This site is dedicated to the memory of Dr. Alan William Smolowe who gave birth to the creation of this database.
Henry Adams, aka Henry Brooks Adams
From cradle to grave this problem of running order through chaos, direction through space, discipline through freedom, unity through multiplicity, has always been, and must always be, the task of education.
Character | Discipline | Education | Freedom | Grave | Order | Space | Unity |
Learn the art of patience. Apply discipline to your thoughts when they become anxious over the outcome of a goal. Impatience breeds anxiety, fear, discouragement and failure. Patience creates confidence, decisiveness and a rational outlook, which eventually leads to success.
Anxiety | Anxiety | Art | Character | Confidence | Decisiveness | Discipline | Failure | Fear | Impatience | Patience | Success | Wisdom | Art |
Shlomo Wolbe, aka Wilhelm Wolbe
Nothing destroys the potential for parents to have a close relationship with their children as disciplining through excessive fear. When children are still young, parents should be aware that one day their children will become independent. Parents who frequently use fear as a weapon create negative feelings in their children. When they grow up, those children are likely to rebel against their parents and go their own way.
Character | Children | Day | Fear | Feelings | Nothing | Parents | Relationship | Will |
The purpose of this discipline is to bring man into the habit of applying the insight that has come to him as the result of the preceding disciplines. When one is rising, standing, walking, doing something, stopping, one should constantly concentrate one’s mind on the act and the doing of it, not on one’s relation to the act, or its character or value. One should think: there is walking, there is stopping, there is realizing; not, I am walking, I am doing this, it is a good thing, it is disagreeable, I am gaining merit, it is I who am realizing how wonderful it is. Thence come vagrant thoughts, feelings of elation or of failure and unhappiness. Instead of all this, one should simply practice concentration of the mind on the act itself, understanding it to be an expedient means for attaining tranquillity of mind, realization, insight and Wisdom; and one should follow the practice in faith, willingness and gladness. After long practice the bondage of old habits become weakened and disappears, and in its place appear confidence, satisfaction, awareness and tranquillity. What is the Way of Wisdom designed to accomplish? There are three classes of conditions that hinder one from advancing along the path to Enlightenment. First, there are the allurements arising from the senses, from external conditions and from the discriminating mind. Second, there are the internal conditions of the mind, its thoughts, desires and mood. All these the earlier practices (ethical and mortificatory) are designed to eliminate. In the third class of impediments are placed the individual’s instinctive and fundamental (and therefore most insidious and persistent) urges - the will to live and to enjoy, the will to cherish one’s personality, the will to propagate, which give rise to greed and lust, fear and anger, infatuation, pride and egotism. The practice of the Wisdom Paramita is designed to control and eliminate these fundamental and instinctive hindrances.
Anger | Awareness | Character | Confidence | Control | Discipline | Enlightenment | Failure | Faith | Fear | Feelings | Good | Greed | Habit | Individual | Insight | Lust | Man | Means | Merit | Mind | Personality | Practice | Pride | Purpose | Purpose | Tranquility | Understanding | Unhappiness | Will | Wisdom | Failure | Awareness | Old |
That discipline which corrects the eagerness of worldly passions, which fortifies the heart with virtuous principles, which enlightens the mind with useful knowledge, and furnishes to it matter of enjoyment from within itself, is of more consequence to real felicity than all the provisions which we can make of the goods of fortune.
Character | Discipline | Enjoyment | Fortune | Heart | Knowledge | Mind | Principles |
No man or woman has achieved an effective personality who is not self-disciplined. Such discipline must not be an end in itself, but must be directed to the development of resolute Christian character.
Character | Discipline | Man | Personality | Self | Woman |
In Confucianism, all of us - men and women - are born soldiers. The soldier is the universal individual. No matter what you do for a living - doctor, lawyer, fisherman, thief - you are a fighter. Life is war. The war is to maintain personal integrity in a world that demands betrayal and corruption. All behavior is strategy and tactics. All relationships are martial. Marriages are military alliances.
Behavior | Betrayal | Character | Corruption | Individual | Integrity | Life | Life | Men | War | World |
Mistake, error, is the discipline through which we advance.
Character | Discipline | Error | Mistake |
The essence of all education is self-discovery and self-control. When education helps an individual to discover his own powers and limitations and, shows him how to get out of his heredity its largest and best possibilities, it will fulfill its real function, when children are taught not merely to know things but particularly to know themselves, not merely how to do things but especially how to compel themselves to do things, they may be said to be really educated. For this sort of education there is demanded rigorous discipline of the powers of observation, of the reason, and especially of the will.
Character | Children | Control | Discipline | Discovery | Education | Heredity | Individual | Observation | Reason | Self | Self-control | Will |
Erika Chopich and Margaret Paul
All of our controlling behavior - our anger, blame, pouting, teaching, explaining, caretaking, compliance, and denial - comes from believing that we can control what others think of us and how they treat us, and that how they think of us and treat us defines us.
Anger | Behavior | Blame | Character | Compliance | Control | Think |
Error is discipline through which we advance.
Character | Discipline | Error |
Only the man who can impose discipline on himself is fit to discipline others or can impose discipline on others.
Character | Discipline | Man |
Sigmund Freud, born Sigismund Schlomo Freud
What can be the aim of withholding from children, or let us say from young people, this information about the sexual life of human beings? Is it a fear of arousing interest in such matters prematurely, before it spontaneously stirs in them? Is it a hope of retarding by concealment of this kind the development of the sexual instinct in general, until such time as it can find its way into the only channels open to it in the civilized social order? Is it supposed that children would show no interest or understanding for the facts and riddles of sexual life if they were not prompted to do so by outside influence? Is it regarded as possible that the knowledge withheld from them will not reach them in other ways? Or is it genuinely and seriously intended that later on they should consider everything connected with sex as something despicable and abhorrent from which their parents and teachers wish to keep them apart as long as possible? I am really at a loss so say which of these can be the motive for the customary concealment from children of everything connected with sex. I only know that these arguments are one and all equally foolish, and that I find it difficult to pay them the compliment of serious refutation.
Character | Children | Concealment | Fear | Hope | Influence | Instinct | Knowledge | Life | Life | Order | Parents | People | Time | Understanding | Will | Loss |
Julius Charles Hare (1795-1855) and his brother Augustus William Hare
Love, it has been said, flows downward. The love of parents for their children has always been far more powerful than that of children for their parents; and who among the sons of men ever loved God with a thousandth part of the love which Go has manifested to us.
In building a firm foundation for Success, here are a few stones to remember: The wisdom of preparation. The value of confidence. The worth of honesty. The privilege of working. The discipline of struggle. The magnetism of character. The radiance of health. The forcefulness of simplicity. The winsomeness of courtesy. The attractiveness of modesty. The inspiration of cleanliness. The satisfaction of serving. The power of suggestion. The buoyancy of enthusiasm. The advantage of initiative. The virtue of patience. The rewards of co-operation. The fruitfulness of perseverance. The sportsmanship of losing. The joy of winning.
Character | Cleanliness | Confidence | Courtesy | Discipline | Enthusiasm | Health | Honesty | Initiative | Inspiration | Joy | Modesty | Patience | Perseverance | Power | Simplicity | Struggle | Success | Virtue | Virtue | Wisdom | Worth | Privilege | Value |
The relationship between moral action and spiritual knowledge is circular, as it were, and reciprocal. Selfless behavior makes possible an accession of knowledge, and the accession of knowledge makes possible the performance of further and more genuinely selfless actions, which in their turn enhance the agent’s capacity for knowing... A man undertakes right action (which includes, of course, right consciousness and right meditation), and this enables him to catch a glimpse of the Self that underlies his separate individuality. Having seen his own self as the Self, he becomes selfless (and therefore acts selflessly) and in virtue of selflessness he is to be conceived as unconditioned.
Action | Behavior | Capacity | Character | Consciousness | Individuality | Knowing | Knowledge | Man | Meditation | Relationship | Right | Self | Virtue | Virtue |