Schooling Motivation Quotes

I think the big mistake in schools is trying to teach children anything, and by using fear as the basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest can produce learning on a scale compared to fear as a nuclear explosion to a firecracker.

That was the funniest thing I'd heard in days. You're kidding, right? PLEASE tell me you have a stronger motive for me than 'fair is fair.' Life isn't FAIR, Dean....Nothing is fair, EVER. That's the stupidest thing I've ever heard. I need to help you because FAIR IS FAIR? Try, 'I need you to help me so I won't rip out your spine and beat you with it.' I MIGHT respond to that. MAYBE.

You can't learn in school what the world is going to do next year.

At school, new ideas are thrust at you every day. Out in the world, you'll have to find your inner motivation to seek for new ideas on your own.

Your comfort zone is a place where you keep yourself in a self-illusion and nothing can grow there but your potentiality can grow only when you can think and grow out of that zone.

Your pain is a school unto itself–– and your joy a lovely temple.

Forget about self-image and self-judgment. It's about self-love, and no one teaches you that at school. No one teaches you that if you accept and love yourself, nothing and no one can touch you. This is the only face and body you're ever going to get, so be comfortable and happy in it. Own it. Own every aspect of who you are and present it to the world with the utmost pride.

Some people majored in English to prepare for law school. Others became journalists. The smartest guy in the honors program, Adam Vogel, a child of academics, was planning on getting a Ph.D. and becoming an academic himself. That left a large contingent of people majoring in English by default. Because they weren't left-brained enough for science, because history was too try, philosophy too difficult, geology too petroleum-oriented, and math too mathematical - because they weren't musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they'd done in first grade: reading stories. English was what people who didn't know what to major in majored in.

It's just high school, man. Those guys are just high school guys, and in ten years they're going to be working for people like me. I know that. I just have to make it through two more years.

It is hard not to feel that there must be something very wrong with much of what we do in school, if we feel the need to worry so much about what many people call 'motivation'. A child has no stronger desire than to make sense of the world, to move freely in it, to do the things that he sees bigger people doing.

Your VISION and your self-willingness is the MOST powerful elements to conquer your goal

[Greens] don't come through the back door the same as other groceries. They don't cower at the bottom of paper bags marked 'Liberty.' They wave over the top. They don't stop to be checked off the receipt. They spill out onto the counter. No going onto shelves with cans in orderly lines like school children waiting for recess. No waiting, sometimes for years beyond the blue sell by date, to be picked up and taken from the shelf. Greens don't stack or stand at attention. They aren't peas to be pushed around. Cans can't contain them. Boxed in they would burst free. Greens are wild. Plunging them into a pot took some doing. Only lobsters fight more. Either way, you have to use your hands. Then, retrieving them requires the longest of my mother's wooden spoons, the one with the burnt end. Swept onto a plate like the seaweed after a storm, greens sit tall, dark, and proud.

Things get done only if the data we gather can inform and inspire those in a position to make difference.

I've learned that the universe doesn't care what our motives are, only our actions. So we should do things that will bring about good, even if there is an element of selfishness involved. Like the kids at my school might join the Key Club or Future Buisness Leaders of America, because it's a social thing and looks good on their record, not because they really want to volunteer at the nursing home. But the people at the nursing home still benefit from it, so it's better that the kids do it than not do it. And if they never did it, then they wouldn't find out that they actually liked it.

The alchemy of life is to turn coins into cents, by making sense of change.

I’m talking about the number of privileged, highly intelligent, motivated career-track people that I know, from my high school or college, who are, if you look into their eyes, empty and miserable.

Have you noticed how the cleverest people at school are not those who make it in life? People who are conventionally clever get jobs on their qualifications (the past), not on their desire to succeed (the future). Very simply, they get overtaken by those who continually strive to be better than they are.

Have and show motivation to do and learn. That's the key for a good career. Everything else is an extrapolation of that.

My priority is not about grades. I seek yearn for knowledge, skills and wisdom.

My instinct was always have your gun in your hand. Especially when you are telling somebody to do something. But, in fact, the police academy discourages this. They feel your gun should rarely, if ever, be brought out of its holster. Most certainly not when children are involved, which is exactly when I saw myself using my gun most often. A truant teenager loitering outside a movie theater is going to be far more motivated to return to school when he has the barrel of a .45 pressed against his cheek.

Quoting an experienced school counselor: "You can't change a bully into a flower child, but you can change him into a knight.

How can you be bored? There are so many books to read!

The world needs great inspires, who will encourage every living soul to reach their highest potential. You can be one.

With great enthusiasm and determination you will master the art in your field.

Autumn is a momentum of the natures golden beauty…, so the same it’s time to find your momentum of life

Read to find life treasures

Schooling that children are forced to endure—in which the subject matter is imposed by others and the “learning” is motivated by extrinsic rewards and punishments rather than by the children’s true interests—turns learning from a joyful activity into a chore, to be avoided whenever possible. Coercive schooling, which tragically is the norm in our society, suppresses curiosity and overrides children’s natural ways of learning. It also promotes anxiety, depression and feelings of helplessness that all too often reach pathological levels.

This points to a nagging and important question about free-market ideologues: Are they ‘true believers’, driven by ideology and faith that free markets will cure underdevelopment, as is often asserted, or do the ideas and theories frequently serve as an elaborate rationale to allow people to act on unfettered greed while still invoking an altruistic motive?

Too much school." "Would you rather be dead?! Would you rather die? Here, on your knees in the back of a convenience store?!

If we throw blankets over our children's dreams, we darken their world and extinguish their desire to live.

My priority is not about grades. I yearn for knowledge, skills and wisdom.

How you think and create your inner world that you gonna become in your outer world. Your inner believe manifest you in the outside

If you have never reached rock bottom, you have never attended the school of greatness.

Your traditional EDUCATION is not going to CHANGE your life but the life you are experiencing that can change you. Choose a POSITIVE life STYLE with positive ATTITUDE which could bring you a life with HAPPINESS and WISDOM

School does not make people, it is learning that makes people great, that is why you see first class students fail and poor. The world is not ruled by those who went to school, it is ruled by those who learn everyday.

Far from helping students to develop into mature, self-reliant, self-motivated individuals, schools seem to do everything they can to keep youngsters in a state of chronic, almost infantile, dependency. The pervasive atmosphere of distrust, together with rules covering the most minute aspects of existence, teach students every day that they are not people of worth, and certainly not individuals capable of regulating their own behavior.

Education is one of the greatest gift for mankind. Each one of us must seek this enlightenment.

Encouragement is a fire of flame. It refreshes the soul and revives the spirit.

Uniform of a soldier and uniform of a student both are equally needed for the nation.

Everyone must be given the opportunity to think, read and write.

Your every positive action in your life will increase your self-esteem and this self-esteem will boost you for more positive action to take you on success

If you are not EXCITED enough at your present life its mean your future is not EXITING. Excitement will give you ENTHUSIASM and enthusiasm will give you a positive energetic LIFE STYLE which could give you a successful exiting life…

There will be many times in your lives--- at school, and more particularly when you are a grown up---when people will distract or divert you from what needs to be done. You may even welcome the distraction. But if you use it as an excuse for not doing what you suppose to do, you can blame no one but yourself. If you truly wish to accomplish something, you should allow nothing to stop you, and chances are you'll succeed.

Really, Hagrid, if you are holding out for universal popularity, I'm afraid you will be in this cabin for a very long time,' said Dumbledore, now peering sternly over his half-moon spectacles. 'Not a week has passed, since I became Headmaster of this school, when I haven't had at least one owl complaining about the way I run it. But what should I do? Barricade myself in my study and refuse to talk to anybody?

The narrator welcomes new students to his school by offering to tell them who the easy teachers are, or who the good ones are.

In the school of success, information is the greatest asset. The more you read, the more you discover, the more you discover, the more you recover and the better your life become.

You can be one of the smartest students in this school if you actually listened to what was being said and stopped focussing so much on how everything affects you.

You must go to the school or to the books or on the field because knowledge doesn't come to you, you must go to the knowledge.

Each of us has our definition of adventure: ending an unsatisfying relationship, returning to school, parachute jumping or training for a marathon. Go ahead. Get your thrill on.

Education makes your maths better, not necessarily your manners.

The only way to know is to learn, relearn and unlearn.

Do not quit. Hang on the wings of hope.

CONFIDENCE is not showing off your VANITY, it’s about to be HUMBLED and KIND to others what are you truly SKILLED and PROFESSIONAL about…

Give yourself a great self-respect to know who you are then your confidence will shine on you

Enjoy your dreams and empower others to live theirs.

If you're not a smart worker, it's about how hard you work double the amount from the heart; if you're not a hard worker, it's about how smart you work but times two from the brain.

No man's advice can change you unless you speak to yourself. Bible school or seminars can't change you, going to church can't change you except you decide to change. Psalm 139:23 - 24

The assault on education began more than a century ago by industrialists and capitalists such as Andrew Carnegie. In 1891, Carnegie congratulated the graduates of the Pierce College of Business for being “fully occupied in obtaining a knowledge of shorthand and typewriting” rather than wasting time “upon dead languages.” The industrialist Richard Teller Crane was even more pointed in his 1911 dismissal of what humanists call the “life of the mind.” No one who has “a taste for literature has a right to be happy” because “the only men entitled to happiness… is those who are useful.” The arrival of industrialists on university boards of trustees began as early as the 1870s and the University of Pennsylvania’s Wharton School of Business offered the first academic credential in business administration in 1881. The capitalists, from the start, complained that universities were unprofitable. These early twentieth century capitalists, like heads of investment houses and hedge-fund managers, were, as Donoghue writes “motivated by an ethically based anti-intellectualism that transcended interest in the financial bottom line. Their distrust of the ideal of intellectual inquiry for its own sake, led them to insist that if universities were to be preserved at all, they must operate on a different set of principles from those governing the liberal arts.

Our prevailing system of management has destroyed our people. People are born with intrinsic motivation, self-respect, dignity, curiosity to learn, joy in learning. The forces of destruction begin with toddlers—a prize for the best Halloween costume, grades in school, gold stars—and on up through the university. On the job, people, teams, and divisions are ranked, reward for the top, punishment for the bottom. Management by Objectives, quotas, incentive pay, business plans, put together separately, division by division, cause further loss, unknown and unknowable.

When it comes to the education of our young, this privilege should only be given to those whose visions are solely in the uplifting benefit of the child. There is no room for the ego in the education of children! Children should not be looked after, nor educated, by those who have not made a sacrifice within their hearts, laying down their own personal agenda and dreams, for the total ascension of the child. Even if you are to educate the children simply sitting under a tree; if you have the vision and the heart of a sage, those children will grow to be mighty men and women under your watch! And even if you wine and dine the children, putting them up in a palace; if you do not have the vision and the selfless heart of a sage, all you do is in utter vanity!

I stare past her at the inspirational kitten posters. There's one of a soaking-wet kitten climbing out of a toilet with the caption "it could be worse!" "Just tell me whatever it is you're thinking," Mrs. Paulsen says. "Whatever is going through your mind right now." "I hope they didn't actually drop a cat in the toilet to get that picture," I choke out. "...Pardon?" "Nothing. Sorry.

In school, they taught us a "hero" never follows the "herd". Twenty years of being a misfit and I finally realised that maybe, the hero never had a choice. Maybe, a hero was just a reject from the herd.

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

imitation of notable models as an effective spring of learning; was the most ancient and effective motivation to learn—to become like someone admirable—put to death deliberately by institutional pedagogy.

We spend 8 hours a day, for 10 months a year, for nearly 17 years sending our kids to school to prepare them for life. In all of that time there is never a course in overcoming adversity, goal setting, sacrifice, perseverance, teammates, or family. I guess that's what wrestling is for.

Art was not an after-school special. Art was not motivational speaking. Art was not sentimental. It had no responsibility to be hopeful or optimistic or make anyone feel better about the world. It must reflect the world in all its brutality and beauty, not in hopes of changing it but in the mean and selfish desire to not be enrolled in its lie, to not be coopted by the television dreams, to not ignore the great crimes all around us.

In the earliest years, when you could still drive a Volvo 240 without feeling self-conscious, the collective task in Ramsey Hill was to relearn certain life skills that your own parents had fled to the suburbs specifically to unlearn, like how to interest the local cops in actually doing their job, and how to protect a bike from a highly motivated thief, and when to bother rousting a drunk from your lawn furniture, and how to encourage feral cats to shit in somebody else’s children’s sandbox, and how to determine whether a public school sucked too much to bother trying to fix it.

He has me pinned on my back in record time, his mouth crashing against mine as we frantically devour one another. “Awesome speech,” he murmurs, pushing my sweater up and planting his hot mouth against my equally hot skin. “Very motivational.

Take school, for instance. We say that the function of school is to teach valuable skills and knowledge. Yet students don't remember most of what they're taught, and most of what they do remember isn't very useful... Again, something doesn't add up.

Until they enter elementary school most youngsters are motivated by the challenge itself, not by stars or grades or rewards. This is called mastery motivation and is the form of learning most likely to lead to both engagement and persistence, and ultimately to expertise.

when you become addict in to MATERIAL things in life then the TRUE natural life start to run away from you, YES! it's can give you certain pleasure in the society but in the same time it will sabotage your true HAPPINESS of life which we could have simply with GRATITUDE and FORGIVENESS

I told you it would be difficult! If I were you I would just not bother trying these tasks! They are great challenges, clearly too great for you.” said Guya, but there was a certain sparkle in his eye as he said it. “I shall complete your tasks, ” said Yoshiko firmly. “And I’ll be back sooner than you think!” With that he spread his wings to head for Fire School. “Oh and one more thing Guya” Yoshiko added. Perhaps when I return you will be so kind as to stop calling me a little dragon!” As Yoshiko flew off Guya chuckled to himself.

Dear Fathers of the Fatherless Children, As little girls grow into women, we, as Chief Guardians teach them not to be like you. We school them to not make the same mistakes we made in choosing the wrong men. We raised our daughters to know they are queens and to not accept anything less than that. Our daughters know, they are loved, beautiful, wanted and supported. Our daughters know they can do whatever they set their minds to do.

Now, motivational patterns are going to be similar among all espionage agents. That is to say: there will be certain types of motivation that are similar despite differing schools or opposed aims. You will study first how to separate this element for your analysis—in the beginning, through interrogation patterns that betray the inner orientation of the interrogators; secondly, by close observation of language-thought orientation of those under analysis. You will find it fairly simple to determine the root languages of your subjects, of course, both through voice inflection and speech pattern.

I'm just saying that people are complicated. Nemo was a different man by the time Harding and Pencroft met him: older, bitter, disillusioned. That's why he wanted his technology hidden away and guarded. HP was motivated by Nemo's caution - paranoia, even. So you've got two completely different schools, Land Institute and Harding-Pencroft, inspired by different sides of the same person.

Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.

vast majority of challenging kids already know how we want them to behave. They know they’re supposed to do what they’re told. They know they’re not supposed to disrupt the learning of their classmates or run out of the school when they’re upset or embarrassed. And they know they’re not supposed to hit people, swear, or call out in class. So they don’t need us to put lots of effort into teaching them how we want them to behave. And while this may be hard to believe, most challenging kids already want to behave the right way. They don’t need us to continue giving them stickers, depriving them of recess, or suspending them from school; they’re already motivated. They need something else from us.

What kind of shit was I? I could certainly play some nasty, unreal games. What was my motive? Was I trying to get even for something? Could I keep on telling myself that it was merely a matter of research, a simple study of the female? I was simply letting things happen without thinking about them. I wasn't considering anything but my own selfish, cheap pleasure. I was like a spoiled high school kid. I was worse than any whore; a whore took your money and nothing more. I tinkered with lives and souls as if they were playthings. How could I call myself a man? How could I write poems? What did I consist of? I was a bush-league de Sade, without his intellect. A murderer was more straightforward and honest than I was. Or a rapist. I didn't want my soul played with, mocked, pissed on; I knew that much at any rate. I was truly no good. I could feel it as I walked up and down on the rug. No good. The worst part of it was that I passed myself off for exactly what I wasn't - a good man. I was able to enter people's lives because of their trust in me. I was doing my dirty work the easy way. I was writing The Love Tale of the Hyena.

On this thanksgiving, I would like to thank that one girl, who never lost hope despite all odds were against her, who always worked, and moved on, despite losing all friends just after leaving school, a time when you need friends the most! Who had immense strength and will-power and so much inspiration inside her that she ended up being happy, satisfied, and successful, all alone. That one girl who always smiles in the mirror, and says, 'Bitch, you have a long way to go, and you gotta travel all alone, depending upon anyone will make you weak, so buck up, there's a lot you gotta do!' On this thanksgiving, I thank myself, my soul for being so majestically robust! I would have thanked other people, but sadly, nobody ever helped me, more than I helped myself...

All the talk of bullying and alienation provided an easy motive. Forty-eight hours after the massacre, USA Today pulled the threads together in a stunning cover story that fused the myths of jock-hunting, bully-revenge, and the TCM. “Students are beginning to describe how a long-simmering rivalry between the sullen members of their clique [the TCM] and the school’s athletes escalated and ultimately exploded in this week’s deadly violence,” it said. It described tension the previous spring, including daily fistfights. The details were accurate, the conclusions wrong. Most of the media followed. It was accepted as fact.

And yet sometimes she worried about what those musty old books were doing to her. Some people majored in English to prepare for law school. Others became journalists. The smartest guy in the honors program, Adam Vogel, a child of academics, was planning on getting a Ph.D. and becoming an academic himself. That left a large contingent of people majoring in English by default. Because they weren't left-brained enough for science, because history was too dry, philosophy too difficult, geology too petroleum-oriented, and math too mathematical--because they weren't musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they'd done in first grade: reading stories. English was what people who didn't know what to major in majored in.

Making these choices [to attend school instead of skipping], as it turned out, wasn't about willpower. I always admired people who “willed” themselves to do something, because I have never felt I was one of them. If sheer will were enough by itself, it would have been enough a long time ago, back on University Avenue, I figured. It wasn't, not for me anyway. Instead, I needed something to motivate me. I needed a few things that I could think about in my moments of weakness that would cause me to throw off the blanket and walk through the front door. More than will, I needed something to inspire me. One thing that helped was a picture I kept in mind, this image that I used over and over whenever I was faced with these daily choices. I pictured a runner running on a racetrack. The image was set in the summertime and the racetrack was a reddish orange, divided in white racing stripes to flag the runners’ columns. Only, the runner in my mental image did not run alongside others; she ran solo, with no one watching her. And she did not run a free and clear track, she ran one that required her to jump numerous hurdles, which made her break into a heavy sweat under the sun. I used this image every time I thought of things that frustrated me: the heavy books, my crazy sleep schedule, the question of where I would sleep and what I would eat. To overcome these issues I pictured my runner bolting down the track, jumping hurdles toward the finish line. Hunger, hurdle. Finding sleep, hurdle, schoolwork, hurdle. If I closed my eyes I could see the runner’s back, the movement of her sinewy muscles, glistening with sweat, bounding over the hurdles, one by one. On mornings when I did not want to get out of bed, I saw another hurdle to leap over. This way, obstacles became a natural part of the course, an indication that I was right where I needed to be, running the track, which was entirely different from letting obstacles make me believe I was off it. On a racing track, why wouldn't there be hurdles? With this picture in mind—using the hurdles to leap forward toward my diploma—I shrugged the blanket off, went through the door, and got myself to school.

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.

Like money, approval from others is a form of extrinsic reward. Our culture has educated us to hunger for reward. We attended schools that used extrinsic means to motivate us to study; we grew up in homes where we were rewarded for being good little boys and girls, and were punished when our caretakers judged us to be otherwise. Thus, as adults, we easily trick ourselves into believing that life consists of doing things for reward; we are addicted to getting a smile, a pat on the back, and people’s verbal judgments that we are a “good person,” “good parent,” “good citizen,” “good worker,” “good friend,” and so forth. We do things to get people to like us and avoid things that may lead people to dislike or punish us.

Epicurus founded a school of philosophy which placed great emphasis on the importance of pleasure. "Pleasure is the beginning and the goal of a happy life," he asserted, confirming what many had long thought, but philosophers had rarely accepted. Vulgar opinion at once imagined that the pleasure Epicurus had in mind involved a lot of money, sex, drink and debauchery (associations that survive in our use of the word 'Epicurean'). But true Epicureanism was more subtle. Epicurus led a very simple life, because after rational analysis, he had come to some striking conclusions about what actually made life pleasurable - and fortunately for those lacking a large income, it seemed that the essential ingredients of pleasure, however elusive, were not very expensive. The first ingredient was friendship. 'Of all the things that wisdom provides to help one live one's entire life in happiness, the greatest by far is the possession of friendship,' he wrote. So he bought a house near Athens where he lived in the company of congenial souls. The desire for riches should perhaps not always be understood as a simple hunger for a luxurious life, a more important motive might be the wish to be appreciated and treated nicely. We may seek a fortune for no greater reason than to secure the respect and attention of people who would otherwise look straight through us. Epicurus, discerning our underlying need, recognised that a handful of true friends could deliver the love and respect that even a fortune may not. Epicurus and his friends located a second secret of happiness: freedom. In order not to have to work for people they didn't like and answer to potentially humiliating whims, they removed themselves from employment in the commercial world of Athens ('We must free ourselves from the prison of everyday affairs and politics'), and began what could best have been described as a commune, accepting a simpler way of life in exchange for independence. They would have less money, but would never again have to follow the commands of odious superiors. The third ingredient of happiness was, in Epicurus's view, to lead an examined life. Epicurus was concerned that he and his friends learn to analyse their anxieties about money, illness, death and the supernatural. There are few better remedies for anxiety than thought. In writing a problem down or airing it in conversation we let its essential aspects emerge. And by knowing its character, we remove, if not the problem itself, then its secondary, aggravating characteristics: confusion, displacement, surprise. Wealth is of course unlikely ever to make anyone miserable. But the crux of Epicurus's argument is that if we have money without friends, freedom and an analysed life, we will never be truly happy. And if we have them, but are missing the fortune, we will never be unhappy.

Teach me how to be loved. Let me show you how to love me well. School me in the workings of your heart, in the language of your bones. Let my open palm memorize the shape of your face. Tell me the stories of your scars so I can trace them with the honor of understanding. Do you see this fault line? It is where I was broken, over and over again, by the ones who came before you. Are you willing to take that in? My wide open eyes? My truth lives there, if you look for it. I have been loved by those who didn’t care to discover all that I am. Will you be the one to see me whole?

an empathic and patient listener, coaxing each of us through the maze of our feelings, separating out our weapons from our wounds. He cautioned us when we got too lawyerly and posited careful questions intended to get us to think hard about why we felt the way we felt. Slowly, over hours of talking, the knot began to loosen. Each time Barack and I left his office, we felt a bit more connected. I began to see that there were ways I could be happier and that they didn’t necessarily need to come from Barack’s quitting politics in order to take some nine-to-six foundation job. (If anything, our counseling sessions had shown me that this was an unrealistic expectation.) I began to see how I’d been stoking the most negative parts of myself, caught up in the notion that everything was unfair and then assiduously, like a Harvard-trained lawyer, collecting evidence to feed that hypothesis. I now tried out a new hypothesis: It was possible that I was more in charge of my happiness than I was allowing myself to be. I was too busy resenting Barack for managing to fit workouts into his schedule, for example, to even begin figuring out how to exercise regularly myself. I spent so much energy stewing over whether or not he’d make it home for dinner that dinners, with or without him, were no longer fun. This was my pivot point, my moment of self-arrest. Like a climber about to slip off an icy peak, I drove my ax into the ground. That isn’t to say that Barack didn’t make his own adjustments—counseling helped him to see the gaps in how we communicated, and he worked to be better at it—but I made mine, and they helped me, which then helped us. For starters, I recommitted myself to being healthy. Barack and I belonged to the same gym, run by a jovial and motivating athletic trainer named Cornell McClellan. I’d worked out with Cornell for a couple of years, but having children had changed my regular routine. My fix for this came in the form of my ever-giving mother, who still worked full-time but volunteered to start coming over to our house at 4:45 in the morning several days a week so that I could run out to Cornell’s and join a girlfriend for a 5:00 a.m. workout and then be home by 6:30 to get the girls up and ready for their days. This new regimen changed everything: Calmness and strength, two things I feared I was losing, were now back. When it came to the home-for-dinner dilemma, I installed new boundaries, ones that worked better for me and the girls. We made our schedule and stuck to it. Dinner each night was at 6:30. Baths were at 7:00, followed by books, cuddling, and lights-out at 8:00 sharp. The routine was ironclad, which put the weight of responsibility on Barack to either make it on time or not. For me, this made so much more sense than holding off dinner or having the girls wait up sleepily for a hug. It went back to my wishes for them to grow up strong and centered and also unaccommodating to any form of old-school patriarchy: I didn’t want them ever to believe that life began when the man of the house arrived home. We didn’t wait for Dad. It was his job now to catch up with

Dear Fathers of the Fatherless Children, As our sons grow into men; we teach our sons not to be like you. They know they are loved, wanted, handsome, and supported. We raise them to respect women and to get an education. Some will make us proud, and some will disappoint; however, as Chief Guardians, we can sleep at night and say that for eighteen years, we did the best we could do alone. As little girls grow into women, we, as Chief Guardians teach them not to be like you. We school them to not make the same mistakes we made in choosing the wrong men. We raised our daughters to know they are queens and to not accept anything less than that. Our daughters know, they are loved, beautiful, wanted, and supported. Our daughters know they can do whatever they set their minds to do.

The phenomenon of relative deprivation applied to education is called—appropriately enough—the “Big Fish–Little Pond Effect.” The more elite an educational institution is, the worse students feel about their own academic abilities. Students who would be at the top of their class at a good school can easily fall to the bottom of a really good school. Students who would feel that they have mastered a subject at a good school can have the feeling that they are falling farther and farther behind in a really good school. And that feeling—as subjective and ridiculous and irrational as it may be—matters. How you feel about your abilities—your academic “self-concept”—in the context of your classroom shapes your willingness to tackle challenges and finish difficult tasks. It’s a crucial element in your motivation and confidence.

Who's cooking your food anyway? What strange beasts lurk behind the kitchen doors? You see the chef: he's the guy without the hat, with the clipboard under his arm, maybe his name stitched in Tuscan blue on his starched white chef's coat next to those cotton Chinese buttons. But who's actually cooking your food? Are they young, ambitious culinary school grads, putting in their time on the line until they get their shot at the Big Job? Probably not. If the chef is anything like me, the cooks are a dysfunctional, mercenary lot, fringe-dwellers motivated by money, the peculiar lifestyle of cooking and grim pride. They're probably not even American.

For Eric, Columbine was a performance. Homicidal art. He actually referred to his audience in his journal: “the majority of the audience wont even understand my motives,” he complained. He scripted Columbine as made-for-TV murder, and his chief concern was that we would be too stupid to see the point. Fear was Eric’s ultimate weapon. He wanted to maximize the terror. He didn’t want kids to fear isolated events like a sporting event or a dance; he wanted them to fear their daily lives. It worked. Parents across the country were afraid to send their kids to school. Eric didn’t have the political agenda of a terrorist, but he had adopted terrorist tactics. Sociology professor Mark Juergensmeyer identified the central characteristic of terrorism as “performance violence.” Terrorists design events “to be spectacular in their viciousness and awesome in their destructive power. Such instances of exaggerated violence are constructed events: they are mind-numbing, mesmerizing theater.” The audience—for Timothy McVeigh, Eric Harris, or the Palestine Liberation Organization—was always miles away, watching on TV. Terrorists rarely settle for just shooting; that limits the damage to individuals. They prefer to blow up things—buildings, usually, and the smart ones choose carefully. “During that brief dramatic moment when a terrorist act levels a building or damages some entity that a society regards as central to its existence, the perpetrators of the act assert that they—and not the secular government—have ultimate control over that entity and its centrality,” Juergensmeyer wrote. He pointed out that during the same day as the first attack on the World Trade Center, in 1993, a deadlier attack was leveled against a coffee shop in Cairo. The attacks were presumably coordinated by the same group. The body count was worse in Egypt, yet the explosion was barely reported outside that country. “A coffeehouse is not the World Trade Center,” he explained. Most terrorists target symbols of the system they abhor—generally, iconic government buildings. Eric followed the same logic. He understood that the cornerstone of his plan was the explosives. When all his bombs fizzled, everything about his attack was misread. He didn’t just fail to top Timothy McVeigh’s record—he wasn’t even recognized for trying. He was never categorized with his peer group. We lumped him in with the pathetic loners who shot people.

I adore the ocean and its vastness, as if it is trying to teach me something, as if it is trying to teach me to remain calm whatever the situation maybe. It holds such a huge amount of water but always remains content and at peace, while we people lose our calm even at smallest of tensions that we get in life. It teaches us to keep our secrets safe within. It has an entire habitat residing in its heart, but we haven’t been able to explore it fully, same way, we must keep our secrets tightly bound within us. If we will share them, the world will lose the curiosity, just like we will lose curiosity if we will come to know fully about the aquatic life. It teaches us to provide without seeking. It houses innumerable species inside and never asks them for anything, we must also help the needy and provide if we have in abundance. The ocean teaches us lessons that books or school can’t teach us.

The problem is that the pressure to disprove a stereotype changes what you are about in a situation. It gives you an additional task. In addition to learning new skills, knowledge, and ways of thinking in a schooling situation, or in addition to trying to perform well in a workplace like the women in the high-tech firms, you are also trying to slay a ghost in the room, the negative stereotype and its allegation about you and your group. You are multitasking, and because the stakes involved are high--survival and success versus failure in an area that is important to you--this multitasking is stressful and distracting. ...And when you realize that this stressful experience is probably a chronic feature of the stetting for you, it can be difficult for you to stay in the setting, to sustain your motivation to succeed there. Disproving a stereotype is a Sisyphean task; something you have to do over and over again as long as your are in the domain where the stereotype applies. Jeff seemed to feel this way about Berkeley, that he couldn't find a place there where he could be seen as belonging. When men drop out of quantitative majors in college, it is usually because they have bad grades. But when women drop out of quantitative majors in college it usually has nothing to do with their grades. The culprit, in their case, is not their quantitative skills but, more likely, the prospect of living a significant portion of their lives in a domain where they may forever have to prove themselves--and with the chronic stress that goes with that. This is not an argument against trying hard, or against choosing the stressful path. There is no development without effort; and there is seldom great achievement, or boundary breaking, without stress. And to the benefit of us all, many people have stood up to these pressures...The focus here, instead, is on what has to be gotten out of he way to make these playing fields mere level. People experiencing stereotype threat are already trying hard. They're identified with their performance. They have motivation. It's the extra ghost slaying that is in their way.

Why were self-imposed abortions and reluctant acts of infanticide such common occurrences during slavery? Not because Black women had discovered solutions to their predicament, but rather because they were desperate. Abortions and infanticides were acts of desperation, motivated not by the biological birth process but by the oppressive conditions of slavery. Most of these women, no doubt, would have expressed their deepest resentment had someone hailed their abortions as a stepping stone toward freedom. During the early abortion rights campaign it was too frequently assumed that legal abortions provided a viable alternative to the myriad problems posed by poverty. As if having fewer children could create more jobs, higher wages, better schools, etc., etc. This assumption reflected the tendency to blur the distinction between abortion rights and the general advocacy of abortions. The campaign often failed to provide a voice for women who wanted the right to legal abortions while deploring the social conditions that prohibited them from bearing more children.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

We convince ourselves that life will be better after we get married, have a baby, then another. Then we are frustrated that the kids aren't old enough and we'll be more content when they are. After that we're frustrated that we have teenagers to deal with. We will certainly be happy when they are out of that stage. We tell ourselves that our life will be complete when our spouse gets his or her act together, when we get a nicer car, are able to go on a nice vacation, when we retire. The truth is, there's no better time to be happy than right now. Your life will always be filled with challenges. It's best to admit this to yourself and decide to be happy anyway. One of my favorite quotes comes from Alfred D Souza. He said, "For a long time it had seemed to me that life was about to begin - real life. But there was always some obstacle in the way, something to be gotten through first, some unfinished business, time still to be served, a debt to be paid. Then life would begin. At last it dawned on me that these obstacles were my life." This perspective has helped me to see that there is no way to happiness. Happiness is the way. So, treasure every moment that you have. Stop waiting until you finish school, until you go back to school, until you lose ten pounds, until you gain ten pounds, until you have kids, until your kids leave the house, until you start work, until you retire, until you get married, until you get divorced, until Friday night, until Sunday morning, until you get a new car or home, until your car or home is paid off, until spring, until summer, until fall, until winter, until you are off welfare, until the first or fifteenth, until your song comes on, until you've had a drink, until you've sobered up, until you die, until you are born again to decide that there is no better time than right now to be happy.

Sheepwalking I define “sheepwalking” as the outcome of hiring people who have been raised to be obedient and giving them a brain-dead job and enough fear to keep them in line. You’ve probably encountered someone who is sheepwalking. The TSA “screener” who forces a mom to drink from a bottle of breast milk because any other action is not in the manual. A “customer service” rep who will happily reread a company policy six or seven times but never stop to actually consider what the policy means. A marketing executive who buys millions of dollars’ worth of TV time even though she knows it’s not working—she does it because her boss told her to. It’s ironic but not surprising that in our age of increased reliance on new ideas, rapid change, and innovation, sheepwalking is actually on the rise. That’s because we can no longer rely on machines to do the brain-dead stuff. We’ve mechanized what we could mechanize. What’s left is to cost-reduce the manual labor that must be done by a human. So we write manuals and race to the bottom in our search for the cheapest possible labor. And it’s not surprising that when we go to hire that labor, we search for people who have already been trained to be sheepish. Training a student to be sheepish is a lot easier than the alternative. Teaching to the test, ensuring compliant behavior, and using fear as a motivator are the easiest and fastest ways to get a kid through school. So why does it surprise us that we graduate so many sheep? And graduate school? Since the stakes are higher (opportunity cost, tuition, and the job market), students fall back on what they’ve been taught. To be sheep. Well-educated, of course, but compliant nonetheless. And many organizations go out of their way to hire people that color inside the lines, that demonstrate consistency and compliance. And then they give these people jobs where they are managed via fear. Which leads to sheepwalking. (“I might get fired!”) The fault doesn’t lie with the employee, at least not at first. And of course, the pain is often shouldered by both the employee and the customer. Is it less efficient to pursue the alternative? What happens when you build an organization like W. L. Gore and Associates (makers of Gore-Tex) or the Acumen Fund? At first, it seems crazy. There’s too much overhead, there are too many cats to herd, there is too little predictability, and there is way too much noise. Then, over and over, we see something happen. When you hire amazing people and give them freedom, they do amazing stuff. And the sheepwalkers and their bosses just watch and shake their heads, certain that this is just an exception, and that it is way too risky for their industry or their customer base. I was at a Google conference last month, and I spent some time in a room filled with (pretty newly minted) Google sales reps. I talked to a few of them for a while about the state of the industry. And it broke my heart to discover that they were sheepwalking. Just like the receptionist at a company I visited a week later. She acknowledged that the front office is very slow, and that she just sits there, reading romance novels and waiting. And she’s been doing it for two years. Just like the MBA student I met yesterday who is taking a job at a major packaged-goods company…because they offered her a great salary and promised her a well-known brand. She’s going to stay “for just ten years, then have a baby and leave and start my own gig.…” She’ll get really good at running coupons in the Sunday paper, but not particularly good at solving new problems. What a waste. Step one is to give the problem a name. Done. Step two is for anyone who sees themselves in this mirror to realize that you can always stop. You can always claim the career you deserve merely by refusing to walk down the same path as everyone else just because everyone else is already doing it.

All A players have six common denominators. They have a scoreboard that tells them if they are winning or losing and what needs to be done to change their performance. They will not play if they can’t see the scoreboard. They have a high internal, emotional need to succeed. They do not need to be externally motivated or begged to do their job. They want to succeed because it is who they are . . . winners. People often ask me how I motivate my employees. My response is, “I hire them.” Motivation is for amateurs. Pros never need motivating. (Inspiration is another story.) Instead of trying to design a pep talk to motivate your people, why not create a challenge for them? A players love being tested and challenged. They love to be measured and held accountable for their results. Like the straight-A classmate in your high school geometry class, an A player can hardly wait for report card day. C players dread report card day because they are reminded of how average or deficient they are. To an A player, a report card with a B or a C is devastating and a call for renewed commitment and remedial actions. They have the technical chops to do the job. This is not their first rodeo. They have been there, done that, and they are technically very good at what they do. They are humble enough to ask for coaching. The three most important questions an employee can ask are: What else can I do? Where can I get better? What do I need to do or learn so that I continue to grow? If you have someone on your team asking all three of these questions, you have an A player in the making. If you agree these three questions would fundamentally change the game for your team, why not enroll them in asking these questions? They see opportunities. C players see only problems. Every situation is asking a very simple question: Do you want me to be a problem or an opportunity? Your choice. You know the job has outgrown the person when all you hear are problems. The cost of a bad employee is never the salary. My rules for hiring and retaining A players are: Interview rigorously. (Who by Geoff Smart is a spectacular resource on this subject.) Compensate generously. Onboard effectively. Measure consistently. Coach continuously.

Patriotism comes from the same Latin word as father. Blind patriotism is collective transference. In it the state becomes a parent and we citizens submit our loyalty to ensure its protection. We may have been encouraged to make that bargain from our public school education, our family home, religion, or culture in general. We associate safety with obedience to authority, for example, going along with government policies. We then make duty, as it is defined by the nation, our unquestioned course. Our motivation is usually not love of country but fear of being without a country that will defend us and our property. Connection is all-important to us; excommunication is the equivalent of death, the finality we can’t dispute. Healthy adult loyalty is a virtue that does not become blind obedience for fear of losing connection, nor total devotion so that we lose our boundaries. Our civil obedience can be so firm that it may take precedence over our concern for those we love, even our children. Here is an example: A young mother is told by the doctor that her toddler is allergic to peanuts and peanut oil. She lets the school know of her son’s allergy when he goes to kindergarten. Throughout his childhood, she is vigilant and makes sure he is safe from peanuts in any form. Eighteen years later, there is a war and he is drafted. The same mother, who was so scrupulously careful about her child’s safety, now waves goodbye to him with a tear but without protest. Mother’s own training in public school and throughout her life has made her believe that her son’s life is expendable whether or not the war in question is just. “Patriotism” is so deeply ingrained in her that she does not even imagine an alternative, even when her son’s life is at stake. It is of course also true that, biologically, parents are ready to let children go just as the state is ready to draft them. What a cunning synchronic-ity. In addition, old men who decide on war take advantage of the timing too. The warrior archetype is lively in eighteen-year-olds, who are willing to fight. Those in their mid-thirties, whose archetype is being a householder and making a mark in their chosen field, will not show an interest in battlefields of blood. The chiefs count on the fact that young braves will take the warrior myth literally rather than as a metaphor for interior battles. They will be willing to put their lives on the line to live out the collective myth of societies that have not found the path of nonviolence. Our collective nature thus seems geared to making war a workable enterprise. In some people, peacemaking is the archetype most in evidence. Nature seems to have made that population smaller, unfortunately. Our culture has trained us to endure and tolerate, not to protest and rebel. Every cell of our bodies learned that lesson. It may not be virtue; it may be fear. We may believe that showing anger is dangerous, because it opposes the authority we are obliged to appease and placate if we are to survive. This explains why we so admire someone who dares to say no and to stand up or even to die for what he believes. That person did not fall prey to the collective seduction. Watching Jeopardy on television, I notice that the audience applauds with special force when a contestant risks everything on a double-jeopardy question. The healthy part of us ardently admires daring. In our positive shadow, our admiration reflects our own disavowed or hidden potential. We, too, have it in us to dare. We can stand up for our truth, putting every comfort on the line, if only we can calm our long-scared ego and open to the part of us that wants to live free. Joseph Campbell says encouragingly, “The part of us that wants to become is fearless.” Religion and Transference Transference is not simply horizontal, from person to person, but vertical from person to a higher power, usually personified as God. When

I hope you'll make mistakes. If you make mistakes, it means you're out there doing something. I escaped from school as soon as I could, when the prospect of four more years of enforced learning before I could become the writer I wanted to be, seemed stifling. I got out into the world, I wrote, and I became a better writer the more I wrote, and I wrote some more, and nobody ever seemed to mind that I was making it all up as I went along. They just read what I wrote and they paid me for it or they didn't. The nearest thing I had, was a list I made when I was about 15, of everything I wanted to do. I wanted to write an adult novel, a children's book, a comic, a movie, record an audio-book, write an episode of Doctor Who, and so on. I didn't have a career, I just did the next thing on the list. When you start out in the arts, you have no idea what you're doing. This is great. People who know what they're doing, know the rules, and they know what is possible and what is impossible. You do not, and you should not. The rules on what is possible and impossible in the arts, were made by people who had not tested the bounds of the possible, by going beyond them, and you can. If you don't know it's impossible, it's easier to do, and because nobody's done it before, they haven't made up rules to stop anyone doing that particular thing again. That's much harder than it sounds, and sometimes, in the end, so much easier than you might imagine, because normally, there are things you have to do before you can get to the place you want to be. When you start out, you have to deal with the problems of failure. You need to be thick-skinned. The things I did because I was excited and wanted to see them exist in reality have never let me down, and I've never regretted the time I spent on any of them. If you have an idea of what you want to make, what you were put here to do, then just go and do that, whether you're a musician or a photographer, a fine artist, or a cartoonist, a writer, a dancer, singer, a designer, whatever you do, you have one thing that's unique, you have the ability to make art. For me, for so many of the people I've known, that's been a lifesaver the ultimate lifesaver. It gets you through good times, and it gets you through the other ones. The one thing that you have, that nobody else has, is you! Your voice, your mind, your story, your vision. So write and draw, and build, and play, and dance and live, as only you can. Do what only you can do best, make good art.