A Quote by Rohit Sharma
To each his own, but my process of preparation is based on conditions, not opposition.
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We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.
Look at the word responsibility-"response-ability"-the ability to choose your response. Highly proactive people recognize that responsibility. They do not blame circumstances, conditions, or conditioning for their behavior. Their behavior is a product of their own conscious choice, based on values, rather than a product of their conditions, based on feeling.
My books are based on the "what if" principle. "What if you became invisible?" or "What if you did change into your mother for one day?" I then take it from there. Each book takes several months in the long process of writing, rewriting, writing, rewriting, and each has its own set of problems. The one thing I dislike about the writing process is the sometimes-loneliness of it all. Readers only get to see the glamour part of a bound book, not some of the agonizing moments one has while constructing it.
My behavior is a product of my own conscious choices based on principles, rather than a product of my conditions, based on feelings.
Each honest calling, each walk of life, has its own elite, its own aristocracy based on excellence of performance.
Each honest calling, each walk of life, has its own elite, its own aristocracy based on excellence.
The Opposition aren't really the Opposition. They're just called the Opposition. But in fact they are the Opposition in exile. The Civil Service are the Opposition in residence.
I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.
Confusion conditions activity, which conditions consciousness, which conditions embodied personality, which conditions sensory experiences, which conditions impact, which conditions mood, which conditions craving, which conditions clinging, which conditions becoming, which conditions birth, which conditions aging and death.
Does the open wound in another's breast soften the pain of the gaping wound in our own? Or does the blood which is welling from another man's side staunch that which is pouring from our own? Does the general anguish of our fellow creatures lessen our own private and particular anguish? No, no, each suffers on his own account, each struggles with his own grief, each sheds his own tears.
With only one life to live we can't afford to live it only for itself. Somehow we must each for himself, find the way in which we can make our individual lives fit into the pattern of all the lives which surround it. We must establish our own relationships to the whole. And each must do it in his own way, using his own talents, relying on his own integrity and strength, climbing his own road to his own summit.
The preparation for building a series of thrillers based on a single character is kind of like the preparation for becoming a parent: The best part is the idea - wink, wink.
Each age tries to form its own conception of the past. Each age writes the history of the past anew with reference to the conditions uppermost in its own time.
Each member of the family in his own cell of consciousness, each making his own patchwork quilt of reality - collecting fragments of experience here, pieces of information there. From the tiny impressions gleaned from one another, they created a sense of belonging and tried to make do with the way they found each other.
Each angel that God created was in himself a masterpiece. Each one possessed his own degree of intelligence and his own beauty.
Only love expands intelligence. To live in love is to accept the other and the conditions of his existence as a source of richness, not as opposition, restriction or limitation.
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