Motivation Competence Quotes

Do not stop thinking of life as an adventure. You have no security unless you can live bravely, excitingly, imaginatively; unless you can choose a challenge instead of competence.

No matter how old you are now. You are never too young or too old for success or going after what you want. Here’s a short list of people who accomplished great things at different ages 1) Helen Keller, at the age of 19 months, became deaf and blind. But that didn’t stop her. She was the first deaf and blind person to earn a Bachelor of Arts degree. 2) Mozart was already competent on keyboard and violin; he composed from the age of 5. 3) Shirley Temple was 6 when she became a movie star on “Bright Eyes.” 4) Anne Frank was 12 when she wrote the diary of Anne Frank. 5) Magnus Carlsen became a chess Grandmaster at the age of 13. 6) Nadia Comăneci was a gymnast from Romania that scored seven perfect 10.0 and won three gold medals at the Olympics at age 14. 7) Tenzin Gyatso was formally recognized as the 14th Dalai Lama in November 1950, at the age of 15. 8) Pele, a soccer superstar, was 17 years old when he won the world cup in 1958 with Brazil. 9) Elvis was a superstar by age 19. 10) John Lennon was 20 years and Paul Mcartney was 18 when the Beatles had their first concert in 1961. 11) Jesse Owens was 22 when he won 4 gold medals in Berlin 1936. 12) Beethoven was a piano virtuoso by age 23 13) Issac Newton wrote Philosophiæ Naturalis Principia Mathematica at age 24 14) Roger Bannister was 25 when he broke the 4 minute mile record 15) Albert Einstein was 26 when he wrote the theory of relativity 16) Lance E. Armstrong was 27 when he won the tour de France 17) Michelangelo created two of the greatest sculptures “David” and “Pieta” by age 28 18) Alexander the Great, by age 29, had created one of the largest empires of the ancient world 19) J.K. Rowling was 30 years old when she finished the first manuscript of Harry Potter 20) Amelia Earhart was 31 years old when she became the first woman to fly solo across the Atlantic Ocean 21) Oprah was 32 when she started her talk show, which has become the highest-rated program of its kind 22) Edmund Hillary was 33 when he became the first man to reach Mount Everest 23) Martin Luther King Jr. was 34 when he wrote the speech “I Have a Dream." 24) Marie Curie was 35 years old when she got nominated for a Nobel Prize in Physics 25) The Wright brothers, Orville (32) and Wilbur (36) invented and built the world's first successful airplane and making the first controlled, powered and sustained heavier-than-air human flight 26) Vincent Van Gogh was 37 when he died virtually unknown, yet his paintings today are worth millions. 27) Neil Armstrong was 38 when he became the first man to set foot on the moon. 28) Mark Twain was 40 when he wrote "The Adventures of Tom Sawyer", and 49 years old when he wrote "Adventures of Huckleberry Finn" 29) Christopher Columbus was 41 when he discovered the Americas 30) Rosa Parks was 42 when she refused to obey the bus driver’s order to give up her seat to make room for a white passenger 31) John F. Kennedy was 43 years old when he became President of the United States 32) Henry Ford Was 45 when the Ford T came out. 33) Suzanne Collins was 46 when she wrote "The Hunger Games" 34) Charles Darwin was 50 years old when his book On the Origin of Species came out. 35) Leonardo Da Vinci was 51 years old when he painted the Mona Lisa. 36) Abraham Lincoln was 52 when he became president. 37) Ray Kroc Was 53 when he bought the McDonalds Franchise and took it to unprecedented levels. 38) Dr. Seuss was 54 when he wrote "The Cat in the Hat". 40) Chesley "Sully" Sullenberger III was 57 years old when he successfully ditched US Airways Flight 1549 in the Hudson River in 2009. All of the 155 passengers aboard the aircraft survived 41) Colonel Harland Sanders was 61 when he started the KFC Franchise 42) J.R.R Tolkien was 62 when the Lord of the Ring books came out 43) Ronald Reagan was 69 when he became President of the US 44) Jack Lalane at age 70 handcuffed, shackled, towed 70 rowboats 45) Nelson Mandela was 76 when he became President

The more you talk about it, rehash it, rethink it, cross analyze it, debate it, respond to it, get paranoid about it, compete with it, complain about it, immortalize it, cry over it, kick it, defame it, stalk it, gossip about it, pray over it, put it down or dissect its motives it continues to rot in your brain. It is dead. It is over. It is gone. It is done. It is time to bury it because it is smelling up your life and no one wants to be near your rotted corpse of memories and decaying attitude. Be the funeral director of your life and bury that thing!

No man, no matter how smart or strong, can compete with a motivated woman.

You don't have to be a hero to accomplish great things---to compete. You can just be an ordinary chap, sufficiently motivated to reach challenging goals.

Every flower blooms at its own pace.

I choose to live by choice, not by chance; to make changes, not excuses; to be motivated, not manipulated; to be useful, not used; to excel, not to compete. I choose self-esteem, not self-pity. I choose to listen to my inner voice, not the random opinion of others. I choose to be me.

we have three innate psychological needs—competence, autonomy, and relatedness. When those needs are satisfied, we’re motivated, productive, and happy.

I’m not interested in competing with anyone. I hope we all make it.

Compete like you cannot fail.

Any work is always improvable, you cannot really finish the work, you can only abandon it out of tiredness or incompetence.

To be a champion, compete; to be a great champion, compete with the best; but to be the greatest champion, compete with yourself.

If you want to continue to be the best in the world, then you have to train and compete like you are second best in the world.

Don’t blame others. it won’t make you a better person.

The "omnivore's dilemma" (a term coined by Paul Rozin) is that omnivores must seek out and explore new potential foods while remaining wary of them until they are proven safe. Omnivores therefore go through life with two competing motives: neophilia (an attraction to new things) and neophobia (a fear of new things). People vary in terms of which motive is stronger, and this variation will come back to help us in later chapters: Liberals score higher on measures of neophilia (also known as "openness to experience"), not just for new foods but also for new people, music, and ideas. Conservatives are higher on neophobia; they prefer to stick with what's tried and true, and they care a lot more about guarding borders, boundaries, and traditions.

When all help is stopped, when your loved ones started doubting your competence, when failure seems almost confirmed, but no matter what, if you make one more attempt, that final step will fetch you the victory.

Don’t set your own goals by what other people make important.

Trust is the highest form of human motivation. It brings out the very best in people. But it takes time and patience, and it doesn’t preclude the necessity to train and develop people so that their competency can rise to the level of that trust.

Greatness means setting out to make some difference somewhere to someone in someplace.

Becoming a great leader doesn’t mean being perfect. it means living with your imperfections.

Many people spend more time looking at their failures than focusing on their successes.

God gave us ground we created a city, God gave us time we need to create a future.

She’s an original! She doesn’t need to compete, copy, or envy other women. The confidence that’s within her won’t allow her to stoop that low. She’s a Queen! And jealousy isn’t something that she cares to entertain. Insecurity isn’t in her DNA. She shines! She succeeds! She’s a quality woman with purpose! She empowers, inspires, motivates, and celebrates other women. But depending on how you feel about yourself, you’ll either admire and respect her or hate on her. Listen, it’s okay to acknowledge other Queens! Don’t be an undercover hater. Have self-confidence and allow YOUR light to shine.

Complements from your companion will do you no good, but if you get complements from your competitors it means you are really doing good.

Do not allow your inner doubts to keep you from achieving what you can do.

Losing teaches you how to win; winning teaches you how not to lose.

Competition is what motivates us, but it’s how we compete that drives us to become better—or unhinged.

Competence makes the rules, intelligence follows the rules, excellence bends the rules, and brilliance breaks the rules. Skill follows the rules, talent replaces the rules, mastery shatters the rules, but genius makes its own rules.

Thus if we know a child has had sufficient opportunity to observe and acquire a behavioral sequence, and we know he is physically capable of performing the act but does not do so, then it is reasonable to assume that it is motivation which is lacking. The appropriate countermeasure then involves increasing the subjective value of the desired act relative to any competing response tendencies he might have, rather than having the model senselessly repeat an already redundant sequence of behavior.

In the context of couples, research in this area suggests how we as partners can manage one another’s highs and lows. We don’t have to remain at the mercy of each other’s runaway moods and feelings. Rather, as competent managers of our partners, we can become expert at moving, shifting, motivating, influencing, soothing, and inspiring one another.

Focus on how far you have come in life rather than looking at the accomplishments of others.

When it comes to creating things, I compete with nature not with men.

Ability does catches my attention, but its a politeness in the person that I remember.

Do not compete with anyone in the race of life. Compete with yourself.

What I’ve always insisted on from myself is to do as well as I could, and keep doing better until I’m at least competent. Long ago I learned that to achieve anything, one must start where one stands. Or spend eternity waiting for the right moment. Which never comes.

„I choose to excel, not compete - do you? I choose to make changes, not excuses - do you? To be motivated, not manipulated. To be useful, not used. I choose to live by choice, not by chance - do you?

1. Mistargeting by setting objectives that are too low and don't allow for enough correct motivation. 2. Severely underestimating what it will take in terms of actions, resources, money, and energy to accomplish the target. 3. Spending too much time competing and not enough time dominating their sector. 4. Underestimating the amount of adversity they will need to overcome in order to actually attain their desired goal.

Tough is to innovate; else you are just competing with photocopy machines.

If the reason of your sleeplessness is competition, then you will make a successful businessman.

In the presence of the sun nobody sees the stars; excel, and you too will eclipse your competition.

Self-assurance reassures others and reassures yourself.

When your intuition is strong, follow it.

Confidence is sexy, but sexy does not necessarily make someone confident, competent or able to do what they claim they can. Don't let looks fool you.

Compete with yourself until the only one left to compete with is yourself.

Teaching others can build our competence. But it’s coaching others that elevates our confidence. When we encourage others to overcome obstacles, it can help us find our own motivation.

The guiding metaphor of classic style is seeing the world. The writer can see something that the reader has not yet noticed, and he orients the reader’s gaze so that she can see it for herself. The purpose of writing is presentation, and its motive is disinterested truth. It succeeds when it aligns language with the truth, the proof of success being clarity and simplicity. The truth can be known, and is not the same as the language that reveals it; prose is a window onto the world. The writer knows the truth before putting it into words; he is not using the occasion of writing to sort out what he thinks. Nor does the writer of classic prose have to argue for the truth; he just needs to present it. That is because the reader is competent and can recognize the truth when she sees it, as long as she is given an unobstructed view. The writer and the reader are equals, and the process of directing the reader’s gaze takes the form of a conversation.

The movement of this energy, if we can systematically observe it, is a way to understand what humans are receiving when we compete and argue and harm each other. When we control another human being we receive their energy. We fill up at the other’s expense and the filling up is what motivates us. Look, I must learn how to see these energy fields.

Don't resist when life needs to remove the "old" to make room for the the "new." The pain you're feeling isn't caused by letting things or people go, what's actually hurting you is swimming exhaustively against the natural flow that was intended to carry you. What's truly meant for you shouldn't feel forced, and your blessings are definitely on the way. So stop clinging to whatever needs to be purged... focus instead on freeing yourself to receive. What God has for you, is meant just for you... you'll never have to fight or compete with anyone for what's been divinely designated as yours.

As Jonathan Edwards observed a long time ago, we act on our strongest motive. If our strongest motive, our deepest desire, is to know God, it will generate the discipline that we need to pursue this, because we will want to know God more than anything else. If this is not our strongest motive, we will find ourselves with multiple, alternative, and competing foci.

As Jonathan Edwards observed a long time ago, we act on our strongest motive. If our strongest motive, our deepest desire, is to know God, it will generate the discipline that we need to pursue this, because we will want to know God more than anything else. If this is not our strongest motive, we will find ourselves with multiple, alternative, and competing foci. These will inevitably distract us.

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

What does it mean to delight in the Lord? Delighting in the Lord is simply having a heart motivated by the Lord. When our heart is cluttered with desires that compete with God, then our hearts is not one with God. When we delight in Him everything we do is for Him, and is encouraged by Him

Self-Determination Theory (SDT), which is arguably the best understanding science currently has for why some pursuits get our engines running while others leave us cold.8 SDT tells us that motivation, in the workplace or elsewhere, requires that you fulfill three basic psychological needs—factors described as the “nutriments” required to feel intrinsically motivated for your work: Autonomy: the feeling that you have control over your day, and that your actions are important Competence: the feeling that you are good at what you do Relatedness: the feeling of connection to other people

I hope you choose...to live by choice not by chance; to make changes, not excuses; to be motivated not manipulated; to be useful not used; to excel not compete. I hope you choose self-esteem not self pity; but most of all, I hope you choose to listen to your inner voice, and not the random opinion of others.

Labor experts call this kind of stratification a tactic: create a sense of hierarchy and you motivate workers to compete with one another to please the bosses and get to the next category up, instead of fighting together to get rid of the categories and create a common, improved work environment for everyone.

When you listen to people, they feel valued. A 2003 study from Lund University in Sweden finds that “mundane, almost trivial” things like listening and chatting with employees are important aspects of successful leadership, because “people feel more respected, visible and less anonymous, and included in teamwork.”10 And a 2016 paper finds that this form of “respectful inquiry,” where the leader asks open questions and listens attentively to the response, is effective because it heightens the “follower’s” feelings of competence (feeling challenged and experiencing mastery), relatedness (feeling of belonging), and autonomy (feeling in control and having options). Those three factors are sort of the holy trinity of the self-determination theory of human motivation, originally developed by Edward L. Deci and Richard M. Ryan.11

Not all overconfidence is due to motivated reasoning. Sometimes we simply don’t realize how complicated a topic is, so we overestimate how easy it is to get the right answer. But a large portion of overconfidence stems from a desire to feel certain. Certainty is simple. Certainty is comfortable. Certainty makes us feel smart and competent.

This realization is much like Donald Miller's awakening after a day of protesting President Bush: "More than my questions about the efficacy of social action were my questions about my own motives. Do I want social justice for the oppressed, or do I just want to be known as a socially active person? I spend 95 percent of my time thinking about myself anyway. I don't have to watch the evening news to see that the world is bad, I only have to look at myself.... I was the very problem that I had been protesting. I wanted to make a sign that read "I AM THE PROBLEM!" " I cannot plead innocent. I have contributed to the sum total of misery in the world. ...Or, as Casey incisively remarks, "I have more evidence of crime against myself than I have for any other human being. My conscience accuses me directly of so much malice, whereas I know only by hearsay of the evil done by others. To be humble before God is to know that I am blameworthy." " Such Christian humility is not the same thing as low self-esteem or poor self-image. It is simply the refusal to be deluded by the lie that I am guiltless: "Empowered by the intensity of God's unconditional love for me, I find it possible to demolish my defenses and admit to the truth of my condition. There is nothing in my constitution or personal history that would give me any confidence in my own competence to bring my life to a happy conclusion.

Let it be a small gain or big gain never do lesser than one's ability, let it be a pain or a pleasure never accept more than one's share.

Its an honour to be women. Develop women not divide. Compliment not compete. Promote not pull down. Let's work together

You are enough to create who you want to be. Trust yourself to create who you want to be. Self-trust creates self-worth and competence.

Fear is your friend, your sous chef, your co-pilot -- embrace it!

Competition in business is a blessing, for without it, we wouldn’t be motivated to improve.

Don’t let any situation intimidate you, defeat you, or conquer you. you are stronger and smarter than anything that challenges you.

Intuition is a sense of knowing how to act decisively without needing to know why.

As Stephen Krashen and Joanne Ujiie (2005) assert, “Many people are fearful that if children engage in ‘light reading,' if they read comics and magazines they will stay with this kind of reading forever, that they will never go on to more ‘serious' reading. The opposite appears to be the case. The evidence suggests that light reading provides the competence and motivation to continue reading and to read more demanding texts” (p. 6).

. . . Neither ecological nor social engineering will lead us to a conflict-free, simple path . . . Utilitarians and others who simply advise us to be happy are unhelpful, because we almost always have to make a choice either between different kinds of happiness--different things to be happy _about_--or between these and other things we want, which nothing to do with happiness. . . . Do we find ourselves a species naturally free from conflict? We do not. There has not, apparently, been in our evolution a kind of rationalization which might seem a possible solution to problems of conflict--namely, a takeover by some major motive, such as the desire for future pleasure, which would automatically rule out all competing desires. Instead, what has developed is our intelligence. And this in some ways makes matters worse, since it shows us many desirable things that we would not otherwise have thought of, as well as the quite sufficient number we knew about for a start. In compensation, however, it does help us to arbitrate. Rules and principles, standards and ideals emerge as part of a priority system by which we guide ourselves through the jungle. They never make the job easy--desires that we put low on our priority system do not merely vanish--but they make it possible. And it is in working out these concepts more fully, in trying to extend their usefulness, that moral philosophy begins. Were there no conflict, it [moral philosophy] could never have arisen. The motivation of living creatures does got boil down to any single basic force, not even an 'instinct of self-preservation.' It is a complex pattern of separate elements, balanced roughly in the constitution of the species, but always liable to need adjusting. Creatures really have divergent and conflicting desires. Their distinct motives are not (usually) wishes for survival or for means to survival, but for various particular things to be done and obtained while surviving. And these can always conflict. Motivation is fundamentally plural. . . An obsessive creature dominated constantly by one kind of motive, would not survive. All moral doctrine, all practical suggestions about how we ought to live, depend on some belief about what human nature is like. The traditional business of moral philosophy is attempting to understand, clarify, relate, and harmonize so far as possible the claims arising from different sides of our nature. . . . One motive does not necessarily replace another smoothly and unremarked. There is _ambivalence_, conflict behavior.

The problem with feminists is that they're so motivated by competing against men that they end up becoming more masculine than men themselves, which makes them start complaining that men aren't masculine enough. Well, when you become more masculine than men, only a gorilla can satisfy you, and that's why such women end up with bad boys. When they marry them, they then complain that their husband is an idiot. This whole time, they can't see that they've destroyed everything along the way by simply refusing to just, and simply, be a woman. Because, you see, there's nothing wrong with that. There's nothing wrong with being a woman. But there are many things terribly wrong with being a feminist.

But still, it was not the desire to ‘write’ that was his real motive. To get out of the money-world—that was what he wanted. Vaguely he looked forward to some kind of moneyless, anchorite existence. He had a feeling that if you genuinely despise money you can keep going somehow, like the birds of the air. He forgot that the birds of the air don’t pay room-rent. The poet starving in a garret—but starving, somehow, not uncomfortably—that was his vision of himself. The next seven months were devastating. They scared him and almost broke his spirit. He learned what it means to live for weeks on end on bread and margarine, to try to ‘write’ when you are half starved, to pawn your clothes, to sneak trembling up the stairs when you owe three weeks’ rent and your landlady is listening for you. Moreover, in those seven months he wrote practically nothing. The first effect of poverty is that it kills thought. He grasped, as though it were a new discovery, that you do not escape from money merely by being moneyless. On the contrary, you are the hopeless slave of money until you have enough of it to live on—a ‘competence’, as the beastly middle-class phrase goes.

You have been created to be the unique person you are. You have not been manufactured to be like everyone else. Stop comparing, competing, and conforming! It is time to embrace your differences; this is what makes you unique and special.

Where there is no rest there is energy. Where there is no disruption there is normality. Where there is no profit there is bankruptcy. Where there is no gain there is insolvency. Where there is no injury there is safety. Where there is no team there is individuality. Where there is no hindrance there is opportunity. Where there is no injury there is safety. Where there is no sense there is inefficiency. Where there is no failiure there is competency. Where there is no decline there is industry. Where there is no strength there is infirmity. Where there is no idleness there is activity. Where there is no weakness there is intensity. Where there is no failiure there is industry. Where there is no leadership there is anarchy. Where there is no repetition there is originality. Where there is no increase there is deficiency. Where there is no ignorance there is capacity. Where there is no impotence there is ability. Where there is no falseness there is authenticity. Where there is no excellence there is mediocrity. Where there is no mistake there is quality. Where there is no amatuer there is ingenuity. Where there is no error there is mastery. Where there is no defect there is virtuosity.

We as a human community need to develop a new competency. We need to move from a single-cell social organism to a multicellular social organism. While making this evolutionary leap is no easy task, staring into the abyss is a strong motivator.

Personally, on a big-picture level, I know and delight in the preeminence of Jesus and have yielded my life to that reality. But on a granular level, I still find myself competing with Jesus for glory. I do things Jesus desires with motivations Jesus despises.

Whether or not you employ humor in dealing with difficult subjects, the tone of the writing is of the utmost importance. Personally, I can read about almost any subject if I feel a basic trust in, and respect for, the writer. The voice must have authority. But more than that, I must know that the writer is all right. If she describes a suicide attempt or a babysitter's cruelty to her, or a time of acute loneliness, I need to feel that the writer, not the character who survived the experience, is in control of telling the story....The tone of such pieces may be serious, ironic, angry, sad, or almost anything except whiny. There must be no hidden plea for help - no subtle seeking of sympathy. The writer must have done her work, made her peace with the facts, and be telling the story for the story's sake. Although the writing may incidentally turn out to be another step in her recovery, that must not be her visible motivation: literary writing is not therapy. Her first allegiance must be to the telling of the story and I, as the reader, must feel that I'm in the hands of a competent writer who needs nothing from me except my attention.

the course of time, all of Apple’s competitors lost their WHY. Now all those companies define themselves by WHAT they do: we make computers. They turned from companies with a cause into companies that sold products. And when that happens, price, quality, service and features become the primary currency to motivate a purchase decision. At that point a company and its products have ostensibly become commodities. As any company forced to compete on price, quality, service or features alone can attest, it is very hard to differentiate for any period of time or build loyalty on those factors alone.

Although the ideal of celibacy was always put forward as a matter of high spirituality, the controlling motive for this purging of marriage from the priesthood [with the First Lateran Council, 1123] was economic. Through networks of monasteries and feudal fiefdoms, the Church was the largest landowner in Christendom — the territory described today as Western Europe. Celibate clergy, with no households to support, would lack the essential drive to accumulate wealth for themselves; nor would they produce legitimate heirs to lodge competing claims to the vast estates and treasures the medieval church was hell-bent on protecting and expanding.

If you are to live in this world, then you must be willing to actively participate in life." You cannot just be an expectator. You cannot just be sitting down at the bleachers and comtemplate the game and expect to win. You are to step out of your comfortable zone. You are to participate and do your very best. Remember, "Every pro was once an amateur. Every expert was once a beginner." And every beginner once decided to step down from the bleachers and start participating. Build a solid foundation for your life. Stay rooted in the Word. Don't let the holy things become common. Be disciplined and be committed. Sacrifice what you are to sacrifice in order to succeed. But never ever your values, integrity, character, and principles. Never give up nor give in. Be aware that people will hate you on your way up. People will rate you. They'll will shake you and try to bring you down. "But how strong you stand, is what makes you." Choose to live by choice not by chance. Be motivated and not manipulated. BE useful not used. Make changes and not excuses. Aim to excel not to compete. Choose self-esteem, not self pitty. Choose to listen to your inner voice, (which is GOd's word whispering to you) not to the random opinions of others. And finally, choose to live for yourself and not to please others. Word of advice, "make your goals so big, that your everyday problems seem insignificant." Have a bless day

The fourth estate came together in an unprecedented professional consensus. They chose insulting the other side over trying to understand what motivated them. They transformed opinion writing into a vehicle for high moral boasting. What could possibly have gone wrong with such an approach? [...] Put this question in slightly more general terms and you are confronting the single great mystery of 2016. The American white-collar class just spent the year rallying around a super-competent professional (who really wasn’t all that competent) and either insulting or silencing everyone who didn’t accept their assessment. And then they lost. Maybe it’s time to consider whether there’s something about shrill self-righteousness, shouted from a position of high social status, that turns people away.

Achievement and competence. People fall prey to addiction more readily when they lack positive motivation to achieve or work. Children need to learn that accomplishment is important and within their reach, not solely for material rewards, but because people should make positive contributions to the world and other people and because it is satisfying to make such contributions and to mobilize one’s skills effectively. Participating with children in constructive activity, like reading, building, or gardening—and encouraging independent activity whenever feasible—are strong precursors to achievement and competence. Consciousness and self-awareness. Addiction is the result of accumulated self-destructive behavior that people ignore, just as unconscious acceptance of any negative syndrome ingrains that habit in people’s lives.

In psychology, there’s a concept of human motivation known as self-determination theory. According to this idea, people need to satisfy three intrinsic needs to feel happy and fulfilled. Sebastian Junger summarizes it in his short and excellent book about alienation and connection, Tribe. Human beings, he writes, “need to feel competent at what they do; they need to feel authentic in their lives; and they need to feel connected to others.

From these definitions and axioms springs my central hypothesis: political parties in a democracy formulate policy strictly as a means of gaining votes. They do not seek to gain office in order to carry out certain preconceived policies or to serve any particular interest groups; rather they formulate policies and serve interest groups in order to gain office. Thus their social function—which is to formulate and carry out policies when in power as the government—is accomplished as a by-product of their private motive—which is to attain the income, power, and prestige of being in office. This hypothesis implies that, in a democracy, the government always acts so as to maximize the number of votes it will receive. In effect, it is an entrepreneur selling policies for votes instead of products for money. Furthermore, it must compete for votes with other parties, just as two or more oligopolists compete for sales in a market.

Many a tale of inguldgent parenthood illustrates the antique idea that when the roles of life are assumed by the improperly initiated, chaos supervenes. When the child outgrows the popular idyle of the mother breast and turns to face the world of specialized adult action, it passes, spiritually, into the sphere of the father-who becomes for his son, the sign of the future task, and for his daughter, the future husband. Whether he knows it or not, and no matter what his position in society, the father is the initiating priest through whom the young being passes on into the larger world. And just as, formerly, the mother represented the good and evil, so does now the father, but with this complication - that there is a new element of rivalry in the picture: the son against the father for the mastery of the universe, and the daughter against the mother to be the mastered world. The traditional idea of initiation combines an introduction of the candidate into the techniques, duties, and prerogatives of his vocation with a radical readjustment of his emotional relationship to the parental images. The mystagogue is to entrust the symbols of office only to a son who has been effectually purged of all inappropriate infantile cathexes-for whom the just, impersonal exercise of the powers will not be rendered impossible by unconscious motives of self-aggrandizement, personal preference, or resentment. Ideally, the invested one has been divested of his mere humanity and is representative of an impersonal cosmic force. He is the twice-born: he has become himself the father. And he is competent consequently now to enact himself the role of the initiator, the guide, the sun door, through whom one may pass from infantile illusions of good and evil to an experience of the majesty of cosmic law, purged of hope and fear, and at peace in understanding the revelation of being.

We start off in childhood believing parents might have access to a superior kind of knowledge and experience. They look, for a while, astonishingly competent. Our exaggerated esteem is touching, but also intensely problematic, for it sets them up as the ultimate objects of blame when we gradually discover that they are flawed, sometimes unkind, in areas ignorant and utterly unable to save us from certain troubles. It can take a while, until the fourth decade or the final hospital scenes, for a more forgiving stance to emerge. Their new condition, frail and frightened, reveals in a compellingly physical way something which has always been true psychologically: that they are uncertain vulnerable creatures motivated more by anxiety, fear, a clumsy love and unconscious compulsions than by godlike wisdom and moral clarity -- and cannot, therefore, forever be held responsible for either their own shortcomings or our many disappointments.

Listening and oral communication Adaptability and creative responses to setbacks and obstacles Personal management, confidence, motivation to work toward goals, a sense of wanting to develop one’s career and take pride in accomplishments Group and interpersonal effectiveness, cooperativeness and teamwork, skills at negotiating disagreements Effectiveness in the organization, wanting to make a contribution, leadership potential10 Of seven desired traits, just one was academic: competence in reading, writing, and math.

When Galileo showed that his methods of scientific discovery were competent to provide a mechanical theory which should cover every occupant of space, Descartes found in himself two conflicting motives. As a man of scientific genius he could not but endorse the claims of mechanics, yet as a religious and moral man he could not accept, as Hobbes accepted, the discouraging rider to those claims, namely that human nature differs only in degree of complexity from clockwork. Thgjnental could not be just a variety of the mechanical.

There are four stages to a person’s career: In Stage 1 you are enthusiastic about your work, but inexperienced (start of your career). In Stage 2 you are both enthusiastic about your work and have gained experience (top of your career). In Stage 3 you’re tired of your work, but you are also still competent/experienced (maintenance stage). In Stage 4 you are sick of your work, and because you haven’t been motivated to keep up with your profession, you are now, once again, inexperienced relative to the state-of-the-art in your field (end of career).

If you appreciate competence, you will appreciate performance. If you appreciate performance, you will appreciate cleverness. If you appreciate cleverness, you will appreciate brilliance. If you appreciate brilliance, you will appreciate excellence. If you despise laziness, you will despise carelessness. If you despise carelessness, you will despise negligence. If you despise negligence, you will despise amateurishness. If you despise amateurishness, you will despise ineffectiveness. If you cherish alertness, you will cherish attentiveness. If you cherish attentiveness, you will cherish resourcefulness. If you cherish resourcefulness, you will cherish productiveness. If you cherish productiveness, you will cherish progress. If you loathe weakness, you will loathe fearfulness. If you loathe fearfulness, you will loathe cowardliness. If you loathe cowardliness, you will loathe spinelessness. If you loathe spinelessness, you will loathe unproductiveness. If you treasure firmness, you will treasure dominance. If you treasure dominance, you will treasure eminence. If you treasure eminence, you will treasure influence. If you treasure influence, you will treasure confidence.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

Identify your core competencies. There are the things you do best, and that other people cannot do nearly as well. If you’re in the right job—one that taps your intrinsic motivations, gives you lots of autonomy, and challenges you to the extent of your abilities—one of these will probably be the substance of your paid work. Others likely include nurturing your family members and other loved ones, and nurturing your own soul, brain, and body in ways that you excel at and enjoy. Make a list of your core competencies. How many of your 168 hours are you devoting to these things? How many are you devoting to other things?

It is in light of such overwhelming (and interesting) research that Anne Campbell questions the myth of the “coy female” and the myth of the “nonaggressive woman.” Campbell writes: It is ironic that some of these myths have been supported by the feminist movement, which has tried to insist that women’s aggression is exclusively a response to male violence. The idea that females could have survived without the motivation and ability to compete for scarce resources is, from an evolutionary viewpoint, untenable. Nonetheless, it is a viewpoint that is congenial to the continuance of male protection and control over women.

The young athlete would be well advised to keep athletics in its place. Be passionately involved in the activity, exert yourself to succeed. Gain from competing the massive satisfaction that competing offers. Yet be a well-rounded, sensitive, literate human being. It is not the job of athletics to produce people who know or care for nothing except athletics. Keep it in its place, behind your family, your concern for the general life of the world, and your education. There are athletes and coaches who prepare to act as if athletics were life; it is not. It is but a corner—and a rich one—of life which will contribute immensely to the holistic development of the individual. -- Joe I. Vigil

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

Moore’s law means computers will get smaller, more powerful, and cheaper at a reliable rate. This does not happen because Moore’s law is a natural law of the physical world, like gravity, or the Second Law of Thermodynamics. It happens because the consumer and business markets motivate computer chip makers to compete and contribute to smaller, faster, cheaper computers, smart phones, cameras, printers, solar arrays, and soon, 3-D printers. And chip makers are building on the technologies and techniques of the past. In 1971, 2,300 transistors could be printed on a chip. Forty years, or twenty doublings later, 2,600,000,000. And with those transistors, more than two million of which could fit on the period at the end of this sentence, came increased speed.

In Drive, Daniel H. Pink is clear on the three drivers that actually motivate people: autonomy, mastery, and purpose. If someone is constantly on the receiving end of advice, with no option to share their own ideas, their autonomy and mastery certainly decline, and most likely their purpose too. Being told what to do—even with the best of intentions—signals that the advice-receiver is not really here for their ability to think, but only for their ability to implement someone else’s ideas. They certainly do not feel encouraged to bring their best self to work, to bring their creativity and commitment and competency, to assume leadership and try something new. If you lead these people, you now find yourself with an over-dependent team, a group that come to you for everything and seem to have traded in their self-sufficiency and autonomy.

Many time-honored principles of classification clearly decreased in importance during the early modern period. In particular, the possibility of psychic conflict, especially that which could generate competing motives for action, had been a common device in ancient and medieval theories for distinguishing among passions, kinds of passions, and faculties of the soul in general. This principle played some role for Descartes in distinguishing between movements coming from the body and those originating in the soul, and it was deployed sporadically by other theorists. But the practice died out over the course of the two centuries, as theorists came to recognize the possibility that a single, or similar, emotional source might produce conflicting motions or tendencies, both in the individual and across societies. Indeed, some emotions were characterized exactly by such conflict or turbulence. Descartes's description of regret is one such example. A somewhat happier case is the emotions generated by tragedy, as explained by philosophers from Malebranche to Hume.

I've defined myself, privately and abstractly, by my brief, intense years as an athlete, a swimmer. I practiced five or six hours a day, six days a week, eating and sleeping as much as possible in between. Weekends were spent either training or competing. I wasn't the best; I was relatively fast. I trained, ate, traveled, and showered with the best in the country, but wasn't the best; I was pretty good. I liked how hard swimming at that level was- that I could do something difficult and unusual. Liked knowing my discipline would be recognized, respected, that I might not be able to say the right things or fit in, but I could do something well. I wanted to believe that I was talented; being fast was proof. Though I loved racing, the idea of fastest, of number one, of the Olympics, didn't motivate me. I still dream of practice, of races, coaches and blurry competitors. I'm drawn to swimming pools, all swimming pools, no matter how small or murky. When I swim now, I step into the water as though absentmindedly touching a scar. My recreational laps are phantoms of my competitive races

Bollywood's economic workings are more mysterious. It still exists in what was known as the informal and high-risk sector of the Indian economy. Banks rarely invest in Bollywood, where moneylenders are rampant, demanding up to 35 percent interest. The big corporate houses seem no less keen to stay away from filmmaking. A senior executive with the Tatas, one of India's prominent business families, told me, "We went into Bollywood, made one film, lost a lot of money, and got out of it fast," adding that "the place works in ways we couldn't begin to explain to our shareholders." Since only six or seven of the two hundred films made each year earn a profit, the industry has generated little capital of its own. The great studios of the early years of the industry are now defunct. It is outsiders- regular moneylenders, small and big businessmen, real estate people, and, sometimes, mafia dons- who continue to finance new films, and their turnover, given the losses, is rapid. Their motives are mixed: sex, glamour, money laundering, and, more optimistically, profit. They rarely have much to do with the desire to make original, or even competent, films.

Knowing one’s emotions. Self-awareness—recognizing a feeling as it happens—is the keystone of emotional intelligence. As we will see in Chapter 4, the ability to monitor feelings from moment to moment is crucial to psychological insight and self-understanding. An inability to notice our true feelings leaves us at their mercy. People with greater certainty about their feelings are better pilots of their lives, having a surer sense of how they really feel about personal decisions from whom to marry to what job to take. 2. Managing emotions. Handling feelings so they are appropriate is an ability that builds on self-awareness. Chapter 5 will examine the capacity to soothe oneself, to shake off rampant anxiety, gloom, or irritability—and the consequences of failure at this basic emotional skill. People who are poor in this ability are constantly battling feelings of distress, while those who excel in it can bounce back far more quickly from life’s setbacks and upsets. 3. Motivating oneself. As Chapter 6 will show, marshaling emotions in the service of a goal is essential for paying attention, for self-motivation and mastery, and for creativity. Emotional self-control—delaying gratification and stifling impulsiveness—underlies accomplishment of every sort. And being able to get into the “flow” state enables outstanding performance of all kinds. People who have this skill tend to be more highly productive and effective in whatever they undertake. 4. Recognizing emotions in others. Empathy, another ability that builds on emotional self-awareness, is the fundamental “people skill.” Chapter 7 will investigate the roots of empathy, the social cost of being emotionally tone-deaf, and the reason empathy kindles altruism. People who are empathic are more attuned to the subtle social signals that indicate what others need or want. This makes them better at callings such as the caring professions, teaching, sales, and management. 5. Handling relationships. The art of relationships is, in large part, skill in managing emotions in others. Chapter 8 looks at social competence and incompetence, and the specific skills involved. These are the abilities that undergird popularity, leadership, and interpersonal effectiveness. People who excel in these skills do well at anything that relies on interacting smoothly with others; they are social stars.

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

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