Reflective Practise Quotes

It would have been cruel in Miss Havisham, horribly cruel, to practise on the susceptibility of a poor boy, and to torture me through all these years with a vain hope and an idle pursuit, if she had reflected on the gravity of what she did. But I think she did not. I think that in the endurance of her own trial, she forgot mine, Estella.

But I do not want to paint our circumstantial portraits so that we both emerge with enough well-rounded, spuriously detailed actuality that you are forced to believe in us. I do not want to practise such sleight of hand. You must be content only with glimpses of our outlines, as if you had caught sight of our reflections in the looking-glass of somebody else’s house as you passed by the window.

There is no rationality in the Nazi hatred: it is hate that is not in us, it is outside of man.. We cannot understand it, but we must understand from where it springs, and we must be on our guard. If understanding is impossible, knowing is imperative, because what happened could happen again. Consciences can be seduced and obscured again - even our consciences. For this reason, it is everyone duty to reflect on what happened. Everybody must know, or remember, that when Hitler and Mussolini spoke in public, they were believed, applauded, admired, adored like gods. They were "charismatic leaders" ; they possessed a secret power of seduction that did not proceed from the soundness of things they said but from the suggestive way in which they said them, from their eloquence, from their histrionic art, perhaps instinctive, perhaps patiently learned and practised. The ideas they proclaimed were not always the same and were, in general, aberrant or silly or cruel. And yet they were acclaimed with hosannas and followed to the death by millions of the faithful.

But reflecting persons perceived that when society is itself the tyrant—society collectively, over the separate individuals who compose it—its means of tyrannizing are not restricted to the acts which it may do by the hands of its political functionaries. Society can and does execute its own mandates: and if it issues wrong mandates instead of right, or any mandates at all in things with which it ought not to meddle, it practises a social tyranny more formidable than many kinds of political oppression, since, though not usually upheld by such extreme penalties, it leaves fewer means of escape, penetrating much more deeply into the details of life, and enslaving the soul itself.

You will remember that every psychological or inner state finds some outer representation via the moving centre—that is, it is represented in some particular muscular movements or contractions, etc. You may have noticed that a state of worry is often reflected by a contracted wrinkling of the forehead or a twisting of the hands. States of joy never have this representation. Negative states, states of worry, or fear, or anxiety, or depression, represent themselves in the muscles by contraction, flexion, being bowed down, etc. (and often, also, by weakness in the muscles), whereas opposite emotional states are reflected into the moving centre as expansion, as standing upright, as extension of the limbs, relaxing of tension, and usually by a feeling of strength. To stop worry, people who worry and thereby frown too much or pucker up and corrugate their foreheads, clench their fists, almost cease breathing, etc., should begin here—by relaxing the muscles expressing the emotional state, and freeing the breath. Relaxing in general has behind it, esoterically speaking, the idea of preventing negative states. Negative states are less able to come when a person is in a state of relaxation. That is why it is said so often that it is necessary to practise relaxing every day, by passing the attention over the body and deliberately relaxing all tense muscles.

It was Dolana, at the salt farm, who first told me about the gaze of men: that look of temporary possession that some men pressed against female flesh. About its dangers and possibilities. It can be used to survive, Dolana had said softly, showing me the power that lay in reflecting a man's desire. And even at twelve years old, the knowledge of it was already in the way I moved my head, my hands, my shoulders. But Dolana had whispered her secrets to a girl. And I had to become a boy. I had to stop being alert to the turn of a man's head towards me. Stop glancing up to meet his gaze in fleeting connection. Stop falsely veiling my eyes from his momentary interest. It was hard to train out of my body, but I practised and learned to cloak myself in the skin and gaze of a boy.

In the shade of the house, in the sunshine of the riverbank near the boats, in the shade of the Sal-wood forest, in the shade of the fig tree is where Siddhartha grew up, the handsome son of the Brahman, the young falcon, together with his friend Govinda, son of a Brahman. The sun tanned his light shoulders by the banks of the river when bathing, performing the sacred ablutions, the sacred offerings. In the mango grove, shade poured into his black eyes, when playing as a boy, when his mother sang, when the sacred offerings were made, when his father, the scholar, taught him, when the wise men talked. For a long time, Siddhartha had been partaking in the discussions of the wise men, practising debate with Govinda, practising with Govinda the art of reflection, the service of meditation. He already knew how to speak the Om silently, the word of words, to speak it silently into himself while inhaling, to speak it silently out of himself while exhaling, with all the concentration of his soul, the forehead surrounded by the glow of the clear-thinking spirit. He already knew to feel Atman in the depths of his being, indestructible, one with the universe.

In the mango grove, shade poured into his black eyes, when playing as a boy, when his mother sang, when the sacred offerings were made, when his father, the scholar, taught him, when the wise men talked. For a long time, Siddhartha had been partaking in the discussions of the wise men, practising debate with Govinda, practising with Govinda the art of reflection, the service of meditation. He already knew how to speak the Om silently, the word of words, to speak it silently into himself while inhaling, to speak it silently out of himself while exhaling, with all the concentration of his soul, the forehead surrounded by the glow of the clear-thinking spirit. He already knew to feel Atman in the depths of his being, indestructible, one with the universe.

Further than this, influenced by Platonic thought, Leonardo's conception of painting was, as an intellectual state or condition, outwardly projected. The painter who practised his art without reasoning of its nature was like a mirror unconsciously reflecting what was before it. Although without a "manual act" painting could not be realized, its true problems—problems of light, of colour, pose and composition, of primitive and derivative shadow—had all to be grasped by the mind without bodily labour. Beyond this, the scientific foundation in art came through making it rest upon an accurate knowledge of nature. Even experience was only a step towards attaining this.

It is said that here we practise free discipline. That's wrong, quite wrong. It would be more correct to say that we are seeking, as best we can, to establish disciplined freedom, that state in which the child feels free to work, play and express himself without fear of those whose job it is to direct and stimulate his efforts into constructive channels. As things are we cannot expect of them high academic effort, but we can take steps to ensure that their limited abilities are exploited to the full." Here he smiled briefly, as if amused by some fleeting, private reflection. "We encourage them to speak up for themselves, no matter what the circumstances or the occasion; this may probably take the form of rudeness at first but gradually, through the influences of the various committees and the student council, we hope they will learn directness without rudeness, and humility without sycophancy. We try to show them a real relationship between themselves and their work, in preparation for the day when they leave school.

It’s one thing building a cloister to reflect the 768 of the numerological Bismillah, it’s another planning a giant alphabet out of an entire city before you’ve even built your first mosque.’ ‘It is, but remember, Sinan was chief architect and city planner at the time of the conquest of Cairo. He practised on that city; demolishing and building where he liked. I have no doubt that he was already forming the idea of a sacred geometry. His first building as Architect of the Abode of Felicity was the Haseki Hürrem Mosque for the Kadin Roxelana. Not his greatest work by any means, and he was working from existing designs, but it was identifiable as his first mature work. There’s a story in his autobiography Tezkiretül Bünyan that while he was surveying the site he noticed that children were pulling live fish from a grating in the street. When he went to investigate he discovered an entire Roman cistern down there. Perhaps it was this that inspired him to realize his vision. Hidden water. The never-ceasing stream of Hurufism.

But reflecting persons perceived that when society is itself the tyrant—society collectively, over the separate individuals who compose it—its means of tyrannising are not restricted to the acts which it may do by the hands of its political functionaries. Society can and does execute its own mandates: and if it issues wrong mandates instead of right, or any mandates at all in things with which it ought not to meddle, it practises a social tyranny more formidable than many kinds of political oppression, since, though not usually upheld by such extreme penalties, it leaves fewer means of escape, penetrating much more deeply into the details of life, and enslaving the soul itself.

Reflect that we all have our Poonas, bolt-holes from unpleasant reality. The danger, as Miller is always insisting, of meditation becoming such a bolt-hole. Quietism can be mere self-indulgence. Charismata like masturbations. Masturbations, however, that are dignified, by the amateur mystics who practise them, with all the most sacred names of religion and philosophy. 'The contemplative life.' It can be made a kind of high-brow substitute for Marlene Dietrich: a subject for erotic musings in the twilight. Meditation - valuable, not as a pleasurable end; only as a means for effecting desirable changes in the personality and mode of existence. To live contemplatively is not to live in some deliciously voluptuous or flattering Poona; it is to live in London, but to live there in a non-cockney style.

IN THE SHADE OF THE house, in the sunshine of the riverbank near the boats, in the shade of the Sal-wood forest, in the shade of the fig tree is where Siddhartha grew up, the handsome son of the Brahman, the young falcon, together with his friend Govinda, son of a Brahman. The sun tanned his light shoulders by the banks of the river when bathing, performing the sacred ablutions, the sacred offerings. In the mango grove, shade poured into his black eyes, when playing as a boy, when his mother sang, when the sacred offerings were made, when his father, the scholar, taught him, when the wise men talked. For a long time, Siddhartha had been partaking in the discussions of the wise men, practising debate with Govinda, practising with Govinda the art of reflection, the service of meditation. He already knew how to speak the Om silently, the word of words, to speak it silently into himself while inhaling,

She felt safe for a while and derived solace from the reflection that there would always be church. If she were a governess all her life there would be church. There was a little sting of guilt in the thought. It would be practising deception.... To despise it all, to hate the minister and the choir and the congregation and yet to come—running—she could imagine herself all her life running, at least in her mind, weekly to some church—working her fingers into their gloves and pretending to take everything for granted and to be just like everybody else and really thinking only of getting into a quiet pew and ceasing to pretend. It was wrong to use church like that. She was wrong—all wrong. It couldn't be helped. Who was there who could help her? She imagined herself going to a clergyman and saying she was bad and wanted to be good—even crying. He would be kind and would pray and smile—and she would be told to listen to sermons in the right spirit. She could never do that.... There she felt she was on solid ground. Listening to sermons was wrong... people ought to refuse to be preached at by these men. Trying to listen to them made her more furious than anything she could think of, more base in submitting... those men's sermons were worse than women's smiles... just as insincere at any rate... and you could get away from the smiles, make it plain you did not agree and that things were not simple and settled... but you could not stop a sermon. It was so unfair. The service might be lovely, if you did not listen to the words; and then the man got up and went on and on from unsound premises until your brain was sick... droning on and on and getting more and more pleased with himself and emphatic... and nothing behind it. As often as not you could pick out the logical fallacy if you took the trouble.... Preachers knew no more than anyone else... you could see by their faces... sheeps' faces.... What a terrible life... and wives and children in the homes taking them for granted....

[T]o look back on our life and also to discover something that can no longer be made good: the squandering of our youth when our educators failed to employ those eager, hot and thirsty years to lead us towards knowledge of things but used them for a so-called 'classical education'! The squandering of our youth when we had a meagre knowledge of the Greeks and Romans and their languages drummed into us in a way as clumsy as it was painful and one contrary to the supreme principle of all education, that one should offer food only to him who hungers for it ! When we had mathematics and physics forced upon us instead of our being led into despair at our ignorance and having our little daily life, our activities, and all that went on at home, in the work-place, in the sky, in the countryside from morn to night, reduced to thousands of problems, to annoying, mortifying, irritating problems so as to show us that we needed a knowledge of mathematics and mechanics, and then to teach us our first delight in science through showing us the absolute consistency of this knowledge! If only we had been taught to revere these sciences, if only our souls had even once been made to tremble at the way in which the great men of the past had struggled and been defeated and had struggled anew, at the martyrdom which constitutes the history of rigorous science! What we felt instead was the breath of a certain disdain for the actual sciences in favour of history, of 'formal education' and of 'the classics'! And we let ourselves be deceived so easily! Formal education! Could we not have pointed to the finest teachers at our grammar schools, laughed at them and asked: 'are they the products of formal education? And if not, how can they teach it?' And the classics! Did we learn anything of that which these same ancients taught their young people? Did we learn to speak or write as they did? Did we practise unceasingly the fencing-art of conversation, dialectics? Did we learn to move as beautifully and proudly as they did, to wrestle, to throw, to box as they did? Did we learn anything of the asceticism practised by all Greek philosophers? Were we trained in a single one of the antique virtues and in the manner in which the ancients practised it? Was all reflection on morality not utterly lacking in our education not to speak of the only possible critique of morality, a brave and rigorous attempt to live in this or that morality? Was there ever aroused in us any feeling that the ancients regarded more highly than the moderns? Were we ever shown the divisions of the day and of life, and goals beyond life, in the spirit of antiquity? Did we learn even the ancient languages in the way we learn those of living nations namely, so as to speak them with ease and fluency? Not one real piece of ability, of new capacity, out of years of effort! Only a knowledge of what men were once capable of knowing!

The objection by Dibelius is a weighty one. But since Strauss it has not been uncommon to argue that certain sayings of Jesus have been elaborated into narratives - as for example, the stilling of the storm (Mark 4.35-41, pars.), the miraculous catch of fishes (Luke 5.1-11), and perhaps the cursing of the fig tree (Mark II.12-14 par.).114 If this is a real possibility, how much more likely is it that the (Markan) account of Jesus' experience at Jordan was an elaboration of some indications given by Jesus to his disciples such as we have just noted? Moreover, we know from religious history that it was quite common for a prophetic figure to relate his call to his disciples - so, for example, Isaiah, Jeremiah and Ezekiel (all visions and audi- tions);115 as one instance outside Judaeo-Christianity we might mention Mohammed.116 By comparison Jesus seems to have been much more reserved about describing his experience of God to his disciples; this is why we have had to depend to such a large extent on inferences and implications of key sayings. The only real parallel to the self testimony of the prophets' religious experiences is Jesus' exultant cry in Luke 10.18: `I saw Satan fall like lightning from heaven' (see below p.85). We can of course only speculate; but it remains quite probable that Jesus never spoke directly of what happened at Jordan, but made some allusions which have provided the basis of the earliest account. In addition, the fact that the earliest Christian communities seem to have practised baptism from the first is probably best explained by the suggestion that Jesus gave his disciples some indication of how important the occasion of his own baptism was for him.

We want justice! We want justice!’ We chanted at the Western Oil Company building; the mirrored glass showed our reflections multiplied as though we were millions. This gave us courage and we shouted louder, even when the men with guns also multiplied. Then we started singing. I copied the women around me as closely as possible. Grandma had taught me many songs but I did not know that one. We sang in unison, like a choir that had been practising all year for that one song. Grandma started it. It was an Ijaw song called Wo Ekilemo. Praise him. Her voice was low and quiet, but one by one we joined in. The sound of us women singing was so powerful that the glass moved on the expensive windows, and people inside the building started shutting the windows, even the high-up ones. The slams made us sing even louder. I imagined the white men on the other side of the windows, watching us as they drank their tea. I wondered if they understood why we were protesting. I wondered if they even cared. The security men waving their guns started swaying, as if their bodies were disobeying their commands. They were Ijaw, too, you see. They removed their hats, and rocked from side to side. I sang loudly until the part that said ‘I have overcome death, poverty and sickness’. I could not sing that part. My mind kept flashing to Ezikiel’s face. But then I joined in again, and our voices rose so high I thought they might reach Allah’s ears. Then we all took off our clothes. ‘There is nothing more powerful than a naked woman,’ Grandma said. ‘Nothing in the world.

reward system But there’s a reward system you can use to keep yourself motivated. Here are some suggestions: Buy yourself an advent calendar, and for each day you don’t look at his profile or engage with him in any capacity, enjoy the treat for that day. If you can’t afford an advent calendar or can’t find one in the shops, make yourself a journal – on each successful day, write something amazing about yourself, and on a day where you did trip up, write something that reminds you of why you started doing this thirty-day challenge. Getting into the habit of saying nice things about yourself prepares you to become so used to compliments that you aren’t dangerously swooned when others recognise your greatness. Every ten days that pass without you breaking the rule, take yourself on a really nice solo date to an upscale bar, or your favourite club or restaurant, and imagine the room is full of men who are all waiting to be picked by you, the goddess. For even spicier results, wear something red so you feel even sexier. Getting into the habit of going out to bars and social environments alone will not just put you in a position of meeting new people, it will also quell your fear of being alone. There’s nothing more powerful than a woman who knows how to hold her own in a room full of strangers. Or, if you feel ready, each time you make it to the ten-day mark, why don’t you try practising your new confidence on your dating apps and let yourself be taken out? By the time the thirty-day window ends, you will have gone on three different dates with three new guys, which will significantly lower the hype around the man you’ve been thinking of. You never know: one of these guys could end up being far more interesting, way hotter and maybe even richer. As you get closer to the end of the thirty-day period, why not have a spa booked to mark the last day? It will be a period of reflection, relaxation, and remembering how far you’ve come within just a month of leaving a situation that could have dragged your life in a completely different direction. You deserve to meet the woman you’re destined to become: take the time to do so. Set a reminder on your phone every couple of days that says ‘It’s time to finally choose yourself for once. Don’t let him win!’ When it gets hard, ask yourself: At what point will I be the victor here? When will I finally walk away with my head held high? This must end at some point – why not now?

Many complain that they are unable in meditation successfully to bring their active thoughts to an end. In the ancient Indian art of yoga, this cessation—called nirvikalpa samadhi in Sanskrit—is placed as the highest stage to be reached by the practitioner. This situation must be viewed from two separate and distinct standpoints: from that of yoga and from that of philosophy. Would-be philosophers seek to become established in that insight into Reality which is called Truth. Intuitive feeling is a higher manifestation of man’s faculties. So long as the feeling itself remains unobstructed by illusions, and—after incessant reflection, inquiry, study, remembrance, reverence, aspiration, training of thought, and purification—a man finds the insight dawning in his mind, he may not need to practise meditation. He may do so and he will feel the satisfaction and tranquillity which comes from it. Those who become sufficiently proficient in yoga, even if they achieve the complete cessation of thoughts, should still take up the pursuit of understanding and insight. If they are content with their attainment, they can remain for years enjoying the bliss, the tranquillity, the peace of a meditational state; but this does not mean knowledge in its fullest meaning. (20

For me, practising Islam feeds my desire to understand the beauty and complexity of the universe and to treat everyone, regardless of their beliefs, with respect. My faith inspires kindness, patience, and self-reflection in my daily interactions. Relearning how to pray—focusing on the words and the prayer steps, such as kneeling in front of God in sajda—taught me that completely surrendering yourself to something you love is a gift. In fact, it’s in the getting lost that you find yourself.

Goals have been set and a plan of action agreed upon; this constitutes the setting up period of the programme and will take some time at the beginning. The coach’s role now shifts to one of monitoring the learners as they pursue their goals and practise English as they have planned to do. Just as the weight watchers weigh themselves at each meeting, students need to measure their progress, celebrate success and, when they don’t achieve their goals, reflect on why. The coach is there to lend support and guidance. For this to happen, lessons should now regularly address the learners’ language lives outside of class. This needs to be established as part of the routine of the classroom. Decide when and how often you wish to coach them, but we suggest a minimum of 10% of class time devoted to it. That means at least 20 minutes a week if you have lessons 3 hours a week. In this time, you can: •  let your learners share how they are feeling about English. Revisit the activities in the Motivate! section. •  let learners share their favourite activities and techniques for learning English. One format for letting learners do this is suggested in the activity 'Swap Shop'. Another is to nominate a different student each week to tell the class about one technique, website, activity, book or other resource that they have used to practise English and to talk about why and how they use it. •  set specific activities for language practice from the Student’s Book •  tell students to try out any activities they like from the Student’s Book •  demonstrate specific activities and techniques from websites and other sources. This can be more effective than just telling them. If they see how good it is and try it out for themselves in class, they will be more likely to do it on their own.

Broadly speaking, it seems that teachers help you know and understand and coaches help you practise and get better. Returning to the notion of how we are useful to our students, which do your students need most from you? The following questionnaire can help you think about this further.   Your turn 2 Underlying philosophies Grade each statement from 1 (don’t agree) to 10 (agree completely). Make a note of your answers, if you wish, to discuss with a colleague. a) Learning a language means learning words and rules. b) Learning a language means repeatedly using it. c) People learn best by noticing and working things out. d) They learn best by communicating with other people. e) Mistakes show that students have not understood the grammar properly. f) They show that they have not practised enough. g) Speaking is a conscious, cognitive process. h) Speaking is an automatic habit.   Perhaps all of these statements are true for you. Still, you may have found that you favour some more than others. Notice how a), c), e) and g) promote the idea of language as knowledge to learn, a bit like maths or music theory, whereas b), d), f) and h) reflect the side of learning that involves practising a skill, more like tennis or playing the piano. If you think that the skill side of language learning is particularly important, you will probably feel comfortable thinking of yourself as a language coach, someone whose main job is to get students practising and improving. If you see language as knowledge, the question to ask yourself is how your students can best acquire that knowledge, from you teaching it to them or from other sources of reference and input?

God is known by the mind and intellect that are pure.’ Therefore it is necessary to seek the company of holy men, practise prayer, and listen to the instruction of the guru. These purify the mind. Then one sees God. Dirt can be removed from water by a purifying agent. Then one sees one’s reflection in it. One cannot see one’s face in a mirror if the mirror is covered with dirt.

At the same time there is reason to think that Gandhi, who after all was born in 1869, did not understand the nature of totalitarianism and saw everything in terms of his own struggle against the British government. The important point here is not so much that the British treated him forbearingly as that he was always able to command publicity. As can be seen from the phrase quoted above, he believed in ‘arousing the world’, which is only possible if the world gets a chance to hear what you are doing. It is difficult to see how Gandhi’s methods could be applied in a country where opponents of the regime disappear in the middle of the night and are never heard of again. Without a free press and the right of assembly, it is impossible not merely to appeal to outside opinion, but to bring a mass movement into being, or even to make your intentions known to your adversary. Is there a Gandhi in Russia at this moment? And if there is, what is he accomplishing? The Russian masses could only practise civil disobedience if the same idea happened to occur to all of them simultaneously, and even then, to judge by the history of the Ukraine famine, it would make no difference.

It was for such reasons that Freud did not face his patients. He did not want their spontaneous meditations to be altered by his emotional expressions, no matter how slight. He was properly concerned that his own opinions—and, worse, his own unresolved problems—would find themselves uncontrollably reflected in his responses and reactions, conscious and unconscious alike. He was afraid that he would in such a manner detrimentally affect the development of his patients. It was for such reasons, as well, that Freud insisted that psychoanalysts be analyzed themselves. He wanted those who practiced his method to uncover and eliminate some of their own worst blind spots and prejudices, so they would not practise corruptly.

In a book published originally in 1962 and curiously often overlooked today, Arthur Wainwright also directly addressed the question. He contended that although the doctrine of the Trinity is not stated formally in the NT there is evidence that "the problem of the Trinity was in the minds of certain New Testament writers, and that they made an attempt to answer it."24 As Wainwright distinguished the terms, a "doctrine" represents an answer to a theological "problem." Wainwright defined "the problem of the Trinity" as prompted "because Christians believed that Jesus was divine," and they expressed this belief "both in the writings of the New Testament and in the worship which was practised by the earliest Christian communities." Because early Christians also dominantly "upheld the Jewish belief in the unity of God, the belief in Christ's divinity raised a serious problem." How could "the Father" and Jesus both be treated as divine "and yet God be one?"25 Granting readily that in the second century C.E. and thereafter Christian efforts to grapple with the problem of the Trinity "became more and more systematized"; he nevertheless insisted, "New Testament writers were aware of the trinitarian problem and made an attempt to answer it," although in the NT texts "it is easier to see the first attempts to clarify the problem than the first attempts to answer it."26 It is, of course, technically a verbal anachronism to use the word Trinity in discussions of NT texts, for the word and the elaboration of the many issues involved appeared in subsequent centuries. But, equally, it would be historically simplistic to disconnect these later developments from the phenomena of NT beliefs and devotional practices that we have analyzed in this book. So, Wainwright was correct in probing the connections and also, in my view, in contending that in NT texts we see earlier evidence that Christians recognized the basics of "the problem" involved. Wainwright was also perceptive in emphasizing the importance of worship practices as evidence of how Jesus had come to complicate (if I may use the term) the question of "God" for believers, already in the first century C.E. The problem of the Trinity was from the beginning closely connected with Christian worship. It was not the concern of the scholar alone, but was a vital issue for the worshipping Christian. . . . The nature of Christian worship influenced the development of Christian thought, and, conversely, the development of thought influenced the nature of worship. Such an interplay of thought and worship helps to explain the emergence of the problem of the Trinity.27 As we have seen (especially in chapter 3), the devotional practices reflected in the NT constitute significant evidence, particularly for taking stock of the place of Jesus

This year, however, we wish to reflect a unique cohort with a unique approach to the trip theme. This year, we wish to pose the theme as a question: what is more truthful, a painting or a photograph? We wish you to question the concept of truth—or disclosure—and investigate what it means to you and how you perceive and practise that truth. Instead of the photography and fine arts classes working on the same assignment separately, you’ll be working in pairs. Between the two of you, you will need to search deep within yourselves and decide which of your art forms is the most truthful. You will present your findings in the form of a 3,000-word essay due once you return from the trip, and you will later present your work at the prestigious Spearcrest end-of-year exhibition.

if we could anchor the reflection habit, then there is a much greater chance it will be practised every day.

It annoys me when people say “Even if you’re old, you can be young at heart!” Hiding inside this well-meaning phrase is a deep cultural assumption that old is bad and young is good. What’s wrong with being old at heart, I’d like to know? Wouldn’t you like to be loved by people whose hearts have practised loving for a long time?’ says Susan Ichi Su Moon

It is you who practise within the scope. Yes, your character, your behaviour, your deeds, and your actions reflect your religious teachings and family background that endorse the credibility of your religion and family values. If you do not care and respect, do not expect that from others.

We can increase our wish to practise by reflecting on the significant benefits of training for both ourselves and others.

Stop and reflect on your life regularly. Pressing the pause button to practise gratitude is the way to make it a constant in your life.

The only philosophy which can be responsibly practised in face of despair is the attempt to contemplate all things as they would present themselves from the standpoint of redemption. Knowledge has no light but that shed on the world by redemption: all else is reconstruction, mere technique. Perspectives must be fashioned that displace and estrange the world, reveal it to be, with its rifts and crevices, as indigent and distorted as it will appear one day in the messianic light. To gain such perspectives without velleity or violence, entirely from felt contact with its objects — this alone is the task of thought.

Practise some self-love: When you face yourself in the mirror each morning, say something positive to your reflection- and mean it.