Text by Yael Barcesat; photo by Juan Yanes
When you work with other people, which is basically all the time, you end up knowing a lot of different types of people and it is important to learn what motivates them. Talking with a friend, she said to me that discipline is not the fruit of a love for routine rather finding the motivation within the work.
There is a force, similar to discipline, that everyone who is not naturally disciplined needs to develop: find the meaning within the task. By this I mean many things, meaning can be understood as a subsequent consequence or pleasure during the actual conduct of the activity. It can also be felt in terms of other apparently more relevant causes.
As to the meaning of the acts, there are two particularly interesting parameters to consider. After a lot of contemplation searching for the right words, I think I have identified them as learning and teaching. "What do I learn" and "what do I teach" are the questions that will give or take away meaning to tasks whose indispensability has been questioned from the beginning.
This can be a useful parameter for choosing your tasks, but it does still leave out a few things ... for example: making the bed. After making my bed a few hundred times, I can not help feeling that it is something that generates no teaching or learning. Where, then, do I get the motivation for such a task? This is where personal preference and taste come into factor. The personal preference behind the argument "because I like it" is an inseparable partner to discipline. Our tasks need only to reference their utility when they don't meet our personal preference or taste.