Repetition And Learning Quotes

Repetition is the mother of learning, the father of action, which makes it the architect of accomplishment.

The importance of repetition until automaticity cannot be overstated. Repetition is the key to learning.

Sometimes, when people have a low opinion of their own worth—or, perhaps, when they refuse responsibility for their lives—they choose a new acquaintance, of precisely the type who proved troublesome in the past. Such people don’t believe that they deserve any better—so they don’t go looking for it. Or, perhaps, they don’t want the trouble of better. Freud called this a “repetition compulsion.” He thought of it as an unconscious drive to repeat the horrors of the past—sometimes, perhaps, to formulate those horrors more precisely, sometimes to attempt more active mastery and sometimes, perhaps, because no alternatives beckon. People create their worlds with the tools they have directly at hand. Faulty tools produce faulty results. Repeated use of the same faulty tools produces the same faulty results. It is in this manner that those who fail to learn from the past doom themselves to repeat it. It’s partly fate. It’s partly inability. It’s partly … unwillingness to learn? Refusal to learn? Motivated refusal to learn?

You can lose yourself in repetition—quiet your thoughts; I learned the value of this at a very young age.

it occurred to me what a simple thing reality is, how easy it is to make it work. It's just reality. Just housework. Just a home. Like running a simple machine. Once you learn to run it, it's just a matter of repetition. You push this button and pull that lever. You adjust a gauge, put on the lid, set the timer. The same thing, over and over.

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

We need to create a culture that reinforces the value of taking risks and learning from failure and the need for repetition and practice to create mastery.

Learning is rooted in repetition and convexity, meaning that the reading of a single text twice is more profitable than reading two different things once.

I don’t know if I’ve learned anything yet! I did learn how to have a happy home, but I consider myself fortunate in that regard because I could’ve rolled right by it. Everybody has a superficial side and a deep side, but this culture doesn’t place much value on depth — we don’t have shamans or soothsayers, and depth isn’t encouraged or understood. Surrounded by this shallow, glossy society we develop a shallow side, too, and we become attracted to fluff. That’s reflected in the fact that this culture sets up an addiction to romance based on insecurity — the uncertainty of whether or not you’re truly united with the object of your obsession is the rush people get hooked on. I’ve seen this pattern so much in myself and my friends and some people never get off that line. But along with developing my superficial side, I always nurtured a deeper longing, so even when I was falling into the trap of that other kind of love, I was hip to what I was doing. I recently read an article in Esquire magazine called ‘The End of Sex,’ that said something that struck me as very true. It said: “If you want endless repetition, see a lot of different people. If you want infinite variety, stay with one.” What happens when you date is you run all your best moves and tell all your best stories — and in a way, that routine is a method for falling in love with yourself over and over. You can’t do that with a longtime mate because he knows all that old material. With a long relationship, things die then are rekindled, and that shared process of rebirth deepens the love. It’s hard work, though, and a lot of people run at the first sign of trouble. You’re with this person, and suddenly you look like an asshole to them or they look like an asshole to you — it’s unpleasant, but if you can get through it you get closer and you learn a way of loving that’s different from the neurotic love enshrined in movies. It’s warmer and has more padding to it.

I have since learned that marriage is nothing more than a spell strengthened by daily ritual. The spell requires libations: mundane musings hoarded and pored over, the repetition of small dismays, the knowledge of how your spouse takes their coffee. Marriage asks for that crust of time you were selfishly saving for yourself. Marriage demands blood, for it says: Here is what is inside me, and I tithe it to you.

Although psychology and pedagogy have always maintained the belief that a child is a happy being without any conflicts, and have assumed that the sufferings of adults are the results of the burdens and hardships of reality, it must be asserted that just the opposite is true. What we learn about the child and the adult through psychoanalysis shows that all the sufferings of later life are for the most part repetitions of these earlier ones, and that every child in the first years of life goes through and immeasurable degree of suffering.

Your frequency is what you frequently see. Pay attention to synchronicity as there are valuable lessons to be learned in the repetition of your reality.

Among other things, neuroplasticity means that emotions such as happiness and compassion can be cultivated in much the same way that a person can learn through repetition to play golf and basketball or master a musical instrument, and that such practice changes the activity and physical aspects of specific brain areas.

No soul moves alone through the world, Leweth. Our every thought stems from the thoughts of others. Our every word is but a repetition of world spoken before. Every time we listen, we allow the movements of another should to carry our own...NO one's soul moves alone, Leweth. When one love dies, on must learn to love another.

You will learn it,' said Vasudeva, 'but not from me. The river has taught me to listen; you will learn from it too. The river knows everything; one can learn everything from it. You have already learned from the river that it is good to strive downwards, to sink, to seek the depths.' ...Was it not a comedy, a strange and stupid thing, this repetition, this course of events in a fateful circle?... The river laughed. Yes, that was how it was. Everything that was not suffered to the end and finally concluded, recurred, and the same sorrows were undergone.

Objective truths of science are not founded in belief systems. They are not established by the authority of leaders or the power of persuasion. Nor are they learned from repetition or gleaned from magical thinking. To deny objective truths is to be scientifically illiterate, not to be ideologically principled.

A sign hangs on the wall in a New Monastic Christian community house: “Everyone wants a revolution. No one wants to do the dishes.” I was, and remain, a Christian who longs for revolution, for things to be made new and whole in beautiful and big ways. But what I am slowly seeing is that you can’t get to the revolution without learning to do the dishes. The kind of spiritual life and disciplines needed to sustain the Christian life are quiet, repetitive, and ordinary. I often want to skip the boring, daily stuff to get to the thrill of an edgy faith. But it’s in the dailiness of the Christian faith—the making the bed, the doing the dishes, the praying for our enemies, the reading the Bible, the quiet, the small—that God’s transformation takes root and grows.

Life was not to be sitting in hot amorphic leisure in my backyard idly writing or not-writing, as the spirit moved me. It was, instead, running madly, in a crowded schedule, in a squirrel cage of busy people. Working, living, dancing, dreaming, talking, kissing — singing, laughing, learning. The responsibility, the awful responsibility of managing (profitably) 12 hours a day for 10 weeks is rather overwhelming when there is nothing, noone, to insert an exact routine into the large unfenced acres of time — which it is so easy to let drift by in soporific idling and luxurious relaxing. It is like lifting a bell jar off a securely clockwork-like functioning community, and seeing all the little busy people stop, gasp, blow up and float in the inrush, (or rather outrush,) of the rarified scheduled atmosphere — poor little frightened people, flailing impotent arms in the aimless air. That's what it feels like: getting shed of a routine. Even though one had rebelled terribly against it, even then, one feels uncomfortable when jounced out of the repetitive rut. And so with me. What to do? Where to turn? What ties, what roots? as I hang suspended in the strange thin air of back-home?

Like chess masters and firefighters, premodern villagers relied on things being the same tomorrow as they were yesterday. They were extremely well prepared for what they had experienced before, and extremely poorly equipped for everything else. Their very thinking was highly specialized in a manner that the modern world has been telling us is increasingly obsolete. They were perfectly capable of learning from experience, but failed at learning without experience. And that is what a rapidly changing, wicked world demands—conceptual reasoning skills that can connect new ideas and work across contexts. Faced with any problem they had not directly experienced before, the remote villagers were completely lost. That is not an option for us. The more constrained and repetitive a challenge, the more likely it will be automated, while great rewards will accrue to those who can take conceptual knowledge from one problem or domain and apply it in an entirely new one.

Those who are repetitively traumatized in childhood often learn to survive by over-using one or two of the 4F Reponses. Fixation in any one 4F response not only limits our ability to access all the others, but also severely impairs our ability to relax into an undefended state. Additionally, it strands us in a narrow, impoverished experience of life.

[R]epetition is as an essential element of language learning as a knife is to a lathe or fuel is to an internal combustion engine.

Learning from mistakes helps prevent the repetition of negative patterns.

I am learning forgiveness is not often a single, shining event but a continual, repetitive act. A letting go, followed by another, and another.

Repetition, it turned out, was less important than struggle.

Some things need no study, no learning, no repetition in pursuit of memory. They burn themselves into the eye and can be examined ever after in minute detail. Moreover it is their nature - as we cannot even think, without leaving a mark somewhere on the cosmos - to bring with them their own inescapable interpretation.

Mr. L. did not get better all at once. He had first to experience cycles of separations, dreams, depressions, and insights—the repetition, or 'working through,' required for long-term neuroplastic change. New ways of relating had to be learned, wiring new neurons together, and old ways of responding had to be unlearned, weakening neuronal links. Because Mr. L. had linked the ideas of separation and death, they were wired together in his neuronal networks. Now that he was conscious of his association, he could unlearn it.

You have to follow your intuition. That is what expertise is: all the experience, the cases won and lost, the painful mistakes, all the technical details you learn by rote repetition, over time these things leave you with an instinctive sense of your craft. A "gut" for it.

I had not yet learned to appreciate the slowly gliding drift of identical things; chunks of time spun past me like meteorites in a universe predicated on repetition.

And I’ve finally learned that no amount of intense, repetitive thinking is ever going to change the past. I’ve learned what “let it go” means.

Repetition is the mother of learning, the father of action, which makes it the architect of accomplishment.” ~ Zig Ziglar

We learn of great things by little experiences. The history of ages is but an indefinite repetition of the history of hours. The record of a soul is but a multiple of the story of a moment.

Even with skills that are primarily mental, such as computer programming or speaking a foreign language, it remains the case that we learn best through practice and repetition—the natural learning process.

Repetition is an important part of learning. It is a vital factor in life lessons because each recurrence tends to challenge our earlier notions, resulting in continued contemplation and greater depths of understanding.

I had always been impressed by the fact that there are a surprising number of individuals who never use their minds if they can avoid it, and an equal number who do use their minds, but in an amazingly stupid way. I was also surprised to find many intelligent and wide-awake people who lived (as far as one could make out) as if they had never learned to use their sense organs: They did not see the things before their eyes, hear the words sounding in their ears, or notice the things they touched or tasted. Some lived without being aware of the state of their own bodies. There are others who seemed to live in a most curious condition of consciousness, as if the state they had arrived at today were final, with no possibility of change, or as if the world and the psyche were static and would remain so forever. They seemed devoid of all imagination, and they entirely and exclusively depended upon their sense-perception. Chances and possibilities did not exist in their world, and in “today” there was no real “tomorrow.” The future was just the repetition of the past.

But what is [the] quality of originality? It is very hard to define or specify. Indeed, to define originality would in itself be a contradiction, since whatever action can be defined in this way must evidently henceforth be unoriginal. Perhaps, then, it will be best to hint at it obliquely and by indirection, rather than to try to assert positively what it is. One prerequisite for originality is clearly that a person shall not be inclined to impose his preconceptions on the fact as he sees it. Rather, he must be able to learn something new, even if this means that the ideas and notions that are comfortable or dear to him may be overturned. But the ability to learn in this way is a principle common to the whole of humanity. Thus it is well known that a child learns to walk, to talk, and to know his way around the world just by trying something out and seeing what happens, then modifying what he does (or thinks) in accordance with what has actually happened. In this way, he spends his first few years in a wonderfully creative way, discovering all sorts of things that are new to him, and this leads people to look back on childhood as a kind of lost paradise. As the child grows older, however, learning takes on a narrower meaning. In school, he learns by repetition to accumulate knowledge, so as to please the teacher and pass examinations. At work, he learns in a similar way, so as to make a living, or for some other utilitarian purpose, and not mainly for the love of the action of learning itself. So his ability to see something new and original gradually dies away. And without it there is evidently no ground from which anything can grow.

Since the dawn of education, the student considered as normal has been the student who puts up the least resistance to teaching, the one who doesn't call our knowledge into question or put our competency to the test, a student who already knows a lot, who is gifted with instant comprehension, who spares us searching for the access roads to his grey matter, a student with a natural urge to learn, who can stop being a kid in turmoil or a teenager with problems during our lessons, a student convinced from the cradle that he has to curb his appetites and emotions by exercising his reason if he doesn't want to live in a jungle filled with predators, a student confident that the intellectual life is a source of infinite pleasures that can be refined to the extreme when most other pleasures are doomed to monotonous repetition - in short, a student who has understod that knowledge is the only answer: the answer to the slavery in which ignorance wants to keep us, the sole consolation for our ontological loneliness.

This was what Parker had learned early on about disappointment; its sting lasts only in the beginning, only until the body goes numb from its repetition.

You are likely to keep repeating the same mistake all over again if you do not agree it’s a mistake.

Little repetition is needed for learning.

It is a Sufi contention that truth is not discovered or maintained by the mere repetition of teachings. It can only be kept understood by the perpetual experience of it. And it is in the experience of truth that the Sufis have always reposed their trust. Sufism is therefore not 'Do as I say and not as I do', or even 'Do as I do', but 'Experience it and you will know'.

I want to practice faithfulness and kindness; I am learning to fill my ears with the repetitions of wide eyes and open hands and innocent fun, holy laughter. I want to practice with intention, joy. I want to tell the truth, but first, I want to live the Truth. I won't desecrate beauty with cynicism anymore. I won't confuse critical thinking with a critical spirit, and I will practice, painfully, over and over, patience and peace until my gentle answers turn away even my own wrath.

Jonathan Safran Foer’s 10 Rules for Writing: 1.Tragedies make great literature; unfathomable catastrophes (the Holocaust, 9/11) are even better – try to construct your books around them for added gravitas but, since those big issues are such bummers, make sure you do it in a way that still focuses on a quirky central character that’s somewhat like Jonathan Safran Foer. 2. You can also name your character Jonathan Safran Foer. 3. If you’re writing a non-fiction book you should still make sure that it has a strong, deep, wise, and relatable central character – someone like Jonathan Safran Foer. 4. If you reach a point in your book where you’re not sure what to do, or how to approach a certain scene, or what the hell you’re doing, just throw in a picture, or a photo, or scribbles, or blank pages, or some illegible text, or maybe even a flipbook. Don’t worry if these things don’t mean anything, that’s what postmodernism is all about. If you’re not sure what to put in, you can’t go wrong with a nice photograph of Jonathan Safran Foer. 5. If you come up with a pun, metaphor, or phrase that you think is really clever and original, don’t just use it once and throw it away, sprinkle it liberally throughout the text. One particularly good phrase that comes to mind is “Jonathan Safran Foer.” 6. Don’t worry if you seem to be saying the same thing over and over again, repetition makes the work stronger, repetition is good, it drives the point home. The more you repeat a phrase or an idea, the better it gets. You should not be afraid of repeating ideas or phrases. One particularly good phrase that comes to mind is “Jonathan Safran Foer.” 7. Other writers are not your enemies, they are your friends, so you should feel free to borrow some of their ideas, words, techniques, and symbols, and use them completely out of context. They won’t mind, they’re your friends, just like my good friend Paul Auster, with whom I am very good friends. Just make sure you don’t steal anything from Jonathan Safran Foer, it wouldn’t be nice, he is your friend. 8. Make sure you have exactly three plots in your novel, any more and it gets confusing, any less and it’s not postmodern. At least one of those plots should be in a different timeline. It often helps if you name these three plots, I often use “Jonathan,” “Safran,” and “Foer.” 9. Don’t be afraid to make bold statements in you writing, there should always be a strong lesson to be learned, such as “don’t eat animals,” or “the Holocaust was bad,” or “9/11 was really really sad,” or “the world would be a better place if everyone was just a little bit more like Jonathan Safran Foer.” 10. In the end, don’t worry if you’re unsuccessful as a writer, it probably wasn’t meant to be. Not all of us are chosen to become writers. Not all of us can be Jonathan Safran Foer.

Her voice is filled with distant sonorities, like reverberations in a cave: now you are at the place of annihilation, now you are at the place of annihilation. And she is herself a cave full of echoes, she is a system of repetitions, she is a closed circuit.' Can a bird sing only the song it knows or can it learn a new song?' She draws her long, sharp fingernail across the bars of the cage in which her pet lark sings, striking a plangent twang like that of the plucked heartstrings of a woman of metal. Her hair falls down like tears.

After I gave up sleeping, it occurred to me what a simple thing reality is, how easy it is to make it work. It’s just reality. Just housework. Just a home. Like running a simple machine. Once you learn to run it, it’s just a matter of repetition. You push this button and pull that lever. You adjust a gauge, put on the lid, set the timer. The same thing, over and over.

Dr. Talbon was struck by another very important thing. It all hung together. The stories Cheryl told — even though it was upsetting to think people could do stuff like that — they were not disjointed They were not repetitive in terms of "I've heard this before". It was not just she'd someone trying consciously or unconsciously to get attention. really processed them out and was done with them. She didn't come up with them again [after telling the story once and dealing with it]. Once it was done, it was done. And I think that was probably the biggest factor for me in her believability. I got no sense that she was using these stories to make herself a really interesting person to me so I'd really want to work with her, or something. Or that she was just living in this stuff like it was her life. Once she dealt with it and processed it, it was gone. We just went on to other things. 'Throughout the whole thing, emotionally Cheryl was getting her life together. Parts of her were integrating where she could say,"I have a sense that some particular alter has folded in with some basic alter", and she didn't bring it up again. She didn't say that this alter has reappeared to cause more problems. That just didn't happen. The therapist had learned from training and experience that when real integration occurs, it is permanent and the patient moves on.

And again, though we cannot prove, we feel, that we are deathless. We perceive that life is not like those dramas so beloved by the people—in which every villain is punished, and every act of virtue meets with its reward; we learn anew every day that the wisdom of the serpent fares better here than the gentleness of the dove, and that any thief can triumph if he steals enough. If mere worldly utility and expediency were the justification of virtue, it would not be wise to be too good. And yet, knowing all this, having it flung into our faces with brutal repetition, we still feel the command to righteousness, we know that we ought to do the inexpedient good.

It was from the experience of blackening that boy that I learned an important and valuable lesson: if you say something enough times, the repetition of it makes it true. Any notion you like, no matter how mad it seems, can be a fact’s chrysalis. Once you say it loud enough and often enough it becomes debatable. Debates change minds. Debate is the larval stage of truth. Constant, unflagging, loud repetition completes your notion’s metamorphosis into fact. The fact takes wing and flutters from place to place and mind to mind and makes a living, permanent thing of itself.

A curious peculiarity of our memory is that things are impressed better by active than by passive repetition. I mean that in learning by heart (for example), when we almost know the piece, it pays better to wait and recollect by an effort from within, than to look at the book again. If we recover the words in the former way, we shall probably know them the next time; if in the latter way, we shall very likely need the book once more.” —William James, writing in 189012

So let us recognise our shame and guilt; let us ache with self-reflection; let us eradicate the repetition of suffering and resist anger; let us learn to concretely tend to the suffering of an individual, of our common citizens, with equality; let us learn to live life with honour and dignity and a wealth of humanity.

Surely it is foolish to hate facts. The struggle against the past is a futile struggle. Acceptance seems so much more like wisdom. I know all this. And yet there are some facts that one must never, never accept. This is not merely an emotional matter. The reason that one must hate certain facts is that one must prepare for the possibility of their return. If the past were really past, then one might permit oneself an attitude of acceptance, and come away from the study of history with a feeling of serenity. But the past is often only an earlier instantiation of the evil in our hearts. It is not precisely the case that history repeats itself. We repeat history—or we do not repeat it, if we choose to stand in the way of its repetition. For this reason, it is one of the purposes of the study of history that we learn to oppose it.

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

Someone said that living life is like playing a violin solo in public and learning to play the instrument as we go along. This saying describes the experience very well, but no one should worry about that. We are in this world for exactly that purpose—to learn. While we are learning we do not expect to produce a perfect work. On this plane we are all students, and what matters is that each year we shall find the quality of our workmanship definitely better. People are sometimes depressed because their lives do not present a simple, logical, harmonious unfoldment, because their histories seem to be full of inconsistencies, repetitions, dead ends. This, however, is only to be expected during the learning period. Your life has not been rehearsed. It is an adventure, and a discovery, and a training, and it is the final goal that matters.

Our daily life in the auntring was repetitive. On the ship, later, I learned that people who live in artificially complicated situations call such a life 'simple.' I never knew anybody, anywhere I have been, who found life simple. I think a life or a time looks simple when you leave out the details, the way a planet looks smooth, from orbit.

The thing about groupthink or social media bubbles is that they aggressively feed and amplify repetition. And repetition, however familiar and comforting, will never challenge us mentally, emotionally or behaviorally. Echoes simply reiterate what has already been said at some point in time, long gone. Like dead stars, they might seem to have a presence from a distance, but in truth, they are completely devoid of life and light. Echo chambers, therefore, severely limit the breadth and depth of the views we subject ourselves to, they ration knowledge. And, at the same time, they limit wisdom: wisdom which connects the mind and the heart, activates emotional intelligence, expands empathy and understanding, allows us to reach beyond the lonely confines of our own minds and engage with the rest of humanity, to listen to them and learn from them. To leave one echo chamber for another is not a solution either. We must strive to become intellectual nomads, keep moving, keep learning, resist confining ourselves in any cultural or mental ghetto, and spend more time not in select centers but at the margins, which is where real change always comes from.

This new science of performance argues that you get better at a skill as you develop more myelin around the relevant neurons, allowing the corresponding circuit to fire more effortlessly and effectively. To be great at something is to be well myelinated. This understanding is important because it provides a neurological foundation for why deliberate practice works. By focusing intensely on a specific skill, you’re forcing the specific relevant circuit to fire, again and again, in isolation. This repetitive use of a specific circuit triggers cells called oligodendrocytes to begin wrapping layers of myelin around the neurons in the circuits—effectively cementing the skill. The reason, therefore, why it’s important to focus intensely on the task at hand while avoiding distraction is because this is the only way to isolate the relevant neural circuit enough to trigger useful myelination. By contrast, if you’re trying to learn a complex new skill (say, SQL database management) in a state of low concentration (perhaps you also have your Facebook feed open), you’re firing too many circuits simultaneously and haphazardly to isolate the group of neurons you actually want to strengthen. In

Objective truths of science are not founded in belief systems. They are not established by the authority of leaders or the power of persuasion. Nor are they learned from repetition or gleaned from magical thinking. To deny objective truths is to be scientifically illiterate, not to be ideologically principled. After all that, you’d think only one definition for truth should exist in this world, but no.

Belief systems, whether graceful and efficacious, or painful and destructive, are formed in a multitude of ways: modeling; learning models; circumstances; traumas; repetition of events; and suggestions; etc. It

As you can see from the following “top-down, bottom-up” illustration, learning takes place in two ways. There is a bottom-up chunking process where practice and repetition can help you both build and strengthen each chunk, so you can easily gain access to it when needed. And there is a top-down “big picture” process that allows you to see where what you are learning fits in. Both processes are vital in gaining mastery over the material.

The six principle steps of teaching. Motivation of the trainee Maintaining their complete attention Promoting mental activity (thinking) — discussion, question, lecture Creating a clear picture of material to be learned; outlining the material Developing comprehension of the significance, the implications, and the practical application of the material being presented (clear goals) Repetition of the five preceding steps until learning has taken place

In their propaganda today’s dictators rely for the most part on repetition, suppression and rationalization—the repetition of catchwords which they wish to be accepted as true, the suppression of facts which they wish to be ignored, the arousal and rationalization of passions which may be used in their interests of the Party or the State. As the art and science of manipulation come to be better understood, the dictators of the future will doubtless learn to combine these techniques with the nonstop distractions which, in the West, are now threatening to drown in a sea of irrelevance the rational propaganda essential to the maintenance of individual liberty and the survival of democratic institutions.

I was trying to learn a language the way we learn our own native language from babyhood on up. Words are repeated in certain contexts, some the same and some different, and eventually, over time, with much repetition, we learn what they mean.

Guilt is not merely a concern with the past; it is a present-moment immobilization about a past event. And the degree of immobilization can run from mild upset to severe depression. If you are simply learning from your past, and vowing to avoid the repetition of some specific behavior, this is not guilt. You experience guilt only when you are prevented from taking action now as a result of having behaved in a certain way previously. Learning from your mistakes is healthy and a necessary part of growth. Guilt is unhealthy because you are ineffectively using up your energy in the present feeling hurt, upset and depressed about a historical happening. And it’s futile as well as unhealthy. No amount of guilt can ever undo anything.

Ritual abuse is highly organised and, obviously, secretive. It is often linked with other major crimes such as child pornography, child prostitution, the drugs industry, trafficking, and many other illegal and heinous activities. Ritual abuse is organised sexual, physical and psychological abuse, which can be systematic and sustained over a long period of time. It involves the use of rituals - things which the abusers 'need' to do, or 'need' to have in place - but it doesn't have to have a belief system. There doesn't have to be God or the Devil, or any other deity for it to be considered 'ritual'. It involves using patterns of learning and development to keep the abuse going and to make sure the child stays quiet. There has been, and still is a great deal of debate about whether or not such abuse exists anywhere in the world. There are many people who constantly deny that there is even such a thing as ritual abuse. All I can say is that I know there is. Not only have I been a victim of it myself, but I have been dealing with survivors of this type of abuse for almost 30 years. If there are survivors, there must be something that they have survived. The things is, most sexual abuse of children is ritualised in some way. Abusers use repetition, routine and ritual to forced children into the patterns of behaviour they require. Some abusers want their victims to wear certain clothing, to say certain things. They might bathe them or cut them, they might burn them or abuse them only on certain days of the week. They might do a hundred other things which are ritualistic, but aren't always called that - partly, I think because we have a terror of the word and of accepting just how premeditated abuse actually is. Abusers instill fear in their victims and ensure silence; they do all they can to avoid being caught. Sexual abuse of a child is rarely a random act. It involves thorough planning and preparation beforehand. They threaten the children with death, with being taken into care, with no one believing them, which physical violence or their favourite teddy being taken away. They are told that their mum will die, or their dad will hate them, the abusers say everyone will think it's their fault, that everyone already knows they are bad. Nothing is too big or small for an abuser to use as leverage. There is unmistakable proof that abusers do get together in order to share children, abuse more children, and even learn from each other. As more cases have come into the public eye in recent years, this has become increasingly obvious. More and more of this type of abuse is coming to light. I definitely think it is the word ritual which causes people to question, to feel uncomfortable, or even just disbelieve. It seems almost incredible that such things would happen, but too many of us know exactly how bad the lives of many children are. A great deal of child pornography shows children being abused in a ritualised setting, and many have now come forward to share their experiences, but there is a still tendency to say it just couldn't happen. p204-205

Repetition and memorization of imposed lessons are indeed tedious work for children, whose instincts urge them constantly to play and think freely, raise their own questions, and explore the world in their own ways. Children did not adapt well to forced schooling, and in many cases they rebelled. This was no surprise to the adults. By this point in history, the idea that children’s own preferences had any value had been pretty well forgotten. Brute force, long used to keep children on task in fields and factories, was transported into the classroom to make children learn. Some of the underpaid, ill-prepared schoolmasters were quite sadistic. One master in Germany kept records of the punishments he meted out in fifty-one years of teaching, a partial list of which included: “911,527 blows with a rod, 124,010 blows with a cane, 20,989 taps with a ruler, 136,715 blows with the hand, 10,235 blows to the mouth, 7,905 boxes on the ear, and 1,118,800 blows on the head.”25 Clearly he was proud of all the educating he had done.

Deep thinking and learning is also taxing on our energy stores, and so we require simplification and reinforcement. Our minds, through repetition or emotion, learn things and then, having committed them to memory, rely on this information and often never question it again; we put our energy into other things we deem more important. Like building a structure with a strong base, we make our mental models the foundation for adding newer information. We notice things that match our view and we dismiss things that do not. As we build our narrow knowledge on top of that foundation, we might not even realize when the foundation itself is weak. And so, as we go on with our lives, filtering a massive amount of information, we can easily become blind to important information, caught in our own bubbles, disregarding some information or alternative views, even when it might be helpful to us. Our decisions are shaped by what we regard as the facts, and if new information emerges that belies what we believe, it often hardens us to our original view.

Her voice is filled with distant sonorities, like reverberations in a cave: now you are at the place of annihilation, now you are at the place of annihilation. And she is herself a cave full of echoes, she is a system of repetitions, she is a closed circuit.’ Can a bird sing only the song it knows or can it learn a new song?’ She draws her long, sharp fingernail across the bars of the cage in which her pet lark sings, striking a plangent twang like that of the plucked heartstrings of a woman of metal. Her hair falls down like tears.

Because horizon is the end of vision, and because every move we make gives the field an aspect we couldn't have noticed before, what lies beyond the horizon cannot be known. (Otherwise it would be within the horizon.) As with the angelic messenger, there is no control over what comes into our vision... There are experiences and new information that will show the familiar as strange the comforting as dangerous, the adjacent as distant. Moreover, not every shift of the viewer will reveal something significant. It can be just more of the same, or nothing worth reflecting on. And yet without that shift, we begin to lose our vision altogether: what is seen over and over again ceases to be seen. What doesn't appear in a fresh way will be thought changeless and ordinary, no longer a stimulus to thought. Learning is reduced to mere repetition and can only confirm what has already been known. Friendships become static, empty of expectations of the future. The outcome of all our efforts become predictable. All mysteries can be explained. All dimensions and measurements hold. To be aware of our horizons is to live in wonder.

Things I've Learned in 18 Years of Life   1) True love is not something found, rather [sic] something encountered. You can’t go out and look for it. The person you marry and the person you love could easily be two different people. So have a beautiful life while waiting for God to bring along your once-in-a-lifetime love. Don't allow yourself to settle for anything less than them. Stop worrying about who you're going to marry because God's already on the front porch watching your grandchildren play.   2) God WILL give you more than you can handle, so you can learn to lean on him in times of need. He won't tempt you more than you can handle, though. So don't lose hope. Hope anchors the soul.   3) Remember who you are and where you came from. Remember that you are not from this earth. You are a child of heaven, you're invaluable, you are beautiful. Carry yourself that way.   4) Don't put your faith in humanity, humanity is inherently flawed. We are all imperfect people created and loved by a perfect God. Perfect. So put your faith in Him.   5) I fail daily, and that is why I succeed.   6) Time passes, and nothing and everything changes. Don't live life half asleep. Don't drag your soul through the days. Feel everything you do. Be there physically and mentally. Do things that make you feel this way as well.   7) Live for beauty. We all need beauty, get it where you can find it. Clothing, paintings, sculptures, music, tattoos, nature, literature, makeup. It's all art and it's what makes us human. Same as feeling the things we do. Stay human.   8) If someone makes you think, keep them. If someone makes you feel, keep them.   9) There is nothing the human brain cannot do. You can change anything about yourself that you want to. Fight for it. It's all a mental game.   10) God didn’t break our chains for us to be bound again. Alcohol, drugs, depression, addiction, toxic relationships, monotony and repetition, they bind us. Break those chains. Destroy your past and give yourself new life like God has given you.   11) This is your life. Your struggle, your happiness, your sorrow, and your success. You do not need to justify yourself to anyone. You owe no one an explanation for the choices that you make and the position you are in. In the same vein, respect yourself by not comparing your journey to anyone else's.   12) There is no wrong way to feel.   13) Knowledge is everywhere, keep your eyes open. Look at how diverse and wonderful this world is. Are you going to miss out on beautiful people, places, experiences, and ideas because you are close-minded? I sure hope not.   14) Selfless actions always benefit you more than the recipient.   15) There is really no room for regret in this life. Everything happens for a reason. If you can't find that reason, accept there is one and move on.   16) There is room, however, for guilt. Resolve everything when it first comes up. That's not only having integrity, but also taking care of your emotional well-being.   17) If the question is ‘Am I strong enough for this?’ The answer is always, ‘Yes, but not on your own.’   18) Mental health and sanity above all.   19) We love because He first loved us. The capacity to love is the ultimate gift, the ultimate passion, euphoria, and satisfaction. We have all of that because He first loved us. If you think about it in those terms, it is easy to love Him. Just by thinking of how much He loves us.   20) From destruction comes creation. Beauty will rise from the ashes.   21) Many things can cause depression. Such as knowing you aren't becoming the person you have the potential to become. Choose happiness and change. The sooner the better, and the easier.   22) Half of happiness is as simple as eating right and exercising. You are one big chemical reaction. So are your emotions. Give your body the right reactants to work with and you'll be satisfied with the products.

The Christian church, the Christian form of worship, was not invented by the fathers of the church. It was all taken in a ready-made form from Egypt, only not from the Egypt that we know but from one which we do not know. This Egypt was in the same place as the other but it existed much earlier. Only small bits of it survived in historical times, and these bits have been preserved in secret and so well that we do not even know where they have been preserved. It will seem strange to many people when I say that this prehistoric Egypt was Christian many thousands of years before the birth of Christ, that is to say, that its religion was composed of the same principles and ideas that constitute true Christianity. Special schools existed in this prehistoric Egypt which were called 'schools of repetition.' In these schools a public repetition was given on definite days, and in some schools perhaps even every day, of the entire course in a condensed form of the sciences that could be learned at these schools. Sometimes this repetition lasted a week or a month. Thanks to these repetitions people who had passed through this course did not lose their connection with the school and retained in their memory all they had learned. Sometimes they came from very far away simply in order to listen to the repetition and went away feeling their connection with the school. There were special days of the year when the repetitions were particularly complete, when they were carried out with particular solemnity—and these days themselves possessed a symbolical meaning. These 'schools of repetition' were taken as a model for Christian churches—the form of worship in Christian churches almost entirely represents the course of repetition of the science dealing with the universe and man. Individual prayers, hymns, responses, all had their own meaning in this repetition as well as holidays and all religious symbols, though their meaning has been forgotten long ago.

We can learn to control our thoughts in the same way, by gentle determination, not force. We take an affirmation and repeat it continually, while our thoughts are on the rampage. We cannot always control our thoughts, but we can control our words, and repetition impresses the subconscious, and we are then master of the situation.

Repetitive, forceful corrections had taught this gentle dog that at a specific spot the handler would always yank the lead. Thus, each time the Newf arrived at that point, she'd freeze for a beat and close her eyes in anticipation of the impending blow. This caused her to lag, which led to another correction, which resulted in more lagging, another correction, ad infinitum. It was a classic example of canine learned helplessness, whereby a dog learns to accept abuse as a natural, inevitable consequence of living with humans. Repeated corrections had only frightened and confused the animal, and she was trying to protect herself in the only way she knew how.

I was also, slowly, to learn that there were painters whom you grew out of (like the Pre-Raphaelites); painters you grew into (Chardin); painters towards whom you had a lifelong, sighing indifference (Greuze); painters you suddenly became aware of after years of unnoticing (Liotard, Hammershoi, Cassatt, Vallotton); painters assuredly great but to whom your response was always a bit negligent (Rubens); and painters who would, whatever age you were, remain persistently, indomitably great (Piero, Rembrandt, Degas). And then – perhaps the slowest advance of all – I permitted myself to believe, or rather see, that not all Modernism was entirely wonderful. That some parts of it were better than others; that maybe Picasso could be vainglorious, Miró and Klee could be twee, Léger could be repetitive, and so on. I eventually came to realise that Modernism had strengths and weaknesses and a built-in obsolescence, just like all other art movements. Which, as it happens, made it more rather than less interesting.

They used at one time to make me believe that I took a pleasure in reading him. But that continual repetition of battles, so extremely like one another; those gods that are always active without doing anything decisive; that Helen who is the cause of the war, and who yet scarcely appears in the piece; that Troy, so long besieged without being taken; all these together caused me great weariness. I have sometimes asked learned men whether they were not as weary as I of that work. Those who were sincere have owned to me that the poem made them fall asleep; yet it was necessary to have it in their library as a monument of antiquity, or like those rusty medals which are no longer of use in commerce.

It is the simplest phrase you can imagine,” Favreau said, “three monosyllabic words that people say to each other every day.” But the speech etched itself in rhetorical lore. It inspired music videos and memes and the full range of reactions that any blockbuster receives online today, from praise to out-of-context humor to arch mockery. Obama’s “Yes, we can” refrain is an example of a rhetorical device known as epistrophe, or the repetition of words at the end of a sentence. It’s one of many famous rhetorical types, most with Greek names, based on some form of repetition. There is anaphora, which is repetition at the beginning of a sentence (Winston Churchill: “We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields”). There is tricolon, which is repetition in short triplicate (Abraham Lincoln: “Government of the people, by the people, and for the people”). There is epizeuxis, which is the same word repeated over and over (Nancy Pelosi: “Just remember these four words for what this legislation means: jobs, jobs, jobs, and jobs”). There is diacope, which is the repetition of a word or phrase with a brief interruption (Franklin D. Roosevelt: “The only thing we have to fear is fear itself”) or, most simply, an A-B-A structure (Sarah Palin: “Drill baby drill!”). There is antithesis, which is repetition of clause structures to juxtapose contrasting ideas (Charles Dickens: “It was the best of times, it was the worst of times”). There is parallelism, which is repetition of sentence structure (the paragraph you just read). Finally, there is the king of all modern speech-making tricks, antimetabole, which is rhetorical inversion: “It’s not the size of the dog in the fight; it’s the size of the fight in the dog.” There are several reasons why antimetabole is so popular. First, it’s just complex enough to disguise the fact that it’s formulaic. Second, it’s useful for highlighting an argument by drawing a clear contrast. Third, it’s quite poppy, in the Swedish songwriting sense, building a hook around two elements—A and B—and inverting them to give listeners immediate gratification and meaning. The classic structure of antimetabole is AB;BA, which is easy to remember since it spells out the name of a certain Swedish band.18 Famous ABBA examples in politics include: “Man is not the creature of circumstances. Circumstances are the creatures of men.” —Benjamin Disraeli “East and West do not mistrust each other because we are armed; we are armed because we mistrust each other.” —Ronald Reagan “The world faces a very different Russia than it did in 1991. Like all countries, Russia also faces a very different world.” —Bill Clinton “Whether we bring our enemies to justice or bring justice to our enemies, justice will be done.” —George W. Bush “Human rights are women’s rights and women’s rights are human rights.” —Hillary Clinton In particular, President John F. Kennedy made ABBA famous (and ABBA made John F. Kennedy famous). “Mankind must put an end to war, or war will put an end to mankind,” he said, and “Each increase of tension has produced an increase of arms; each increase of arms has produced an increase of tension,” and most famously, “Ask not what your country can do for you; ask what you can do for your country.” Antimetabole is like the C–G–Am–F chord progression in Western pop music: When you learn it somewhere, you hear it everywhere.19 Difficult and even controversial ideas are transformed, through ABBA, into something like musical hooks.

Familiarity with the Word of God is more than memorizing scriptures. The more time we spend reading the Bible, the more it permeates our beings and clarifies the voices within us. Many confuse things and divide the world of our existence into the interior and the exterior. These are the people who would say that the spirit and the soul are the same thing, but that is not true. Like the Trinity—God the Father, the Son, and the Holy Spirit—each of us is also three parts— soul, body, and spirit. How can you tell the difference between the thoughts of your own soul, which come from your mind, will, or emotions; your physical desires, hungers, and urges; and the communications of your spirit, which have ears in the spiritual realm? When a thought comes to mind, where is it coming from— God, evil, your physical urges, or your own psyche? The answer to discerning the difference between these “voices in our heads” is learned through practice and repetition, with the Bible as your personal trainer. It is the mirror into which we look and learn who we truly are. (See James 1:23–25.)

After I gave up sleeping, it occurred to me what a simple thing reality is, how easy it is to make it work. It’s just reality. Just housework. Just a home. Like running a simple machine. Once you learn to run it, it’s just a matter of repetition. You push this button and pull that lever. You adjust a gauge, put on the lid, set the timer. The same thing, over and over.

The first lesson is just to breathe in a measured way, in and out. That will harmonise the system. When you have practiced this for some time, you will do well to join to it the repetition of some word as "Om," or any other sacred word. In India we use certain symbolical words instead of counting one, two, three, four. That is why I advise you to join the mental repetition of the "Om," or some other sacred word to the Pranayama. Let the word flow in and out with the breath, rhythmically, harmoniously, and you will find the whole body is becoming rhythmical. Then you will learn what rest is. Compared with it, sleep is not rest. Once this rest comes the most tired nerves will be calmed down, and you will find that you have never before really rested.

While every parental behavior sends out a message of some kind, it is only the repetitive themes that form the child's picture of the world. If a girl sees her mother accepting physical abuse as well as psychological abuse, she learns that there are no limits to what a man is allowed to do to a woman. A battered woman demonstrates to her daughter that a woman must tolerate anything in order to hold on to a man.

learning how to ride your bike? Well, persistence and sheer repetition, certainly. You were going to stick with it no matter how long it took! It also helped that you were enthusiastic about what you set out to achieve—that you could hardly wait to reach your goal. And finally, let’s not underestimate the impact of positive encouragement. You always knew your parents were in your corner, supporting you, rooting for your success.

This is the essence of learning. The lecturer says something, and it goes in one ear and out the other. The factoid is repeated; same thing. It’s repeated enough times and—aha!—the lightbulb goes on and suddenly you get it. At a synaptic level, the axon terminal having to repeatedly release glutamate is the lecturer droning on repetitively; the moment when the postsynaptic threshold is passed and the NMDA receptors first activate is the dendritic spine finally getting it.

In my work on injuries, I’m very interested in the lag time between when a person first suspects that something is too intense or painful for them in practice, and when they actually stop or alter practice. In between those two points comes a litany of things they are told and learn to tell themselves — “pain is an opening”, “practice requires commitment” etc. — about the necessity of continuing. It’s also in this period that repetitive strain can evolve into chronic injury.

Love’s “story” should be thought of not as running along a straight line, already defined and imaginatively present, but as a door opening onto a multiplicity of paths that can be taken. In order to flourish, a relationship needs a specific time, which can give it a sense of always being open, multiple, and new. Love invents itself, creates itself every day. This is where the greatest difficulty can be experienced in trying to leave behind rivalrous mimetism and neurotic repetition, since they make us replay the same stories over and over, binding us in a closed cycle of time. When time becomes simply repetitive and no longer creative, this indicates that we are stuck in the past, in the snare of loves already played out, in an endless settling of old accounts—enslavement to the same old models. One must learn to make love live, so that it can be free, always fluid in its manifestations and forms. Because love cannot remain statically identical with itself without dying away, any more than we ourselves can.

This was Dr. Ham’s whole theory: that because of its repetitive nature, complex trauma is fundamentally relationship trauma. In other words, this is trauma caused by bad relationships with other people—people who were supposed to be caring and trustworthy and instead were hurtful. That meant future relationships with anybody would be harder for people with complex trauma because they were wired to believe that other people could not be trusted. The only way you could heal from relational trauma, he figured, was through practicing that relational dance with other people. Not just reading self-help books or meditating alone. We had to go out and practice maintaining relationships in order to reinforce our shattered belief that the world could be a safe place. “Relationships are like sports. It’s muscle memory, it’s all the action of doing. You can’t just read about tennis and know how to play tennis. There’s a lot of duelling involved. Interpersonal duelling!” As he saw it, his office was a safe place to practice duelling. Learning how to listen, how to talk, how to ask for what I needed.

Competition is the spice of sports; but if you make spice the whole meal you'll be sick. The simplest single-celled organism oscillates to a number of different frequencies, at the atomic, molecular, sub-cellular, and cellular levels. Microscopic movies of these organisms are striking for the ceaseless, rhythmic pulsation that is revealed. In an organism as complex as a human being, the frequencies of oscillation and the interactions between those frequencies are multitudinous. -George Leonard Learning any new skill involves relatively brief spurts of progress, each of which is followed by a slight decline to a plateau somewhat higher in most cases than that which preceded it…the upward spurts vary; the plateaus have their own dips and rises along the way…To take the master’s journey, you have to practice diligently, striving to hone your skills, to attain new levels of competence. But while doing so–and this is the inexorable–fact of the journey–you also have to be willing to spend most of your time on a plateau, to keep practicing even when you seem to be getting nowhere. (Mastery, p. 14-15). Backsliding is a universal experience. Every one of us resists significant change, no matter whether it’s for the worse or for the better. Our body, brain and behavior have a built-in tendency to stay the same within rather narrow limits, and to snap back when changed…Be aware of the way homeostasis works…Expect resistance and backlash. Realize that when the alarm bells start ringing, it doesn’t necessarily mean you’re sick or crazy or lazy or that you’ve made a bad decision in embarking on the journey of mastery. In fact, you might take these signals as an indication that your life is definitely changing–just what you’ve wanted….Be willing to negotiate with your resistance to change. Our preoccupation with goals, results, and the quick fix has separated us from our own experiences…there are all of those chores that most of us can’t avoid: cleaning, straightening, raking leaves, shopping for groceries, driving the children to various activities, preparing food, washing dishes, washing the car, commuting, performing the routine, repetitive aspects of our jobs….Take driving, for instance. Say you need to drive ten miles to visit a friend. You might consider the trip itself as in-between-time, something to get over with. Or you could take it as an opportunity for the practice of mastery. In that case, you would approach your car in a state of full awareness…Take a moment to walk around the car and check its external condition, especially that of the tires…Open the door and get in the driver’s seat, performing the next series of actions as a ritual: fastening the seatbelt, adjusting the seat and the rearview mirror…As you begin moving, make a silent affirmation that you’ll take responsibility for the space all around your vehicle at all times…We tend to downgrade driving as a skill simply because it’s so common. Actually maneuvering a car through varying conditions of weather, traffic, and road surface calls for an extremely high level of perception, concentration, coordination, and judgement…Driving can be high art…Ultimately, nothing in this life is “commonplace,” nothing is “in between.” The threads that join your every act, your every thought, are infinite. All paths of mastery eventually merge. [Each person has a] vantage point that offers a truth of its own. We are the architects of creation and all things are connected through us. The Universe is continually at its work of restructuring itself at a higher, more complex, more elegant level . . . The intention of the universe is evolution. We exist as a locus of waves that spreads its influence to the ends of space and time. The whole of a thing is contained in each of its parts. We are completely, firmly, absolutely connected with all of existence. We are indeed in relationship to all that is.

No one wants to learn an instrument, Rachel. It's grueling repetition. And besides, you're too old to start. Concert violinists who learn the traditional way begin when they're six or seven." Risa can't help but listen to the irritating conversation taking place between the well-dressed woman and her fashionably disheveled teenage daughter. "It's bad enough they'd be messing in my brain and giving me a NeuroWeave," the girl whines. "But why do I have to have the hands, too? I like my hands!" The mother laughs. "Honey, you've got your father's stubby, chubby little fingers. Trading up will only do you good in life, and it's common knowledge that a musical NeuroWeave requires muscle memory to complete the brain-body connection." "There are no muscles in the fingers!" the girl announces triumphantly. "I learned that in school." The mother gives her a long-suffering sigh. "Think of them like a pair of gloves, Rachel. Fancy silk gloves, like a princess wears." Risa can't stand it anymore. Making sure she's low enough so that her face can't be seen, she gets up, and as she walks past them, she says, "You'll have someone else's fingerprints.

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.

Pleasure Principles What you pay attention to grows. This will be familiar to those who have read Emergent Strategy. Actually, all the emergent strategy principles also apply here! (Insert eggplant emoji). Tune into happiness, what satisfies you, what brings you joy. We become what we practice. I learned this through studying somatics! In his book The Leadership Dojo, Richard Strozzi-Heckler shares that “300 repetitions produce body memory … [and] 3,000 repetitions creates embodiment.”12 Yes is the way. When it was time to move to Detroit, when it was time to leave my last job, when it was time to pick up a meditation practice, time to swim, time to eat healthier, I knew because it gave me pleasure when I made and lived into the decision. Now I am letting that guide my choices for how I organize and for what I am aiming toward with my work—pleasure in the processes of my existence and states of my being. Yes is a future. When I feel pleasure, I know I am on the right track. Puerto Rican pleasure elder Idelisse Malave shared with me that her pleasure principle is “If it pleases me, I will.” When I am happy, it is good for the world.13 The deepest pleasure comes from riding the line between commitment and detachment.14 Commit yourself fully to the process, the journey, to bringing the best you can bring. Detach yourself from ego and outcomes. Make justice and liberation feel good. Your no makes the way for your yes. Boundaries create the container within which your yes is authentic. Being able to say no makes yes a choice. Moderation is key.15 The idea is not to be in a heady state of ecstasy at all times, but rather to learn how to sense when something is good for you, to be able to feel what enough is. Related: pleasure is not money. Pleasure is not even related to money, at least not in a positive way. Having resources to buy unlimited amounts of pleasure leads to excess, and excess totally destroys the spiritual experience of pleasure.

There were other strange signals and signs. Another day, suddenly felt an almost overwhelming urge to travel to Balitmore. I wanted to 'kidnap' a helicoper fly it there if I didn't drive the there', she explains. 'I had no idea where I was to go, only that I was certain I would know my destination as I encountered signs and certain landmarks along the way. I was not even certain who I was to meet, or what my mission was, but I felt I must go.' Beginning to heal by this time with Talbon's help, she resisted that urge. Yet she sensed she would be summoned for three more Cat Woman missions: two in 1999 and one in 2000. As for the code words for activating her, those had been erased from Cheryl's conscious memory. Buried deep in her unconscious mind, however, the words, when called up, cause her to react as her programmers want her to. Though she can't remember the activation codes, Cheryl knows her handlers said the same things every time. 'I'm working on unblocking the words in therapy. Once I know what the words are, I can learn how to stop their effect on me. I did it already when I learned the control code. Standing in front of a mirror, I said the control code words over and over until I was completely desensitised to them. That's what I have to do for the activation code words... but I have not been able to recall all of them as yet.' Dr. Talbon was struck by another very important thing. 'It all hung together. The stories Cheryl told - even though it was upsetting to think people could do stuff like that - they were not disjointed. They were not repetitive in terms of "I've heard this before". It was not just trying consciously or unconsciously to get attention. She'd really processed them out and was done with them. She didn't come up with it again [after telling the story once and dealing with it]. Once it was done, it was done. And I think that was probably the biggest factor for me in her believability. I got no sense that she was using these stories to make herself a really interesting person to me so I'd really want to work with her, or something.

One of the most remarkable properties of our brain is its capacity to change and adapt to our individual world. Neurons and neural networks actually make physical changes when stimulated; this is called neuroplasticity. The way they become stimulated is through our particular experiences: The brain changes in a “use dependent” way. The neural networks involved in piano playing, for example, will make changes when activated by a child practicing her piano. These experience-dependent changes translate into better piano playing. This aspect of neuroplasticity—repetition leads to change—is well known and is why practice in sports, arts, and academics can lead to improvement. A key principle of neuroplasticity is specificity. In order to change any part of the brain, that specific part of the brain must be activated. If you want to learn to play the piano, you can’t simply read about piano playing, or watch and listen to YouTube clips of other people playing piano. You must put your hands on the keys and play; you have to stimulate the parts of the brain involved in piano playing in order to change them. This principle of “specificity” applies to all brain-mediated functions, including the capacity to love. If you have never been loved, the neural networks that allow humans to love will be undeveloped, as in Gloria’s case. The good news is that with use, with practice, these capabilities can emerge. Given love, the unloved can become loving.

One of the main purposes of university education is to escape from the Zeitgeist, from the mean, narrow, provincial spirit which is constantly assuring us that we are at the peak of human achievement, that we stand on the edge of unprecedented prosperity or an unparalleled catastrophe; that the next summit conference is going to be the most fateful in history or that the leader of the day is either the greatest, or the most disastrous, of all time. It is a liberation of the spirit to acquire perspective, to recognize that every generation is confronted by problems of the utmost subjective urgency, but that an objective grading is probably impossible; to learn that the same moral predicaments and the same ideas have been explored before. One need read very little in political theory to become aware of recurrences and repetitions.

I highly recommend re-reading good personal development books. Rarely can we read a book once and internalize all of the value from that book. Achieving mastery in any area requires repetition—being exposed to certain ideas, strategies, or techniques over and over again, until they become engrained in your subconscious mind. For example, if you wanted to master karate, you wouldn’t learn the techniques once and then think, “I got this.” No, you’d learn the techniques, practice them, then go back to your sensei and learn them again, and repeat the process hundreds of times in order to master a single technique. Mastering techniques to improve your life works the same way. There is more value in re-reading a book you already know has strategies that can improve your life than there is in reading a new book before you’ve mastered the strategies in the first.

Modified interaction does not always involve linguistic simplification. It may also include elaboration, slower speech rate, gesture, or the provision of additional contextual cues. Some examples of conversational modifications are: 1   Comprehension checks—efforts by the native speaker to ensure that the learner has understood (for example, ‘The bus leaves at 6:30. Do you understand?’). 2   Clarification requests—efforts by the learner to get the native speaker to clarify something that has not been understood (for example, ‘Could you repeat please?’). These requests from the learner lead to further modifications by the native speaker. 3   Self-repetition or paraphrase—the more proficient speaker repeats his or her sentence either partially or in its entirety (for example, ‘She got lost on her way home from school. She was walking home from school. She got lost.’).

Well, my lord,” Noorden said. “Imagine that you hear a tapping sound somewhere outside your tent. If it repeats occasionally, with no exact set pattern, then it might be the wind blowing a loose flap against a pole. However, if it repeats with exact regularity, you know that it must be a person, beating against a pole. You’d be able to make the distinction immediately, because you’ve learned that nature can be repetitive in a case like that, but not exact. These numbers are the same, my lord. They’re just too organized, too repetitive, to be natural. They had to have been crafted by somebody.” “You’re saying that a person made those soldiers sick?” Cett asked. “A person? . . . No, not a person, I’d guess,” Noorden said. “But something intelligent must have done it. That’s the only conclusion I can draw. Something with an agenda, something that cares to be precise.” The

You can build a fortune through the aid of laws which are immutable. But, first, you must become familiar with these laws, and learn to USE them. Through repetition, and by approaching the description of these principles from every conceivable angle, the author hopes to reveal to you the secret through which every great fortune has been accumulated. Strange and paradoxical as it may seem, the "secret" is NOT A SECRET. Nature, herself, advertises it in the earth on which we live, the stars, the planets suspended within our view, in the elements above and around us, in every blade of grass, and every form of life within our vision. Nature advertises this "secret" in the terms of biology, in the conversion of a tiny cell, so small that it may be lost on the point of a pin, into the HUMAN BEING now reading this line. The conversion of desire into its physical equivalent is, certainly, no more miraculous!

From *the form of time and of the single dimension* of the series of representations, on account of which the intellect, in order to take up one thing, must drop everything else, there follows not only the intellect’s distraction, but also its *forgetfulness*. Most of what it has dropped it never takes up again, especially as the taking up again is bound to the principle of sufficient reason, and thus requires an occasion which the association of ideas and motivation have first to provide. Yet this occasion may be the remoter and the smaller, the more our susceptibility to it is enhanced by interest in the subject. But, as I have already shown in the essay *On the Principle of Sufficient Reason*, memory is not a receptacle, but a mere faculty, acquired by practice, of bringing forth any representations at random, so that these have always to be kept in practice by repetition, otherwise they are gradually lost. Accordingly, the knowledge even of the scholarly head exists only *virtualiter* as an acquired practice in producing certain representations. *Actualiter*, on the other hand, it is restricted to one particular representation, and for the moment is conscious of this one alone. Hence there results a strange contrast between what a man knows *potentia* and what he knows *actu*, in other words, between his knowledge and his thinking at any moment. The former is an immense and always somewhat chaotic mass, the latter a single, distinct thought. The relation is like that between the innumerable stars of the heavens and the telescope’s narrow field of vision; it stands out remarkably when, on some occasion, a man wishes to bring to distinct recollection some isolated fact from his knowledge, and time and trouble are required to look for it and pick it out of that chaos. Rapidity in doing this is a special gift, but depends very much on the day and the hour; therefore sometimes memory refuses its service, even in things which, at another time, it has ready at hand. This consideration requires us in our studies to strive after the attainment of correct insight rather than an increase of learning, and to take to heart the fact that the *quality* of knowledge is more important than its quantity. Quantity gives books only thickness; quality imparts thoroughness as well as style; for it is an *intensive* dimension, whereas the other is merely extensive. It consists in the distinctness and completeness of the concepts, together with the purity and accuracy of the knowledge of perception that forms their foundation. Therefore the whole of knowledge in all its parts is permeated by it, and is valuable or troubling accordingly. With a small quantity but good quality of knowledge we achieve more than with a very great quantity but bad quality." —from_The World as Will and Representation_. Translated from the German by E. F. J. Payne in two volumes: volume II, pp. 139-141

The gesture is the incarnation of the verb, that is, an action is a thought made manifest. A small gesture betrays us, so we must polish everything, think about details, learn the technique in such a way that it becomes intuitive. Intuition has nothing to do with routine, but with a state of mind that is beyond technique. So, after much practising, we no longer think about the necessary movements, they become part of our own existence. But for this to happen, you must practise and repeat. And if that isn’t enough, you must repeat and practise. Look at the skilled farrier working steel. To the untrained eye, he is merely repeating the same hammer blows. But anyone who knows the way of the bow knows that each time he lifts the hammer and brings it down, the intensity of the blow is different. The hand repeats the same gesture, but as it approaches the metal, it understands that it must touch it with more or less force. So it is with repetition, although it may appear to be the same thing, it is always different.

Although there are no set methods to test for psychiatric disorders like psychopathy, we can determine some facets of a patient’s mental state by studying his brain with imaging techniques like PET (positron emission tomography) and fMRI (functional magnetic resonance imaging) scanning, as well as genetics, behavioral and psychometric testing, and other pieces of information gathered from a full medical and psychiatric workup. Taken together, these tests can reveal symptoms that might indicate a psychiatric disorder. Since psychiatric disorders are often characterized by more than one symptom, a patient will be diagnosed based on the number and severity of various symptoms. For most disorders, a diagnosis is also classified on a sliding scale—more often called a spectrum—that indicates whether the patient’s case is mild, moderate, or severe. The most common spectrum associated with such disorders is the autism spectrum. At the low end are delayed language learning and narrow interests, and at the high end are strongly repetitive behaviors and an inability to communicate.

But it is just as useless for a man to want first of all to decide the externals and after that the fundamentals as it is for a cosmic body, thinking to form itself, first of all to decide the nature of its surface, to what bodies it should turn its light, to which its dark side, without first letting the harmony of centrifugal and centripetal forces realize [*realisere*] its existence [*Existents*] and letting the rest come of itself. One must learn first to know himself before knowing anything else (γνῶθι σε αυτόν). Not until a man has inwardly understood himself and then sees the course he is to take does his life gain peace and meaning; only then is he free of the irksome, sinister traveling companion―that irony of life which manifests itself in the sphere of knowledge and invites true knowing to begin with a not-knowing (Socrates), just as God created the world from nothing. But in the waters of morality it is especially at home to those who still have not entered the tradewinds of virtue. Here it tumbles a person about in a horrible way, for a time lets him feel happy and content in his resolve to go ahead along the right path, then hurls him into the abyss of despair. Often it lulls a man to sleep with the thought, "After all, things cannot be otherwise," only to awaken him suddenly to a rigorous interrogation. Frequently it seems to let a veil of forgetfulness fall over the past, only to make every single trifle appear in a strong light again. When he struggles along the right path, rejoicing in having overcome temptation's power, there may come at almost the same time, right on the heels of perfect victory, an apparently insignificant external circumstance which pushes him down, like Sisyphus, from the height of the crag. Often when a person has concentrated on something, a minor external circumstance arises which destroys everything. (As in the case of a man who, weary of life, is about to throw himself into the Thames and at the crucial moment is halted by the sting of a mosquito). Frequently a person feels his very best when the illness is the worst, as in tuberculosis. In vain he tries to resist it but he has not sufficient strength, and it is no help to him that he has gone through the same thing many times; the kind of practice acquired in this way does not apply here. Just as no one who has been taught a great deal about swimming is able to keep afloat in a storm, but only the man who is intensely convinced and has experiences that he is actually lighter than water, so a person who lacks this inward point of poise is unable to keep afloat in life's storms.―Only when a man has understood himself in this way is he able to maintain an independent existence and thus avoid surrendering his own I. How often we see (in a period when we extol that Greek historian because he knows how to appropriate an unfamiliar style so delusively like the original author's, instead of censuring him, since the first prize always goes to an author for having his own style―that is, a mode of expression and presentation qualified by his own individuality)―how often we see people who either out of mental-spiritual laziness live on the crumbs that fall from another's table or for more egotistical reasons seek to identify themselves with others, until eventually they believe it all, just like the liar through frequent repetition of his stories.

In what way can it act as master? Through scores of incarnations, the ‘self ’ we end up with is derived from the attributes with which we endow our God, the abstract Ego or conceptive principles. All conception is a denial of the Kiã, and hence we human beings are its opposition, our own evil. As we are the offspring of ourselves, we are the conflict between whatever we deny and assert of the Kiã. It would seem that we cannot be too careful in our choice, for it determines the body we inhabit. Thus forever from ‘self ’ do I fashion the Kiã, which may be without likeness, but which may be regarded as the truth. From this process is the bondage made, and not through intellect shall we be free from it. The law of Kiã is always its own original purpose, undetermined by anything else, and its emanations are unchanging. Through our own conceptive process things materialize, and take their nature from that duality. Human beings take their law from this refraction, and their ideas create their reality. With what do they balance their ecstasy? They pay measure for measure with intense pain, sorrow, and miseries. With what do they balance their rebellion? Of necessity, with slavery! Duality is the law, and realization by experience relates and opposes by units of time. Ecstasy for any length of time is difficult to obtain, and takes a lot of work. The conditions of consciousness and existence would seem to be various degrees of misery alternating with gusts of pleasure and some more subtle emotions. Consciousness of existence consists of duality in some form or other. From it are created the illusions of time, size, entity, etc.: the world’s limit. The dual principle is the quintessence of all experience, and no ramification has enlarged its primordial simplicity, but can only be its repetition, modification or complexity: its evolution can never be complete. It can never go further than the experience of self, so returns and unites again and again, ever an anti-climax. Its evolution consists of forever returning to its original simplicity by infinite complication. No man shall understand its ‘reason why’ by looking at its workings. Know it as the illusion that embraces the learning of all existence. It is the most aged one who grows no wiser, and is the mother of all things. Therefore believe all ‘experience’ to be an illusion, and the result of the law of duality. Just as space pervades an object both inside and outside it, similarly within and beyond this ever-changing cosmos, there is this single principle.

all teachers in the content-based French immersion classes they observed used recasts more than any other type of feedback. Indeed, recasts accounted for more than half of the total feedback provided in the four classes. Repetition of error was the least frequent feedback type provided. The other types of corrective feedback fell in between. Student uptake was least likely to occur after recasts and more likely to occur after clarification requests, metalinguistic feedback, and repetitions. Furthermore, elicitations and metalinguistic feedback not only resulted in more uptake, they were also more likely to lead to a corrected form of the original utterance. Lyster (1998) has argued that students receiving content-based language teaching (where the emphasis is on meaning not form) are less likely to notice recasts than other forms of corrective feedback, because they may assume that the teacher is responding to the content rather than the form of their speech. Indeed, the double challenge of making the subject-matter comprehensible and enhancing knowledge of the second language itself within content-based language teaching has led Merrill Swain (1988) and others to conclude that ‘not all content teaching is necessarily good language teaching’ (p. 68). The challenges of content-based language teaching will be discussed further in Chapter 6.