Thomas Igwe – Assessment – International Institute for Global Leadership

As a Man Thinketh
Assessment by Thomas Igwe (Canada)

1. What is the main idea that the author is trying to convey in the book?

The main idea I take from James Allen’s As a Man Thinketh is that our thoughts have a profound influence on our character, decisions, habits, relationships, and direction in life. Allen argues that people should not treat their thoughts as insignificant or separate from their actions. Instead, our repeated patterns of thinking gradually influence the kind of people we become and the choices we make. What I find particularly meaningful is the connection Allen makes between thought, character, purpose, and action. The book is not simply encouraging positive thinking in the sense of wishing for good things to happen. It challenges the reader to examine the thoughts that are repeatedly entertained and to consider how those thoughts become habits and eventually influence behavior.

This idea connects strongly with my experience as an educator. In my work with learners, I have seen that education is not only about transferring information. Learners’ attitudes toward themselves, their abilities, their teachers, and their future can influence how they participate in learning. A learner who believes that improvement is possible is often more willing to attempt difficult tasks, accept feedback, and continue after failure. This does not mean that positive thinking eliminates real barriers, but it can influence how a person responds to those barriers. My experience in special education has also made me cautious about interpreting circumstances too simply. Learners experience disability, poverty, cultural differences, family circumstances, educational barriers, and other realities that cannot simply be explained as the product of their thoughts. Nevertheless, Allen’s emphasis on the inner life reminds me that, even when circumstances cannot immediately be changed, individuals can often develop healthier ways of interpreting and responding to their circumstances. For me, therefore, the central lesson of the book is the importance of intentional thinking. What I repeatedly think about can influence what I value, how I behave, how I relate to others, and what kind of future I work toward.

2. What were the seven ideas which were personally most important to you and why? List these seven ideas followed by an explanation after each one as to why it was important to you. Use personal examples from your own life.

i. Thought and character are closely connected.

One of the most important ideas for me is Allen’s argument that character develops through repeated patterns of thought. As an educator and researcher, I find this important because character cannot be developed only through formal instruction. Education also involves helping people develop habits of reflection, responsibility, empathy, discipline, and ethical judgment. My background in theology and philosophy has also taught me to take the formation of character seriously. Knowledge without character can be used constructively or destructively. Therefore, I appreciate the book’s emphasis on the relationship between what happens within a person and how that person eventually acts.

ii. The mind needs to be cultivated like a garden.

Allen’s comparison of the mind to a garden is particularly memorable to me. A garden does not automatically produce what we want. It requires attention, cultivation, removal of weeds, and intentional planting. I see a parallel in education. My work with diverse learners has taught me that intellectual and personal growth requires continuous cultivation. As a faculty member with Jesuit Worldwide Learning, I have worked with learners from different backgrounds and educational contexts. Creating an environment in which learners can think critically, communicate respectfully, and participate confidently requires deliberate effort. The same principle applies to me. I need to be attentive to the ideas I allow to dominate my own thinking.

iii. Purpose gives direction to thought.

Allen’s discussion of purpose is especially relevant to my professional life. I have pursued education across several disciplines, including Education, Philosophy, Theology, Divinity, and Business Administration. My academic journey has not always followed one narrow path, but I see a common purpose running through it: education, service, human development, ethical reflection, and meaningful contribution to society. The book reminded me that having many interests is not enough. They need to be connected to a meaningful purpose. Purpose helps determine where I invest my time, energy, research, teaching, and relationships.

iv. Personal responsibility matters.

Another important lesson is Allen’s emphasis on responsibility for one’s responses and choices. I understand this not as denying the existence of social or structural problems, but as recognizing that individuals still have responsibility for how they respond to life. This is important in my work in education because I encounter learners who face genuine difficulties. As an educator, I cannot remove every difficulty from their lives, but I can help them identify possibilities, develop skills, build confidence, and make constructive choices. The principle also challenges me personally. It encourages me to examine what I can improve rather than always looking outward for explanations.

v. Thought must be connected with action.

I particularly appreciate the book’s emphasis on disciplined action. It is easy to have good intentions, plans, and dreams without taking practical steps toward them. My own academic journey demonstrates this. Completing several degrees, teaching in different educational settings, conducting research, publishing academic articles, and working with international learners have required sustained effort. The book reinforces the importance of consistency. A goal becomes meaningful when it is translated into daily habits and actions.

vi. Vision and ideals can inspire achievement.

The chapter on visions and ideals speaks strongly to me. Education has always represented more than employment for me. I see it as a means of helping people discover their capacities and participate more fully in society. My research interests in inclusive education, disability, migration, ecology, interfaith and intercultural pedagogy, and Christian formation reflect this broader vision. I am interested in how education can contribute to human dignity and responsible participation. The book reminds me that worthwhile achievements often begin as a vision before they become visible realities.

vii. Serenity and self-control are forms of strength.

The final chapter’s emphasis on calmness and self-control is another lesson I find valuable. Leadership and teaching require more than knowledge. They require patience, emotional discipline, listening, and the ability to respond thoughtfully rather than impulsively. In online education, particularly with learners from different cultures and backgrounds, misunderstandings can occur. A teacher who responds immediately with frustration may make the situation worse. Patience and calm communication can create opportunities for understanding. For me, serenity is therefore not passivity. It is the ability to remain thoughtful and purposeful even when circumstances are difficult.

3. How will these ideas or lessons help you in a practical way, both in your daily personal life and in helping you to create a better world? If so, how?

The most practical lesson I take from the book is the need for intentionality. I want to become more conscious of the relationship between what I think, what I say, and what I do. In my personal life, this means becoming more reflective before reacting to difficult situations. Instead of immediately allowing frustration, disappointment, or uncertainty to determine my response, I can pause and ask what response would be constructive. As an educator, this principle is even more significant. Teachers influence learners not only through curriculum but also through attitudes and behavior. If I want learners to become thoughtful, respectful, resilient, and responsible people, I must demonstrate those qualities in my own teaching.

My experience at Jesuit Worldwide Learning has reinforced my belief that education can connect people across geographical and cultural boundaries. Working with global learners has taught me that people may approach education from very different experiences and perspectives. The ideas in this book encourage me to cultivate openness, patience, and purposeful communication. The book also encourages me to connect personal development with service. I do not want personal growth to become merely self-centered. My understanding of leadership is connected with responsibility toward others. My research and teaching interests in inclusion, disability, ecological responsibility, migration, and intercultural education are all connected to this concern. Therefore, I see the practical application of the book in three areas: improving my own discipline and self-awareness, becoming a more effective educator and mentor, and using education and leadership to contribute positively to communities.

4. Quotes: Are there any statements which the author made that particularly got your attention? If so, please quote them and comment as to why they were important to you.

“Thought and character are one.”

I find this statement important because it challenges me to consider the relationship between my internal life and my public behavior. As a teacher, researcher, theologian, and philosopher, I communicate ideas to other people. However, communication is more meaningful when it is supported by character.

“Circumstance does not make the man; it reveals him to himself.”

I find this statement thought-provoking because difficult circumstances can reveal strengths and weaknesses that may otherwise remain hidden. My own academic and professional journey has involved working in different countries and educational environments. Each environment has required adaptation and learning.

“Calmness is power.”

This is particularly meaningful. In education and leadership, the ability to remain calm can influence the quality of decisions and relationships. I do not understand calmness as avoiding difficult issues. Rather, I see it as developing the discipline to address difficult situations thoughtfully.

5. Is there anything in the book that you do not understand or are unclear about, or are there ideas which you disagree with and if so, why?

Yes. Although I find many of Allen’s ideas valuable, I do not agree with interpreting every life circumstance as a direct result of an individual’s thoughts. This is particularly important to me because of my experience in special education and inclusive education. People can experience poverty, disability, discrimination, displacement, conflict, illness, unequal access to education, and other circumstances that cannot reasonably be attributed simply to their thinking. For example, a learner with a disability may face barriers created by an inaccessible educational environment. Changing the learner’s thoughts alone does not remove the physical, institutional, or social barriers. The educator and institution also have responsibilities. My research on inclusive education and migration has strengthened this perspective. Human beings have personal agency, but they also live within social, cultural, economic, political, and environmental structures. I therefore interpret Allen’s message more carefully. I find it useful when it encourages self-examination, responsibility, discipline, and constructive action. I would be uncomfortable using it to blame people for circumstances over which they have little or no control.

I also approach some of the book’s statements about health cautiously. Modern understanding of health is more complex than the suggestion that illness can simply be traced to thought. Mental and emotional well-being can influence many aspects of life, but physical health also involves biological, environmental, genetic, social, and medical factors. These differences do not make the book useless to me. Instead, they encourage me to read it critically and distinguish its valuable principles of self-reflection and personal responsibility from claims that I believe require a more nuanced interpretation.

6. Did the book contain exercises for the reader to complete? If so, did you complete all of the exercises and did you find them helpful?

The version I read is primarily reflective rather than a conventional workbook. Its main exercises are therefore the practices it encourages examining one’s thoughts, identifying purposes, observing habits, developing self-control, and applying the principles to everyday life. I found the reflective aspect useful because it encouraged me to connect the book with my own experiences rather than simply reading it as a historical text. One practical exercise I can take from the book is to periodically examine the relationship between my thoughts, habits, and goals. For example, when I experience a professional setback, I can ask whether my response is helping me learn and move forward or simply causing me to remain focused on the setback.

Another practical application is to examine whether my daily activities reflect my larger purpose. This is particularly important as I continue my research and combine research, teaching, writing, and service. I also find the idea of reviewing one’s progress regularly useful. Reflection can turn experience into learning. As an educator, this is consistent with the reflective practice I encourage learners.

7. Was there anything you read in the book that you would like to comment on that was not covered in the previous questions?

One broader lesson I take from As a Man Thinketh is that education should involve transformation as well as information. My professional experience has reinforced this idea. Whether I have been teaching English and literature, working with students with diverse educational needs, providing online instruction, or teaching global learners through Jesuit Worldwide Learning, I have seen that meaningful education affects more than academic performance. Education can influence confidence, relationships, communication, ethical decision-making, and a person’s understanding of his or her place in society. This connects with my academic interests in philosophy and theology. Human development involves intellectual, moral, social, and spiritual dimensions. I therefore appreciate IIGL’s emphasis on personal transformation because it complements my existing educational and professional interests.

At the same time, I believe transformation should not become an excuse for ignoring social realities. Personal responsibility and social responsibility should work together. A person can change his or her thinking while also working to change unjust or exclusionary conditions. Overall, As a Man Thinketh has encouraged me to become more intentional about the thoughts I cultivate, the purposes I pursue, and the character I develop. Its most valuable contribution to me is not the promise that positive thoughts will automatically produce positive circumstances. Rather, it is the invitation to examine myself honestly and recognize that my thoughts influence my habits, decisions, relationships, and actions. As I continue my advanced research in Education, my teaching, research, writing, and service, I want to carry this principle with me: meaningful leadership begins with self-reflection and must eventually become responsible action. For me, that is where personal transformation becomes educational and social contribution.

Please rate the following questions on a scale from 1 to 10. Ten is good and one is poor.
A. How interesting was it to read? 9
B. How helpful were the contents? 9
C. How easy was it to understand? 9
D. Would you recommend it to others? 9
E. What is the overall rating you would give it? 9

Jonathan Livingston Seagull
Assessment by Thomas Igwe (Canada)

1. What is the main idea that the author is trying to convey?

The main idea I take from Jonathan Livingston Seagull is that a person should not allow the limitations, expectations, or opinions of others to prevent them from discovering and developing their full potential. Richard Bach presents Jonathan as a seagull who is dissatisfied with simply following the ordinary pattern of life expected of him. While the other gulls are primarily concerned with finding food and surviving, Jonathan becomes deeply interested in learning how to fly better. His desire for improvement eventually becomes a journey of self-discovery, discipline, freedom, courage, and service to others.
For me, the book communicates that meaningful growth requires a willingness to learn, practice, fail, reflect, and continue trying. Jonathan does not become excellent simply because he wishes to become excellent. He repeatedly practices, makes mistakes, learns from those mistakes, and gradually discovers what he is capable of doing. This message connects strongly with my own experience as an educator and lifelong learner. My academic journey has involved studies in education, philosophy, theology, divinity, business administration, and theological studies, and I am currently pursuing an advanced degree. I have continued to learn because I believe education is not merely the acquisition of qualifications but a process of personal and intellectual development.
My teaching experience has also shown me that people develop at different rates and in different ways. As an instructor with Jesuit Worldwide Learning, I have worked with diverse global learners and have taught courses involving communication, interpersonal skills, critical thinking, ethics, and political thought. My previous experience in special education in Canada and the UAE further taught me that learners should not be defined simply by their limitations. Appropriate support, encouragement, differentiated instruction, and opportunities to participate can help learners discover abilities that might otherwise remain hidden. Therefore, I understand Jonathan’s journey as a metaphor for human potential. The book encourages me to continue developing my own abilities while also helping other people discover theirs.

i.The importance of continuous learning

One of the most important ideas for me is that learning should continue throughout life. Jonathan refuses to stop learning simply because he has reached a level that others consider sufficient. His curiosity keeps pushing him forward. This is consistent with my own academic journey. I have pursued several degrees and professional certifications in different areas, including education, philosophy, theology, divinity, business administration, special needs education, applied behavior analysis, online tutoring, and TESOL. I am also currently pursuing a doctorate in Education. For me, this reflects the belief that learning is a lifelong process rather than something that ends with graduation.

ii. Perseverance

Jonathan repeatedly fails while learning to fly, but failure does not become the end of his journey. He uses difficulty as part of the learning process. This is important to me as an educator because teaching and learning do not always produce immediate results. In my special education experience, students had different learning profiles and required individualized approaches. Developing Individualized Education Programs and differentiated instruction required patience and continuous adjustment. This experience reinforced my belief that progress often requires persistence.

iii. Discovering one’s potential

Jonathan gradually discovers that he is capable of more than he initially understood. This idea is especially meaningful to me because much of my professional work has involved helping learners recognize their own abilities. In special education, I worked with students with diverse abilities and learning needs. Rather than approaching learners only from the perspective of their difficulties, I sought to identify their strengths and provide appropriate support. My research interest in inclusive education has similarly focused on disability, dependence, autonomy, dignity, and care.

iv. Courage to think differently

Jonathan is willing to question the assumptions of his community. He does not automatically accept that the traditional way of doing things is the only possible way. My background in philosophy and theology has taught me the importance of questioning, reflection, dialogue, and critical thinking. As an educator, I also encourage learners to examine ideas rather than simply memorize information. My teaching of courses such as Interpersonal Communication, Introduction to Political Thought, and Ethics and the Human Person has required students to consider different perspectives and engage thoughtfully with ideas.

v. Discipline and practice

The book demonstrates that freedom and excellence require discipline. Jonathan spends significant time practicing and refining his flying. This is an important lesson for me because academic and professional development also require consistent effort. My teaching, research, publications, and continued studies have required sustained reading, writing, reflection, preparation, and revision. Talent or interest alone is insufficient without disciplined action.

vi. Freedom from unnecessary limitations

Jonathan learns not to define himself entirely by the expectations of others. The book made me reflect on the difference between legitimate guidance and unnecessary limitations. In education, I believe learners should have opportunities to develop according to their abilities and circumstances. This connects with my research and professional interest in inclusion. An inclusive learning environment should not unnecessarily restrict people because of disability, background, culture, or other differences.

vii. Using knowledge to help others

Perhaps one of the most significant developments in Jonathan’s story is that his learning eventually becomes something he can share with others. His growth is not simply for his own benefit. This connects strongly with my understanding of education as service. My work with Jesuit Worldwide Learning has involved teaching diverse learners in a global online environment. I see education as an opportunity to contribute to human development and to help people gain knowledge, confidence, critical thinking skills, and practical abilities. My research and publications also reflect an interest in education, inclusion, human dignity, ecological responsibility, migration, and theological formation.

3. How will these ideas or lessons help you in a practical way, both in your daily personal life and in helping you to create a better world? If so, how?

The lessons in the book can influence my daily life by encouraging me to remain committed to learning, reflection, discipline, and service. As a researcher and educator, I am constantly required to read, research, write, teach, evaluate, and learn from others. Jonathan’s example reminds me that improvement is a continuous process. The book also encourages me to respond differently to failure. Instead of seeing mistakes simply as evidence that something cannot be achieved, I can view them as opportunities to identify what needs to change. This is particularly relevant to teaching, where an instructional method may work for one learner but not another. A reflective educator must be willing to adapt. The lesson of recognizing potential is also important for my work with learners. My experience in special education taught me that students should not be reduced to labels or limitations. Better educational environments can provide opportunities for learners to participate, develop their strengths, and become more independent.
The book’s emphasis on individual growth can also contribute to a better world when combined with responsibility toward others. Personal development should not become selfish. Knowledge, leadership, education, and professional achievement have greater value when they contribute to human dignity, inclusion, justice, understanding, and service. This principle connects with my research interests. My publications have addressed subjects including inclusive education, disability, climate migration, ecological responsibility, interfaith and intercultural pedagogy, parental perceptions of technology, and participatory Christian formation. These areas all involve questions about how knowledge can contribute to human and social well-being. Therefore, the book encourages me to continue developing myself while using my education and experience to support others.

4. Quotes: Are there any statements which the author made that particularly got your attention? If so, please quote them and comment as to why they were important to you.

One statement that particularly attracted my attention is:

“You will begin to touch heaven, Jonathan, in the moment that you touch perfect speed.”

I understand this statement as pointing toward the experience of reaching one’s highest potential through dedication and learning. I do not interpret it simply as physical achievement. For me, it represents the deeper satisfaction that comes from developing one’s abilities and becoming increasingly aware of one’s purpose.

“You have less fear of learning, more courage to try.”

This idea resonates with me because education requires courage. Learners must often be willing to ask questions, make mistakes, receive feedback, and try again. As an educator, I have seen the importance of creating an environment where learners are not afraid of making mistakes. The book’s emphasis on learning also connects with my own academic journey. Pursuing multiple fields has required intellectual openness and a willingness to encounter unfamiliar ideas. My work across education, philosophy, theology, and research has strengthened my belief that learning can take place across disciplinary and cultural boundaries. These quotations therefore speak to me not merely as statements about Jonathan’s flight but as reflections on human development. They remind me that growth involves both knowledge and courage.

5. Is there anything in the book that you do not understand or are unclear about, or are there ideas which you disagree with and, if so, why?

Some of the philosophical and spiritual ideas in the book can be understood in different ways. The story sometimes presents freedom and the development of the individual in very broad and idealistic terms. I find these ideas valuable as metaphors, but I believe they need to be considered alongside the realities of human relationships, social responsibilities, culture, community, and structural circumstances. For example, personal effort is important, but not every difficulty can be overcome through individual determination alone. My experience in education, particularly special education and inclusive education, has shown me that people sometimes require support, resources, accommodation, and opportunities in order to develop their abilities. I therefore would not interpret the book as suggesting that anyone who fails simply has not tried hard enough. Circumstances can affect educational opportunities and personal development. My research on disability, migration, inclusion, and human dignity has strengthened my awareness of these realities. At the same time, I appreciate the book’s encouragement to avoid allowing limitations to completely determine one’s understanding of what is possible. I find the message most useful when personal responsibility and perseverance are balanced with compassion, community, and appropriate support.

6. Did the book contain exercises for the reader to complete? If so, did you complete all of the exercises and did you find them helpful?

The book itself is primarily presented as a story rather than as a conventional textbook with structured exercises and assignments. Therefore, I did not approach it as a book containing formal exercises that I needed to complete in the conventional academic sense. However, I treated the reading itself as an opportunity for reflection. I considered the major lessons in relation to my own experiences as an educator, researcher, lifelong learner, and faculty member working with diverse learners. The most useful exercise for me was therefore practical reflection: considering how the principles of perseverance, continuous learning, personal potential, courage, discipline, and service relate to my professional and personal development. This approach was particularly meaningful because my work in education already requires ongoing reflection. Teaching involves evaluating what works, identifying what does not work, listening to learners, and adapting approaches. In that sense, the book encouraged me to reflect on my own approach to learning and teaching.

7. Was there anything you read in the book that you would like to comment on that was not covered in the previous questions? If so, please comment.

One additional lesson I take from Jonathan Livingston Seagull is that education should ultimately contribute to transformation. Knowledge is valuable, but its greatest significance can be seen in how it changes the learner’s way of thinking and acting. This idea is particularly relevant to my work with Jesuit Worldwide Learning and to my broader academic interests. I have taught diverse learners online and have worked in different educational environments in Nigeria, the United Arab Emirates, and Canada. These experiences have shown me that education is not simply about transferring information from an instructor to a student. It can create opportunities for confidence, critical thinking, communication, personal development, and greater participation in society. The book also encouraged me to think about leadership differently. Leadership is not necessarily about authority or position. It can involve developing one’s abilities and then using those abilities responsibly for the benefit of others. This understanding connects with my interests in theology, philosophy, education, ethics, and service.

I also appreciate the way the story encourages intellectual curiosity. As a researcher, I recognize the
importance of asking questions and examining assumptions. My publications have explored subjects ranging from inclusive education and disability to climate migration, ecological responsibility, intercultural pedagogy, and Christian formation. These research areas reflect my continuing interest in understanding complex human questions and finding ways in which education and scholarship can contribute to society. Overall, Jonathan Livingston Seagull has reinforced my belief that personal growth requires continuous learning, perseverance, courage, discipline, reflection, and service. The most meaningful development is not simply becoming better for oneself but becoming better equipped to contribute to the development of others.

PsychoCybernetics
Assessment by Thomas Igwe (Canada)

1. What is the main idea that the author is trying to convey?

The main idea I take from Maxwell Maltz’s PsychoCybernetics is that the way a person understands and experiences himself or herself has a profound influence on behavior, abilities, goals, relationships, and the direction of life. Maltz describes this internal understanding as the “self-image.” According to the book, people develop a mental picture of themselves from their past experiences, successes, failures, failures, failures, humiliations, achievements, and the reactions of other people. This self-image can become a powerful framework through which people interpret themselves and their possibilities. The book argues that changing an inadequate self-image can open a larger “area of the possible” and allow a person to approach life with greater confidence and purpose. The author also connects this idea with cybernetics, describing the brain and nervous system as a goal-striving mechanism that can operate as either a success mechanism or a failure mechanism depending upon the goals and mental patterns being directed.

What I find particularly meaningful is that Maltz does not present personal transformation as something achieved merely by intellectual knowledge. He repeatedly emphasizes “experiencing.” The book was designed not simply to be read but to be practiced through imagination, memory, exercises, and new experiences. This is an important distinction for me as an educator. Education should not only provide information; it should create opportunities for people to experience learning, develop confidence, practice skills, reflect on mistakes, and apply knowledge in meaningful situations.

This idea connects strongly with my own academic and professional journey. My studies across Education, Philosophy, Theology, Divinity, Business Administration, and related areas have continually reminded me that knowledge becomes meaningful when it influences the way a person thinks and acts. My teaching experiences have similarly shown me that learners sometimes possess abilities that are not immediately visible. In special education, for example, a learner can easily become defined by a diagnosis, limitation, academic difficulty, or other people’s expectations. Maltz’s emphasis on the self-image encourages me to think about how educational environments can either reinforce limiting perceptions or create experiences that help learners develop a more adequate understanding of their own capabilities.

The book therefore communicates to me that personal development requires both self-understanding and purposeful action. It encourages me to examine the mental picture I carry of myself, identify beliefs that may unnecessarily restrict growth, establish meaningful goals, and create experiences that reinforce constructive patterns. I also appreciate Maltz’s definition of success. He distinguishes genuine success from merely possessing prestige symbols and instead connects success with the satisfactory accomplishment of meaningful goals, fulfillment, happiness, and creative striving. For me, this makes PsychoCybernetics more than a book about confidence. I understand it as a book about personal formation, purposeful living, imagination, disciplined practice, emotional recovery, and the possibility of continued development.

i. The importance of developing an adequate self-image

The first and most important idea for me is the central role of the self-image. Maltz argues that people tend to act consistently with the kind of person they believe themselves to be. This idea is important to me because education often involves helping people revise limiting assumptions about themselves.

My professional experience with diverse learners has reinforced the importance of this principle. A student who repeatedly receives the message that he or she is incapable may eventually begin to behave according to that expectation. Conversely, a learner who experiences encouragement, meaningful success, constructive feedback, and genuine participation may begin to see new possibilities. I therefore see the development of an adequate self-image as relevant to teaching, mentoring, leadership, and personal development.

ii. Imagination can support personal development

The second idea that stands out to me is the importance Maltz gives to imagination. He describes imagination as one of the first keys to the success mechanism and argues that people can use mental rehearsal to prepare themselves for situations they want to handle successfully.

This is meaningful to me as an educator because preparation often begins before an actual event takes place. A teacher may mentally rehearse a lesson, anticipate questions, imagine different learner responses, and consider how to respond constructively. A researcher may mentally organize an argument before writing it. A student may imagine successfully completing a difficult presentation before actually standing before an audience. I therefore see imagination not merely as fantasy but as a tool for preparation, confidence, creativity, and purposeful action.

iii. The distinction between the success mechanism and the failure mechanism

Another important lesson is Maltz’s description of the success mechanism and failure mechanism. The book argues that human beings are goal-striving and that the same general mechanism can work toward constructive or destructive outcomes depending upon the goals and patterns being supplied.

This idea encourages me to examine the goals I establish and the mental habits that accompany them. If I repeatedly focus on failure, fear, inadequacy, or negative expectations, I may limit my willingness to act. If I establish meaningful goals and combine them with disciplined action, reflection, and constructive imagination, I create a different direction. This is relevant to my continuing academic work because advanced study requires long-term persistence. Research, writing, teaching, and publication can involve rejection, revision, uncertainty, and delay. A constructive goal orientation helps me continue working without allowing temporary setbacks to define the entire journey.

iv. The importance of practice and experience

Maltz’s statement that self-image changes through experiencing rather than intellectual knowledge alone is particularly important to me. The book emphasizes that reading and understanding are not enough. The reader is encouraged to perform exercises regularly and to give the techniques an opportunity to become lived experiences.

This corresponds closely with my understanding of education. A student may understand the theory of communication but still need opportunities to communicate. A teacher may understand inclusive education theoretically but must also learn how to adapt instruction to individual learners. A researcher may understand methodology but must actually conduct research and respond to the challenges that arise. In my own development, degrees and certifications have provided knowledge, but teaching, research, writing, and working with learners have provided experience. I therefore appreciate the book’s distinction between knowing an idea and experiencing its application.

v. Learning to challenge false beliefs

The fourth chapter’s emphasis on “dehypnotizing” oneself from false beliefs is another idea that I found significant. The book encourages readers to question beliefs about themselves that may have been accepted without sufficient examination.

This connects with my background in philosophy and theology. Critical thinking requires the willingness to examine assumptions rather than accepting every belief simply because it has been repeated. In education, this is equally important. Learners should be encouraged to ask questions, evaluate evidence, consider different perspectives, and distinguish established knowledge from assumptions. For me, this principle is especially valuable because personal development can be restricted by beliefs that have become habitual. Examining those beliefs can create space for growth.

vi. Relaxation and emotional balance

I also found the book’s emphasis on relaxation particularly useful. Maltz repeatedly warns against excessive tension and unnecessary effort. He presents relaxation as a condition that can allow the goal-striving mechanism to function more effectively.

This has practical importance for teaching and academic work. Research, writing, deadlines, and professional responsibilities can create pressure. However, excessive tension does not necessarily produce better work. Learning to pause, reflect, organize priorities, and approach difficult tasks calmly can improve the quality of both decisions and relationships. As an educator, I also recognize that students can perform differently when they are anxious compared with when they feel secure enough to think and participate. A learning environment that combines high expectations with psychological safety can encourage better engagement.

vii. Turning difficulties and crises into opportunities for growth

The book’s discussion of turning a crisis into a creative opportunity is another idea I found personally significant. The author encourages the reader to respond to difficulties through goal-oriented thinking rather than allowing a crisis to become an identity.

This connects with my professional experience because educational and academic life inevitably includes challenges. A research project may require revision. A teaching strategy may not work as expected. A learner may require a different approach. A publication may require substantial changes. These situations can become opportunities for reflection and improvement when approached constructively. The principle also connects with my broader understanding of resilience. Personal development does not mean avoiding difficulties. It means learning how to respond to them in ways that preserve purpose, dignity, and forward movement.

3. How will these ideas or lessons help you in a practical way, both in your daily personal life and in helping you to create a better world? If so, how?

The practical lesson I take from PsychoCybernetics is that personal development should become an intentional daily practice. I can apply the book by becoming more aware of the way I describe myself, the goals I establish, the images I hold about the future, and the habits I repeatedly practice. In my academic life, this means approaching research and writing with a constructive goal orientation. Rather than allowing a difficult chapter, rejected manuscript, or complicated research problem to become evidence that I am incapable, I can treat it as part of the learning process. This does not mean ignoring genuine problems. Rather, it means refusing to allow temporary difficulties to become permanent definitions of identity.

The book is also relevant to my work with learners. If I can help students experience success in manageable steps, receive constructive feedback, practice skills, and develop confidence, I may contribute to healthier educational self-images. This is especially important in inclusive education. Learners should not be reduced to limitations. Educational institutions should create opportunities for meaningful participation, autonomy, dignity, and development.

The book can also contribute to a better world when its emphasis on individual development is connected with service. Personal growth should not become an exercise in self-centered achievement. The development of confidence, imagination, discipline, and leadership should ultimately make a person more capable of contributing to others.

My experience with global learners has reinforced this understanding. Education can cross geographical, cultural, and social boundaries. It can help people communicate, think critically, understand different perspectives, and participate more effectively in their communities.

I also appreciate the book’s emphasis on living rather than merely existing. Maltz’s title, A New Way to Get More Living Out of Life, reflects the broader purpose of the work. For me, meaningful living involves continued learning, service, intellectual curiosity, responsible leadership, relationships, and purposeful contribution.

4. Quotes: Are there any statements which the author made that particularly got your attention? If so, please quote them and comment as to why they were important to you.

“The self-image is the key to human personality and human behavior.”

This statement is important to me because it connects internal perception with external behavior. As an educator, I am interested not only in what learners know but also in how they understand themselves as learners. A person’s perception of his or her abilities can influence willingness to participate, accept challenges, respond to feedback, and continue after failure. The quotation therefore reminds me that educational transformation can involve both knowledge and identity.

“This book has been designed not merely to be read but to be experienced.”

This quotation is particularly meaningful because it reflects my philosophy of education. Reading is important, but education becomes more powerful when learners apply what they have learned. A student who learns about communication needs opportunities to communicate. A student who studies leadership needs opportunities to practice responsible leadership. A researcher needs to move from reading literature to conducting research and producing knowledge.

“The definition of success as the satisfactory accomplishment of a goal sought for.”

This quotation is important because it challenges the tendency to define success entirely through external recognition. My own academic journey has involved several disciplines and professional roles, but I do not want achievement to be measured only by degrees, titles, publications, or professional status. I want my education to have a meaningful purpose. For me, success is more closely connected with learning, contribution, service, personal growth, and helping others develop.

These quotations collectively remind me that personal development involves self-understanding, experience, purposeful action, and meaningful goals.

5. Is there anything in the book that you do not understand or are unclear about, or are there ideas which you disagree with and, if so, why?

Yes. Although I found many of Maltz’s ideas useful, I believe some of the book’s psychological and medical claims should be approached critically and in the historical context in which the book was written. The book was originally published in 1960, and some of its explanations draw upon the scientific and psychological understanding available to the author at that time. For me, the strongest value of the book is therefore not in accepting every scientific claim literally but in engaging seriously with its central concepts of self-image, goal orientation, imagination, practice, emotional development, and purposeful living.

I would also be cautious about interpreting the book in a way that suggests individuals can overcome every difficulty simply by changing their self-image. My experience in special education and inclusive education has taught me that people live within real social, economic, educational, cultural, and institutional circumstances. Disability, poverty, discrimination, displacement, unequal access to resources, and other barriers cannot simply be removed by changing one’s thoughts.

I therefore interpret Maltz’s message as emphasizing personal agency without denying external realities. A healthier self-image may influence how a person responds to circumstances, but social institutions also have responsibilities to provide appropriate support and opportunities. This distinction is important to me because I do not want personal-development literature to become a way of blaming individuals for circumstances outside their control. Instead, I find the book most useful when its principles are combined with compassion, realism, community, education, and responsibility.

6. Did the book contain exercises for the reader to complete? If so, did you complete all of the exercises and did you find them helpful?

Yes. Unlike a conventional book that can simply be read from beginning to end, PsychoCybernetics specifically encourages the reader to perform exercises and practice the techniques. Maltz explains that the reader should create personal “case histories,” use imagination and memory, identify important ideas, and regularly perform the exercises. He also recommends reserving judgment for approximately 21 days while practicing the techniques rather than immediately dismissing them intellectually. I found this approach particularly appropriate because it turns the book into a practical learning experience. The most useful exercises for me are those involving visualization, mental rehearsal, self-observation, relaxation, goal-setting, and reflection on past experiences.

I also found the idea of practicing rather than simply reading especially relevant to my work as an educator. In education, knowledge becomes stronger through application. I therefore approached the book’s exercises as opportunities to reflect on how I respond to challenges, how I imagine future situations, and whether my daily actions are consistent with my goals. The exercise principle also reinforces the idea that personal development is gradual. A person cannot create an entirely new life through one reading. Development requires repetition, experience, reflection, and continued practice.

7. Was there anything you read in the book that you would like to comment on that was not covered in the previous questions?

One additional lesson I take from PsychoCybernetics is that education and personal development should involve the whole person. Intellectual development is important, but confidence, emotional balance, imagination, purpose, relationships, and practical experience also influence how effectively a person lives and contributes. This connects with my academic interests in Education, Philosophy, Theology, ethics, and human development. Education should not simply produce people who can pass examinations. It should help learners develop judgment, confidence, responsibility, communication skills, creativity, and the ability to contribute meaningfully to society. I was also interested in the book’s discussion of emotional scars. Maltz explains that past hurts can influence self-image and relationships and that people can sometimes build emotional defenses that protect them from one injury while also separating them from other people. This idea made me reflect on the importance of forgiveness, self-acceptance, healthy relationships, and emotional maturity.

Overall, PsychoCybernetics has reinforced several principles that are important to me: the importance of an adequate self-image, purposeful goals, imagination, disciplined practice, rational thinking, emotional balance, resilience, and continued growth. I particularly appreciate the book’s insistence that knowledge should become experience. As I continue my academic work, teaching, research, writing, and service, I want to remember that personal development is not simply about acquiring more information. It is about allowing learning to influence the way I understand myself, approach challenges, relate to others, and contribute to the world.

Please rate the following questions on a scale from 1 to 10. Ten is good and one is poor.
A. How interesting was it to read? 9
B. How helpful were the contents? 9
C. How easy was it to understand? 8
D. Would you recommend it to others? 9
E. What is the overall rating you would give it? 9

Success through a Positive Mental Attitude
Assessment by Thomas Igwe (Canada)

1. What is the main idea that the author is trying to convey in the book?

The main idea I take from Success Through a Positive Mental Attitude is that a person’s mental attitude, combined with definite purpose, disciplined action, and the application of practical success principles, can significantly influence how that person responds to opportunities, difficulties, relationships, work, and personal goals. The authors distinguish between a Positive Mental Attitude, or PMA, and a Negative Mental Attitude, or NMA. PMA is associated with qualities such as faith, integrity, hope, optimism, courage, initiative, generosity, tolerance, tact, kindliness, and common sense. The book presents PMA not simply as optimism but as a practical orientation toward purposeful action.

One of the most important lessons I take from the book is that positive thinking by itself is not enough. The authors repeatedly connect attitude with action. The book encourages the reader to establish definite goals, develop self-motivation, learn from problems, take action, motivate others, and persist in pursuing worthwhile objectives. The chapter structure itself demonstrates this progression, moving from “Where the Road to Achievement Begins” through changing one’s world, clearing the cobwebs from thinking, exploring the powers of the mind, solving problems, seeing clearly, getting things done, motivation, wealth, meaningful work, health, happiness, and overcoming guilt.

This message connects strongly with my experience as an educator, researcher, and lifelong learner. My academic journey across Education, Philosophy, Theology, Divinity, Business Administration, and related fields has required persistence and a willingness to continue learning. Research and teaching do not always produce immediate results. There are moments of uncertainty, revision, criticism, and difficulty. A constructive mental attitude can help a person remain focused on the purpose of the work rather than becoming overwhelmed by temporary setbacks.

At the same time, I do not interpret the book as saying that positive thinking can eliminate every obstacle. My experience in education, especially special education and inclusive education, has taught me that individuals can face genuine structural, social, economic, cultural, and institutional barriers. PMA can influence how a person responds to a difficulty, but it does not mean that every difficulty is caused by a negative attitude.

For me, therefore, the central message of the book is that attitude becomes most valuable when it is connected with purpose, character, action, persistence, service, and responsible decision-making. The book encourages the reader to become an active participant in personal development rather than waiting for circumstances to change automatically.

i. Positive Mental Attitude

The first and most obvious idea that is important to me is PMA itself. The authors describe PMA as a combination of constructive qualities including faith, integrity, hope, optimism, courage, initiative, generosity, tolerance, tact, kindliness, and good common sense.

I appreciate this broader definition because it shows that a positive attitude is not simply pretending that everything is good. It includes character and action. For me, optimism without integrity would be incomplete. Courage without common sense could become recklessness. Generosity without wisdom could become ineffective. PMA therefore becomes meaningful when it is connected with ethical and practical qualities. As an educator, I want my teaching to reflect these qualities. Students learn not only from what a teacher says but also from how the teacher responds to difficulties, disagreements, mistakes, and uncertainty.

ii. Definiteness of purpose

The second idea that is especially important to me is the importance of having a definite purpose. The book repeatedly connects PMA with high goals and clear direction. Its practical questions encourage the reader to identify a definite, specific, desirable goal and keep that goal in mind daily.

This idea is highly relevant to my academic life. I have studied across several disciplines, and although these fields may appear different, I see connections among them through education, human development, ethics, service, and intellectual formation. Purpose helps me bring these different interests together. In research and teaching, purpose also helps determine priorities. There are always many possible projects, readings, responsibilities, and opportunities. A clear sense of purpose helps me determine which activities contribute most meaningfully to the larger goals I have established.

iii. The ability to change one’s response to problems

Another important idea is the book’s repeated treatment of problems as opportunities for learning and development. One of the chapter titles itself asks: “You’ve Got a Problem? That’s Good!”

I find this approach useful because problems are unavoidable in education and academic life. A student may struggle with a course. A research project may encounter unexpected findings. A teaching method may fail to produce the expected result. A publication may require revision. The important question is therefore not whether problems exist but how we respond to them. A constructive response can involve identifying the actual problem, gathering information, considering alternatives, asking for assistance, and taking practical action. My experience in special education particularly reinforces this principle. Educational challenges often require educators to adjust strategies rather than simply concluding that a learner cannot succeed.

iv. Learning to “see” possibilities
The chapter “Learn to See” was another idea that caught my attention. The book uses examples such as Thomas Edison to illustrate how people can be misunderstood when others fail to recognize their potential. The story emphasizes the importance of seeing abilities and possibilities rather than merely seeing limitations.

This is especially meaningful to me because of my work in education and my interest in inclusion. Learners should not be defined entirely by their difficulties. A teacher needs to identify strengths, interests, potential, and possible pathways for development. This idea also applies to leadership. A leader who sees only present limitations may fail to recognize what people can become. A leader who sees possibilities can create opportunities for development while remaining realistic about what support is required.

v. The principle of “Do It Now”

The fifth idea that I found particularly practical is the emphasis on action. The book presents “Do It Now” as a secret of getting things done and connects it with Benjamin Franklin’s example and practical personal achievement.

This principle is valuable because procrastination can interfere with otherwise worthwhile goals. Academic work requires reading, writing, correspondence, research, lesson preparation, revisions, and deadlines. It is easy to postpone tasks when they appear difficult or when there are many competing responsibilities.

The “Do It Now” principle reminds me that action often creates momentum. A large project becomes more manageable when it is divided into smaller actions and those actions are started rather than continually postponed. I also appreciate the connection between action and emotion discussed in the book. The authors draw attention to the idea that action can influence emotional states. This is useful because waiting until one feels perfectly motivated can sometimes result in never beginning.

vi. Self-motivation and motivating others

Another important idea is that motivation is not only an internal matter. The book discusses how people can motivate themselves and how they can also motivate others. The chapter structure specifically includes “How to Motivate Yourself” and “How to Motivate Others.”

This is directly relevant to my work as an educator. Teaching involves motivation. Students need reasons to engage with material, persist with difficult assignments, participate in discussions, and develop confidence. However, I believe effective motivation should not depend solely on pressure. It should involve meaningful goals, encouragement, relevance, recognition of progress, and opportunities for learners to experience competence. My experience with diverse learners has taught me that motivation is not identical for everyone. People have different backgrounds, aspirations, needs, and circumstances. Therefore, motivating others requires listening and understanding rather than applying one method to everyone.
vii. Developing a Magnificent Obsession and serving others

The seventh idea that stands out to me is the concept of a “Magnificent Obsession.” The later part of the book connects this idea with developing a burning desire to be helpful to others, sharing without expecting reward, character, courage, and noble living.

This idea connects strongly with my understanding of education as service. I do not want education to be valuable only because it provides professional advancement. I want my academic and professional development to contribute to learners, communities, scholarship, and human development. My work in education, including teaching global learners and my interests in inclusion, disability, migration, ecological responsibility, intercultural education, and theological formation, has reinforced this understanding. A meaningful professional life should have a purpose beyond personal achievement.

3. How will these ideas or lessons help you in a practical way, both in your daily personal life and in helping you to create a better world? If so, how?

The most practical lesson I take from this book is that attitude must become action. It is relatively easy to say that one wants to be positive, motivated, successful, or helpful. The more difficult task is to translate those intentions into consistent daily behavior.
In my personal life, the principles encourage me to clarify my goals, organize my time, take action rather than procrastinate, and respond constructively when difficulties arise. My continuing academic work requires discipline. Research and writing require regular effort even when inspiration is not immediate. The “Do It Now” principle therefore provides a useful reminder to begin with the next practical step.

As an educator, PMA can help me maintain a constructive approach when learners experience difficulties. Rather than seeing a problem as proof of inability, I can ask what has not yet worked, what additional support may be necessary, and what alternative strategy could be attempted. The principle of seeing possibilities is also important for inclusive education. A learner may initially appear to have significant limitations, but educational support can sometimes reveal abilities that were not previously recognized. This requires teachers to remain patient, observant, flexible, and willing to adapt.

The book also reinforces the importance of character. Success should not be separated from integrity. Professional advancement without ethical responsibility would not represent the kind of success I want. My background in philosophy and theology has reinforced my belief that how a person achieves something matters as much as what is achieved.

The concept of the Magnificent Obsession provides an additional connection with service. Education gives me opportunities to help people develop knowledge, communication, confidence, critical thinking, and independence. Research gives me opportunities to explore questions that may contribute to wider conversations. Teaching provides an opportunity to accompany learners in their development.
In this sense, the book’s lessons can contribute to a better world not simply by encouraging people to become more successful individually but by encouraging them to use their abilities responsibly. Positive attitudes can become socially meaningful when they lead to generosity, ethical leadership, service, cooperation, and constructive action.

4. Quotes: Are there any statements which the author made that particularly got your attention? If so, please quote them and comment as to why they were important to you.

“The most important living person is you, as far as you and your life are concerned.”

The book uses this statement to introduce the idea that the individual has responsibility for his or her own mental attitude. This quotation is important to me because it emphasizes personal responsibility. As an educator, I cannot expect learners to develop if I am not willing to take responsibility for my own continued growth. It reminds me that personal transformation begins with self-examination.

“You can change your world!”

The authors connect this idea with setting high goals, developing one’s abilities, and refusing to remain permanently defined by present circumstances. I find this quotation important because education itself can change a person’s world. Knowledge can change how a learner understands a problem, communicates with others, evaluates information, or imagines the future. My experience as an educator has repeatedly shown me that learning can create possibilities that were previously difficult to see.

“Do It Now!”

This is important to me because knowledge without action has limited practical value. In academic life, it is possible to spend a great deal of time planning and very little time executing. The quotation reminds me to translate goals into concrete steps. Writing one page, reading one article, preparing one lesson, responding to one important message, or beginning one difficult task can create momentum.

“A positive mental attitude and definiteness of purpose is the starting point toward all worthwhile achievement!”

This statement brings together two major themes of the book. Attitude without direction can become vague optimism, while purpose without constructive attitude can become difficult to sustain. For me, meaningful achievement requires both.

5. Is there anything in the book that you do not understand or are unclear about, or are there ideas which you disagree with and, if so, why?

Yes. Although I found many of the principles useful, I would interpret some of the book’s claims carefully. The authors sometimes present a very strong relationship between mental attitude and external success. I believe attitude can influence motivation, persistence, behavior, relationships, and responses to circumstances, but I would not conclude that every outcome is determined by an individual’s attitude.
My experience in education has made this distinction especially important. Learners can face barriers related to disability, poverty, displacement, discrimination, access to resources, family circumstances, institutional structures, and other factors. A positive attitude can help a person respond constructively, but it cannot automatically remove every external barrier. I also believe that success should not be reduced to financial achievement. The book devotes considerable attention to wealth, business, sales, employment, and financial security. These subjects are legitimate parts of life, but my own understanding of success is broader. Education, service, intellectual development, relationships, ethical character, community contribution, and personal fulfillment are also important.

I therefore appreciate the book most when its principles are interpreted broadly. A Positive Mental Attitude should not mean denying grief, difficulty, injustice, or legitimate frustration. Instead, it can mean acknowledging reality while asking what constructive action remains possible. I also believe that optimism should be balanced by critical thinking. A positive attitude should not prevent a person from examining evidence or recognizing legitimate problems. As someone with a background in philosophy and research, I value the book’s encouragement to act, but I also believe that good action should be informed by careful reasoning.

6. Did the book contain exercises for the reader to complete? If so, did you complete all of the exercises and did you find them helpful?

Yes. The book contains numerous practical questions, self-motivators, formulas, principles, examples, and applications. It does not function simply as a book that presents abstract theory. The reader is repeatedly encouraged to relate the principles to personal circumstances and put them into practice.

One exercise that I found especially useful is the encouragement to establish definite goals and keep them in mind regularly. The book asks the reader to consider high goals, identify specific desirable objectives, and develop the habit of thinking about them consistently. I also found the principle of “Do It Now” useful because it converts an abstract desire for achievement into a behavioral discipline. Instead of waiting for ideal circumstances, the reader is encouraged to take the next appropriate action. The book’s discussion of self-motivators was also practical. It suggests that a person can deliberately memorize constructive statements and use them when facing challenges. The idea is that a carefully selected phrase can serve as a reminder of a goal or principle at a moment when it is needed. Another useful exercise is the practice of asking how a principle relates to one’s own life. This is particularly consistent with my approach to education. I find that reflection becomes more useful when it moves from general ideas to concrete application. I therefore found the exercises valuable because they encouraged me to move from reading to reflection and from reflection to action. This is consistent with the larger message of the book that success principles become meaningful when they are applied.

7. Was there anything you read in the book that you would like to comment on that was not covered in the previous questions? If so, please comment.

One broader lesson I take from this book is that personal achievement and service should not be separated. The book’s later discussion of the “Magnificent Obsession” particularly reinforced this idea. The authors encourage readers to develop a desire to be helpful to others and to share without constantly expecting recognition or reward. This principle connects strongly with my understanding of education. A teacher’s influence may not always be immediately visible. A student may remember a particular lesson, encouragement, or opportunity many years later. The value of education therefore cannot always be measured immediately. I also appreciated the book’s emphasis on character as a foundation for success. Professional achievement without character can become problematic. In my own fields of education, philosophy, theology, and research, I believe integrity is essential. Scholarships require honesty. Teaching requires fairness. Leadership requires responsibility. Service requires humility. The book has also encouraged me to think about the relationship between ambition and purpose. Ambition can be constructive when it motivates a person to develop abilities and pursue meaningful goals. However, achievement becomes more valuable when it contributes to something larger than the individual.

This is particularly relevant to my academic journey. My continuing education and research are not simply about collecting qualifications. I want my learning to increase my capacity to teach, research, write, mentor, communicate, and contribute to human development. My interests in inclusive education, disability, migration, intercultural learning, ecological responsibility, and theological formation all reflect an interest in how knowledge can contribute to people and communities. Success Through a Positive Mental Attitude has reinforced my belief that successful living requires a combination of attitude, purpose, action, persistence, character, and service. Its strongest practical message for me is that I should not wait passively for circumstances to become ideal. I should identify worthwhile goals, cultivate a constructive mental attitude, develop the necessary abilities, take action, learn from problems, and remain willing to serve others. The book also complements the lessons I have taken from my previous IIGL studies. Jonathan Livingston Seagull emphasized personal growth, courage, discipline, and the development of potential. As a Man Thinketh emphasized the influence of thought and character. PsychoCybernetics emphasizes self-image, imagination, goals, and experience. Success Through a Positive Mental Attitude adds another practical dimension by emphasizing purpose, motivation, action, persistence, and service. Taken together, these ideas encourage me to view education as a lifelong process of transformation. As I continue my teaching, research, writing, and advanced studies, I want to develop not only greater knowledge but also greater discipline, clarity of purpose, resilience, humility, and capacity for service. For me, that is the most meaningful interpretation of success: not simply achieving more for myself but becoming better prepared to contribute to the development and well-being of others.