i want quick answers,please help me, it's very important.give your views"desires and discipline in life"

Answer 1

Desires to retire early and have a larger ranch to occupy and spend time in something i enjoy. Discipline I probably need to more self control in what i want.

Answer 2

1)Being polite and respectful in different situations.
My disciplines in life is to treat other as you would like to be treated. I find it very important to be polite to people, especially to people who are at their jobs. If you are at a fancy restaurant or a fast food restaurant, I believe the person serving you deserves the same type of respect, say please and thank-you. Turn it around, and I also deserve respect as a customer.
2)Don't ever act like a question is stupid. I asked a bus driver the other day about where I should get off the bus at and she got sarcastic with me and asked me if I knew the difference between North and South. If people ask for directions, they are probably all ready frustrated, give them right directions and again be polite.
3)Don't judge a book by its cover. I try to talk to people regardless of what they look like or how they are dressed. Every human being has the capability to tell you something that you didn't know or say something funny to brighten up your day.

I hope these help.

Answer 3

Discipline is the magic wand that helps you to get the desires fulfilled

Answer 4

Life is three-dimensional. Discipline, Devotion and Detachment are quite essential in life. But they should be exercised at different ages and stages of life cautiously and reasonably.

Answer 5

so sorry ms.anupa S given very long explanation to you. i think this is enough for you ( to read and understand this answer for one week time)

Answer 6

Desire is a call to action in man too, but what action is called for is not specified. For man, there is no predetermined appropriate response to any desire. In man, there is only the desire. Before man can respond to desire, he must discover the nature of the desire; what it is a desire for; what is required to fulfill it, and what are the consequences of fulfilling it? And when he knows all these things, there is still no action.

For man, there is no direct connection between desires and actions. The missing connection is "instinct." Man is not an instinctive creature, he is a volitional creature, which means, to act at all, even to do what his desires prompt him to do, he must consciously choose to do it.

This is the distinctive characteristic of man that distinguishes him from all other creatures and determines those aspects of human nature which are uniquely human, the ability and necessity to live by conscious choice. It means that everything a human being does and everything he thinks he must do and think by choice. It means every act is a chosen act, and to not choose is to not act, and to not act is to not live. For man, living is choosing.

Human Desires and Feelings

But to choose one must have a reason to choose. I do not mean a reason to make a particular choice, but a reason to choose at all. Desires, as we experience them and all feelings are involuntary. We are not responsible for what is involuntary. Neither desires nor feelings exist in a vacuum, however, there is always a context and a cause for them, and almost all human desires are developed, not provided as part of our natures at birth.

Except for those very basic "desires," more appropriately called biological drives or urges, all other human desires are developed through learning and experience. There is almost nothing one can name that humans desire that anyone is born with a desire for.

[NOTE: Desires are feelings. See the article "Feelings," for a detailed description of the difference between biological/physiological feelings, such as the "biological drives or urges" and emotional feelings. Most, and all important, human desires are emotional.] No one is born with a desire for a burger with fries. No one is born with a desire to watch a certain television program or to watch television at all. No one is born with a desire to play any sport, do any job, buy any product, or listen to any music.

Before we can desire anything, we must learn that it exists, what its nature is, what there is about it to be desired. From the very beginning this is so. For example, except for the fact we desire food, which in its undeveloped state is little more than a sense of discomfort we come to associate with our stomach and not eating, everything we desire to eat we had to learn about before we could desire it.

Two Kinds of Desire

We use the word desire for two different kinds of things. There is an inextricable relationship between them, but to prevent the kind of confusion that attends most discussions of desire, this difference must be made explicit.

One kind of desire only means something someone has chosen to obtain or accomplish. When we talk about a, "desire for an education," or the "desire for a career," we mean something quite different than we do by a, "desire for a big juicy steak," or a, "desire for a hot shower." The apparent difference sometimes noted between these two kinds of desire, that the first kind is not for something that is an end in itself as is the second kind, is not our point, and not exactly correct. Both an education and a career can be very satisfying and pleasure producing ends in themselves as well as the means to other ends, and, as satisfying as a juicy steak or hot shower are in themselves, nourishment and being clean are desirable remote ends also achieved by the immediate satisfaction of those desires.

The important difference in these desires is the "feeling" of desire, or "passion," we associate with them. While there are feelings associated with all our thoughts, in general the kind of desire we have for proximate ends, like an education, jobs, or flu shots, are not accompanied by the kind of "felt" desire we have for food, or comfort, or sex.

When someone says, "I want an ice cream cone," it is the feeling, that urge to taste something cold, sweet, and crunchy, one means, but when someone says, "I want to get the car washed," there is probably not much "feeling" of desire in that.

While we usually associate desire with a feeling, a passion or an urge, it is really the other way around. The feeling is the result of the desire, (the thing we consciously want), and different desires produce different kinds of feelings. The "feeling" aspect of desire is emotional, our consciousness of the physiological reaction to our conscious or intellectual desire as described in the article Feelings. The fact that the real desire is intellectual, rather than emotional, is evident form the fact we still have desires for things we know are "good," even when we do not feel those desires. When sick, for example, the very idea of food may produce a feeling of revulsion, even if it is food we are especially fond of. We know we still like (desire) that food, even when our feeling does not agree with the desire. All normal parents feel love for their children, because they love them, even when their children are particularly exasperating and the feeling they have is not anything like love.

The distinction and relationship between desires in these two senses, the intellectually chosen objectives and the feelings that do or do not accompany them, is very important. We can change, simply by choosing to, what our intellectual objectives are, but the feelings are involuntary. If we have a chosen desire for something, and discover it is not good for us, or that some other objective would be better, we can, and usually do, change that objective. If we have a felt passion or desire, we cannot just decide not to have the feeling and have a different one. We can only control the feelings of desire in the same we control any emotions, as described in the article Feelings, and also here.

Where Do Desires Come From?

While I am particularly interested in those feelings we call desires or passions, all feelings are derived and behave in essentially the same way. I said earlier, "almost all human desires are developed, not provided as part of our natures at birth." This is how Ayn Rand expressed it:

"Man is born with an emotional mechanism, just as he is born with cognitive mechanism; but, at birth, both are tabula rasa. It is man's cognitive faculty, his mind, that determines the content of both." [Ayn Rand, "The Objectivist Ethics," The Virtue of Selfishness]

The emotions that Ayn Rand is specifically making reference to are those that directly relate to one's overall emotional state, one's happiness or unhappiness, or, in her words, "joy or suffering." But all our emotions and desires depend on the content of consciousness, both our immediate perceptions, as well as, and more importantly, our conceptual consciousness.

someone said:

"Emotions are not tools of cognition...one must differentiate between one's thoughts and one's emotions with full clarity and precision. One...has to know that which one does know, and distinguish it from that which one feels....to distinguish one's own considered judgment from one's feelings, wishes, hopes or fears."


DISCIPLINE IN LIFE

"All knowledge is within the mind. The only
value of knowledge is in the strengthening,
the disciplining of the mind. Is there a greater
strength than knowledge?"
it starts at home
Effective discipline: A healthy approach
Disciplining a child is one of the most important roles of a parent, and perhaps one of the most difficult, but healthy discipline is part of a comforting family environment. Effective discipline at home provides a foundation for self-discipline throughout life. It helps your child grow up to be happy and well-adjusted. Effective and positive discipline teaches and guides children. It doesn’t just force them to obey.

What are the goals of discipline?

Discipline protects your child from danger.
Discipline helps your child learn self-control and self-discipline.
Discipline helps your child develop a sense of responsibility.
Discipline helps instill values.
What makes discipline "effective"?

Respect: Children should be able to respect their parents' authority and also the rights of other people. Discipline that’s harsh, such as name-calling, shouting and humiliating, will make it difficult for a child to respect and trust a mother or father.
Consistency: Discipline that’s not consistent is confusing to children, no matter how old they are. If parents are inconsistent in the way they discipline their children, children may find it hard to respect them. Inconsistency, such as sometimes giving in to tantrums, can also reward children for these unwanted behaviours and make it more likely that they will be repeated.
Fairness: Children need to see discipline as being fair. The consequences of their actions should be related to their behaviour. If your child throws food on the floor, make sure he helps you clean up the mess. Make sure it is cleaned up before he does something else. When the mess is cleaned up, the consequence is over.
You: As a parent, you have a unique bond with your child. If you teach your child discipline with respect, and make sure that it’s consistent and fair, you’ll have lasting positive effects on your child.

How can parents prevent behaviour problems?

Give your child many opportunities for physical activity and exercise. Some children need to run off some of their energy.

Give your child choices about what to do. He will appreciate the chance to make decisions.

Instead of saying “No”, give her something more interesting to do. This is called distraction or redirection. For example, if she is climbing a fence, you can say “Come and play on the swings.”

Make sure your child has toys that are right for his age. Toys for young children should be simple. Don’t give them too many at once.

Become familiar with behaviour that is appropriate for your child’s age. A toddler who accidentally spills a glass of water is not misbehaving. It’s normal.

Children 2 years of age and younger have trouble remembering and understanding rules. Keep medicines and dangerous items out of their reach.

Prioritize the rules that you do make. Give top priority to safety, then to correcting behaviour that harms people and property, then onto behaviour such as whining, temper tantrums and interrupting. Concentrate on two or three rules at first.

If your child is tired and cranky, be understanding and calm to help her settle down. This is especially important before naps or bedtime. Having a short quiet time (with no activity) can prevent bad and irritating behaviour.

Ignore little things. Before you raise your voice, ask yourself, “Is this important?”
What can parents do to promote good behaviour?

Spend time alone with your child each day.

Be comforting. Give your child hugs, cuddles or a gentle pat on the back.

If children are sad or angry, respect their feelings. Try to understand why they are sad or angry.

Do things that are fun. Laugh together.

If you make a promise, do your best to keep it. It is important that children trust their parents, and they will want you to trust them, too.

Always look for opportunities to praise one for good behaviour