understood that the key to success, the secret to it, was the mastery of the grunt work, all the little details.

Mastery begins when formal education ends. Find the topic that sets your heart on fire. Then combust.

Never condemn yourself. Always affirm positive words into your life.

Properly directed thoughts result in properly directed actions. The only way to appropriately guide our thoughts is to know their foundation, our values.

I can think of no more worthwhile aim than pursuing mastery in this craft while transcending one's own limitations.

Every subject is much easier than the people who wish to make money teaching it would have you know. So, for every single subject that can be systematized, there is a systematization that allows you to get 80% percent of the power with probably 5 or 10% of the effort. So the key question is that you have to prove that you have the superpower to rearrange the subject, to disintermediate the people who get paid for teaching it – which will always push you towards mastery, which is a question of getting the last 2 or 3% out of the system. And so the good news is that you can rearrange any subject to learn most of it very, very quickly. The bad news is that it will feel terrible because you will be told that you are doing the wrong thing and dooming yourself to a life of mediocrity as a jack of many trades, master of none – but in fact, the problem is that the jack of one trade is the connector of none. Good luck!

An expert is not a university educated professor, it is a person that has demonstrated mastery of the subject through practical experience, excellent results and numerous highly rated publications.

The lecturer tried to clarify. He said positive liberty is self-mastery—the rule of the self, by the self. To have positive liberty, he explained, is to take control of one’s own mind; to be liberated from irrational fears and beliefs, from addictions, superstitions and all other forms of self-coercion.

To focus on technique is like cramming your way through school. You sometimes get by, perhaps even get good grades, but if you don’t pay the price day in and day out, you never achieve true mastery of the subjects you study or develop an educated mind.

With a true masterpiece, there are no words required. Discourse is rendered redundant. That's why the work of a master transcends all notions of education, of class. It rises above the onlooker's understanding of what is considered good or bad, or right or wrong in the world of art. With the artist who has achieved mastery, skill, experience and knowledge are transparent, leaving only the message for all to see.

The oldest problem in economic education is how to exclude the incompetent. A certain glib mastery of verbiage-the ability to speak portentously and sententiously about the relation of money supply to the price level-is easy for the unlearned and may even be aided by a mildly enfeebled intellect. The requirement that there be ability to master difficult models, including ones for which mathematical competence is required, is a highly useful screening device.

The vice of “verbalism” can be defined as the bad habit of using words without regard for the thoughts they should convey and without awareness of the experiences to which they should refer. It is playing with words. As the two tests we have suggested indicate, “verbalism” is the besetting sin of those who fail to read analytically. Such readers never get beyond the words. They possess what they read as a verbal memory that they can recite emptily. One of the charges made by certain modern educators against the liberal arts is that they tend to verbalism, but just the opposite seems to be the case. The failure in reading—the omnipresent verbalism—of those who have not been trained in the arts of grammar and logic shows how lack of such discipline results in slavery to words rather than mastery of them.

They have courage, but not your faith; patience, but not your long suffering; composure, but not your discipline; skill, but not your talent; ability, but not your mastery; ego, but not your confidence; facts, but not your truth; money, but not your wealth; possessions, but not your joy; intelligence, but not your wisdom; strength, but not your power; connections, but not your character; education, but not your experience; position, but not your authority; force, but not your command; awards, but not your merit; titles, but not your honor; recognition, but not your dignity; fame, but not your influence; resources, but not your blessing; and chance, but not your destiny.

The best yardstick for our progress is not other people, but ourselves. Am I better than I was yesterday? This is the only question worth asking. As long as you go to bed at night a better practitioner than the one who woke up that morning, you have succeeded. Your worth should have nothing to do with how your progress stacks up relative to another.

The mastery of any subject requires that one identify himself with the particular state of consciousness appropriate to that subject.

Playing to passion when you can will keep students motivated and working toward mastery.

Any advanced student will tell you the best way to recover guard is simply not to get your guard passed in the first place.

Life is so unlikely, so rare and beautiful an opportunity it is to live, we must be on constant guard to ensure that our actions are worthy of the life it takes to perform them.

For the sincere student, it mustn't be enough to simply understand Jiu Jitsu. We must seek to understand ourselves.

We must know where we want to go in order to get there. Our modern lives are growing increasingly chaotic, and it is only a clear, definitive purpose that will keep us on track.

When we honestly take stock of our ability, we are then granted the opportunity to improve our circumstance. Accessing where you stand is the only way to stand somewhere else.

Do not seek victory, for victory in itself will not serve you. Seek to understand what made the victory possible.

In Jiu Jitsu, we often fall into the trap of simply trying a technique "harder," rather than recognizing that it is a poorly chosen tool for the task at hand.

We are free to live the life we have imagined, not the life imagined for us.

It is in community where we find our very selves.

Being part of the whole, as I grow so does that which contains me.

They say schooling is the best form of formal education, all right. But i also say, the best form of formal education is self-discovery, self-recovery and self-mastery.

You must strive to attain self-mastery and educate yourself so you can be of service to your desires and the world in a not so distant future.

Personal authenticity, in the classical understanding of liberal-arts education, consists in self-mastery—in placing reason in control of desire. According to the classic liberal-arts ideal, learning promises liberation, but it is not liberation from demanding moral ideals and social norms, or liberation to act on our desires—it is, rather, liberation from slavery to those desires, from slavery to self.

We seek to understand Jiu Jitsu as a vehicle to understand ourselves. We have different explicit goals, from getting in shape, learning self-defense or competition, but tacitly we all seek mastery of ourselves.

Jiu Jitsu forges friendships in a way I’ve never known. Being involved in an art as intimate as this, where bodily connection is a must, the common cultural boundaries of personal space are broken. You will never see more hugs, high fives, and physical expressions of love than on the mats. Ultimately, this proves to be one of the most fulfilling aspects of our pursuit of mastery. Along the way, we learn to love others as we love ourselves.

This preoccupation with the classics was the happiest thing that could have befallen me. It gave me a standard of values. To live for a time close to great minds is the best kind of education. ... Faulty though my own practice has always been, I learned sound doctrine - the virtue of a clean, bare style, of simplicity, of a hard substance and an austere pattern. Above all the Calvinism of my boyhood was broadened, mellowed, and also confirmed. For if the classics widened my sense of the joy of life they also taught its littleness and transience; if they exalted the dignity of human nature they insisted upon its frailties and the aidos with which the temporal must regard the eternal. I lost then any chance of being a rebel, for I became profoundly conscious of the dominion of unalterable law. ... Indeed, I cannot imagine a more precious viaticum than the classics of Greece and Rome, or a happier fate than that one's youth should be intertwined with their world of clear, mellow lights, gracious images, and fruitful thoughts. They are especially valuable to those who believe that Time enshrines and does not destroy, and who do what I am attempting to do in these pages, and go back upon and interpret the past. No science or philosophy can give that colouring, for such provide a schematic, and not a living, breathing universe. And I do not think that the mastery of other literatures can give it in a like degree, for they do not furnish the same totality of life - a complete world recognisable as such, a humane world, yet one untouchable by decay and death...

Jiu Jitsu gives each of us something that no other sport can. We have the opportunity to become truly great regardless of what circumstance fate has handed us. We have complete freedom and responsibility to achieve whatever level of mastery we wish.

Education is not filling the mind with a lot of facts. Perfecting the instrument and getting complete mastery of my own mind [is the ideal of education]. If I want to concentrate my mind upon a point, it goes there, and the moment I call, it is free [again]....

WE MAY FEEL...BUT WE DON'T We may feel the need to change employment, but we don’t. We may feel the need to start a specific project, but we don’t. We may feel the need to pursue higher education, but we don’t We may feel the need to heal a broken relationship, but we don’t. We may feel the need to work to improve our spiritual lives, but we don’t. We may feel the need to take steps toward a healthier physical or emotional life for ourselves and/or our family, but again, we don’t. (This list could likely go on for eternity.) The desire for progression is innate, but the problem we face is that the actual act of progression is also a choice. Without embracing our inherent need for progress, for positive growth and/or change, we’ll still go on living. ...But at what cost?

Thoreau and Huxley calmly state what I have spent years trying to articulate, and never found the words for doing so. To read the words of these great men is to read the highest expression of my very self which is inexpressible due to the shortcomings of my particular nature.

Education will give you titles, but experience will give you success. Hard work will give you progress, but diligence will give you excellence. Confidence will give you enthusiasm, but perseverance will give you discipline. Patience will give you control, but mastery will give you command. Intellect will give you positions, but integrity will give you authority. Ambition will give you the energy, but generosity will give you influence. Knowledge will give you strength, but wisdom will give you power. Talent will give you respect, but genius will give you honor. Pleasure will give you happiness, but joy will give you contentment. Strength will give you fortitude, but love will give you dominion. Courage will give you victory, but faith will give you greatness. Virtue will give you the world, but God will give you universe.

When we know our values, we can easily measure whether or not our actions are in accordance with them. Values are the measuring sticks with which we determine the worthiness of our actions. To be better associated with one's own values is to remove a lot of the needless activities of daily life.

On some intuitive level, I knew that learning had to be more than the mastery of facts. I've experienced it as an adult. I become consumed with a subject like quilting or preparing yogurt cultures, and that topic takes over my life - fabric scraps scattered on the floor, little jars of white sludge cuddled by blankets on my kitchen countertops. When I learned to play guitar in my thirties, no one had to schedule my practices. My guitar lived on a stand in the living room and I tormented our ears multiple times a day until my fingers bled. Passion for learning has that fiery, consuming, can't-stop quality.

Ideological agendas in public schools absorb time, energy and resources that are especially needed in the education of young people from a cultural background often lacking in many of the things that youngsters in more fortunate circumstances can take for granted— such as highly educated parents, books in the home and a whole way of life that prepares them in childhood for achievements as adults. Propagandists in the classroom are a luxury that the poor can afford leas of all. While a mastery of mathematics and English can be a ticket out of poverty, a highly cultivated sense of grievance and resentment is not.

Imagine a true master of the art, someone with complete skill in every aspect of Jiu Jitsu. This master would not force anything. He would simply allow the roll to take whatever form it does, and in every position would act in the most efficient way based off what the circumstance dictates, and not what he himself prefers.

If Jiu Jitsu does not make you a better father, son, mother, daughter, wife or husband, you are missing the point. If Jiu Jitsu does not leave you viewing strangers in a kinder light, you are missing the point. If you are not better equipped to deal with the vicissitudes of life due to your training, then you are not really training.

From a very early age Edison became used to doing things for himself, by necessity. His family was poor, and by the age of twelve he had to earn money to help his parents. He sold newspapers on trains, and traveling around his native Michigan for his job, he developed an ardent curiosity about everything he saw. He wanted to know how things worked—machines, gadgets, anything with moving parts. With no schools or teachers in his life, he turned to books, particularly anything he could find on science. He began to conduct his own experiments in the basement of his family home, and he taught himself how to take apart and fix any kind of watch. At the age of fifteen he apprenticed as a telegraph operator, then spent years traveling across the country plying his trade. He had no chance for a formal education, and nobody crossed his path who could serve as a teacher or mentor. And so in lieu of that, in every city he spent time in, he frequented the public library. One book that crossed his path played a decisive role in his life: Michael Faraday’s two-volume Experimental Researches in Electricity. This book became for Edison what The Improvement of the Mind had been for Faraday. It gave him a systematic approach to science and a program for how to educate himself in the field that now obsessed him—electricity. He could follow the experiments laid out by the great Master of the field and absorb as well his philosophical approach to science. For the rest of his life, Faraday would remain his role model. Through books, experiments, and practical experience at various jobs, Edison gave himself a rigorous education that lasted about ten years, up until the time he became an inventor. What made this successful was his relentless desire to learn through whatever crossed his path, as well as his self-discipline. He had developed the habit of overcoming his lack of an organized education by sheer determination and persistence. He worked harder than anyone else. Because he was a consummate outsider and his mind had not been indoctrinated in any school of thought, he brought a fresh perspective to every problem he tackled. He turned his lack of formal direction into an advantage. If you are forced onto this path, you must follow Edison’s example by developing extreme self-reliance. Under these circumstances, you become your own teacher and mentor. You push yourself to learn from every possible source. You read more books than those who have a formal education, developing this into a lifelong habit. As much as possible, you try to apply your knowledge in some form of experiment or practice. You find for yourself second-degree mentors in the form of public figures who can serve as role models. Reading and reflecting on their experiences, you can gain some guidance. You try to make their ideas come to life, internalizing their voice. As someone self-taught, you will maintain a pristine vision, completely distilled through your own experiences—giving you a distinctive power and path to mastery.

And so, beginning with the small early frustrations and deprivations, the child is helped to govern himself. his ego develops by learning to regulate his own food intake and feces evacuation: he has to learn to adapt to a social schedule, to an external measure of time, in place of a biological schedule of internal urges. In all this he makes a bitter discovery: that he is no longer himself, just by seeking pleasure. There may be more excitement in the world but the fun keep getting interrupted. For some strange reason the mother doesn’t share his glee over a bowel movement on the sofa. The child finds that he has to “earn" the mother’s love by performing in a certain way. He comes to realize that he has to abandon the idea of “total excitement" and “uninterrupted fun," if he wants to keep a secure background of love from the mother. This is what Alfred Adler meant when he spoke of the child’s need for affection as the “lever" of his education. The child learns to accept frustrations so long as the total relationship is not endangered. This is what the psychoanalytic word “ambivalence" so nicely covers: the child may hesitate between giving up what has previously been an assured satisfaction, and proceeding to a new type of conduct which will be rewarded by a new kind of acceptance. Does he want to keep the breast instead of switching to the bottle? He finds that if he makes this switch he gets a special cooing of praise and a little extra attention. Ambivalence describes the process whereby the infant is propelled forward into increasing mastery by his developing ego, while at the same time he is lulled backward into a safe dependence by his need for approval and easy gratification; he is caught in the bind, as we all are, between new and uncertain rewards and tried and tested ones.

Quotes tell a story. A stringing together of a few words can leave you with an idea that changes the course of your life, and can direct you toward reaching your highest potential as a human. The story they tell is derived from the experience which inspired them, and it is our sharing that experience that allows for the quote to resonate so deeply within our being.

novel The Diamond Age: Or, A Young Lady’s Illustrated Primer, author Neal Stephenson gives readers a glimpse of what AI experts call a “lifelong learning companion”: an agent that tracks learning over the course of one’s lifetime, both insuring a mastery-level education and making exquisitely personalized recommendations about what exactly a student should learn next.

In the United States, a consistent finding from the National Assessment of Educational Progress is that students at all levels of testing (ages nine, thirteen, and seventeen) are generally able to show mastery of the procedures taught, but struggle to apply their knowledge to problem-solving situations that are not clear-cut matters of applying a rule (Carpenter, Corbitt, Kepner, Lindquist, & Reys, 1980).

From Hinduism to the monotheisms through to Socrates, Plato and Aristotle, the common message is that we are all, naturally and potentially, inclined to reject the other, and to be intolerant and racist. Left to our own devices and our own emotions, we can be deaf, blind, dogmatic, closed and xenophobic: we are not born open-minded, respectful and pluralist. We become so through personal effort, education, self-mastery and knowledge.

Be Willing to Pay the Price If people knew how hard I had to work to gain my mastery, it wouldn’t seem wonderful at all. MICHELANGELO Renaissance sculptor and painter who spent 4 years lying on his back painting the ceiling of the Sistine Chapel Behind every great achievement is a story of education, training, practice, discipline, and sacrifice. You have to be willing to pay the price. Maybe that price is pursuing one single activity while putting everything else in your life on hold. Maybe it’s investing all of your own personal wealth or savings. Maybe it’s the willingness to walk away from the safety of your current situation. But though many things are typically required to reach a successful outcome, the willingness to do what’s required adds that extra dimension to the mix that helps you persevere in the face of overwhelming challenges, setbacks, pain, and even personal

Learning is the accomplice of inquiry. Prudence is the accomplice of caution. Reason is the accomplice of ingenuity. Insight is the accomplice of understanding. Wisdom is the accomplice of discipline. Tenacity is the accomplice of improvement. Innovation is the accomplice of growth. Intuition is the accomplice of opportunity. Acclaim is the accomplice of excellence. Loyalty is the accomplice of trust. Wealth is the accomplice of luxury. Power is the accomplice of influence. Literacy is the accomplice of knowledge. Performance is the accomplice of development. Competence is the accomplice of progress. Curiosity is the accomplice of awareness. Courage is the accomplice of confidence. Desire is the accomplice of accomplishment. Ambition is the accomplice of determination. Mastery is the accomplice of honor. Character is the accomplice of reputation. Talent is the accomplice of skill. Education is the accomplice of success.

No, plenty for all is not a dream – though it was a dream indeed in those days when man, for all his pains, could hardly win a few bushels of wheat from an acre of land, and had to fashion by hand all the implements he used in agriculture and industry. Now it is no longer a dream, because man has invented a motor which, with a little iron and a few sacks of coal, gives him the mastery of a creature strong and docile as a horse, and capable of setting the most complicated machinery in motion. But, if plenty for all is to become a reality, this immense capital – cities, houses, pastures, arable lands, factories, highways, education – must cease to be regarded as private property, for the monopolist to dispose of at his pleasure. This rich endowment, painfully won, builded, fashioned, or invented by our ancestors, must become common property, so that the collective interests of men may gain from it the greatest good for all.

Jiu Jitsu is meant to serve us, not the other way around. It is meant to make you more of whatever it is you already are. It is meant to separate the wheat from the chaff. It is meant to bring to conscious attention all that once went unseen. It is meant to make you more loving. It is meant to make you more wise, but less certain. It is meant to make us humble, yet supremely confident. It is meant to remind us of our frailty while simultaneously making us feel invincible.

The self-help philosophy fitted perfectly with the sentiments of Fukuzawa Yukichi (1835-1901), one of Meiji Japan's most influential educators and advocates of westernisation. In his work Gakumon no Susume (An encouragement of learning) of 1872, he wrote : There are no innate status distinctions between the noble and the base, the rich and the poor. It is only the person who has studied diligently, so that he has a mastery over things and events, who becomes noble and rich, while his opposite becomes base and poor.

If you believe in learning, you believe in inquiry. If you believe in education, you believe in literacy. If you believe in knowledge, you believe in curiosity. If you believe in understanding, you believe in practicality. If you believe in reason, you believe in sanity. If you believe in wisdom, you believe in sagacity. If you believe in dreams, you believe in fantasy. If you believe in diligence, you believe in prosperity. If you believe in exellence, you believe in mastery. If you believe in brilliance, you believe in longevity. If you believe in wealth, you believe in luxury. If you believe in justice, you believe in liberty. If you believe in tolerance, you believe in equality. If you believe in respect, you believe in courtesy. If you believe in manners, you believe in civility. If you believe in honor, you believe in decency. If you believe in culture, you believe in history. If you believe in tradition, you believe in stability. If you believe in order, you believe in harmony. If you believe in time, you believe in eternity. If you believe in fate, you believe in destiny. If you believe in life, you believe in reality. If you believe in permanance, you believe in infinity. If you believe in virtue, you believe in morality. If you believe in peace, you believe in humanity. If you believe in love, you believe in divinity. If you believe in God, you believe in spirituality. If you believe in faith, you believe in expectancy. If you believe in religion, you believe in sanctity. If you believe in Heaven, you believe in perpetuity. If you believe in the afterlife, you believe in immortality.

I believe the real reason we pursue anything in life is not for the thing itself, but for who we become on the way to its accomplishment. We strive to accomplish things in the attempt to mold ourselves. The greatest benefits Jiu Jitsu will have in your life will have nothing to do with Jiu Jitsu. It is this simple understanding that allows me to persist in my study. Even on the rare days when I may not have a burning desire to practice Jiu Jitsu, I am reminded that my practicing Jiu Jitsu is more accurately my practicing to become a better human being. The lessons I learn on the mat will serve me in every area of life-- personal development, relationships, business, and the like.

The world celebrates money, the universe celebrates generosity. The world celebrates position, the universe celebrates humility. The world celebrates titles, the universe celebrates dignity. The world celebrates fame, the universe celebrates modesty. The world celebrates success, the universe celebrates mastery. The world celebrates wealth, the universe celebrates charity. The world celebrates strength, the universe celebrates industry. The world celebrates might, the universe celebrates adaptability. The world celebrates power, the universe celebrates energy. The world celebrates lust, the universe celebrates chastity. The world celebrates ambition, the universe celebrates agility. The world celebrates passion, the universe celebrates efficiency. The world celebrates education, the universe celebrates ingenuity. The world celebrates scholars, the universe celebrates sagacity. The world celebrates talent, the universe celebrates creativity. The world celebrates culture, the universe celebrates civility. The world celebrates class, the universe celebrates equality. The world celebrates tradition, the universe celebrates individuality. The world celebrates gender, the universe celebrates impartiality. The world celebrates race, the universe celebrates humanity. The world celebrates tradition, the universe celebrates spirituality. The world celebrates religion, the universe celebrates divinity. The world celebrates pleasure, the universe celebrates purity. The world celebrates darkness, the universe celebrates piety. The world celebrates time, the universe celebrates continuity. The world celebrates chance, the universe celebrates destiny. The world celebrates life, the universe celebrates eternity.

You can challenge a leader without challenging his authority, challenge a priest without challenging his integrity, challenge a warrior without challenging his intensity, challenge a scholar without challenging his education, challenge a guru without challenging his counsel, challenge a professor without challenging his lectures, challenge a student without challenging his potentiality, challenge a prophet without challenging his reputation, challenge a teacher without challenging his lessons, challenge a scientist without challenging his discoveries, challenge an inventor without challenging his ingenuity, challenge a preacher without challenging his sermons, challenge a laywer without challenging his strategy, challenge an athlete without challenging his capacity, challenge an artist without challenging his mastery, challenge a general without challenging his command, challenge a ruler without challenging his influence, challenge a president without challenging his government, and challenge a king without challenging his supremacy.

Our fundamental impulses are neither good nor bad: they are ethically neutral. Education should aim at making them take forms that are good. The old method, still beloved by Christians, was to thwart instinct; the new method is to train it. Take love of power: it is useless to preach Christian humility, which merely makes the impulse take hypocritical forms. What you have to do is to provide beneficent outlets for it. The original native impulse can be satisfied in a thousand ways—oppression, politics, business, art, science, all satisfy it when successfully practised. A man will choose the outlet for his love of power that corresponds with his skill; according to the type of skill given him in youth, he will choose one occupation or another. The purpose of our public schools is to teach the technique of oppression and no other; consequently they produce men who take up the white man’s burden. But if these men could do science, many of them might prefer it. Of two activities which a man has mastered, he will generally prefer the more difficult: no chess-player will play draughts. In this way, skill may be made to minister to virtue.

Know What You Believe What are your values today with regard to your work and your career? Do you believe in the values of integrity, hard work, dependability, creativity, cooperation, initiative, ambition, and getting along well with people? People who live these values in their work are vastly more successful and more highly esteemed than people who do not. What are your values with regard to your family? Do you believe in the importance of unconditional love, continuous encouragement and reinforcement, patience, forgiveness, generosity, warmth, and attentiveness? People who practice these values consistently with the important people in their lives are much happier than people who do not. What are your values with regard to money and financial success? Do you believe in the importance of honesty, industry, thrift, frugality, education, excellent performance, quality, and persistence? People who practice these values are far more successful in their financial lives than those who do not, and they achieve their financial goals far faster as well. What about your health? Do you believe in the importance of self-discipline, self-mastery, and self-control with regard to diet, exercise, and rest? Do you set high standards for health and fitness and then work every day to live up to those standards? People who practice these values live longer, healthier lives than people who do not.

You can do anything you want to do. What is rare is this actual wanting to do a specific thing: wanting it so much that you are practically blind to all other things, that nothing else will satisfy you. When you, body and soul, wish to make a certain expression and cannot be distracted from this one desire, then you will be able to make a great use of whatever technical knowledge you have. You will have clairvoyance, you will see the uses of the technique you already have, and you will invent more. I know I have said a lot when I say "You can do anything you want to do." But I mean it. There is reason for you to give this statement some of your best thought. You may find that this is just what is the matter with most of the people in the world; that few are really wanting what they think they want, and that most people go through their lives without ever doing one whole thing they really want to do. An artist has got to get acquainted with himself just as much as he can. It is no easy job, for it is not a present-day habit of humanity. This is what I call self-development, self-education. No matter how fine a school you are in, you have to educate yourself. There is nothing more entertaining than to have a frank talk with yourself. Few do it—frankly. Educating yourself is getting acquainted with yourself. Find out what you really like if you can. Find out what is really important to you. Then sing your song. You will have something to sing about and your whole heart will be in the singing. When a man is full up with what he is talking about he handles such language as he has with a mastery unusual to him, and it is at such times that he learns language.

In one of our conversations, she told me about Finland’s development of sisu, a rough cognate for grit. Etymologically, sisu denotes a person’s viscera, their “intestines (sisucunda).” It is defined as “having guts,” intentional, stoic, constant bravery in the face of adversity. 21 For Finns, sisu is a part of national culture, forged through their history of war with Russia and required by the harsh climate. 22 In this Nordic country, pride is equated with endurance. When Finnish mountain climber Veikka Gustafsson ascended a peak in Antarctica, it was named Mount Sisu. The fortitude to withstand war and foreign occupations is lyrically heralded in the Finnish epic poem, The Kalevala. 23 Even the saunas—two million, one for every three Finns in a country of approximately five and a half million—involve fortitude: A sauna roast is often followed by a nude plunge into the ice-cold Baltic Sea. If Iceland is happier than it has any right to be considering the hours the country spends plunged in darkness each year, Finland’s past circumstances, climate, and developed culture have turned it into one of the grittiest. Finland’s educational system is also currently ranked first, ahead of South Korea, now at number two. 24 The United States is midway down the list. 25 In Finland, there is no after-school tutoring or training, no “miracle pedagogy” in the classrooms, where students are on a first-name basis with their teachers, all of whom have master’s degrees. There is also more “creative play.” 26 Perhaps the tradition of sisu and play, I suspect, are part of the larger, unstated reason for its success. 27 “Wouldn’t it be great if you heard people talking about how they were going to do something to build their grit?” Duckworth asked.

My analysis work proved that there are thirty major reasons for failure, and thirteen major principles through which people accumulate fortunes. In this chapter, a description of the thirty major causes of failure will be given. As you go over the list, check yourself by it, point by point, for the purpose of discovering how many of these causes-of-failure stand between you and success. 1. UNFAVORABLE HEREDITARY BACKGROUND. There is but little, if anything, which can be done for people who are born with a deficiency in brain power. This philosophy offers but one method of bridging this weakness-through the aid of the Master Mind. Observe with profit, however, that this is the ONLY one of the thirty causes of failure which may not be easily corrected by any individual. 2. LACK OF A WELL-DEFINED PURPOSE IN LIFE. There is no hope of success for the person who does not have a central purpose, or definite goal at which to aim. Ninety-eight out of every hundred of those whom I have analyzed, had no such aim. Perhaps this was the 3. LACK OF AMBITION TO AIM ABOVE MEDIOCRITY. We offer no hope for the person who is so indifferent as not to want to get ahead in life, and who is not willing to pay the price. 4. INSUFFICIENT EDUCATION. This is a handicap which maybe overcome with comparative ease. Experience has proven that the best-educated people are often those who are known as "self-made," or self-educated. It takes more than a college degree to make one a person of education. Any person who is educated is one who has learned to get whatever he wants in life without violating the rights of others. Education consists, not so much of knowledge, but of knowledge effectively and persistently APPLIED. Men are paid, not merely for what they know, but more particularly for WHAT THEY DO WITH THAT WHICH THEY KNOW. 5.LACK OF SELF-DISCIPLINE. Discipline comes through self-control. This means that one must control all negative qualities. Before you can control conditions, you must first control yourself. Self-mastery is the hardest job you will ever tackle. If you do not conquer self, you will be conquered by self. You may see at one and the same time both your best friend and your greatest enemy, by stepping in front of a mirror. 6. ILL HEALTH. No person may enjoy outstanding success without good health. Many of the causes of ill health are subject to mastery and control. These, in the main are: a. Overeating of foods not conducive to health b. Wrong habits of thought; giving expression to negatives. c. Wrong use of, and over indulgence in sex. d. Lack of proper physical exercise e. An inadequate supply of fresh air, due to improper breathing.

We domesticate humans the same way we domesticate a dog or any other animal: with punishment and reward. This is perfectly normal. What we call education is nothing but domestication of the human being. We are afraid to be punished, but later we are also afraid of not getting the rewards, of not being good enough for Mom or Dad, sibling or teacher. The need to be accepted is born. Before that, we don't care whether we are accepted or not. People's opinions are not important. They are not important because we just want to play and we live in the present. The fear of not getting the reward becomes the fear of rejection. The fear of not being good enough for someone else is what makes us try to change, what makes us create an image. Then we try to project that image according to what they want us to be, just to be accepted, just to have the reward. We learn to pretend to be what we are not...

The Mormon definition of life makes the earthly sojourn basically an educative process. Knowledge is necessary to mastery, and the way to deification is through mastery, for not only does education aid man in fulfilling present tasks, it advances him in his eternal progress.

Between 1917 and 1920, George Fabyan used Riverbank’s vanity press to publish eight pamphlets that described new kinds of codebreaking strategies. These were little books with unassuming titles on plain white covers. Today they are considered to be the foundation stones of the modern science of cryptology. Known as the Riverbank Publications, they “rise up like a landmark in the history of cryptology,” writes the historian David Kahn. “Nearly all of them broke new ground, and mastery of the information they first set forth is still regarded as the prerequisite for a higher cryptologic education.

His whole mind has been given to books, and I am hardly exaggerating if I say that they are more real to him than Nature. He imagines that all knowledge can be got out of books, and rests upon the authority of some master or other; nor does he entertain any misgiving that the method of learning which led to proficiency in the rules of grammar will suffice to lead him to a mastery of the laws of Nature. The youngster, thus unprepared for serious study, is turned loose among his medical studies, with the result, in nine cases out of ten, that the first year of his curriculum is spent in learning how to learn.

I am concerned only with the proper training of the mind to encounter and deal with the formidable mass of undigested problems presented to it by the modern world. For the tools of learning are the same, in any and every subject; and the person who knows how to use them will, at any age, get the mastery of a new subject in half the time and with a quarter of the effort expended by the person who has not the tools at his command.

Super Mario Bros. hooks newcomers because there are no barriers to playing the game. You can know absolutely nothing about the Nintendo console and still enjoy yourself from the very first minute. There's no need to read motivation-sapping manuals or grind through educational tutorials before you begin. Instead, your avatar, Mario appears on the left-hand side of an almost empty screen. Because the screen is empty, you can push the Nintendo controller's buttons randomly and harmlessly, learning which ones make Mario jump and which ones make him move left and right. You can't move any further left, so you quickly learn to move right. And you aren't reading a guide that tells you which keys are which--instead, you're learning by doing, and enjoying the sense of mastery comes from acquiring knowledge through experience. The first few seconds of gameplay are brilliantly designed to simultaneously do two very difficult things: teach, and preserve the illusion that nothing is being taught at all.