Why is a disciplined mind important

It becomes hard to stay motivated in studies if one is not disciplined. Good discipline is important for students to complete their assigned tasks in time. If we miss work, then everything piles up, and it becomes harder to perform the next task. So, it is easier to stay disciplined later on by staying disciplined right from the start of our studies. There are various ways to bring discipline to the life of students. A disciplined person always set a good example for others.

If we try to live in our way, there will be indiscipline and chaos. Save my name, email, and website in this browser for the next time I comment. Skip to content. Fill in the details to connect with our Expert Counsellors. Please enable JavaScript in your browser to complete this form. Phone Number. School Name. It can be well understood by citing an example: — A team of experienced players often lose the match because of a lack of discipline in the team, but a disciplined team can win an impossible Match.

Read out how it is helpful: 1. Being Focused A person with strong goals is more focused and always keeps his work up on time in everyday life. It is very important to regularly follow and fulfill the responsibilities which are mentioned in the schedule.

This will help them to develop self-control and also build good relations with others. A disciplined person is always respected by society. Through discipline, they worked hard and achieved their goals which made them a respectful figure in the eyes of others. Improves mental health. Modern society suffers a lot from anxiety and depression. We cannot blame them for their condition.

Just by maintaining a little discipline in their life, they can easily improve it. Discipline will help them to reduce stress and take control of their tasks. They would be able to overcome their fears and also control their emotions. Maintain peace in society. Disciplined people are like assets to society. If there is no law and order, there would be too many bad activities. Discipline is required to prevent such things in society. By setting the required rules and regulations, it becomes easier to live in a society that is full of peace and harmony.

Stay Active. Disciplined people have time to do every activity in the schedule. They know what is good and bad for them and thereby have good eating habits, exercising habits, sleeping and waking up patterns, etc.

For students too, discipline is very important in their life. Here are a few points to help you understand why discipline is important in the life of students, especially for practical subjects like mathematics. Discipline helps a student to maintain regularity which is very important in subjects that require constant practice, like mathematics.

It helps the student to remain calm and composed. Discipline helps them to prioritize their work as per its importance. It improves their concentration and focuses which is very important in subjects like mathematics. Students often find mathematics to be difficult and fear the subject.

Discipline helps them to build a positive attitude towards everything. This helps them to improve their performance slowly and steadily. Finally, discipline helps students to build a healthy mind which is very important to develop a healthy body.

Discipline is very important, as seen, at both levels: individually and collectively for the society. It helps people to showcase their attitude and represent their character and thinking.

Both the body and the mind are honed by discipline. Discipline helps to address individual problems and develop a society that is both peaceful and respectful. Therefore, it would be right to say that without discipline there is no life at all. Cuemath, a student-friendly mathematics platform, conducts regular Online Live Classes for academics and skill-development, and their Mental Math App, on both iOS and Android , is a one-stop solution for kids to develop multiple skills.

Understand the Cuemath Fee structure and sign up for a free trial. Some common synonyms of discipline are castigated, chasten, chastise, correct, and punish. The AAP recommends positive discipline strategies that effectively teach children to manage their behavior and keep them from harm while promoting healthy development. These include: Show and tell. Teach children right from wrong with calm words and actions.

Model behaviors you would like to see in your children. The truth is, self-discipline is a learned skill, not an innate characteristic. Instead, the only way to improve your self-discipline is through intentional and dedicated practice. As with all types of self-improvement, change is difficult and it takes time. In This Blog More Blogs. An education for all human beings needs to be constructed upon these foundations, even as it must incorporate the remarkable knowledge that has been achieved in this century.

In the latter half of the book, I turn directly to issues of education in and outside of classrooms. Much has been established about the difficulty of achieving deep understanding in the classroom; and much has been learned recently about which educational practices are likely to succeed in cultivating such understanding. It is timely to review these findings and to craft an education that builds upon the most powerful insights.

Yet it is often frustrating to read about effective education in the abstract. Examples are at a premium. As my primary illustrations, I revisit the three areas of study that I've already introduced. I show how, building upon new insights, one might craft an education that yields deep understanding of questions and issues as important as evolution, Mozart, and the Holocaust: an understanding that is worth achieving in its own right, and that permits meaningful participation in today's and tomorrow's world.

My survey of these three topics represents a sustained effort to bring together the two most powerful ideas with which I have worked. Specifically, I draw on findings about the attainment of understanding and findings about the multiple intelligences of human beings.

I contend that educators can reach many more students, and affect them much more deeply, by activating the multiple intelligences of their students, in ways spelled out in chapters 7, 8, and 9. In the final pages of this book, I confront the difficult question of how to achieve, on a large scale, the kind of education that I would like for all. I draw on certain promising educational experiments in which I and others have been involved in recent years. Clearly, I have my own preferred educational approach; this book stands, in a sense, as a brief in favor of that regimen, as well as a guide to how it might be realized.

At the same time, because of the huge differences in value systems found across groups and cultures, I doubt that it will ever be possible to develop one ideal form of education and to implement it throughout the world. Perhaps that is just as well; a world with a single educational system—or, for that matter, a single culture—might be a dull place. It seems far more feasible to design a limited number of powerful approaches, each of which can meet the needs and desires of a significant portion of the world's population.

Accordingly, I describe how one might develop six distinct educational pathways, including the one I prefer, each with its own set of standards. And finally, I return to the indispensable issue of values: which educational values we cherish, and how to make sure that a good education is also a "humane education" for all human beings.

That, in short, is what this book is about. Let me now erect a few signposts that signal my beliefs—or, to adopt an even more basic metaphor, let me lay my educational cards on the table. First, education consists of more than school. Much of what I write about concerns what does—or should—occur in classrooms. But education took place long before there were formal institutions called schools; and today, other institutions—for example, the media—vie with schools in their educational scope and power.

Relatedly, discussion of education has often been restricted to the cognitive realm, even to specific disciplines. My own scholarly and applied work has often been viewed as being restricted in this way. Yet I see education as a far broader endeavor, involving motivation, emotions, and social and moral practices and values.

Unless these facets of the person are incorporated into daily practice, education is likely to be ineffective—or, worse, to yield individuals who clash with our notions of humanity. Much of education occurs implicitly rather than explicitly. One can certainly mount specific courses in how to think, how to act, how to behave morally. Some didactic lessons are appropriate.

Yet we humans are the kinds of animals who learn chiefly by observing others—what they value, what they spurn, how they conduct themselves from day to day, and, especially, what they do when they believe that no one is looking. Continually, I will call for schools—more properly, school communities —that embody certain values, and for teachers who exhibit certain virtues.

Ditto with respect to the media, the family, and other influential educational institutions. I turn next to labels. Much of what I write about can be identified with the educational tradition of John Dewey—with what has been called progressive or neo-progressive education. I reject the baggage that has inappropriately, I believe come to be associated with this label.

One can be progressive while also espousing traditional educational goals and calling for the highest standards of work, achievement, and behavior. In the words of Dewey himself: "The organized subject matter of the adult and the specialist What about the canon? Given my examples of evolution, Mozart, and the Holocaust, it may seem as if I have taken up the cause of Western thought, or even championed the controversial legacy of the Dead White Male.

I am indeed dedicated to in-depth study of the most important human achievements, topics, and dilemmas. I think that everybody should have heroes and that we can learn even from those figures who, like all heroes, are flawed. But unlike those who define an a priori canon, I believe that decisions about what is important are best left to a specific educational community; that all such decisions are tentative at best; and that they should be subject to constant negotiation and reconsideration.

To put it in the terms of my endeavor, I do not believe in singular or incontrovertible truth, beauty, or morality. Every time period, every culture will have its own provisional favorites and tentative lists. We should begin with an exploration of the ideals of our own community, and we should also become acquainted with the ideals of other communities. We may not endorse the aesthetics of postmodernism or the morality of fundamentalist Islam or the truths of the Vatican Council.

But we live in a world where these preferences exist, and it is necessary and proper for us to learn to live with them—and for them to learn to live with us. It should be evident that I believe even less in "core knowledge" or "cultural literacy"; not only is this an idle pursuit, but it conveys a view of learning that is at best superficial and at worst anti-intellectual. If this book is a sustained dialectic—read "disagreement" with any contemporary educational thinker, that thinker is the noted literary analyst and educator E.

Hirsch calls for a sequenced K curriculum in which students cover a large number of specified topics and concepts for each year of school. To be sure, I cherish individuals who are familiar with their own and other cultures, but such literacy should come as a result of probing important issues and learning how to think about them in a disciplined way—not as a consequence of mastering fifty or five hundred predetermined topics each year.

On my educational landscape, questions are more important than answers; knowledge and, more important, understanding should evolve from the constant probing of such questions. It's not because I know for certain what the true and the beautiful and the good are that I call for their study. In fact, I distrust people who claim that they know what is true, beautiful, or good. I organize my presentation around these topics because they motivate individuals to learn about and understand their world, and because, frankly, I reject a world in which individuals cease to pursue these essential questions just because they do not permit unequivocal resolution.

No one likes jargon, especially other people's jargon, and few bodies of professional lingo are less beloved than the argot of educators. I try to keep "ed talk" to a minimum and to introduce and illustrate terms when I use them.