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What Lies Beneath "I Don't Feel Like It"

 

 

 

یہ مضمون اردو میں پڑھیں

I said it casually, almost as though it settled the matter. “I just don’t feel like doing it.”

He did not respond immediately. Instead, he looked at me for a few moments before asking, “Are you sure that’s the real reason?”

I shrugged. “What else could it be?”

“That,” he said quietly, “is exactly what you need to find out.”

His answer stayed with me. Until then, I had never questioned the sentence itself. If I didn’t feel like doing something, I assumed I had already explained the problem. Yet his question suggested that perhaps I had only described my experience without understanding it.

We say those words so naturally that they hardly attract our attention. “I don’t feel like studying.” “I don’t feel like working.” “I don’t feel like having that conversation.” “I don’t feel like starting.” The sentence sounds honest because it accurately describes how we feel in that moment. But does it really explain why we feel that way? Or does it simply bring the conversation with ourselves to an end before it has truly begun?

He explained it in a way that made me reconsider the whole issue. “When you say you don’t feel like doing something,” he said, “you are stopping the inquiry too early.” I realized how often I had done exactly that. Instead of becoming curious about my resistance, I had accepted it as the final explanation. Once I had said, I don’t feel like it, I rarely asked another question.

“Don’t simply accept the feeling,” he continued. “Analyze it.”

That sounded easier than it actually was. Analysis requires honesty, and honesty often asks us to look beyond the most convenient explanation. He began asking me questions I had never thought to ask myself. “Why don’t you feel like doing it? What exactly are you resisting? What do you imagine will happen if you begin? And what would become uncomfortable if you stopped avoiding it?”

That last question changed the direction of my thinking. Until then, I had been looking at the task itself. He was asking me to look at what the task awakened within me. Perhaps I was not avoiding the task as much as the discomfort I was associating with it.

He explained that many of our “I don’t feel like it” moments conceal something deeper. Sometimes it is fear. Sometimes uncertainty. Sometimes the possibility of failure, embarrassment, or disappointment. At other times, it is simply a lack of clarity. We have never truly decided that the task matters, so our minds naturally drift away from it. The behavior may appear to be a lack of motivation, but the underlying cause may be something entirely different. He was careful not to reduce everything to a single explanation. “Procrastination,” he said, “is not one problem. It can have a variety of causes.”

The more I reflected on that statement, the more obvious it became. Two people may postpone exactly the same task for entirely different reasons. One may be afraid of failing. Another may feel overwhelmed because he does not know where to begin. Someone else may simply find the task meaningless. Outwardly, the behavior looks identical. Inwardly, the reasons may have very little in common. If we assume every delay is laziness, we stop looking before we have understood the real issue.

He offered a simple example. “If you don’t feel like studying,” he said, “ask yourself: do you not feel like studying, or do you not feel like studying this?”

I smiled because I immediately recognized myself in the question. There were subjects I could spend hours exploring without noticing the passage of time, while others felt exhausting after only a few minutes. Perhaps the problem was not my ability to study, but my relationship with what I was studying.

“But don’t stop there,” he added. “Sometimes the reason is simply that you’re not interested. And sometimes the lack of interest is hiding something deeper.”

That was a more difficult possibility to consider. There are things we avoid not because they are unimportant, but because they expose us. A difficult conversation may force us to admit we were wrong. A demanding project may reveal the limits of our ability. An important opportunity may entail the possibility of failure. It is often easier to say, “I don’t feel like it,” than to admit, “I’m afraid of what this might reveal about me.”

“Your comfort zone,” he said, “is not merely a place where life feels easy. It is also the place where your limitations remain undisturbed.”

I had never thought of comfort in that way. We usually associate it with safety, yet comfort can quietly become a prison if we never question it. The things we avoid are not always beyond our ability. Sometimes they simply require us to move beyond what feels familiar.

As I looked back over my own life, I began to notice a pattern. There were conversations I repeatedly postponed, responsibilities I kept delaying, and opportunities I quietly stepped away from. Each time, I had given myself the same explanation: I just don’t feel like it. The sentence sounded reasonable, but now it seemed incomplete. It described my reluctance without explaining it.

One day I decided to test what he had been saying. There was a task I had postponed for weeks. Every morning I told myself I would do it tomorrow, when I was in a better mood or had more energy. This time, instead of postponing it again, I asked myself a different question. What exactly am I avoiding?

The answer came more quickly than I expected. It wasn’t the task. It was the possibility of not doing it well. That realization did not suddenly make me enthusiastic, nor did it remove my reluctance. But it did make the problem visible. Instead of struggling against a vague lack of motivation, I could now see what I was actually dealing with. And once something becomes visible, it can also become manageable.

I did not wait until I felt motivated. I simply began with a small step. The discomfort did not disappear immediately, but it no longer controlled the decision. I had begun to understand the difference between following a feeling and understanding it. Only then did I fully appreciate something he had said earlier: “Growth often lies in doing what you don’t feel like doing.”

He was not suggesting that we should ignore our feelings or force ourselves blindly through life. Feelings often contain valuable information. The question is whether we are willing to understand what they are telling us. Sometimes they reveal that we genuinely need rest. Sometimes they show us that a task lacks meaning. But at other times, they reveal the very place where we have become limited by fear, comfort, or avoidance. Those are the moments that invite growth.

Since then, I have become more cautious whenever I hear myself say, “I don’t feel like it.” I no longer treat the sentence as an answer. I treat it as the beginning of an inquiry. What am I really resisting? What am I afraid might happen? What is this feeling trying to protect me from? The answers are not always immediate, but asking the questions changes the conversation I have with myself.

Perhaps that is the real lesson. Our resistance is rarely random. It points toward something that deserves to be understood. Sometimes it reveals a genuine limitation. Sometimes it uncovers a mistaken belief. Sometimes it simply exposes a fear that has quietly been making decisions on our behalf.

The next time you hear yourself say, “I don’t feel like it,” resist the temptation to stop there. Pause for a moment. Let the sentence become the beginning of a conversation rather than the end of one. Because on the other side of that conversation lies something far more valuable than discipline alone.

It is self-understanding. And lasting change almost always begins there.

Rewards Corrupt Motivation

 

 

یہ مضمون اردو میں پڑھیں

Intrinsic motivation is when we act simply because we value or enjoy the activity itself—like reading for love of books, painting for joy, or praying out of devotion. Extrinsic motivation is when we act for external outcomes—money, grades, applause, or fear of punishment.

Examples:

  • A flute player initially plays out of love for music. When people applaud, it adds a layer of extrinsic motivation. When money is added, the act becomes even more externalized. But when external agents set conditions—“Play every day from 9 to 12 for this payment”—the joy fades, and the activity becomes mere labor.
  • A hobbyist painter may lose passion if every painting is tied to payment. The art becomes about the reward, not the love of painting.

Research and experience both show that conditional rewards undermine intrinsic motivation. Once people begin working for the external benefit, they often start cutting corners, taking shortcuts, and losing genuine interest.

Extrinsic Motivation Eats Away at Intrinsic Motivation

Rewards are extrinsic motivators — they come from outside the individual. While they can temporarily influence behavior, they often undermine the very intrinsic motivation that sustains genuine interest, creativity, and growth.

When a person is intrinsically motivated, they act out of interest, curiosity, enjoyment, or sense of purpose. For example, a child might read a storybook because they love the adventure, or practice drawing because it makes them happy.

But once rewards enter the scene — “Read for 30 minutes and I’ll give you ice cream” — the focus shifts from the joy of the process to the expectation of the outcome. Reading is no longer about adventure; it is about dessert.

Example: Students who once loved math puzzles lose their natural enthusiasm when every assignment is graded and ranked. The joy of solving is replaced by the anxiety of marks.

Over time, the activity itself becomes devalued: “If I’m not getting anything for it, why should I bother?”

This phenomenon is well-documented in Ryan & Deci’s research: extrinsic motivators tend to crowd out intrinsic ones.

 

They Shift Focus from Process to Outcome

Intrinsic motivation thrives on process-oriented activities — learning, self-improvement, artistic expression, healthy living, prayer, or fitness. The reward lies in doing them, not just in achieving something at the end.

Extrinsic motivators flip this dynamic: the process becomes a burden, tolerated only for the sake of the prize or fear of the penalty.

Example: A person may start exercising for the joy of feeling energetic and strong. But if they begin chasing external praise (“You’ve lost weight!”) or social approval, the internal satisfaction diminishes. Miss the praise, and motivation collapses.

This makes extrinsic motivators especially counterproductive in fields that demand patience, persistence, and love for the process — like science, writing, spiritual growth, or personal development.

 

They Hinder Passion and Creativity

Passion is sustained when people feel free to explore, experiment, and immerse themselves without fear of judgment or external pressure. Rewards and punishments create narrow goals: “Do this to get that.”

Example: An artist painting for joy explores styles, colors, and techniques freely. But when painting becomes about selling or winning competitions, their creativity may shrink to what pleases judges or buyers.

Similarly, children praised only for high grades may avoid challenging subjects where they might fail, stunting their curiosity.

In this way, extrinsic motivation limits exploration and replaces passion with compliance.

 

They Create Dependence on External Validation

When people rely on extrinsic motivators, they begin to crave external approval, rewards, or recognition in order to act. This fosters dependency rather than autonomy.

Example: A student who only studies when praised becomes incapable of studying independently.

Adults may similarly fall into cycles of praise addiction at work, where performance is tied to recognition rather than inner commitment.

This dependency erodes integrity: actions are guided not by what is right or meaningful but by what will gain approval.

 

They Trigger Anxiety and Fear of Failure

With extrinsic motivators, the flip side of “reward” is always “punishment.” When outcomes matter more than process, fear of failure looms large.

Example: If a child is rewarded for every success, failure feels catastrophic — not only is there no reward, but there may be shame.

Over time, such children may avoid risks, challenges, or difficult subjects altogether because the cost of failing seems too high.

Thus, extrinsic motivation promotes risk-aversion, the opposite of the resilience needed for growth.

 

They Undermine Long-Term Persistence

Extrinsic motivation is inherently short-lived. Once the carrot or stick disappears, so does the behavior.

Example: An employee who works hard only for a bonus may slack off once the bonus is removed.

A child who reads for stickers stops reading once the chart is full.

Intrinsic motivation, by contrast, builds habits and persistence — because the reward is internal.

 

They Can Distort Moral Outlook

When people act primarily for external rewards, the moral meaning of their choices is lost.

Example: A child may refrain from lying because “Dad will punish me” rather than because “truth matters.”

As adults, such individuals often ask, “What will I get if I do this?” instead of “What is the right thing to do?”

This transactional mindset corrodes integrity and weakens the foundation for authentic moral responsibility.

 

They Fail to Build Internal Constructions

For a reward or punishment to “work,” it must feel more valuable (or painful) to the person than the act itself. This fragile equation means the motivator must constantly escalate — a larger prize, a harsher penalty — to remain effective.

But this misses the deeper goal: to shape the inner meaning of actions. We want people to value honesty, justice, or compassion for their own sake.

Example: If a child tells the truth only to earn candy, they will likely abandon honesty once the candy loses its charm. True integrity comes when truthfulness is seen as inherently right — even if it costs one approval or comfort.

Failing to nurture such internal constructions does more than weaken motivation; it corrodes character. People learn to calculate payoffs instead of cultivating principle-centered living.

 

Conclusion: Why Avoid Extrinsic Motivation

Extrinsic motivators appear effective because they bring quick results. However beneath the surface, they are counterproductive: they erode intrinsic motivation, shift focus from process to outcome, stifle passion, foster dependency, trigger fear of failure, and erode moral integrity.

For all pursuits that require depth, patience, and sincerity — learning, creativity, health, spirituality, and relationships — extrinsic motivators are not just insufficient, they are obstacles.

The alternative is to nurture intrinsic motivation: the joy of learning for its own sake, the satisfaction of doing right, the pride of effort, and the sense of meaning that sustains us even when no one is watching.

Read the First Part

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“If developing an altruistic bent is so important, then how do you think we can develop and promote this attitude in others, especially our young ones?” I asked.

He sat there silently looking at me for a while. Then his gaze shifted to his coffee mug. He picked it up, held it in both his hands – as if to warm his palms with its heat. Then he slowly took a sip and placed the mug back on the table at his side. It was as if he was moving in slow motion. Then he looked at me and said, “It is comparatively easy to sometimes control or modify another person’s behavior, to some extent. But altruism is not merely a set of behaviors. It is an attitude and a bent of character, and there is no short-cut or a sure-shot method to transform attitudes and character.”

“Are you implying that there’s no clear way to teach our children to be altruistic?” I asked, clearly disappointed.

“You are a parent as well as a teacher. I’ll share with you an interesting observation that I generally have about parents and teachers: What I have observed is that when a parent or a teacher comes across a piece of information that is valuable, they immediately start talking about how they can teach it to their children and students.” He said.

“What do you find to be wrong with that?” I asked, a little irritated this time.

“There’s nothing wrong with that, as such. Firstly, it is based on the false assumption that teaching will always result in learning. We tend to ignore the fact that ‘learning’ does not necessarily result from teaching – even good teaching – alone. More than good teaching, ‘learning’ requires the interest, curiosity, attention, comfort, and developmental appropriateness on the part of the learner.

“Secondly, I think that if we find something to be so valuable that we would immediately like our children and our students to know about it and make it a part of their character, then before anything else, we should make it a part of our own character. Without this transformation in ourselves, there’s hardly a chance of effecting a transformation in anyone else.” He said with a hint of a sympathetic smile on his face.

“Are you saying that if we are not altruistic ourselves, we should not teach it to others?” I asked.

“No. What I am saying – and it does not relate only to altruism, but to all those moral qualities that we aspire to see in our young ones – is that if we want to develop these moral qualities in others, the first step is to be fully committed to developing these qualities in ourselves.” He said.

 

January 8, 2020
(Dubai, UAE)

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