Practice the Action Habit

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“Wisdom is knowing what to do next,

skill is knowing how to do it,

and virtue is doing it,”

observed David Starr Jordan

Most of us know what we need to do in order to live happier, healthier and more fulfilling lives. The real problem is that we don’t do what we know. I have heard many motivational speakers say,

“Knowledge is power.”

I disagree. Knowledge is not power. Knowledge is only potential power. It transforms itself into actual power the moment you decisively act on it.

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The mark of a strong character lies not in doing what is fun to do or what is easy to do. The sign of deep moral authority appears in the individual who consistently does what he ought to be doing rather than what he feels like doing. A person of true character spends his days doing that which is the right thing to do. Rather than watching television for three hours after an exhausting day at work, he has the courage to get up off the couch and read to his kids. Instead of sleeping in those cold wintry mornings, this individual exercises his natural reserves of self-discipline and gets out of bed for a run. And since action is a habit, the more positive actions you take, the more you will feel like taking.

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All too often, we spend our days waiting for the ideal path to appear in front of us. We forget that paths are made by walking, not waiting. Dreaming is great. But thinking big thoughts alone will not build a business, pay your bills or make you into the person you know in your heart you can be. In other words of Thomas Carlyle,

“The end of man is an action and not a thought, though it were noblest.”

The smallest of actions is always better than the boldest of intentions.

Adapted from “Who Will Cry When You Die?” by Robin Sharma

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What is the “Value” of education or Is the “Education”…… “Priceless”

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Someone told me that “The Teacher” should always extract a predetermined price of teaching from a student before imparting any education to the targeted “Student” because only then would the student be able to realise actual worth of the “education” being imparted. I completely disagree with the above said statement.

In ancient India as one can learn through texts of “Ramayana”, “Mahabharata”and “Sri Guru Granth Saahib”

A  guru/teacher

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used to take several tests of their students before imparting knowledge to them and thereafter a “Gurudakshina”गुरु दक्षिणा or ‘Donation for a GURU (teacher)’.

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was sought for after the required teaching period was completed.

Now the reason….  

Tests (परीक्षा) were conducted before imparting knowledge, so as to know, if the student concerned was worthy of the knowledge to be imparted; and if the answer to the above question was ‘Yes’, then, what was the intelligence/mental level of the targeted student, and how much of knowledge/training can the student grasp and imbibe………

During the tenure of teaching schedule; the student was asked for to arrange for his/her daily needs all by himself/herself and their progress was carefully monitored. If required, sometimes the maintainence of “Ashram/Gurukul”‘आश्रम'(Place of teaching), was borne by the king of that particular country.

The king or the emperor would also consult the teachers or gurus at gurukul/ashram‘आश्रम'(Place of teaching) while formulating policies concerning the future of empire, if and when, considered necessary: A perfect symbiotic relationship.

When the tenure of education of the student came to an end “Gurudakshina”(Donation for a GURU (teacher)’) was sought …

Even this was many a times not monetary in nature, it was only  sought so as to know the level of knowledge/training a student has imbibed, and how well they would use that knowledge/training in future for the the betterment of themselves and the nation to which they belong, or  for what part of nation/society building the student could be utilized.    

“Gurudakshina” was never designed and structured for the personal benefit of the “guru”; even if it somehow provided some kind of direct/indirect benefit to the guru, no harm would come to the student. Guru-designstyle-kiddo-m

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Students can learn the value of education only when they undergo a rigorous process of examination or by confronting various difficulties/problems in their lives, where they utilise various aspects of education in real world, but never by extracting a hefty price from the students.

In my opinion, by putting a price on education one can only know the value of money but never ‘the value of education’.

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