Mentors And Learning Quotes

Tell me and I forget, teach me and I may remember, involve me and I learn.

Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.

I am not a teacher, but an awakener.

Spoon feeding in the long run teaches us nothing but the shape of the spoon.

What is a teacher? I'll tell you: it isn't someone who teaches something, but someone who inspires the student to give of her best in order to discover what she already knows.

In learning you will teach, and in teaching you will learn.

No one learns as much about a subject as one who is forced to teach it.

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.

I was crushing on my mentor. Crushing on my older mentor. I had to be out of my mind. He was seven years older than me. Old enough to be my…well, okay, nothing. But still older than me. Seven years was a lot. He's been learning to write when I was born. When I'd been learning to write and throw books at my teachers, he's probably been kissing girls. Probably lots of girls, considering how he looked.

What I've found about it is that there are some folks you can talk to until you're blue in the face--they're never going to get it and they're never going to change. But every once in a while, you'll run into someone who is eager to listen, eager to learn, and willing to try new things. Those are the people we need to reach. We have a responsibility as parents, older people, teachers, people in the neighborhood to recognize that.

Every beginner possesses a great potential to be an expert in his or her chosen field.

Never let a good crisis go to waste. It’s the universe challenging you to learn something new and rise to the next level of your potential.

The only teacher that's worth anything to you is your enemy.

Think of all the stories you've heard, Bast. You have a young boy, the hero. His parents are killed he sets out for vengeance. What next?" Bast hesitated, his expression puzzled. Chronicler answered the question instead. "He finds help. A clever talking squirrel. An old drunken swordsman. A mad hermit in the woods. That sort of thing." Kvothe nodded. "Exactly! He finds the mad hermit in the woods, proves himself worthy, and learns the names of all things, just like Taborlin the Great. Then with these powerful magics at his beck and call, what does he do?" Chronicler shrugged. "He finds the villains and kills them." "Of course," Kvothe said grandly. "Clean, quick, and easy as lying. We know how it ends practically before it starts. That's why stories appeal to us. They give us the clarity and simplicity our real lives lack.

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

The person who has to boast or brag all the time is probably the last person you want as your spiritual mentor.

One of the first things we learn from our teachers is discernment: the ability to tell truth from fiction, to know when we have lost our center and how to find it again. Discernment is also one of the last things we learn, when we feel our paths diverge and we must separate from our mentors in order to stay true to ourselves.

Just about ANY personality trait or skill can be learned: simply find it in someone you know and copy it. Then watch what happens.

Be a great student of life, so you can be an outstanding teacher of living.

In order to become a reflective, autonomous and self-mentoring individual, one has to continuously learn from people, experiences and new ideas.

People should communicate their feelings, emotions, thoughts, and words effectively to gain the kind of confidence that would eliminate the need for a mentor.

Learn from those who have paved the way before you. - Kailin Gow on Wisdom

A child's reading is guided by pleasure, but his pleasure is undifferentiated; he cannot distinguish, for example, between aesthetic pleasure and the pleasures of learning or daydreaming. In adolescence we realize that there are different kinds of pleasure, some of which cannot be enjoyed simultaneously, but we need help from others in defining them. Whether it be a matter of taste in food or taste in literature, the adolescent looks for a mentor in whose authority he can believe. He eats or reads what his mentor recommends and, inevitably, there are occasions when he has to deceive himself a little; he has to pretend that he enjoys olives or War and Peace a little more than he actually does. Between the ages of twenty and forty we are engaged in the process of discovering who we are, which involves learning the difference between accidental limitations which it is our duty to outgrow and the necessary limitations of our nature beyond which we cannot trespass with impunity. Few of us can learn this without making mistakes, without trying to become a little more of a universal man than we are permitted to be. It is during this period that a writer can most easily be led astray by another writer or by some ideology. When someone between twenty and forty says, apropos of a work of art, 'I know what I like,'he is really saying 'I have no taste of my own but accept the taste of my cultural milieu', because, between twenty and forty, the surest sign that a man has a genuine taste of his own is that he is uncertain of it. After forty, if we have not lost our authentic selves altogether, pleasure can again become what it was when we were children, the proper guide to what we should read.

The question is not "can you wear your father's shoes?". The question is "can you walk in your father's shoes?". It is one thing having a mentor and it is another thing to become like your mentor.

It’s always about focusing not on the mistakes but on the lessons learned from them.

To be born into, to go to school, to study, to learn, to play, to worship, to love, to work and to die in segregation and not have one single person who loved, mentored or guided me convey that there was any loss.

If you want great mentors, you have to become a great mentee. If you want to lead, you have to first learn to follow. Ben

The means of learning are abundant—it’s the desire to learn that’s scarce.

The more I learn about myself, the more I understand you.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

The greatest act of leadership is mentoring. No matter how much you may learn, achieve, accumulate, or accomplish, if it all dies with you, then you are a generational failure.

You learn more by reading more. I'm living proof that the more you learn, the more you earn.

To be a mentor you must learn to be quick to listen and be slow to speak.

Boys need to learn the value of spiritual solitude. For the soul to grow, it needs those moments of no-stimulation, of wakeful peace. Because we adults don't usually practice enough solitude—because we are always 'doing' things—we often neglect to teach our boys to find solitude

The only way to learn new things is to ask questions and be curious. Find the people who inspire your curiosity because those are the ones you will most learn from.

Isn’t the point of education to teach students how to think, not what to think?

You can learn from those who have come down from the mountain, but you won’t have the same experience unless you climb yourself.

Turn a major mistake into a master mentor, learn from it.

Learn from the ocean; when it rises, it carries more than itself along with it.

It’s not a lesson learned until it’s a behavior changed.

Sadly, lessons taught by that cruel mentor Failure are often the most bitterly learned and vividly remembered. [Dean Harbinger Harrow]

Edward Abbey said you must "brew your own beer; kick in you Tee Vee; kill your own beef; build your cabin and piss off the front porch whenever you bloody well feel like it." I already had a good start. As a teenager in rural Maine, after we came to America, I had learned hunting, fishing, and trapping in the wilderness. My Maine mentors had long ago taught me to make home brew. I owned a rifle, and I'd already built a log cabin. The rest should be easy. I thought I'd give it a shot.

Teacher cannot solve or heal all student stress. The teacher can be vigilant in trying to guide the child toward solutions;but the teacher's job in relation to this stress is ultimately to help the child learn to manage his or her own stress wisely. In accomplishing this, the teacher mentors higher academic learning by removing distracting stress, and teaches valuable life-survival skills.

You see, King, we have a legend - I used to believe that it was all fairy-tale rubbish and empty smoke. It is a legend about how such things as war and death and despair were common in our country at one time. These terrible words, which we have long since stopped using in our language, can be read in collections of our old tales, and they sound awful to us and even a little ridiculous. Today I've learned that these tales are all true... But now tell me, don't you have in your soul a sort of intimation that you're not doing the right thing? Don't you have a yearning for bright, serene gods, for sensible and cheerful leaders and mentors? Don't you ever dream in your sleep about another, more beautiful life where nobody is envious of others, where reason and order prevails, where people treat other people only with cheerfulness and considerations?

...My advice to young people might be as follows: 1. Don't get down when your life takes a bad turn. Out of adversity comes challenge and often success. 2. Don't blame others for your setbacks. 3. When things go well, always give credit to others. 4. Don't talk all the time. Listen to your friends and mentors and learn from them. 5. Don't brag about yourself. Let others point out your virtues, your strong points. 6. Give someone else a hand. When a friend is hurting, show that friend you care. 7. Nobody likes an overbearing big shot. 8. As you succeed, be kind to people. Thank those who help you along the way. 9. Don't be afraid to shed a tear when your heart is broken because a friend is hurting. 10. Say your prayers!!

Mentorship is simply learning from the mistakes and mastery of a successful person in his/her field.

Keep on exploring. Keep on evolving. Keep on experimenting.

What experience cannot teach you now, mentors and books can foretell! To take the lead in whatever you do, be willing to learn and educate yourself regularly!

Self-awareness— understanding our own motivations, our strengths and challenges—is the key to getting ready to mentor.

Your children learn what's important, by what you give your attention to.

Mastery is a journey, not a destination. True masters never believe they have attained mastery. There is always more to be learned and greater skill to be developed.

As a mentor you have to learn how to tackle the past of your mentee, be able to put it to sleep and focus to the promising future of him/her.

When you realize you've evolved from the mentored to the Mentor it gives much more to the meaning and lessons learned in life as well as untimely death. -CPT Dominic Garcia-

A smart business owner learns from the mistakes of others.

When I teach and mentor leaders, I remind them that if they stop learning, they stop leading

It is the mentor’s responsibility to create a safe and trusting space that enables a mentee to stretch and step outside their comfort zone, take risks, and show up authentically.

A good mentor does not simply go through her life hoping that others will pick up what she knows, but is actively engaged in helping others learn. She is tuned in enough to notice what skills are needed and is patient enough to teach them.

There is someone out there who needs just a line or a sentence of your life testimony to believe he or she can also make it. Keeping your testimony away from them is more of suspending their accomplishments till further notice! Come on! Let's learn from you!

The genuine love for reading itself, when cultivated, is a superpower. We live in the age of Alexandria, when every book and every piece of knowledge ever written down is a fingertip away. The means of learning are abundant—it’s the desire to learn that’s scarce.

We all have our unique careers that differ from one another, but the fact is that we must become "teachers and learners" at the end of it all! By the "learning career", we know what other people know; by the "teaching career", we make other people to know what we know!

Learn the value of introducing proposals over time using masterful technique.... Deliver the message when the listener isn’t rushed or in an emotionally charged state.... Don’t unnerve your boss by dropping a crisis in their lap last-minute when you’ve had some warning yourself.

So I looked with fascination at those people in their mobes, and tried to fathom what it would be like. Thousands of years ago, the work that people did had been broken down into jobs that were the same every day, in organizations where people were interchangeable parts. All of the story had been bled out of their lives. That was how it had to be; it was how you got a productive economy. But it would be easy to see a will at work behind this: not exactly an evil will, but a selfish will. The people who'd made the system thus were jealous, not of money and not of power but of story. If their employees came home at day's end with interesting stories to tell, it meant that something had gone wrong: a blackout, a strike, a spree killing. The Powers That Be would not suffer others to be in stories of their own unless they were fake stories that had been made up to motivate them. People who couldn't live without story had been driven into the concents or into jobs like Yul's. All others had to look somewhere outside of work for a feeling that they were part of a story, which I guessed was why Sæculars were so concerned with sports, and with religion. How else could you see yourself as part of an adventure? Something with a beginning, middle, and end in which you played a significant part? We avout had it ready-made because we were a part of this project of learning new things. Even if it didn't always move fast enough for people like Jesry, it did move. You could tell where you were and what you were doing in that story. Yul got all of this for free by living his stories from day to day, and the only drawback was that the world held his stories to be of small account. Perhaps that was why he felt such a compulsion to tell them, not just about his own exploits in the wilderness, but those of his mentors.

Author says that, while Eisenhower had other intellectual mentors, he learned how to lead men from Gen. Walter Krueger. Krueger was the first American enlisted man to rise to four-star general, and he so identified with those he led that he once invited a sentry out of the rain and gave him his own dry uniform.

In order to heal the scarcity wound—created by the lack of nurturing both in our families and in our culture—we must learn to become the loving mother to ourselves that we never had. This ‘remothering’ is the ongoing practice, tremendously helped by a mentor, of learning to care for your body’s needs, validating and expressing your feelings (even if they’re unpopular), holding healthy boundaries, supporting your life choices, and most of all—being welcoming towards all that is yet unsolved in your heart.

Early in my career I had learned the wisdom of not gripping over the hand I was dealt. I had a mentor who taught me lessons about business and life that served me for years. He looked at business the way a grand master might look at a chessboard. There’s nothing you can do about where the pieces are. It’s only your next move that matters.

The genuine love for reading itself, when cultivated, is a superpower. We live in the age of Alexandria, when every book and every piece of knowledge ever written down is a fingertip away. The means of learning are abundant—it’s the desire to learn that’s scarce. Cultivate that desire by reading what you want, not what you’re “supposed to.

The first teachers I met in life were: my mother, hardship, and death. The first mentors I met in life were: friends, family, and mentors. The first lecturers I met in life were: intuition, experience, and conscience. The first professors I met in life were: nature, books, and truth. The first educators I met in life were: the past, the present, and the future. The first scholars I met in life were: the mind, the heart, and the soul. The first masters I met in life were: knowledge, wisdom, and understanding.

A self-leader cries for no followers by himself. He does his thing and people get to know him, chase him and learn from him.

Working together for a great mission is very fulfilling!

I admire successful men and women who endured and overcome unusual circumstances to fulfill their dreams.

Roses do not bloom the same time as daisies.

It is more important to know that you don't know, than to know what you know.

I learned that if I always performed a rescue, the woman never learned to lean on God…..I now realize that I shouldn’t work harder at a person’s recovery than she is willing to work.

The death of the idealized versions of our parents, teachers, and mentors—a stage in the hero’s journey—is always scary because it means that we’re now responsible for our own learning and growth. That death is also beautiful because it makes room for new relationships—more honest connections between authentic adults who are doing the best they can. Of course, these new connections require emotional and physical safety. We can’t be vulnerable and open with people who are hurting us.

In what is known as the 70/20/10 learning concept, Robert Eichinger and Michael Lombardo, in collaboration with Morgan McCall of the Center for Creative Leadership, explain that 70 percent of learning and development takes place from real-life and on-the-job experiences, tasks, and problem solving; 20 percent of the time development comes from other people through informal or formal feedback, mentoring, or coaching; and 10 percent of learning and development comes from formal training.

It seems a simple task. We all know what water looks like, feels like in our mouth. Water is ubiquitous. Describing a cup of water feels a little like doing a still life painting. As a child I used to wonder: Why do people spend so much time painting bowls of fruit, when they could be painting dragons? Why learn to describe a cup of water, when the story is about cool magic and (well) dragons? It’s a thing I had trouble with as a teenage writer—I’d try to rush through the “boring” parts to get to the interesting parts, instead of learning how to make the boring parts into the interesting parts. And a cup of water is vital to this. Robert Jordan showed me that a cup of water can be a cultural dividing line–the difference between someone who grew up between two rivers, and someone who’d never seen a river before a few weeks ago. A cup of water can be an offhand show of wealth, in the shape of an ornamented cup. It can be a mark of traveling hard, with nothing better to drink. It can be a symbol of better times, when you had something clean and pure. A cup of water isn’t just a cup of water, it’s a means of expressing character. Because stories aren’t about cups of water, or even magic and dragons. They’re about the people painted, illuminated, and changed by magic and dragons.

How you got your college education mattered most.” And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or having had “an internship where they applied what they were learning.” Those workers, he found, “were twice as likely to be engaged with their work and thriving in their overall well-being.” There’s a message in that bottle.

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.

He looks out the window at the falling snow, then turns and takes his wife in his arms, feeling grateful to be here even as he wonders what he is going to do with his life in strictly practical terms. For years he had trained himself to do one thing, and he did it well, but he doesn't know whether he wants to keep doing it for the rest of his life, for that matter, whether anyone will let him. He is still worrying when they go to bed. Feeling his wife's head nesting in the pillow below his shoulder, he is almost certain that they will find ways to manage. They've been learning to get by with less, and they'll keep learning. It seems to him as if they're taking a course in loss lately. And as he feels himself falling asleep he has an insight he believes is important, which he hopes he will remember in the morning, although it is one of those thoughts that seldom survive translation to the language of daylight hours: knowing that whatever plenty befalls them together or separately in the future, they will become more and more intimate with loss as the years accumulate, friends dying or slipping away undramatically into the crowded past, memory itself finally flickering and growing treacherous toward the end; knowing that even the children who may be in their future will eventually school them in the pain of growth and separation, as their own parents and mentors die off and leave them alone in the world, shivering at the dark threshold.

When learners are struggling they need support, not red lines and stern faces. They don’t need the dark suits of doom, but rather a learning coach, detached from any process, to support, mentor and guide. (A problem solver, not a process monkey, remember?) A skilled, empathetic specialist who can work with the learner to meet their immediate needs and stem the flow of poor conduct.

Cicero believed three things about older age. First, that it should be dedicated to service, not goofing off. Second, our greatest gift later in life is wisdom, in which learning and thought create a worldview that can enrich others. Third, our natural ability at this point is counsel: mentoring, advising, and teaching others, in a way that does not amass worldly rewards of money, power, or prestige.

Encouragement during the early years is crucial because beginners are still figuring out whether they want to commit or cut bait. Accordingly, Bloom and his research team found that the best mentors at this stage were especially warm ans supportive: 'perhaps the major quality of these teachers was that they made the initial learning very pleasant and rewarding. much of the introduction to the field was as playful activity, and the learning at the beginning of this stage was like a game'. A degree of autonomy during the early years is also important. Longitudinal studies tracking learners confirm that overbearing parents and teachers erode intrinsic motivation. Kids whose parents let them make their own choices about what they like are more likely to develop interests later identified as a passion.

One may almost doubt if the wisest man has learned anything of absolute value by living. Practically, the old have no very important advice to give the young, their own experience has been so partial, and their lives have been such miserable failures, for private reasons, as they must believe; and it may be that they have some faith left which belies that experience, and they are only less young than they were. I have lived some thirty years on this planet, and I have yet to hear the first syllable of valuable or even earnest advice from my seniors. They have told me nothing, and probably cannot tell me anything to the purpose. Here is life, an experiment to a great extent untried by me; but it does not avail me that they have tried it. If I have any experience which I think valuable, I am sure to reflect that this my Mentors said nothing about.

Rah speaks prophetically. That is, if we don't learn diversity and racial harmony in our own country, how can we go into the world? To aspiring missionaries he writes, "If you are a white Christian wanting to be a missionary in this day and age, and you have never had a nonwhite mentor, then you will not be a missionary. You will be a colonialist. Instead of taking the gospel message into the world, you will take an Americanized version of the gospel."7

If we cannot leave something tangible behind – such as a gene or a poem – perhaps it is enough if we just make the world a little better? You can help somebody, and that somebody will subsequently help somebody else, and you thereby contribute to the overall improvement of the world, and constitute a small link in the great chain of kindness. Maybe you serve as a mentor for a difficult but brilliant child, who goes on to be a doctor who saves the lives of hundreds? Maybe you help an old lady cross the street, and brighten up an hour of her life? Though it has its merits, the great chain of kindness is a bit like the great chain of turtles – it is far from clear where its meaning comes from. A wise old man was asked what he learned about the meaning of life. ‘Well,’ he answered, ‘I have learned that I am here on earth in order to help other people. What I still haven’t figured out is why the other people are here.

Here are a few tips (from A Critique of Ally Politics): Slow down: Don't try to fix it. Don't rush to find an answer or act out of your guilt. Remember that many of your comrades have been doing this work for a long time and experience the kind of oppression you're learning about more acutely than you. It didn't start with you and isn't going to end with you. Keep it internal: Don't take up too much space with your thoughts and emotions. Be sensitive to the fact that folks are in a variety of places in relation to what you're working through; don't force conversations on others, especially through the guise of public organizing. Write about it: Give yourself the unedited space to feel all the things you need to, but know that it may hurt others if you share your feelings unthinkingly. Read about it: Look for resources from people of a variety of political ideologies and experiences of identity to challenge yourself and get the widest range of input. Listen to older people: Listening to stories from your eighty-year-old African American neighbor when you're working through questions around racism will likely be though provoking, regardless of their political ideology or your life experience. Don't underestimate what a little perspective can do for you. Don't make your process the problem of your comrades: Be careful not to centralize yourself, your stake in fixing the problem, or your ego. Work it out on your own and with close friends and mentors.

First-century discipleship was expressed as a servant-master relationship (see Matthew 10:24). Once accepted as a disciple, a young man started as a talmidh, or beginner, who sat in the back of the room and could not speak. Then he became a distinguished student, who took an independent line in his approach or questioning. At the next level, he became a disciple-associate, who sat immediately behind the rabbi during prayer time. Finally he achieved the highest level, a disciple of the wise, and was recognized as the intellectual equal of his rabbi.'" 2. Memorizing the teacher's words: Oral tradition provided the basic way of studying. Disciples learned the teacher's words verbatim to pass along to the next person. Often disciples learned as many as four interpretations of each major passage in the Torah. 3. Learning the teacher's way of ministry: A disciple learned how his teacher kept God's commands, including how he practiced the Sabbath, fasted, prayed, and said blessings in ceremonial situations. He would also learn his rabbi's teaching methods and the many traditions his master followed. 4. Imitating the teacher's life and character: Jesus said that when a disciple is fully taught, he "will be like his teacher" (Luke 6:40). The highest calling of a disciple was to imitate his teacher. Paul called on Timothy to follow his example (see 2 Timothy 3:10-14), and he didn't hesitate to call on all believers to do the same (see 1 Corinthians 4:14-16; 1 1:1; Philippians 4:9). One story in ancient tradition tells of a rabbinical student so devoted to his teacher that he hid in the teacher's bedchamber to discover the mentor's sexual technique. To be sure, this is a bit extreme, yet it demonstrates the level of commitment required to be a disciple. 5. Raising up their own disciples: When a disciple finished his training, he was expected to reproduce what he'd learned by finding and training his own apprentices. He would start his own school and call it after his name, such as the House of Hillel.

What advice would you give to a smart, driven college student about to enter the “real world”? What advice should they ignore? [My advice:] Pursue every project, idea, or industry that genuinely lights you up, regardless of how unrelated each idea is, or how unrealistic a long-term career in that field might now seem. You’ll connect the dots later. Work your fucking ass off and develop a reputation for going above and beyond in all situations. Do whatever it takes to earn enough money, so that you can go all in on experiences or learning opportunities that put you in close proximity to people you admire, because proximity is power. Show up in every moment like you’re meant to be there, because your energy precedes anything you could possibly say. Ignore the advice to specialize in one thing, unless you’re certain that’s how you want to roll. Ignore giving a shit about what other people think about your career choices or what you do for a living—especially if what you do for a living funds your career choices. Ignore the impulse to dial down your enthusiasm for fear it’ll be perceived as unprofessional. And especially for women, ignore societal and familial pressures to get married and have kids.

Now many crises in people’s lives occur because the hero role that they’ve assumed for one situation or set of situations no longer applies to some new situation that comes up, or–the same thing in effect–because they haven’t the imagination to distort the new situation to fit their old role. This happens to parents, for instance, when their children grow older, and to lovers when one of them begins to dislike the other. If the new situation is too overpowering to ignore, and they can’t find a mask to meet it with, they may become schizophrenic–a last-resort mask–or simply shattered. All questions of integrity involve this consideration, because a man’s integrity consists in being faithful to the script he’s written for himself. “I’ve said you’re too unstable to play any one part all the time–you’re also too unimaginative–so for you these crises had better be met by changing scripts as often as necessary. This should come naturally to you; the important thing for you is to realize what you’re doing so you won’t get caught without a script, or with the wrong script in a given situation. You did quite well, for example, for a beginner, to walk in here so confidently and almost arrogantly a while ago, and assign me the role of a quack. But you must be able to change masks at once if by some means or other I’m able to make the one you walked in with untenable. Perhaps–I’m just suggesting an offhand possibility–you could change to thinking of me as The Sagacious Old Mentor, a kind of Machiavellian Nestor, say, and yourself as The Ingenuous But Promising Young Protégé, a young Alexander, who someday will put all these teachings into practice and far outshine the master. Do you get the idea? Or–this is repugnant, but it could be used as a last resort–The Silently Indignant Young Man, who tolerates the ravings of a Senile Crank but who will leave this house unsullied by them. I call this repugnant because if you ever used it you’d cut yourself off from much that you haven’t learned yet. “It’s extremely important that you learn to assume these masks wholeheartedly. Don’t think there’s anything behind them: ego means I, and I means ego, and the ego by definition is a mask. Where there’s no ego–this is you on the bench–there’s no I. If you sometimes have the feeling that your mask is insincere–impossible word!–it’s only because one of your masks is incompatible with another. You mustn’t put on two at a time. There’s a source of conflict, and conflict between masks, like absence of masks, is a source of immobility. The more sharply you can dramatize your situation, and define your own role and everybody else’s role, the safer you’ll be. It doesn’t matter in Mythotherapy for paralytics whether your role is major or minor, as long as it’s clearly conceived, but in the nature of things it’ll normally be major. Now say something.

I laid out my five expectations that first day [as FBI Director] and many times thereafter: I expected [FBI employees] would find joy in their work. They were part of an organization devoted to doing good, protecting the weak, rescuing the taken, and catching criminals. That was work with moral content. Doing it should be a source of great joy. I expected they would treat all people with respect and dignity, without regard to position or station in life. I expected they would protect the institution's reservoir of trust and credibility that makes possible all their work. I expected they would work hard, because they owe that to the taxpayer. I expected they would fight for balance in their lives. I emphasized that last one because I worried many people in the FBI worked too hard, driven by the mission, and absorbed too much stress from what they saw. I talked about what I had learned from a year of watching [a previous mentor]. I expected them to fight to keep a life, to fight for the balance of other interests, other activities, other people, outside of work. I explained that judgment was essential to the sound exercise of power. Because they would have great power to do good or, if they abused that power, to do harm, I needed sound judgment, which is the ability to orbit a problem and see it well, including through the eyes of people very different from you. I told them that although I wasn't sure where it came from, I knew the ability to exercise judgment was protected by getting away from the work and refreshing yourself. That physical distance made perspective possible when they returned to work. And then I got personal. "There are people in your lives called 'loved ones' because you are supposed to love them." In our work, I warned, there is a disease called "get-back-itis." That is, you may tell yourself, "I am trying to protect a country, so I will get back to" my spouse, my kids, my parents, my siblings, my friends. "There is no getting back," I said. "In this line of work, you will learn that bad things happen to good people. You will turn to get back and they will be gone. I order you to love somebody. It's the right thing to do, and it's also good for you.

The moths and the flame by Farid ud-Din Attar Moths gathered in a fluttering throng one night To learn the truth about the candle light, And they decided one of them should go To gather news of the elusive glow. One flew till in the distance he discerned A palace window where a candle burned — And went no nearer: back again he flew To tell the others what he thought he knew. The mentor of the moths dismissed his claim, Remarking: “He knows nothing of the flame.” A moth more eager than the one before Set out and passed beyond the palace door. He hovered in the aura of the fire, A trembling blur of timorous desire, Then headed back to say how far he’d been, And how much he had undergone and seen. The mentor said: “You do not bear the signs Of one who’s fathomed how the candle shines.” Another moth flew out — his dizzy flight Turned to an ardent wooing of the light; He dipped and soared, and in his frenzied trance Both self and fire were mingled by his dance — The flame engulfed his wing-tips, body, head, His being glowed a fierce translucent red; And when the mentor saw that sudden blaze, The moth’s form lost within the glowing rays, He said: “He knows, he knows the truth we seek, That hidden truth of which we cannot speak.” To go beyond all knowledge is to find That comprehension which eludes the mind, And you can never gain the longed-for goal Until you first outsoar both flesh and soul; But should one part remain, a single hair Will drag you back and plunge you in despair — No creature’s self can be admitted here, Where all identity must disappear.

Everything we do and say will either underline or undermine our discipleship process. As long as there is one unsaved person on my campus or in my city, then my church is not big enough. One of the underlying principles of our discipleship strategy is that every believer can and should make disciples. When a discipleship process fails, many times the fatal flaw is that the definition of discipleship is either unclear, unbiblical, or not commonly shared by the leadership team. Write down what you love to do most, and then go do it with unbelievers. Whatever you love to do, turn it into an outreach. You have to formulate a system that is appropriate for your cultural setting. Writing your own program for making disciples takes time, prayer, and some trial and error—just as it did with us. Learn and incorporate ideas from other churches around the world, but only after modification to make sure the strategies make sense in our culture and community. Culture is changing so quickly that staying relevant requires our constant attention. If we allow ourselves to be distracted by focusing on the mechanics of our own efforts rather than our culture, we will become irrelevant almost overnight. The easiest and most common way to fail at discipleship is to import a model or copy a method that worked somewhere else without first understanding the values that create a healthy discipleship culture. Principles and process are much more important than material, models, and methods. The church is an organization that exists for its nonmembers. Christianity does not promise a storm-free life. However, if we build our lives on biblical foundations, the storms of life will not destroy us. We cannot have lives that are storm-free, but we can become storm-proof. Just as we have to figure out the most effective way to engage our community for Christ, we also have to figure out the most effective way to establish spiritual foundations in each unique context. There is really only one biblical foundation we can build our lives on, and that is the Lord Jesus Christ. Pastors, teachers, and church staff believe their primary role is to serve as mentors. Their task is to equip every believer for the work of the ministry. It is not to do all the ministry, but to equip all the people to do it. Their top priority is to equip disciples to do ministry and to make disciples. Do you spend more time ministering to people or preparing people to minister? No matter what your church responsibilities are, you can prepare others for the same ministry. Insecurity in leadership is a deadly thing that will destroy any organization. It drives pastors and presidents to defensive positions, protecting their authority or exercising it simply to show who is the boss. Disciple-making is a process that systematically moves people toward Christ and spiritual maturity; it is not a bunch of randomly disconnected church activities. In the context of church leadership, one of the greatest and most important applications of faith is to trust the Holy Spirit to work in and through those you are leading. Without confidence that the Holy Spirit is in control, there is no empowering, no shared leadership, and, as a consequence, no multiplication.

The page begins with the person’s picture. A photo if we can find it. If not, a sketch or painting by Peeta. Then, in my most careful handwriting, come all the details it would be a crime to forget. Lady licking Prim’s cheek. My father’s laugh. Peeta’s father with the cookies. The color of Finnick’s eyes. What Cinna could do with a length of silk. Boggs reprogramming the Holo. Rue poised on her toes, arms slightly extended, like a bird about to take flight. On and on. We seal the pages with salt water and promises to live well to make their deaths count. Haymitch finally joins us, contributing twenty-three years of tributes he was forced to mentor. Additions become smaller. An old memory that surfaces. A late primrose preserved between the pages. Strange bits of happiness, like the photo of Finnick and Annie’s newborn son. We learn to keep busy again. Peeta bakes. I hunt. Haymitch drinks until the liquor runs out, and then raises geese until the next train arrives. Fortunately, the geese can take pretty good care of themselves. We’re not alone. A few hundred others return because, whatever has happened, this is our home. With the mines closed, they plow the ashes into the earth and plant food. Machines from the Capitol break ground for a new factory where we will make medicines. Although no one seeds it, the Meadow turns green again. Peeta and I grow back together. There are still moments when he clutches the back of a chair and hangs on until the flashbacks are over. I wake screaming from nightmares of mutts and lost children. But his arms are there to comfort me. And eventually his lips. On the night I feel that thing again, the hunger that overtook me on the beach, I know this would have happened anyway. That what I need to survive is not Gale’s fire, kindled with rage and hatred. I have plenty of fire myself. What I need is the dandelion in the spring. The bright yellow that means rebirth instead of destruction. The promise that life can go on, no matter how bad our losses. That it can be good again. And only Peeta can give me that. So after, when he whispers, “You love me. Real or not real?” I tell him, “Real.

Looking back on all my interviews for this book, how many times in how many different contexts did I hear about the vital importance of having a caring adult or mentor in every young person’s life? How many times did I hear about the value of having a coach—whether you are applying for a job for the first time at Walmart or running Walmart? How many times did I hear people stressing the importance of self-motivation and practice and taking ownership of your own career or education as the real differentiators for success? How interesting was it to learn that the highest-paying jobs in the future will be stempathy jobs—jobs that combine strong science and technology skills with the ability to empathize with another human being? How ironic was it to learn that something as simple as a chicken coop or the basic planting of trees and gardens could be the most important thing we do to stabilize parts of the World of Disorder? Who ever would have thought it would become a national security and personal security imperative for all of us to scale the Golden Rule further and wider than ever? And who can deny that when individuals get so super-empowered and interdependent at the same time, it becomes more vital than ever to be able to look into the face of your neighbor or the stranger or the refugee or the migrant and see in that person a brother or sister? Who can ignore the fact that the key to Tunisia’s success in the Arab Spring was that it had a little bit more “civil society” than any other Arab country—not cell phones or Facebook friends? How many times and in how many different contexts did people mention to me the word “trust” between two human beings as the true enabler of all good things? And whoever thought that the key to building a healthy community would be a dining room table? That’s why I wasn’t surprised that when I asked Surgeon General Murthy what was the biggest disease in America today, without hesitation he answered: “It’s not cancer. It’s not heart disease. It’s isolation. It is the pronounced isolation that so many people are experiencing that is the great pathology of our lives today.” How ironic. We are the most technologically connected generation in human history—and yet more people feel more isolated than ever. This only reinforces Murthy’s earlier point—that the connections that matter most, and are in most short supply today, are the human-to-human ones.

Pauline Trio One could sing October rain, and one had a gift for plain chant and prayer, a domain unsettled by love or its intimate other. What fits with this theology no one dares to say. These twins so perfectly in tune must know "the modesty of nature," the perfect art and texture that sustains the other name. Paris could not be the frame for loyal Romans, their shame worn upon their bodies light as air, and nothing is quite as endurable as death. Those who have taken this path move with an abiding breath. Such a common dance this dense intention of love's expense. Keep this for that special hour when the Roman drops his sour gift for abandoned splendour; et c'est la nuit, the footfall that troubles that other Paul. I have learned the felicity of fire, how in its wake something picks at buried seed. Think this a most festive deed, nature's mistake, borrowed flare of a village dance, satire of the sun's course, light you read through waste, repair. Death had freed that first opaque habitation (what a widening gyre), an aspen ache, a lustrous scar that might lead to a hidden grove, or breed astonishment in its loss; all entire, a shaping breath proposes its own pyre. Solitude guides me through this minor occasion; moon is my mentor, one on a spree. This notion, night's philanthropy, courts my favor. Devotion, love's predecessor, sings its tidy discretion. Such gentility reins all vigor, all caution.

All of the story had been bled out of their lives. That was how it had to be; it was how you got a productive economy. But it would be easy to see a will at work behind this: not exactly an evil will, but a selfish will. The people who’d made the system thus were jealous, not of money and not of power but of story. If their employees came home at day’s end with interesting stories to tell, it meant that something had gone wrong: a blackout, a strike, a spree killing. The Powers That Be would not suffer others to be in stories of their own unless they were fake stories that had been made up to motivate them. People who couldn’t live without story had been driven into the concents or into jobs like Yul’s. All others had to look somewhere outside of work for a feeling that they were part of a story, which I guessed was why Sæculars were so concerned with sports, and with religion. How else could you see yourself as part of an adventure? Something with a beginning, middle, and end in which you played a significant part? We avout had it ready-made because we were a part of this project of learning new things. Even if it didn’t always move fast enough for people like Jesry, it did move. You could tell where you were and what you were doing in that story. Yul got all of this for free by living his stories from day to day, and the only drawback was that the world held his stories to be of small account. Perhaps that was why he felt such a compulsion to tell them, not just about his own exploits in the wilderness, but those of his mentors.

Good friendship, in Buddhism, means considerably more than associating with people that one finds amenable and who share one's interests. It means in effect seeking out wise companions to whom one can look for guidance and instruction. The task of the noble friend is not only to provide companionship in the treading of the way. The truly wise and compassionate friend is one who, with understanding and sympathy of heart, is ready to criticize and admonish, to point out one's faults, to exhort and encourage, perceiving that the final end of such friendship is growth in the Dhamma. The Buddha succinctly expresses the proper response of a disciple to such a good friend in a verse of the Dhammapada: 'If one finds a person who points out one's faults and who reproves one, one should follow such a wise and sagacious counselor as one would a guide to hidden treasure' If we associate closely with those who are addicted to the pursuit of sense pleasures, power, riches and fame, we should not imagine that we will remain immune from those addictions: in time our own minds will gradually incline to these same ends. If we associate closely with those who, while not given up to moral recklessness, live their lives comfortably adjusted to mundane routines, we too will remain stuck in the ruts of the commonplace. If we aspire for the highest — for the peaks of transcendent wisdom and liberation — then we must enter into association with those who represent the highest. Even if we are not so fortunate as to find companions who have already scaled the heights, we can well count ourselves blessed if we cross paths with a few spiritual friends who share our ideals and who make earnest efforts to nurture the noble qualities of the Dhamma in their hearts. When we raise the question how to recognize good friends, how to distinguish good advisors from bad advisors, the Buddha offers us crystal-clear advice. In the Shorter Discourse on a Full-Moon Night (MN 110) he explains the difference between the companionship of the bad person and the companionship of the good person. The bad person chooses as friends and companions those who are without faith, whose conduct is marked by an absence of shame and moral dread, who have no knowledge of spiritual teachings, who are lazy and unmindful, and who are devoid of wisdom. As a consequence of choosing such bad friends as his advisors, the bad person plans and acts for his own harm, for the harm of others, and the harm of both, and he meets with sorrow and misery. In contrast, the Buddha continues, the good person chooses as friends and companions those who have faith, who exhibit a sense of shame and moral dread, who are learned in the Dhamma, energetic in cultivation of the mind, mindful, and possessed of wisdom. Resorting to such good friends, looking to them as mentors and guides, the good person pursues these same qualities as his own ideals and absorbs them into his character. Thus, while drawing ever closer to deliverance himself, he becomes in turn a beacon light for others. Such a one is able to offer those who still wander in the dark an inspiring model to emulate, and a wise friend to turn to for guidance and advice.

WE’RE GOOD AT WRONG SPOTTING If you’ve ever received feedback at work—or had an in-law—you are familiar with the many shapes and sizes of wrong: It’s 2 + 2 = 5 wrong: It is literally incorrect. I could not have been rude at that meeting because I was not at that meeting. And my name is not Mike. It’s different-planet wrong: Somewhere in the universe there may exist a carbon-based life form that would have taken offense at my e-mail, but here on Earth everyone knows it was a joke. It used to be right: Your critique of my marketing plan is based on how marketing worked when you were coming up. Before the Internet. And electricity. It’s right according to the wrong people: Some see me that way, but next time, talk to at least one person who is not on my Personal Enemies List. Your context is wrong: I do yell at my assistant. And he yells at me. That’s how our relationship works—key word being “works.” It’s right for you, but wrong for me: We have different body types. Armani suits flatter you. Hoodies flatter me. The feedback is right, but not right now: It’s true that I could lose a few pounds—which I will do as soon as the quintuplets are out of the house. Anyway, it’s unhelpful: Telling me to be a better mentor isn’t helping me to be a better mentor. What kind of mentor are you anyway? Why is wrong spotting so easy? Because there’s almost always something wrong—something the feedback giver is overlooking, shortchanging, or misunderstanding. About you, about the situation, about the constraints you’re under. And givers compound the problem by delivering feedback that is vague, making it easy for us to overlook, shortchange, and misunderstand what they are saying. But in the end, wrong spotting not only defeats wrong feedback, it defeats learning.

Any relationship will have its difficulties, but sometimes those problems are indicators of deep-rooted problems that, if not addressed quickly, will poison your marriage. If any of the following red flags—caution signs—exist in your relationship, we recommend that you talk about the situation as soon as possible with a pastor, counselor or mentor. Part of this list was adapted by permission from Bob Phillips, author of How Can I Be Sure: A Pre-Marriage Inventory.1 You have a general uneasy feeling that something is wrong in your relationship. You find yourself arguing often with your fiancé(e). Your fiancé(e) seems irrationally angry and jealous whenever you interact with someone of the opposite sex. You avoid discussing certain subjects because you’re afraid of your fiancé(e)’s reaction. Your fiancé(e) finds it extremely difficult to express emotions, or is prone to extreme emotions (such as out-of-control anger or exaggerated fear). Or he/she swings back and forth between emotional extremes (such as being very happy one minute, then suddenly exhibiting extreme sadness the next). Your fiancé(e) displays controlling behavior. This means more than a desire to be in charge—it means your fiancé(e) seems to want to control every aspect of your life: your appearance, your lifestyle, your interactions with friends or family, and so on. Your fiancé(e) seems to manipulate you into doing what he or she wants. You are continuing the relationship because of fear—of hurting your fiancé(e), or of what he or she might do if you ended the relationship. Your fiancé(e) does not treat you with respect. He or she constantly criticizes you or talks sarcastically to you, even in public. Your fiancé(e) is unable to hold down a job, doesn’t take personal responsibility for losing a job, or frequently borrows money from you or from friends. Your fiancé(e) often talks about aches and pains, and you suspect some of these are imagined. He or she goes from doctor to doctor until finding someone who will agree that there is some type of illness. Your fiancé(e) is unable to resolve conflict. He or she cannot deal with constructive criticism, or never admits a mistake, or never asks for forgiveness. Your fiancé(e) is overly dependant on parents for finances, decision-making or emotional security. Your fiancé(e) is consistently dishonest and tries to keep you from learning about certain aspects of his or her life. Your fiancé(e) does not appear to recognize right from wrong, and rationalizes questionable behavior. Your fiancé(e) consistently avoids responsibility. Your fiancé(e) exhibits patterns of physical, emotional or sexual abuse toward you or others. Your fiancé(e) displays signs of drug or alcohol abuse: unexplained absences of missed dates, frequent car accidents, the smell of alcohol or strong odor of mouthwash, erratic behavior or emotional swings, physical signs such as red eyes, unkempt look, unexplained nervousness, and so on. Your fiancé(e) has displayed a sudden, dramatic change in lifestyle after you began dating. (He or she may be changing just to win you and will revert back to old habits after marriage.) Your fiancé(e) has trouble controlling anger. He or she uses anger as a weapon or as a means of winning arguments. You have a difficult time trusting your fiancé(e)—to fulfill responsibilities, to be truthful, to help in times of need, to make ethical decisions, and so on. Your fiancé(e) has a history of multiple serious relationships that have failed—a pattern of knowing how to begin a relationship but not knowing how to keep one growing. Look over this list. Do any of these red flags apply to your relationship? If so, we recommend you talk about the situation as soon as possible with a pastor, counselor or mentor.

Most exciting, the growth mindset can be taught to managers. Heslin and his colleagues conducted a brief workshop based on well-established psychological principles. (By the way, with a few changes, it could just as easily be used to promote a growth mindset in teachers or coaches.) The workshop starts off with a video and a scientific article about how the brain changes with learning. As with our “Brainology” workshop (described in chapter 8), it’s always compelling for people to understand how dynamic the brain is and how it changes with learning. The article goes on to talk about how change is possible throughout life and how people can develop their abilities at most tasks with coaching and practice. Although managers, of course, want to find the right person for a job, the exactly right person doesn’t always come along. However, training and experience can often draw out and develop the qualities required for successful performance. The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place. After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up. What does this mean? First, it means that our best bet is not simply to hire the most talented managers we can find and turn them loose, but to look for managers who also embody a growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles. It also means we need to train leaders, managers, and employees to believe in growth, in addition to training them in the specifics of effective communication and mentoring. Indeed, a growth mindset workshop might be a good first step in any major training program. 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. With a belief in development, such programs give meaning to the term “human resources” and become a means of tapping enormous potential.