A Quote by Alain de Botton
There may be significant things to learn about people by looking at what annoys them most.
Related Quotes
You will have significant experiences. I hope that you will write them down and keep record of them, that you will read them from time to time and refresh your memory of those meaningful and significant things. Some may be funny. Some may be significant only to you. Some of them may be sacred and quietly beautiful. Some may build one upon another until they represent a lifetime of special experiences.
People think about history as all grand gestures or significant moments, but the most valuable lesson we can learn is the enduring legacy of the small, meaningful things in life.
I got a lot of motivation from my character of people-watching. And if they do something that annoys me, I steal it and do it because I know it annoys other people. If it annoys me, it's going to annoy you.
What annoys me most is it is so easy to focus on negatives all the time. All you hear is a lot of people - whether it is industry leaders or politicians - complaining about everything. I don't deny things are not always perfect, but the stage it gets is huge compared with the simple things that make people happy, like winning a football match.
Most people, probably, are in doubt about certain matters ascribed to their past. They may have seen them, may have said them, done them, or they may only have dreamed or imagined they did so.
One of my favorite things about watching the reruns is looking at my clothes. I don't really remember most of them, so it's like looking at old family photos.
I think at times of significant stress people are going to be looking for something and they don't always know exactly what it is that they're looking for and they may opt for change even if they're not entirely confident what that change will bring.
Nothing really annoys me, I'm not that kind of person, I'm quite laid back about most things.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
There are a significant number of people who appreciate what we do, and most of them gravitate to Analog because this is where they can find it. The other magazines tend to share their audiences, which may result in each of them having a smaller market share.
Embrace every challenge you have, every person you meet, every place you visit, every task you succeed at, and especially those at which you fail. You will learn from them all. You'll learn about the world at large and about other people but most important, you'll learn about yourself.
Most people in this country, while they might not be happy about things, also are woefully ignorant about many things. Sometimes people can learn, but other times they have to be confronted.
Going away to West Brom, I learned, too. You learn things about football. You learn about yourself. You get to assess the situation from the outside, looking in.
I write about my life, choosing incidents that I think will be, for one reason or another, significant to people. Often because they may have experienced the same things.
Most people who have found that they are more intelligent than most around them, have yet to learn that one of the most intelligent things they can do is prevent said people ever finding this out.
What makes a subject difficult to understand ? if it is significant, important ? is not that some special instruction about abstruse things is necessary to understand it. Rather it is the contrast between the understanding of the subject and what most people want to see. Because of this the very things that are most obvious can become the most difficult to understand. What has to be overcome is not difficulty of the intellect but of the will.
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