According to psychological research, your willpower is like a muscle. It’s a finite resource that depletes with use. As a result, by the end of your … - Benjamin P. Hardy

The famous 20th-century writer and theologian C. S. Lewis was an ardent believer and advocate of the theosis perspective of God and humanity. As he said: It is a serious thing to live in a society of possible gods and goddesses, to remember that the dullest and most uninteresting person you talk to may one day be a creature which you would be strongly tempted to worship . . . There are no ordinary people.

The more willing you are to invest in momentary loss and pain directed at a goal, the faster you’ll adapt to the level of your Future Self.

Repetition until Your Learning Becomes Unconscious (Outsourced to Environment) While I implemented what I learned, my teacher would watch me from a distance. He let me struggle as I tried to remember what he had just shown me. The first time, applying what he taught took a lot of time and effort. So we did it again, and again, and again. Over time, I became competent and thus confident. Learning something new is all about memory and how you use it. At first, your prefrontal cortex — which stores your working (or short-term) memory — is really busy figuring out how the task is done. But once you’re proficient, the prefrontal cortex gets a break. In fact, it’s freed up by as much as 90 percent. Once this happens, you can perform that skill automatically, leaving your conscious mind to focus on other things. This level of performance is called automaticity, and reaching it depends on what psychologists call overlearning or overtraining. The process of getting a skill to automaticity involves four steps, or stages: Repeated learning of a small set of information. If you’re playing basketball, for instance, that might mean shooting the same shot over and over. The key here is to go beyond the initial point of mastery. Make your training progressively more difficult. You want to make the task harder and harder until it’s too hard. Then you bring the difficulty back down slightly, in order to stay near the upper limit of your current ability. Add time constraints. For example, some math teachers ask students to work on difficult problems with increasingly shortened timelines. Adding the component of time challenges you in two ways. First, it forces you to work quickly, and second, it saps a portion of your working memory by forcing it to remain conscious of the ticking clock. Practice with increasing memory load — that is, trying to do a mental task with other things on your mind. Put simply, it’s purposefully adding distractions to your training regimen.