People learn what they want to learn. If learning is forced on us, even if we master it temporarily, it is soon forgotten.

Although traditional incentives such as bonuses or recognition can prod people to better performance, no external motivators can get people to perform at their absolute best. . . .Wherever people gravitate within their work roles, indicates where their real pleasure lies—and that pleasure is itself motivating.

As a freshman in college, I was having a lot of trouble adjusting. I took a meditation class to handle anxiety. It really helped. Then as a grad student at Harvard, I was awarded a pre-doctoral traveling fellowship to India, where my focus was on the ancient systems of psychology and meditation practices of Asia.

Our brain comes hard-wired with an urge to play, one that hurls us into sociability. A child's play both demands and creates its own safe space, one in which she can confront threats, fears, and dangers, but always come through whole. Play offers a child a natural way to manage feared separations or abandonment, rendering them instead opportunities for mastery and self-discovery.

Emotional 'literacy' implies an expanded responsibility for schools in helping to socialize children. This daunting task requires two major changes: that teachers go beyond their traditional mission and that people in the community become more involved with schools as both active participants in children's learning and as individual mentors.

Women, on average, tend to be more aware of their emotions, show more empathy, and are more adept interpersonally. Men on the other hand, are more self-confident and optimistic, adapt more easily, and handle stress better.

One way to boost our will power and focus is to manage our distractions instead of letting them manage us.