Ideas that challenge / comfort / inspire
Stephen Goforth
Language that speaks of hopes, dreams, and affirmations (“You are the best!”), this kind of language--let’s call it high motivation--has its role. High motivation is not the kind of language that ignites people. What works is.. speaking to the ground-level effort, affirming the struggle. Phrases like, “Wow, you really tried hard,” or “Good job, dude,” motivate far better than empty praise.
Daniel Coyle, The Talent Code
Imagine that three people see a twenty-dollar bill on the front seat of an unlocked car. Each person walks past and leave the cash there. Why? The first person wanted to take the money but passed up the opportunity for fear of punishment if caught in the act. The second rejected the temptation out of a conviction that God makes certain rules that people are to follow, and one of those rules is that we shouldn’t take things that don’t belong to us. The third refrained from taking the money because of empathy—awareness of how frustrated and angry she herself would be if some of her money were stolen.
The action is the same for each individual—no one took the money. But people do things for reasons and the reasons behind the same action in the case above vary significantly. The bumper-sticker-sized version of the first person’s ethics is “Whatever you do, don’t get caught,” while that of the second person is “Thou shall not steal.” The final persona builds her morality around “Do unto others as you would have them do unto you.” These different reasons grow out of differences in theories about what constitutes right behavior.
Though none of the three people may have been immediately conscious of these theories at work, the theories were there, and they guided each person’s behavior.
Also consider the motives or the reasons behind the action.
Why they did what they did—the theoretical basis of their actions—is significant.
The reality is we must make decisions about the ethical issues confronting us, and we must have a theoretical foundations on which to build and evaluate these decisions.
In other words, the issue is not whether we have a theory, but whether we are conscious of the theory we do have and believe it is the best available guide for our life. We do not choose to be ethicists; we cannot opt out of that. The real question is whether we are going to be good ethicists.
Steve Wilkens, Beyond Bumper Sticker Ethics
There are two schools of thought on attention. The first argues that we haven’t lost our ability to focus, it has been wrested, even “stolen”, from us by technology. In this view we’re little more than lab rats lured by notifications and algorithms, pings and dings in a large-scale social experiment. We may develop strategies for resisting those dopamine dispensers, such as blocking software or switching to a “brick phone”. But the game is rigged against us.
Those in the second camp may scoff at this: they maintain that most of our struggles with focus are more to do with self-control. There is no notification that can distract us unless we are on some level willing to be distracted. Even the notion of a “shorter attention span” may provoke skepticism.
Instead, could it be that you’re just not that motivated? Whichever worldview you subscribe to – that our attention has been hijacked by our devices, or by our lack of self-discipline – they share an element of fatalism: there is either little you can do, or you’re just not doing enough.
Elle Hunt writing in The Guardian
Great leaders aren't always the most likable people. In the long run, great leaders recognize that their job is to get people to do things they might not want to do, in order to achieve goals they want to achieve. Contrast that with "mere managers," who either want to be liked or try to convince themselves that they don't care. Great leaders know that cordiality is necessary, but also that they might sometimes have to sacrifice short-term likability in favor of long-term respect.
Bill Murphy Jr. writing in the Understandably newsletter
E.B. White once wrote: “I arise in the morning torn between a desire to improve (or save) the world and a desire to enjoy (or savor) the world. This makes it hard to plan the day.” But in my research, I’ve found that productive people don’t agonize about which desire to pursue. They go after both simultaneously, gravitating toward projects that are personally interesting and socially meaningful.
Often our productivity struggles are caused not by a lack of efficiency, but a lack of motivation. Productivity isn’t a virtue. It’s a means to an end. It’s only virtuous if the end is worthy. If productivity is your goal, you have to rely on willpower to push yourself to get a task done. If you pay attention to why you’re excited about the project and who will benefit from it, you’ll be naturally pulled into it by intrinsic motivation.
Adam Grant, writing in the New York Times
E.B. White once wrote: “I arise in the morning torn between a desire to improve (or save) the world and a desire to enjoy (or savor) the world. This makes it hard to plan the day.” But in my research, I’ve found that productive people don’t agonize about which desire to pursue. They go after both simultaneously, gravitating toward projects that are personally interesting and socially meaningful.
Often our productivity struggles are caused not by a lack of efficiency, but a lack of motivation. Productivity isn’t a virtue. It’s a means to an end. It’s only virtuous if the end is worthy. If productivity is your goal, you have to rely on willpower to push yourself to get a task done. If you pay attention to why you’re excited about the project and who will benefit from it, you’ll be naturally pulled into it by intrinsic motivation.
Adam Grant, writing in the New York Times
The fear of losing something appears to be a greater motivator to cheat than the lure of a gain.
Kerry Ritchie, who researches how to improve teaching at the University of Guelph in Ontario, Canada, says the majority of academic cheating is conducted by high-achieving students, (60% of offenders earned grades 80% or more). While cheating in education is not the same as cheating during play, if there are similarities it's that those at the top feel a pressure to maintain their status. Players are more likely to behave dishonestly if they can say that it benefits other people as well as themselves.
William Park writing in BBC Future
In September 1942, Viktor Frankl, a prominent Jewish psychiatrist and neurologist in Vienna, was arrested and transported to a Nazi concentration camp with his wife and parents. Three years later, when his camp was liberated, most of his family, including his pregnant wife, had perished — but he, prisoner number 119104, had lived. In his bestselling 1946 book, Man’s Search for Meaning, which he wrote in nine days about his experiences in the camps, Frankl concluded that the difference between those who had lived and those who had died came down to one thing: Meaning, an insight he came to early in life. When he was a high school student, one of his science teachers declared to the class, “Life is nothing more than a combustion process, a process of oxidation.” Frankl jumped out of his chair and responded, “Sir, if this is so, then what can be the meaning of life?”
Emily Esfahani Smith
Writing in The Atlantic
Becoming is a service of Goforth Solutions, LLC / Copyright ©2024 All Rights Reserved