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Learning how to Learn: Psychology and Spirituality in the Sufi Way

In 'Learning how to Learn: Psychology and Spirituality in the Sufi Way,' the author delves into the principles of Sufism, a mystical branch of Islam, to provide guidance on the psychological and spiritual journey of self-improvement. The book combines philosophical teachings with practical exercises, aiming to enhance the reader's understanding of the human mind and soul. more

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Idries Shah
Idries Shah

Idries Shah was a renowned author known for his dissemination of Eastern philosophy and wisdom. His works blend Sufism, Eastern mysticism, and Western philosophy, aiming to promote human wisdom and inner growth. Shah's books include 'The Sufi Path of Love' and 'The Power of Silence'. more

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“The ground for the necessity of Christian schools lies in this very thing, that no fact can be known unless it be known in its relationship to God. And once this point is clearly seen, the doubt as to the value of teaching arithmetic in Christian schools falls out of the picture. Of course arithmetic must be taught in a Christian school. It cannot be taught anywhere else.”

“You went to school," Lee said. "I mean, at some point. And it didn't suit you very well. They wanted to teach you things you didn't care about. Dates and math and trivia about dead presidents. They didn't teach persuasion. Your ability to persuade is the single most important determinant of your quality of life, and they didn't cover that at all. Well, we do. And we're looking for students with natural aptitude.”

“Teachers who complain 'These kids have no work ethic' couldn't be farther off the mark. The problem is not that these kids lack a work ethic; the problem is that some of them see no connection between a work ethic and school. None of them would think, for example, to say to a customer at the MacDonald's drive-up window, 'Do you think I could get you those Chicken McNuggets some time tomorrow?' Yet we give sanction to that sort of request when it comes to school assignments.”

“She was right: school was lonely. The eighteen and nineteen year olds didn't socialize with the younger kids, and though there were plenty of students my age and younger [...] their lives were so cloistered and their concerns so foolish and foreign-seeming that it was as if they spoke some lost middle-school tongue I'd forgotten. They lived at home with their parents; they worried about things like grade curves and Italian Abroad and summer internships at the UN; they freaked out if you lit a cigarette in front of them; they were earnest, well-meaning, undamaged, clueless. For all I had in common with any of them, I might as well have tried to go down and hang out with the eight year olds at PS 41.”