Training And Development Quotes

Success comes from the inside out. In order to change what is on the outside, you must first change what is on the inside.

When you work on something that only has the capacity to make you 5 dollars, it does not matter how much harder you work – the most you will make is 5 dollars.

Governments, if they endure, always tend increasingly toward aristocratic forms. No government in history has been known to evade this pattern. And as the aristocracy develops, government tends more and more to act exclusively in the interests of the ruling class - whether that class be hereditary royalty, oligarchs of financial empires, or entrenched bureaucracy. - Politics as Repeat Phenomenon: Bene Gesserit Training Manual

It's much easier on the emotions when one sees life as an experiment rather than a struggle for popularity.

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.

As more and more artificial intelligence is entering into the world, more and more emotional intelligence must enter into leadership.

Fighting isn't all there is to the Art of War. The men who think that way, and are satisfied to have food to eat and a place to sleep, are mere vagabonds. A serious student is much more concerned with training his mind and disciplining his spirit than with developing martial skills.

The entire belief was insulting to many of us, but nonetheless, the term “top trained,” which would come to be regurgitated with great regularity by hospital administration and by Dr. Kowatch, would eventually evolve to become what I would describe as an unhealthy infatuation, one that I now understand represented the developing disconnect between the majority of the Heart Center team and hospital administration, which would ultimately have detrimental effects on the program, which would become visible to all in the near future.

A thousand days of training to develop, ten thousand days of training to polish. You must examine all this well.

Every enterprise is a learning and teaching institution. Training and development must be built into it on all levels—training and development that never stop.

How often does a man ruin his disciples by remaining always with them! When men are once trained, it is essential that their leader leave them, for without his absence they cannot develop themselves. Plants always remain small under a big tree.

Some can be more intelligent than others in a structured environment—in fact school has a selection bias as it favors those quicker in such an environment, and like anything competitive, at the expense of performance outside it. Although I was not yet familiar with gyms, my idea of knowledge was as follows. People who build their strength using these modern expensive gym machines can lift extremely large weights, show great numbers and develop impressive-looking muscles, but fail to lift a stone; they get completely hammered in a street fight by someone trained in more disorderly settings. Their strength is extremely domain-specific and their domain doesn't exist outside of ludic—extremely organized—constructs. In fact their strength, as with over-specialized athletes, is the result of a deformity. I thought it was the same with people who were selected for trying to get high grades in a small number of subjects rather than follow their curiosity: try taking them slightly away from what they studied and watch their decomposition, loss of confidence, and denial. (Just like corporate executives are selected for their ability to put up with the boredom of meetings, many of these people were selected for their ability to concentrate on boring material.) I've debated many economists who claim to specialize in risk and probability: when one takes them slightly outside their narrow focus, but within the discipline of probability, they fall apart, with the disconsolate face of a gym rat in front of a gangster hit man.

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

Physical training is mental warfare!

Religion can never reform mankind because religion is slavery. It is far better to be free, to leave the forts and barricades of fear, to stand erect and face the future with a smile. It is far better to give yourself sometimes to negligence, to drift with wave and tide, with the blind force of the world, to think and dream, to forget the chains and limitations of the breathing life, to forget purpose and object, to lounge in the picture gallery of the brain, to feel once more the clasps and kisses of the past, to bring life's morning back, to see again the forms and faces of the dead, to paint fair pictures for the coming years, to forget all Gods, their promises and threats, to feel within your veins life's joyous stream and hear the martial music, the rhythmic beating of your fearless heart. And then to rouse yourself to do all useful things, to reach with thought and deed the ideal in your brain, to give your fancies wing, that they, like chemist bees, may find art's nectar in the weeds of common things, to look with trained and steady eyes for facts, to find the subtle threads that join the distant with the now, to increase knowledge, to take burdens from the weak, to develop the brain, to defend the right, to make a palace for the soul. This is real religion. This is real worship

This is the way for men who want to learn my strategy: 1. Do not think dishonestly. 2. The Way is in training. 3. Become acquainted with every art. 4. Know the Ways of all professions. 5. Distinguish between gain and loss in worldly matters. 6. Develop intuitive judgement and understanding for everything. 7. Perceive those things which cannot be seen. 8. Pay attention even to trifles. 9. Do nothing which is of no use.

The Japanese fought to win - it was a savage, brutal, inhumane, exhausting and dirty business. Our commanders knew that if we were to win and survive, we must be trained realistically for it whether we liked it or not. In the post-war years, the U.S. Marine Corps came in for a great deal of undeserved criticism in my opinion, from well-meaning persons who did not comprehend the magnitude of stress and horror that combat can be. The technology that developed the rifle barrel, the machine gun and high explosive shells has turned war into prolonged, subhuman slaughter. Men must be trained realistically if they are to survive it without breaking, mentally and physically.

What is my life for and what am I going to do with it? I don't know and I'm afraid. I can never read all the books I want; I can never be all the people I want and live all the lives I want. I can never train myself in all the skills I want. And why do I want? I want to live and feel all the shades, tones, and variations of mental and physical experience possible in my life. And I am horribly limited. Yet I am not a cretin: lame, blind and stupid. I am not a veteran, passing my legless, armless days in a wheelchair. I am not that mongoloidish old man shuffling out of the gates of the mental hospital. I have much to live for, yet unaccountably I am sick and sad. Perhaps you could trace my feeling back to my distaste at having to choose between alternatives. Perhaps that's why I want to be everyone - so no one can blame me for being I. So I won't have to take the responsibility for my own character development and philosophy. People are happy - - - if that means being content with your lot: feeling comfortable as the complacent round peg struggling in a round hole, with no awkward or painful edges - no space to wonder or question in. I am not content, because my lot is limiting, as are all others. People specialize; people become devoted to an idea; people "find themselves." But the very content that comes from finding yourself is overshadowed by the knowledge that by doing so you are admitting you are not only a grotesque, but a special kind of grotesque.

I want to oppose the idea that the school has to teach directly that special knowledge and those accomplishments which one has to use later directly in life. The demands of life are much too manifold to let such a specialized training in school appear possible [...] The development of general ability for independent thinking and judgement should always be placed foremost.

To be sure, the fundamental task of management remains the same: to make people capable of joint performance through common goals, common values, the right structure, and the training and development they need to perform and to respond to change.

Instead of waiting for a leader you can believe in, try this: Become a leader you can believe in.

If you want to be a successful runner, you have to consider everything. It's no good just thinking about endurance and not to develop fine speed.

Mindfulness is not a mechanical process. It is developing a very gentle, kind, and creative awareness to the present moment.

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

Some strive to make themselves great. Others help others see and find their own greatness. It's the latter who really enrich the world we live in

You can’t sell it outside if you can’t sell it inside.

What is really happening in meditation is that we are developing the ability to think when we want to, and to not think when we don’t want to.

If we do not push ourselves enough, we do not grow, but if we push ourselves too much, we regress. What is enough will change, depending on where we are and what we are doing. In that sense, the present moment is always some kind of beginning.

The purpose of leadership is to change the world around you in the name of your values, so you can live those values more fully.

Growing a culture requires a good storyteller. Changing a culture requires a persuasive editor.

The girls who were unanimously considered beautiful often rested on their beauty alone. I felt I had to do things, to be intelligent and develop a personality in order to be seen as attractive. By the time I realized maybe I wasn't plain and might even possibly be pretty, I had already trained myself to be a little more interesting and informed.

If then a practical end must be assigned to a University course, I say it is that of training good members of society... It is the education which gives a man a clear, conscious view of their own opinions and judgements, a truth in developing them, an eloquence in expressing them, and a force in urging them. It teaches him to see things as they are, to go right to the point, to disentangle a skein of thought to detect what is sophistical and to discard what is irrelevant.

In essence, leadership is the sense of calling to a higher purpose.

When you’re a manager, you work for your company. When you’re a leader, your company works for you.

In the universe we have not to do with repetitions, each time that a cycle is passed, something new is added to the world's evolution and to at its human stage of development

Mindfulness is awareness of everything that is happening in the moment of 'Now'. Mindfulness is a self development technique that will change the focus of our mind towards happiness.

I have also come to understand that although some people are naturally happier than others, their happiness is still vulnerable and incomplete, and that achieving durable happiness as a way of being is a skill. It requires sustained effort in training the mind and developing a set of human qualities, such as inner peace, mindfulness, and altruistic love.

I don't diet and exercise. I eat and train.

Work/life balance is not about escaping work. It’s about living exactly the way you want to when you’re at work.

Profitability. Growth. Quality. Exceeding customer expectations. These are not examples of values. These are examples of corporate strategies being sold to you as values.

The first step to solving any problem is to accept one’s own accountability for creating it.

A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society…It is the education which gives a man a clear conscious view of his own opinions and judgments, a truth in developing them, an eloquence in expressing them and a force in urging them.

Developing mental strength isn’t about having to be the best at everything. It also isn’t about earning the most money or achieving the biggest accomplishments. Instead, developing mental strength means knowing that you’ll be okay no matter what happens. Whether you’re facing serious personal problems, a financial crisis, or a family tragedy, you’ll be best prepared for whatever circumstances you encounter when you’re mentally strong. Not only will you be ready to deal with the realities of life, but you’ll be able to live according to your values no matter what life throws your way.

True leaders live their values everywhere, not just in the workplace.

What first separates a leader from a normal human being? A leader knows who they are as a human being.

No matter what activity or practice we are pursuing, there isn't anything that isn't made easier through constant familiarity and training. Through training, we can change; we can transform ourselves. Within Buddhist practice there are various methods of trying to sustain a calm mind when some disturbing event happens. Through repeated practice of these methods we can get to the point where some disturbance may occur but the negative effects on our mind remain on the surface, like the waves that may ripple on the surface of an ocean but don't have much effect deep down. And, although my own experience may be very little, I have found this to be true in my own small practice. So, if I receive some tragic news, at that moment I may experience some disturbance within my mind, but it goes very quickly. Or, I may become irritated and develop some anger, but again, it dissipates very quickly. There is no effect on the deeper mind. No hatred. This was achieved through gradual practice; it didn't happen overnight.' Certainly not. The Dalai Lama has been engaged in training his mind since he was four years old.

Clearly identify the type of person you'd like to be. Then, be proactive about becoming that person. . . Don't wait for friends to come to you; start acting like a friendly person now and you can develop new friendships.

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

Oh that God would give every mother a vision of the glory and splendor of the work that is given to her when a babe is place in her bosom to be nursed and trained! Could she have but one glimpse in to the future of that life as it reaches on into eternity; could she look into its soul to see its possibilities; could she be made to understand her own personal responsibility for the training of this child, for the development of its life, and for its destiny,--she would see that in all God's world there is no other work so noble and so worthy of her best powers, and she would commit to no others hands the sacred and holy trust given to her.

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

The code-of-ethics playlist: o Treat your colleagues, family, and friends with respect, dignity, fairness, and courtesy. o Pride yourself in the diversity of your experience and know that you have a lot to offer. o Commit to creating and supporting a world that is free of discrimination, harassment, and retaliation. o Have balance in your life and help others to do the same. o Invest in yourself, achieve ongoing enhancement of your skills, and continually upgrade your abilities. o Be approachable, listen carefully, and look people directly in the eyes when speaking. o Be involved, know what is expected from you, and let others know what is expected from them. o Recognize and acknowledge achievement. o Celebrate, relive, and communicate your successes on an ongoing basis.

Alterations in regulation of affect (emotion) and impulse: Almost all people who are seriously traumatized have problems in tolerating and regulating their emotions and surges or impulses. However, those with complex PTSD and dissociative disorders tend to have more difficulties than those with PTSD because disruptions in early development have inhibited their ability to regulate themselves. The fact that you have a dissociative organization of your personality makes you highly vulnerable to rapid and unexpected changes in emotions and sudden impulses. Various parts of the personality intrude on each other either through passive influence or switching when your under stress, resulting in dysregulation. Merely having an emotion, such as anger, may evoke other parts of you to feel fear or shame, and to engage in impulsive behaviors to stop avoid the feelings.

The purpose of education is to open your spirit. Modern education has forgotten this. The entire universe is a huge open book, full of miraculous things, and that is where true learning must be sought. In that spirit, take responsibility, train hard, develop yourselves, bloom in this world, and bear fruit.

in some of the more lawless parts of the former Soviet Union, gangs prey so systematically on travelers on trains and buses that they have developed the habit of giving each victim a little token to confirm that the bearer has already been robbed. Obviously, one step toward the creation of a state. Actually,

Saint Bartleby's School for Young Gentlemen Annual Report Student: Artemis Fowl II Year: First Fees: Paid Tutor: Dr Po Language Arts As far as I can tell, Artemis has made absolutely no progress since the beginning of the year. This is because his abilities are beyond the scope of my experience. He memorizes and understands Shakespeare after a single reading. He finds mistakes in every exercise I administer, and has taken to chuckling gently when I attempt to explain some of the more complex texts. Next year I intend to grant his request and give him a library pass during my class. Mathematics Artemis is an infuriating boy. One day he answers all my questions correctly, and the next every answer is wrong. He calls this an example of the chaos theory, and says that he is only trying to prepare me for the real world. He says the notion of infinity is ridiculous. Frankly, I am not trained to deal with a boy like Artemis. Most of my pupils have trouble counting without the aid of their fingers. I am sorry to say, there is nothing I can teach Artemis about mathematics, but someone should teach him some manners. Social Studies Artemis distrusts all history texts, because he says history was written by the victors. He prefers living history, where survivors of certain events can actually be interviewed. Obviously this makes studying the Middle Ages somewhat difficult. Artemis has asked for permission to build a time machine next year during double periods so that the entire class may view Medieval Ireland for ourselves. I have granted his wish and would not be at all surprised if he succeeded in his goal. Science Artemis does not see himself as a student, rather as a foil for the theories of science. He insists that the periodic table is a few elements short and that the theory of relativity is all very well on paper but would not hold up in the real world, because space will disintegrate before lime. I made the mistake of arguing once, and young Artemis reduced me to near tears in seconds. Artemis has asked for permission to conduct failure analysis tests on the school next term. I must grant his request, as I fear there is nothing he can learn from me. Social & Personal Development Artemis is quite perceptive and extremely intellectual. He can answer the questions on any psychological profile perfectly, but this is only because he knows the perfect answer. I fear that Artemis feels that the other boys are too childish. He refuses to socialize, preferring to work on his various projects during free periods. The more he works alone, the more isolated he becomes, and if he does not change his habits soon, he may isolate himself completely from anyone wishing to be his friend, and, ultimately, his family. Must try harder.

A Muslim girl does not make her own decisions or seek control. She is trained to be docile. If you are a Muslim girl, you disappear, until there is almost no you inside you. In Islam, becoming an individual is not a necessary development; many people, especially women, never develop a clear individual will. You submit: that is the literal meaning of the word islam: submission. The goal is to become quiet inside, so that you never raise your eyes, not even inside your mind. But

Being forced to confront the prospect of failure head-on—to study it, dissect it, tease apart all its components and consequences—really works. After a few years of doing that pretty much daily, you’ve forged the strongest possible armor to defend against fear: hard-won competence. Our training pushes us to develop a new set of instincts: instead of reacting to danger with a fight-or-flight adrenaline rush, we’re trained to respond unemotionally by immediately prioritizing threats and methodically seeking to defuse them. We go from wanting to bolt for the exit to wanting to engage and understand what’s going wrong, then fix it.

Conscious Parenting on Children's Happiness and matrix of influences: 'We live surrounded by an increasingly complex matrix of impulses allowing strangers of all sorts (TV, media, Internet) interfere in our children’s mental, emotional and spiritual development. Understanding this intricate network and how does the human brain interacts with it is increasingly becoming our door to happiness and health.

What is my life for and what am I going to do with it? I don't know and I'm afraid. I can never read all the books I want; I can never be all the people I want and live all the lives I want. I can never train myself in all the skills I want. And why do I want? I want to live and feel all the shades, tones, and variations of mental and physical experience possible in my life. And I am horribly limited. Yet I am not a cretin: lame, blind and stupid. I am not a veteran, passing my legless, armless days in a wheelchair. I am not that mongoloidish old man shuffling out of the gates of the mental hospital. I have much to live for, yet unaccountably I am sick and sad. Perhaps you could trace my feeling back to my distaste at having to choose between alternatives. Perhaps that's why I want to be everyone - so no one can blame me for being I. So I won't have to take the responsibility for my own character development and philosophy. People are happy - - - if that means being content with your lot: feeling comfortable as the complacent round peg struggling in a round hole, with no awkward or painful edges - no space to wonder or question in. I am not content, because my lot is limiting, as are all others. People specialize; people become devoted to an idea; people "find themselves.

When we set about accounting for a Napoleon or a Shakespeare or a Raphael or a Wagner or an Edison or other extraordinary person, we understand that the measure of his talent will not explain the whole result, nor even the largest part of it; no, it is the atmosphere in which the talent was cradled that explains; it is the training it received while it grew, the nurture it got from reading, study, example, the encouragement it gathered from self-recognition and recognition from the outside at each stage of its development: when we know all these details, then we know why the man was ready when his opportunity came.

We have everyday habits—formative practices—that constitute daily liturgies. By reaching for my smartphone every morning, I had developed a ritual that trained me toward a certain end: entertainment and stimulation via technology. Regardless of my professed worldview or particular Christian subculture, my unexamined daily habit was shaping me into a worshiper of glowing screens. Examining my daily liturgy as a liturgy—as something that both revealed and shaped what I love and worship—allowed me to realize that my daily practices were malforming me, making me less alive, less human, less able to give and receive love throughout my day. Changing this ritual allowed me to form a new repetitive and contemplative habit that pointed me toward a different way of being-in-the-world.

Why, the isolation that prevails everywhere, above all in our age—it has not fully developed, it has not reached its limit yet. For every one strives to keep his individuality as apart as possible, wishes to secure the greatest possible fullness of life for himself; but meantime all his efforts result not in attaining fullness of life but self-destruction, for instead of self-realization he ends by arriving at complete solitude. All mankind in our age have split up into units, they all keep apart, each in his own groove; each one holds aloof, hides himself and hides what he has, from the rest, and he ends by being repelled by others and repelling them. He heaps up riches by himself and thinks, ‘How strong I am now and how secure,’ and in his madness he does not understand that the more he heaps up, the more he sinks into self-destructive impotence. For he is accustomed to rely upon himself alone and to cut himself off from the whole; he has trained himself not to believe in the help of others, in men and in humanity, and only trembles for fear he should lose his money and the privileges that he has won for himself. Everywhere in these days men have, in their mockery, ceased to understand that the true security is to be found in social solidarity rather than in isolated individual effort. But this terrible individualism must inevitably have an end, and all will suddenly understand how unnaturally they are separated from one another. It will be the spirit of the time, and people will marvel that they have sat so long in darkness without seeing the light.

Disaster is rarely as pervasive as it seems from recorded accounts. The fact of being on the record makes it appear continuous and ubiquitous whereas it is more likely to have been sporadic both in time and place. Besides, persistence of the normal is usually greater than the effect of the disturbance, as we know from our own times. After absorbing the news of today, one expects to face a world consisting entirely of strikes, crimes, power failures, broken water mains, stalled trains, school shutdowns, muggers, drug addicts, neo-Nazis, and rapists. The fact is that one can come home in the evening--on a lucky day--without having encountered more than one or two of these phenomena. This has led me to formulate Tuchman's Law, as follows: "The fact of being reported multiplies the apparent extent of any deplorable development by five- to tenfold" (or any figure the reader would care to supply).

But she could not breathe long on the heights; there had been nothing in her training to develop any continuity of moral strength: what she craved, and really felt herself entitled to, was a situation in which the noblest attitude should also be the easiest. Hitherto her intermittent impulses of resistance had sufficed to maintain her self-respect.

...a trained occultist, especially if of high grade, has an exceedingly magnetic personality, and this is apt to prove disturbing to those who are unaccustomed to high- tension psychic forces. For whereas the person who is ripe for development will unfold the higher consciousness rapidly in the atmosphere of a high-grade initiate, the person who is not ready may find these influences profoundly disturbing.

One indicator of inspiration is awe. We tend to take so much for granted. How can we move past disconnection and desensitization to the incredible wonders of nature and human engineering all around us? Most of what we see in the world holds the potential to inspire astonishment if looked at from a less jaded perspective. Train yourself to see the awe behind the obvious. Look at the world from this vantage point as often as possible. Submerge yourself. The beauty around us enriches our lives in so many ways. It is an end in itself. And it sets an example for our own work. We can aim to develop an eye for harmony and balance, as if our creations have always been here, like mountains or feathers.

I believe that this is a practical world and that I can count only on what I earn. Therefore, I believe in work, hard work. I believe in education, which gives me the knowledge to work wisely and trains my mind and my hands to work skillfully. I believe in honesty and truthfulness, without which I cannot win the respect and confidence of my fellow men. I believe in a sound mind, in a sound body and a spirit that is not afraid, and in clean sports that develop these qualities. I believe in obedience to law because it protects the rights of all. I believe in the human touch, which cultivates sympathy with my fellow men and mutual helpfulness and brings happiness for all. I believe in my Country, because it is a land of freedom and because it is my own home, and that I can best serve that country by "doing justly, loving mercy, and walking humbly with my God." And because Auburn men and women believe in these things, I believe in Auburn and love it.

Work is a four letter word. It conjures up the same image the world over getting up in the morning to do something you don't want to do, day in day out. After a few months work, or years, depending on the person's primeval yearning for freedom, you feel like a robot: alarm clock, get up, wash, catch the train, work, go home, watch TV, go to bed. In that one sentence I've probably just described the daily routine of 95% of the working population of England. It's the same in every other developed country in the world. Routine is the cause of most marriage break ups and social discontent.

Emotions tend to get in the way of clear thinking. Whether it’s impatience, frustration, fury, self-loathing or even premature elation – allowing these to consume the mind results in a loss of focus and distraction from learning, and keeps you from taking the right decisions and achieving your goal. Training your mind to take a step back at the crucial moment and developing cues to organize your thoughts is more advantageous than making a move while your mind is in turmoil.

I have found that there are three key steps to identifying your own core personal projects. First, think back to what you loved to do when you were a child. How did you answer the question of what you wanted to be when you grew up? The specific answer you gave may have been off the mark, but the underlying impulse was not. If you wanted to be a fireman, what did a fireman mean to you? A good man who rescued people in distress? A daredevil? Or the simple pleasure of operating a truck? If you wanted to be a dancer, was it because you got to wear a costume, or because you craved applause, or was it the pure joy of twirling around at lightning speed? You may have known more about who you were then than you do now. Second, pay attention to the work you gravitate to. At my law firm I never once volunteered to take on an extra corporate legal assignment, but I did spend a lot of time doing pro bono work for a nonprofit women’s leadership organization. I also sat on several law firm committees dedicated to mentoring, training, and personal development for young lawyers in the firm. Now, as you can probably tell from this book, I am not the committee type. But the goals of those committees lit me up, so that’s what I did. Finally, pay attention to what you envy. Jealousy is an ugly emotion, but it tells the truth. You mostly envy those who have what you desire.

O VENENO ARDENTE DO DESGOSTO. THE WHITE HOT POISON OF ANGER. When others make us angry at them- at their shamelessness, injustice, inconsideration- then they exercise power over us, they proliferate and gnaw at our soul, then anger is like a white-hot poison that corrods all mild, noble and balanced feelings and robs us of sleep. Sleepless, we turn on the light and are angry at the anger that has lodged like a succubus who sucks us dry and debilitates us. We are not only furious at the damage, but also that it develops in us all by itself, for while we sit on the edge of the bed with aching temples, the distant catalyst remains untouched by the corrosive force of the anger that eats at us. On the empty internal stage bathed in the harsh light of mute rage, we perform all by ourselves a drama with shadow figures and shadow words we hurl against enemies in helpless rage we feel as icy blazing fire in our bowels. And the greater our despair that is only a shadow play and not a real discussion with the possibility of hurting the other and producing a balance of suffering, the wilder the poisonous shadows dance and haunt us even in the darkest catacombs of our dreams. (We will turn the tables, we think grimly, and all night long forge words that will produce in the other the effect of a fire bomb so that now he will be the one with the flames of indignation raging inside while we, soothed by schadenfreude, will drink our coffee in cheerful calm.) What could it mean to deal appropriately with anger? We really don't want to be soulless creatures who remain thoroughly indifferent to what they come across, creatures whose appraisals consist only of cool, anemic judgments and nothing can shake them up because nothing really bothers them. Therefore, we can't seriously wish not to know the experience of anger and instead persist in an equanimity that wouldn't be distinguished from tedious insensibility. Anger also teaches us something about who we are. Therefore this is what I'd like to know: What can it mean to train ourselves in anger and imagine that we take advantage of its knowledge without being addicted to its poison? We can be sure that we will hold on to the deathbed as part of the last balance sheet- and this part will taste bitter as cyanide- that we have wasted too much, much too much strength and time on getting angry and getting even with others in a helpless shadow theater, which only we, who suffered impotently, knew anything about. What can we do to improve this balance sheet? Why did our parents, teachers and other instructors never talk to us about it? Why didn't they tell something of this enormous significance? Not give us in this case any compass that could have helped us avoid wasting our soul on useless, self-destructive anger?

Critical race Theory’s hallmark paranoid mind-set, which assumes racism is everywhere, always, just waiting to be found, is extremely unlikely to be helpful or healthy for those who adopt it. Always believing that one will be or is being discriminated against, and trying to find out how, is unlikely to improve the outcome of any situation. It can also be self-defeating. In The Coddling of the American Mind, attorney Greg Lukianoff and social psychologist Jonathan Haidt describe this process as a kind of reverse cognitive behavioral therapy (CBT), which makes its participants less mentally and emotionally healthy than before.60 The main purpose of CBT is to train oneself not to catastrophize and interpret every situation in the most negative light, and the goal is to develop a more positive and resilient attitude towards the world, so that one can engage with it as fully as possible.

To comprehend Crowley, one must comprehend what he meant by "Magick"—the "discredited" tradition he swore to "rehabilitate." Magick, for Crowley, is a way of life that takes in every facet of life. The keys to attainment within the magical tradition lie in the proper training of the human psyche itself—more specifically, in the development of the powers of will and imagination. The training of the will—which Crowley so stressed, thus placing himself squarely within that tradition—is the focusing of one's energy, one's essential being. The imagination provides, as it were, the target for this focus, by its capacity to ardently envision—and hence bring into magical being—possibilities and states beyond those of consensual reality. The will and imagination must work synergistically. For the will, unilluminated by imagination, becomes a barren tool of earthly pursuits. And the imagination, ungoverned by a striving will, lapses into idle dreams and stupor.

You are rich if you have enough money to satisfy all your desires. So there are two ways to be rich: You earn, inherit, borrow, beg, or steal enough money to meet all your desires; or, you cultivate a simple lifestyle of few desires; that way you always have enough money. “A peaceful warrior has the insight and discipline to choose the simple way — to know the difference between needs and wants. We have few basic needs but endless wants. Full attention to every moment is my pleasure. Attention costs no money; your only investment is training. That’s another advantage of being a warrior, Dan — it’s cheaper! The secret of happiness, you see, is not found in seeking more, but in developing the capacity to enjoy less.” I

Mindfulness works with continuous awareness of body, breath; feelings, thoughts, intentions. Our state of mind, our positive or negative attitude towards the world, is closely related to our experiences of happiness or suffering. Mindfulness is awareness of everything that is happening in the moment of 'Now'. Mindfulness is a self development technique that will change the focus of our mind towards happiness. Mindfulness is continuous undisturbed awareness of the present moment. Fully aware of here, and now, we pay attention to what is happening right in front of us, we set aside our mental and emotional baggage. To be mindful we have to re-train our mind.

You frequently state, and in your letter you imply, that I have developed a completely one-sided outlook and look at everything in terms of science. Obviously my method of thought and reasoning is influenced by a scientific training – if that were not so my scientific training will have been a waste and a failure. But you look at science (or at least talk of it) as some sort of demoralizing invention of man, something apart from real life, and which must be cautiously guarded and kept separate from everyday existence. But science and everyday life cannot and should not be separated. Science, for me, gives a partial explanation of life. In so far as it goes, it is based on fact, experience and experiment. Your theories are those which you and many other people find easiest and pleasantest to believe, but so far as I can see, they have no foundation other than they leaf to a pleasanter view of life (and an exaggerated idea of our own importance)... I agree that faith is essential to success in life (success of any sort) but I do not accept your definition of faith, i.e. belief in life after death. In my view, all that is necessary for faith is the belief that by doing our best we shall come nearer to success and that success in our aims (the improvement of the lot of mankind, present and future) is worth attaining. Anyone able to believe in all that religion implies obviously must have such faith, but I maintain that faith in this world is perfectly possible without faith in another world… It has just occurred to me that you may raise the question of the creator. A creator of what? ... I see no reason to believe that a creator of protoplasm or primeval matter, if such there be, has any reason to be interested in our significant race in a tiny corner of the universe, and still less in us, as still more significant individuals. Again, I see no reason why the belief that we are insignificant or fortuitous should lessen our faith – as I have defined it.

We have made money our god and called it the good life. We have trained our children to go for jobs hat bring the quickest corporate advancements at the highest financial levels. We have taught them careerism but not ministry and wonder why ministers are going out of fashion. We fear coddling the poor with food stamps while we call tax breaks for the rich business incentives. We make human community the responsibility of government institutions while homelessness, hunger, and drugs seep from the centers of our cities like poison from open sores for which we do not seek either the cause or the cure. We have created a bare and sterile world of strangers where exploitation is a necessary virtue. We have reduced life to the lowest of values so that the people who have much will not face the prospect of having less. Underlying all of it, we have made women the litter bearers of a society where disadvantage clings to the bottom of the institutional ladder and men funnel to the top, where men are privileged and women are conscripted for the comfort of the human race. We define women as essential to the development of the home but unnecessary to the development of society. We make them poor and render them powerless and shuttle them from man to man. We sell their bodies and question the value of their souls. We call them unique and say they have special natures, which we then ignore in their specialness. We decide that what is true of men is true of women and then say that women are not as smart as men, as strong as men, or as capable as men. We render half the human race invisible and call it natural. We tolerate war and massacre, mayhem and holocaust to right the wrongs that men say need righting and then tell women to bear up and accept their fate in silence when the crime is against them. What’s worse, we have applauded it all—the militarism, the profiteering, and the sexisms—in the name of patriotism, capitalism, and even religion. We consider it a social problem, not a spiritual one. We think it has something to do with modern society and fail to imagine that it may be something wrong with the modern soul. We treat it as a state of mind rather than a state of heart. Clearly, there is something we are failing to see.

Deliberate practice is more important than natural talent. Although we’re often led to believe that we’re either gifted with natural-born talent or we aren’t, most talents can be cultivated through hard work. Research studies have found that after ten years of daily practice, people can surpass others with natural talent in chess, sports, music, and the visual arts. After twenty years of dedicated practice, many people who lack natural talent can gain world-class achievement. But often we believe if we weren’t born with a specific gift, we won’t ever be able to develop enough talent to become successful. This belief can cause you to give up before you’ve had a chance to cultivate the skills necessary to succeed. •

It is no longer appropriate to think only in terms of even my nation or my country, let alone my village. If we are to overcome the problems we face, we need what I have called a sense of universal responsibility rooted in love and kindness for our human brothers and sisters. In our present state of affairs, the very survival of humankind depends on people developing concern for the whole of humanity, not just their own community or nation. The reality of our situation impels us to act and think more clearly. Narrow-mindedness and self-centered thinking may have served us well in the past, but today will only lead to disaster. We can overcome such attitudes through the combination of education and training.

But that's a good match for the way I've always approached life. I've always believed in motion and action, in following connections wherever they take me, and in not getting entrenched. My life has been more poetry than prose, more about unpredictable leaps and links than simple steady movement, or worse, stagnation. It's allowed me to stay open to the next thing without feeling held back by a preconceived notion of what I'm supposed to be doing next. Stories have ups and downs and moments of development followed by moments of climax; the storyteller has to keep it all together, which is an incredible skill. But poetry is all climax, every word and line pops with the same energy as the whole; even the spaces between the words can feel charged with potential energy. It fits my style to rhyme with high stakes riding on every word and to fill every pause with pressure and possibility. And maybe I just have ADD, but I also like my rhymes to stay loose enough to follow whatever ideas hijack my train of thought, just like I like my mind to stay loose enough to absorb everything around me.

There is no nature that exists devoid of nurture; there is no nurture that develops without nature. To say otherwise is like saying that the area of a field is determined by its length but not its width. Every behavior is the product of an instinct trained by experience. The study of human beings remained resolutely unreformed by these ideas until a few years ago. Even now, most anthropologists and social scientists are firmly committed to the view that evolution has nothing to tell them. Human bodies are products of "culture," and human culture does not reflect human nature, but the reverse. This restricts social scientists to investigation only differences between cultures and between individuals--and to exaggerating them. Yet what is most interesting to me about human beings is the things that are the same, not what is different--things like grammatical language, hierarchy, romantic love, sexual jealousy, long-term bongs between the genders ("marriage", in a sense). These are trainable instincts peculiar to out species and are just as surely the products of evolution as eyes and thumbs.

Suicide by train is also popular in many developed countries. Without ready access to firearms, suicidal people often turn to trains. —Der Spiegel, July 27, 2011 Once it happens you can’t remember how you started out: innocent, barreling into the tunnel, shooting out at each station like a dolphin out of a dim green pool. Pneumatic doors inhale open, puff shut, lock with a solid thump. Up and down the line, fifty times a day, it’s a long slow song. You feel the rumble as much as hear it. In your dim green trance the words retain wonder: Vorsicht, Türe werden geschloßen. Caution, the doors are closing. Then the first time: someone decides darkness will answer, hides out in the tunnel, steps out in front of the train like he knows where he’s going, steps out at you, dying at you, knowing you can’t stop in time. Now each time the doors close, they seal you in. You are a human bullet shot into the tunnels, hoping no one will block the light far ahead, each station one minute’s reprieve.

Following Homo sapiens, domesticated cattle, pigs and sheep are the second, third and fourth most widespread large mammals in the world. From a narrow evolutionary perspective, which measures success by the number of DNA copies, the Agricultural Revolution was a wonderful boon for chickens, cattle, pigs and sheep. Unfortunately, the evolutionary perspective is an incomplete measure of success. It judges everything by the criteria of survival and reproduction, with no regard for individual suffering and happiness. Domesticated chickens and cattle may well be an evolutionary success story, but they are also among the most miserable creatures that ever lived. The domestication of animals was founded on a series of brutal practices that only became crueller with the passing of the centuries. The natural lifespan of wild chickens is about seven to twelve years, and of cattle about twenty to twenty-five years. In the wild, most chickens and cattle died long before that, but they still had a fair chance of living for a respectable number of years. In contrast, the vast majority of domesticated chickens and cattle are slaughtered at the age of between a few weeks and a few months, because this has always been the optimal slaughtering age from an economic perspective. (Why keep feeding a cock for three years if it has already reached its maximum weight after three months?) Egg-laying hens, dairy cows and draught animals are sometimes allowed to live for many years. But the price is subjugation to a way of life completely alien to their urges and desires. It’s reasonable to assume, for example, that bulls prefer to spend their days wandering over open prairies in the company of other bulls and cows rather than pulling carts and ploughshares under the yoke of a whip-wielding ape. In order for humans to turn bulls, horses, donkeys and camels into obedient draught animals, their natural instincts and social ties had to be broken, their aggression and sexuality contained, and their freedom of movement curtailed. Farmers developed techniques such as locking animals inside pens and cages, bridling them in harnesses and leashes, training them with whips and cattle prods, and mutilating them. The process of taming almost always involves the castration of males. This restrains male aggression and enables humans selectively to control the herd’s procreation.

Varium et mutabile! murmurs the man sagely - "A woman's privilege is to change her mind!" If the nature of his industry were such that he had to change his mind from cooking to cleaning, from cleaning to sewing, from sewing to nursing, from nursing to teaching, and so, backward, forward, crosswise and over again, from morning to night - he too would become adept in the lightning-change act. The man adopts one business and follows it. He develops special ability, on long lines, in connection with wide interests - and so grows broader and steadier. The distinction is there, but it is not a distinction of sex. This is why the man forgets to mail the letter. He is used to one consecutive train of thought and action. She, used to a varying zigzag horde of little things, can readily accommodate a few more.

He was rowed down from the north in a leather skiff manned by a crew of trolls. His fur cape was caked with candle wax, his brow stained blue by wine - though the latter was seldom noticed due to the fox mask he wore at-all times. A quill in his teeth, a solitary teardrop a-squirm in his palm, he was the young poet prince of Montreal, handsome, immaculate, searching for sturdier doors to nail his poignant verses on. In Manhattan, grit drifted into his ink bottle. In Vienna, his spice box exploded. On the Greek island of Hydra, Orpheus came to him at dawn astride a transparent donkey and restrung his cheap guitar. From that moment on, he shamelessly and willingly exposed himself to the contagion of music. To the secretly religious curiosity of the traveler was added the openly foolhardy dignity of the troubadour. By the time he returned to America, songs were working in him like bees in an attic. Connoisseurs developed cravings for his nocturnal honey, despite the fact that hearts were occasionally stung. Now, thirty years later, as society staggers towards the millennium - nailing and screeching at the while, like an orangutan with a steak knife in its side - Leonard Cohen, his vision, his gift, his perseverance, are finally getting their due. It may be because he speaks to this wounded zeitgeist with particular eloquence and accuracy, it may be merely cultural time-lag, another example of the slow-to-catch-on many opening their ears belatedly to what the few have been hearing all along. In any case, the sparkle curtain has shredded, the boogie-woogie gate has rocked loose from its hinges, and here sits L. Cohen at an altar in the garden, solemnly enjoying new-found popularity and expanded respect. From the beginning, his musical peers have recognized Cohen´s ability to establish succinct analogies among life´s realities, his talent for creating intimate relationships between the interior world of longing and language and the exterior world of trains and violins. Even those performers who have neither "covered" his compositions nor been overtly influenced by them have professed to admire their artfulness: the darkly delicious melodies - aural bouquets of gardenia and thistle - that bring to mind an electrified, de-Germanized Kurt Weill; the playfully (and therefore dangerously) mournful lyrics that can peel the apple of love and the peach of lust with a knife that cuts all the way to the mystery, a layer Cole Porter just could`t expose. It is their desire to honor L. Cohen, songwriter, that has prompted a delegation of our brightest artists to climb, one by one, joss sticks smoldering, the steep and salty staircase in the Tower of Song.

I have always found a natural relationship between running and meditation. Running can be a support for meditation, and meditation can be a support for running. Running is a natural form of exercise, for it is simply an extension of walking. When we run, we strengthen our heart, remove stagnant air, revitalize our nervous system, and increase our aerobic capacity. It helps us develop a positive attitude. It creates exertion and stamina and gives us a way to deal with pain. It helps us relax. For many of us, it offers a feeling of freedom. Likewise, meditation is a natural exercise of the mind—an opportunity to strengthen, reinvigorate, and cleanse. Through meditation we can connect with that long-forgotten goodness we all have. It is very powerful to feel that sense of goodness: having confidence and bravery in our innermost being.

Yoga has been superficially misunderstood by certain Western writers, but its critics have never been its practitioners. Among many thoughtful tributes to yoga may be mentioned one by Dr. C. G. Jung, the famous Swiss psychologist. “When a religious method recommends itself as ‘scientific,’ it can be certain of its public in the West. Yoga fulfills this expectation,” Dr. Jung writes.10 “Quite apart from the charm of the new and the fascination of the half-understood, there is good cause for Yoga to have many adherents. It offers the possibility of controllable experience and thus satisfies the scientific need for ‘facts’; and, besides this, by reason of its breadth and depth, its venerable age, its doctrine and method, which include every phase of life, it promises undreamed-of possibilities. “Every religious or philosophical practice means a psychological discipline, that is, a method of mental hygiene. The manifold, purely bodily procedures of Yoga11 also mean a physiological hygiene which is superior to ordinary gymnastics and breathing exercises, inasmuch as it is not merely mechanistic and scientific, but also philosophical; in its training of the parts of the body, it unites them with the whole of the spirit, as is quite clear, for instance, in the Pranayama exercises where Prana is both the breath and the universal dynamics of the cosmos…. “Yoga practice...would be ineffectual without the concepts on which Yoga is based. It combines the bodily and the spiritual in an extraordinarily complete way. “In the East, where these ideas and practices have developed, and where for several thousand years an unbroken tradition has created the necessary spiritual foundations, Yoga is, as I can readily believe, the perfect and appropriate method of fusing body and mind together so that they form a unity which is scarcely to be questioned. This unity creates a psychological disposition which makes possible intuitions that transcend consciousness.

You are not really dying,” he said, the oddest tone to his voice, “are you?”Jem nodded. “So they tell me.”“I am sorry,” Will said.“No,” Jem said softly. He drew his jacket aside and took a knife from the belt at his waist.“Don’t be ordinary like that. Don’t say you’re sorry. Say you’ll train with me.” He held out the knife to Will, hilt rst. Charlotte held her breath, afraid to move. She feltas if she were watching something very important happen, though she could not have saidwhat.Will reached out and took the knife, his eyes never leaving Jem’s face. His fingers brushedthe other boy’s as he took the weapon from him. It was the rst time, Charlotte thought,that she had ever seen him touch any other person willingly.“I’ll train with you,” he said. Jem, Will’s parabatai, treated her with the distant sweet kindness reserved for the littlesisters of one’s friends, but he would always side with Will. Kindly, but rmly, he put Willabove everything else in the world.Well, nearly everything. She had been most struck by Jem when she rst came to theInstitute—he had an unearthly, unusual beauty, with his silvery hair and eyes and delicate features. He looked like a prince in a fairy-tale book, and she might have considered developing an attachment to him, were it not so absolutely clear that he was entirely inlove with Tessa Gray. His eyes followed her where she went, and his voice changed when hespoke to her. Cecily had once heard her mother say in amusement that one of theirneighbors’ boys looked at a girl as if she were “the only star in the sky” and that was theway Jem looked at Tessa.Cecily didn’t resent it: Tessa was pleasant and kind to her, if a little shy, and with herface always stuck in a book, like Will. If that was the sort of girl Jem wanted, she and henever would have suited—and the longer she remained at the Institute, the more sherealized how awkward it would have made things with Will. He was ferociously protectiveof Jem, and he would have watched her constantly in case she ever distressed or hurt him inany way. No—she was far better out of the whole thing.

The great mistake of contemporary life is that we have made such a virtue of intellectual growth while almost totally ignoring the necessity of conscience growth. We have failed to understand that individual evolution can take place not only in mental but in moral power. The earth tragically today is full of people who remain fixated on a childish level of conscience. What an illusion has blinded the human race: that our conscience is given to us once and for all at birth and we ourselves have to do little or nothing about it…The truth is that our moral capacity is purely potential and needs strenuous training, education and development. It is certainly not an organic power that comes to us at birth, like breathing, which demands little attention from us as long as we live…A revolution has to take place in our thinking about morality. We have to become as sensitive about being moral morons as we are now anxious about being intellectual idiots.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

To understand why I jumped from the Mormon wagon train requires an understanding of what Mormons are and how they think. While Mormons have some quaint, quirky and fanatical ideas, they really aren't much different from millions of poor, guilt-ridden souls who, throughout the march of human history, have hitched their hopes to mass movements of one sort or another. Eric Hoffer, in his brilliant treatise, "The True Believer," explains the attraction of joining a cause: "A rising mass movement attracts and holds a following 'by the refuge it offers from the anxieties, barrenness and meaninglessness of an individual existence. It cures the poignantly frustrated by freeing them from their ineffectual selves--and it does this by enfolding and absorbing them into a closely knit and exultant corporate whole'. "Of all the cults and philosophies that competed in the Graeco-Roman world, Christianity alone developed from its inception a compact organization." Once I realized this, it wasn't much of a leap out of religion altogether once I flew the Mormon coop. I simply wanted to be free from organizational groupthink. I escaped from the stuffy attic of religion's "pray, pay and obey" mentality into journalism's open laboratory of "who, what, where, when and why.

Physiological stress, then, is the link between personality traits and disease. Certain traits — otherwise known as coping styles — magnify the risk for illness by increasing the likelihood of chronic stress. Common to them all is a diminished capacity for emotional communication. Emotional experiences are translated into potentially damaging biological events when human beings are prevented from learning how to express their feelings effectively. That learning occurs — or fails to occur — during childhood. The way people grow up shapes their relationship with their own bodies and psyches. The emotional contexts of childhood interact with inborn temperament to give rise to personality traits. Much of what we call personality is not a fixed set of traits, only coping mechanisms a person acquired in childhood. There is an important distinction between an inherent characteristic, rooted in an individual without regard to his environment, and a response to the environment, a pattern of behaviours developed to ensure survival. What we see as indelible traits may be no more than habitual defensive techniques, unconsciously adopted. People often identify with these habituated patterns, believing them to be an indispensable part of the self. They may even harbour self-loathing for certain traits — for example, when a person describes herself as “a control freak.” In reality, there is no innate human inclination to be controlling. What there is in a “controlling” personality is deep anxiety. The infant and child who perceives that his needs are unmet may develop an obsessive coping style, anxious about each detail. When such a person fears that he is unable to control events, he experiences great stress. Unconsciously he believes that only by controlling every aspect of his life and environment will he be able to ensure the satisfaction of his needs. As he grows older, others will resent him and he will come to dislike himself for what was originally a desperate response to emotional deprivation. The drive to control is not an innate trait but a coping style. Emotional repression is also a coping style rather than a personality trait set in stone. Not one of the many adults interviewed for this book could answer in the affirmative when asked the following: When, as a child, you felt sad, upset or angry, was there anyone you could talk to — even when he or she was the one who had triggered your negative emotions? In a quarter century of clinical practice, including a decade of palliative work, I have never heard anyone with cancer or with any chronic illness or condition say yes to that question. Many children are conditioned in this manner not because of any intended harm or abuse, but because the parents themselves are too threatened by the anxiety, anger or sadness they sense in their child — or are simply too busy or too harassed themselves to pay attention. “My mother or father needed me to be happy” is the simple formula that trained many a child — later a stressed and depressed or physically ill adult — into lifelong patterns of repression.

There is no man,’ he began, ‘however wise, who has not at some period of his youth said things, or lived in a way the consciousness of which is so unpleasant to him in later life that he would gladly, if he could, expunge it from his memory. And yet he ought not entirely to regret it, because he cannot be certain that he has indeed become a wise man—so far as it is possible for any of us to be wise—unless he has passed through all the fatuous or unwholesome incarnations by which that ultimate stage must be preceded. I know that there are young fellows, the sons and grand sons of famous men, whose masters have instilled into them nobility of mind and moral refinement in their schooldays. They have, perhaps, when they look back upon their past lives, nothing to retract; they can, if they choose, publish a signed account of everything they have ever said or done; but they are poor creatures, feeble descendants of doctrinaires, and their wisdom is negative and sterile. We are not provided with wisdom, we must discover it for ourselves, after a journey through the wilderness which no one else can take for us, an effort which no one can spare us, for our wisdom is the point of view from which we come at last to regard the world. The lives that you admire, the attitudes that seem noble to you are not the result of training at home, by a father, or by masters at school, they have sprung from beginnings of a very different order, by reaction from the influence of everything evil or commonplace that prevailed round about them. They represent a struggle and a victory. I can see that the picture of what we once were, in early youth, may not be recognisable and cannot, certainly, be pleasing to contemplate in later life. But we must not deny the truth of it, for it is evidence that we have really lived, that it is in accordance with the laws of life and of the mind that we have, from the common elements of life, of the life of studios, of artistic groups—assuming that one is a painter—extracted something that goes beyond them.

In every interview I’m asked what’s the most important quality a novelist has to have. It’s pretty obvious: talent. Now matter how much enthusiasm and effort you put into writing, if you totally lack literary talent you can forget about being a novelist. This is more of a prerequisite than a necessary quality. If you don’t have any fuel, even the best car won’t run.The problem with talent, though, is that in most cases the person involved can’t control its amount or quality. You might find the amount isn’t enough and you want to increase it, or you might try to be frugal and make it last longer, but in neither case do things work out that easily. Talent has a mind of its own and wells up when it wants to, and once it dries up, that’s it. Of course, certain poets and rock singers whose genius went out in a blaze of glory—people like Schubert and Mozart, whose dramatic early deaths turned them into legends—have a certain appeal, but for the vast majority of us this isn’t the model we follow. If I’m asked what the next most important quality is for a novelist, that’s easy too: focus—the ability to concentrate all your limited talents on whatever’s critical at the moment. Without that you can’t accomplish anything of value, while, if you can focus effectively, you’ll be able to compensate for an erratic talent or even a shortage of it. I generally concentrate on work for three or four hours every morning. I sit at my desk and focus totally on what I’m writing. I don’t see anything else, I don’t think about anything else. … After focus, the next most important thing for a novelist is, hands down, endurance. If you concentrate on writing three or four hours a day and feel tired after a week of this, you’re not going to be able to write a long work. What’s needed of the writer of fiction—at least one who hopes to write a novel—is the energy to focus every day for half a year, or a year, or two years. … Fortunately, these two disciplines—focus and endurance—are different from talent, since they can be acquired and sharpened through training. You’ll naturally learn both concentration and endurance when you sit down every day at your desk and train yourself to focus on one point. This is a lot like the training of muscles I wrote of a moment ago. You have to continually transmit the object of your focus to your entire body, and make sure it thoroughly assimilates the information necessary for you to write every single day and concentrate on the work at hand. And gradually you’ll expand the limits of what you’re able to do. Almost imperceptibly you’ll make the bar rise. This involves the same process as jogging every day to strengthen your muscles and develop a runner’s physique. Add a stimulus and keep it up. And repeat. Patience is a must in this process, but I guarantee results will come. In private correspondence the great mystery writer Raymond Chandler once confessed that even if he didn’t write anything, he made sure he sat down at his desk every single day and concentrated. I understand the purpose behind his doing this. This is the way Chandler gave himself the physical stamina a professional writer needs, quietly strengthening his willpower. This sort of daily training was indispensable to him. … Most of what I know about writing I’ve learned through running every day. These are practical, physical lessons. How much can I push myself? How much rest is appropriate—and how much is too much? How far can I take something and still keep it decent and consistent? When does it become narrow-minded and inflexible? How much should I be aware of the world outside, and how much should I focus on my inner world? To what extent should I be confident in my abilities, and when should I start doubting myself? I know that if I hadn’t become a long-distance runner when I became a novelist, my work would have been vastly different. How different? Hard to say. But something would definitely have been different.

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

From a very early age Edison became used to doing things for himself, by necessity. His family was poor, and by the age of twelve he had to earn money to help his parents. He sold newspapers on trains, and traveling around his native Michigan for his job, he developed an ardent curiosity about everything he saw. He wanted to know how things worked—machines, gadgets, anything with moving parts. With no schools or teachers in his life, he turned to books, particularly anything he could find on science. He began to conduct his own experiments in the basement of his family home, and he taught himself how to take apart and fix any kind of watch. At the age of fifteen he apprenticed as a telegraph operator, then spent years traveling across the country plying his trade. He had no chance for a formal education, and nobody crossed his path who could serve as a teacher or mentor. And so in lieu of that, in every city he spent time in, he frequented the public library. One book that crossed his path played a decisive role in his life: Michael Faraday’s two-volume Experimental Researches in Electricity. This book became for Edison what The Improvement of the Mind had been for Faraday. It gave him a systematic approach to science and a program for how to educate himself in the field that now obsessed him—electricity. He could follow the experiments laid out by the great Master of the field and absorb as well his philosophical approach to science. For the rest of his life, Faraday would remain his role model. Through books, experiments, and practical experience at various jobs, Edison gave himself a rigorous education that lasted about ten years, up until the time he became an inventor. What made this successful was his relentless desire to learn through whatever crossed his path, as well as his self-discipline. He had developed the habit of overcoming his lack of an organized education by sheer determination and persistence. He worked harder than anyone else. Because he was a consummate outsider and his mind had not been indoctrinated in any school of thought, he brought a fresh perspective to every problem he tackled. He turned his lack of formal direction into an advantage. If you are forced onto this path, you must follow Edison’s example by developing extreme self-reliance. Under these circumstances, you become your own teacher and mentor. You push yourself to learn from every possible source. You read more books than those who have a formal education, developing this into a lifelong habit. As much as possible, you try to apply your knowledge in some form of experiment or practice. You find for yourself second-degree mentors in the form of public figures who can serve as role models. Reading and reflecting on their experiences, you can gain some guidance. You try to make their ideas come to life, internalizing their voice. As someone self-taught, you will maintain a pristine vision, completely distilled through your own experiences—giving you a distinctive power and path to mastery.

When leaders confront you, allow them. When leaders criticize you, permit them. When leaders annoy you, tolerate them. When leaders oppose you, debate them. When leaders provoke you, challenge them. When leaders encourage you, appreciate them. When leaders protect you, value them. When leaders help you, cherish them. When leaders guide you, treasure them. When leaders inspire you, revere them. When leaders fail you, pardon them. When leaders disappoint you, forgive them. When leaders exploit you, defy them. When leaders abandon you, disregard them. When leaders betray you, discipline them. When leaders regard you, acknowledge them. When leaders accommodate you, embrace them. When leaders favor you, esteem them. When leaders bless you, honor them. When leaders reward you, promote them. When your leaders are weak, uphold them. When your leaders are discouraged, comfort them. When your leaders are disappointed, strengthen them. When your leaders are defeated, encourage them. When your leaders are dejected, revitalize them. When your leaders are strong, approve them. When your leaders are brave, applaud them. When your leaders are determined, extol them. When your leaders are persevering, endorse them. When your leaders are fierce, exalt them. When your leaders are abusive, rebuke them. When your leaders are manipulative, chastise them. When your leaders are corrupt, punish them. When your leaders are evil, imprison them. When your leaders are tyrannical, overthrow them. When your leaders are considerate, receive them. When your leaders are compassionate, welcome them. When your leaders are appreciative, love them. When your leaders are generous, praise them. When your leaders are kind, venerate them. When your leaders are clever, keep them. When your leaders are prudent, trust them. When your leaders are shrewd, observe them. When your leaders are wise, believe them. When your leaders are enlightened, follow them. When your leaders are naive, caution them. When your leaders are shallow, teach them. When your leaders are unschooled, educate them. When your leaders are stupid, impeach them. When your leaders are foolish, depose them. When your leaders are able, empower them. When your leaders are open, engage them. When your leaders are honest, support them. When your leaders are impartial, respect them. When your leaders are noble, serve them. When your leaders are incompetent, train them. When your leaders are unqualified, develop them. When your leaders are dishonest, admonish them. When your leaders are partial, demote them. When your leaders are useless, remove them.

There is a vast difference between being a Christian and being a disciple. The difference is commitment. Motivation and discipline will not ultimately occur through listening to sermons, sitting in a class, participating in a fellowship group, attending a study group in the workplace or being a member of a small group, but rather in the context of highly accountable, relationally transparent, truth-centered, small discipleship units. There are twin prerequisites for following Christ - cost and commitment, neither of which can occur in the anonymity of the masses. Disciples cannot be mass produced. We cannot drop people into a program and see disciples emerge at the end of the production line. It takes time to make disciples. It takes individual personal attention. Discipleship training is not about information transfer, from head to head, but imitation, life to life. You can ultimately learn and develop only by doing. The effectiveness of one's ministry is to be measured by how well it flourishes after one's departure. Discipling is an intentional relationship in which we walk alongside other disciples in order to encourage, equip, and challenge one another in love to grow toward maturity in Christ. This includes equipping the disciple to teach others as well. If there are no explicit, mutually agreed upon commitments, then the group leader is left without any basis to hold people accountable. Without a covenant, all leaders possess is their subjective understanding of what is entailed in the relationship. Every believer or inquirer must be given the opportunity to be invited into a relationship of intimate trust that provides the opportunity to explore and apply God's Word within a setting of relational motivation, and finally, make a sober commitment to a covenant of accountability. Reviewing the covenant is part of the initial invitation to the journey together. It is a sobering moment to examine whether one has the time, the energy and the commitment to do what is necessary to engage in a discipleship relationship. Invest in a relationship with two others for give or take a year. Then multiply. Each person invites two others for the next leg of the journey and does it all again. Same content, different relationships. The invitation to discipleship should be preceded by a period of prayerful discernment. It is vital to have a settled conviction that the Lord is drawing us to those to whom we are issuing this invitation. . If you are going to invest a year or more of your time with two others with the intent of multiplying, whom you invite is of paramount importance. You want to raise the question implicitly: Are you ready to consider serious change in any area of your life? From the outset you are raising the bar and calling a person to step up to it. Do not seek or allow an immediate response to the invitation to join a triad. You want the person to consider the time commitment in light of the larger configuration of life's responsibilities and to make the adjustments in schedule, if necessary, to make this relationship work. Intentionally growing people takes time. Do you want to measure your ministry by the number of sermons preached, worship services designed, homes visited, hospital calls made, counseling sessions held, or the number of self-initiating, reproducing, fully devoted followers of Jesus? When we get to the shore's edge and know that there is a boat there waiting to take us to the other side to be with Jesus, all that will truly matter is the names of family, friends and others who are self initiating, reproducing, fully devoted followers of Jesus because we made it the priority of our lives to walk with them toward maturity in Christ. There is no better eternal investment or legacy to leave behind.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

Imagine you live on a planet where the dominant species is far more intellectually sophisticated than human beings but often keeps humans as companion animals. They are called the Gorns. They communicate with each other via a complex combination of telepathy, eye movements & high-pitched squeaks, all completely unintelligible & unlearnable by humans, whose brains are prepared for verbal language acquisition only. Humans sometimes learn the meaning of individual sounds by repeated association with things of relevance to them. The Gorns & humans bond strongly but there are many Gorn rules that humans must try to assimilate with limited information & usually high stakes. You are one of the lucky humans who lives with the Gorns in their dwelling. Many other humans are chained to small cabanas in the yard or kept in outdoor pens of varying size. They are so socially starved they cannot control their emotions when a Gorn goes near them. The Gorns agree that they could never be House-Humans. The dwelling you share with your Gorn family is filled with water-filled porcelain bowls.Every time you try to urinate in one,nearby Gorn attack you. You learn to only use the toilet when there are no Gorns present. Sometimes they come home & stuff your head down the toilet for no apparent reason. You hate this & start sucking up to the Gorns when they come home to try & stave this off but they view this as evidence of your guilt. You are also punished for watching videos, reading books, talking to other human beings, eating pizza or cheesecake, & writing letters. These are all considered behavior problems by the Gorns. To avoid going crazy, once again you wait until they are not around to try doing anything you wish to do. While they are around, you sit quietly, staring straight ahead. Because they witness this good behavior you are so obviously capable of, they attribute to “spite” the video watching & other transgressions that occur when you are alone. Obviously you resent being left alone, they figure. You are walked several times a day and left crossword puzzle books to do. You have never used them because you hate crosswords; the Gorns think you’re ignoring them out of revenge. Worst of all, you like them. They are, after all, often nice to you. But when you smile at them, they punish you, likewise for shaking hands. If you apologize they punish you again. You have not seen another human since you were a small child. When you see one you are curious, excited & afraid. You really don’t know how to act. So, the Gorn you live with keeps you away from other humans. Your social skills never develop. Finally, you are brought to “training” school. A large part of the training consists of having your air briefly cut off by a metal chain around your neck. They are sure you understand every squeak & telepathic communication they make because sometimes you get it right. You are guessing & hate the training. You feel pretty stressed out a lot of the time. One day, you see a Gorn approaching with the training collar in hand. You have PMS, a sore neck & you just don’t feel up to the baffling coercion about to ensue. You tell them in your sternest voice to please leave you alone & go away. The Gorns are shocked by this unprovoked aggressive behavior. They thought you had a good temperament. They put you in one of their vehicles & take you for a drive. You watch the attractive planetary landscape going by & wonder where you are going. You are led into a building filled with the smell of human sweat & excrement. Humans are everywhere in small cages. Some are nervous, some depressed, most watch the goings on on from their prisons. Your Gorns, with whom you have lived your entire life, hand you over to strangers who drag you to a small room. You are terrified & yell for your Gorn family to help you. They turn & walk away.You are held down & given a lethal injection. It is, after all, the humane way to do it.