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Habits are formed by the repetition of particular acts. They are strengthened by an increase in the number of repeated acts. Habits are also weakened or broken, and contrary habits are formed by the repetition of contrary acts.

Mortimer Adler

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Mortimer Adler
Age: 98 †
Born: 1902
Born: December 28
Died: 2001
Died: June 28
Philosopher
Teacher
University Teacher
Writer
New York City
New York
Mortimer J. Adler
Mortimer Adler
Broken
Repetition
Numbers
Formed
Particular
Habits
Also
Acts
Contrary
Increase
Weakened
Number
Strengthened
Habit
Repeated

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There is no more irritating fellow than the man who tries to settle an argument about communism, or justice, or liberty, by quoting from Webster.
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Unless we love and are loved, each of us is alone, each of us is deeply lonely.
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Erotic or sexual love can truly be love if it is not selfishly sexual or lustful.
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The complexities of adult life get in the way of the truth.
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Wonder is the beginning of wisdom in learning from books as well as from nature.
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... The person who, at any stage of a conversation, disagrees, should at least hope to reach agreement in the end. He should be as much prepared to have his own mind changed as seek to change the mind of another ... No one who looks upon disagreement as an occasion for teaching another should forget that it is also an occasion for being taught.
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The ultimate end of education is happiness or a good human life, a life enriched by the possession of every kind of good, by the enjoyment of every type of satisfaction.
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... always keep in mind that an article of faith is not something that the faithful assume. Faith, for those who have it, is the most certain form of knowledge, not a tentative opinion.
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The tragedy of being both rational and animal seems to consist in having to choose between duty and desire rather than in making any particular choice
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Love can be unselfish, in the sense of being benevolent and generous, without being selfless.
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Teachers may think they are stuffing minds, but all they are ever affecting is the memory. Nothing can ever be forced into anyone's mind except by brainwashing, which is the very opposite of genuine teaching.
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Is it too much to expect from the schools that they train their students not only to interpret but to criticize that is, to discriminate what is sound from error and falsehood, to suspend judgement if they are not convinced, or to judge with reason if they agree or disagree?
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More consequences for thought and action follow the affirmation or denial of God than from answering any other basic question.
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