However, being a person who walks in wisdom is an entirely different matter! Fear God – One of the most important choices we can make is to fear God, but.
Results include participants’ self-rating, analysts/raters’ wisdom component and relation ratings, inter-rater reliabilities, the relations between wisdom and significant life learning as specified by participants, and the main themes of significant life learning.
Table 1 lists the means, standard deviations, and Aiken’s H coefficients from analysts/raters’ ratings for the 475 participants’ responses concerning the motivating ideas, cognitive integration, embodying actions, the positive effects for oneself, the positive effects for others, the relation between the displayed wisdom and significant life learning, and whether participants’ life learning involved wisdom based on analysts/raters’ own judgment.
Ratings for Components of Wisdom and Relation between Wisdom and Significant Life Learning
|Rating categories||M||SD||Aiken’s H|
|Positive effects for oneself||6.86||0.44||0.95*|
|Positive effects for others||5.98||1.60||0.91*|
|Whether life learning involved wisdom (analysts/raters’ own judgment)||6.38||0.85||0.89*|
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These results show that the inter-rater reliabilities were quite high. In general, the analysts/raters agreed that most participants’ displays of wisdom involved the core components of wisdom, that the relation between wisdom and learning chosen by the 475 participants was reasonable and consistent with the descriptions and explanations that the participants provided, and participants’ life learning involved wisdom based on analysts/raters’ own judgment.
The mean of the 475 participants’ self-ratings for whether what they learned made them closer to their conceptions of wisdom was 5.80 (SD = 0.96); the mean rating for whether their display of wisdom was wise was 6.03 (SD = 0.98). This suggests that, in general, participants agreed that their significant life learning brought them closer to their conceptions of wisdom and that their displays of wisdom were, in fact, wise.
There were three criteria for selection into the analytic sample: (a) the participants’ responses were consistent on repeated questions; (b) the responses on the second questionnaire were deemed wise by the analysts/raters based on the process definition of wisdom (i.e., the responses had a mean wisdom component rating across analysts/raters equal to or above 4 on every wisdom component); and (c) the responses indicated a logical and reasonable relation between the displayed wisdom and the significant life learning (i.e., had a mean relation rating across analysts/raters equal to or above 4 on the specified relation between wisdom and significant life learning).
Three-hundred and seventy-five participants were selected as the analytic sample. Among them, 250 (67%) were females. Most of the participants a had college-level education (nbelow elementary-level education = 1, 0.3%; nelementary-level education = 13, 3%; njunior-high-school level of education = 14, 4%; nsenior-high-school level of education = 35, 9%; ncollege level of education = 228, 61%; nmaster level of graduate education = 78, 21%; ndoctor level of graduate education = 6, 2%). Their ages ranged from 19 to 92, with an average age of 33.23 (n19 = 3, 0.8%; n20–29 = 215, 57%; n30–39 = 54, 14%; n40–49 = 25, 7%; n50–59 = 58, 15%; n60–69 = 11, 3%; n70–79 = 7, 2%; n91–92 = 2, 0.5%). Two hundred and ten participants (56%) indicated that they did not believe in any religion, while the remaining 165 (44%) participants believed in folk religion (n = 53, 14%), Christianity (n = 42, 11%; nprotestant = 38, 10%; nCatholic = 4, 1%), Buddhism (n = 35, 9%), Taoism (n = 34, 9%), or other (n = 1, 0.3%). Participants came from 18 provinces. On average, their demographic distribution resembled that of the 475 initial sample with respect to gender (X2(1) = 0.003, p = .95); education (X2(5) = 0.93, p = .97); age (X2(5) (19–29, 30−39, 40−49, 50–59, 60–69, 70 and above) = 1.24, p = .94); and believer status (X2non-believers vs. believers (1) = 0.06, p = .81).
The results show that for the analytic sample of 375, participants’ views of the relations between wisdom and significant life learning were distributed in this way among the five types: (a) 191 (51%) participants indicated that their most significant life learning led to their display of wisdom; (b) 91 (24%) participants indicated that their display of wisdom was unrelated to their most significant life learning; (c) 67 (18%) participants indicated that their display of wisdom led to their most significant life learning; (d) 20 (5%) participants indicated that their display of wisdom was part of their most significant life learning; and (f) 6 (2%) participants indicated that their most significant life learning was part of their displays of wisdom.
Thus all five relations exist between displays of wisdom and significant life learning, and the reported frequencies differed from an equal distribution (X2(4) = 287.49, p < .000). Post hoc tests showed that this distribution had significantly more “learning led to wisdom” (Std. Residual = 13.39, p < .000), and significantly fewer “wisdom is part of learning” (Std. Residual = −6.35, p < .000) and “learning is part of wisdom” (Std. Residual = −7.97, p = .001). The reported frequency of “wisdom led to learning” (Std. Residual = −0.92, p = .36) and “no relation” (Std. Residual = 1.85, p = .07) did not differ from the equal distribution.
See Table 2 for the participants’ demographic information in the five groups. Results of Chi square tests showed that there were no significant differences in the distribution of participants’ age (X2(24) = 26.22, p = .34; X2(8) (19–29, 30–39, 40 and above) = 14.78, p = .06), gender (X2(4) = 5.54, p < .24), and education level (X2(22) = 22.38, p = .32; X2(8) (senior high and below, college, master and above) = 14.57, p = .07) among the five groups.
Demographic Information on Participants among the Five Categories
|Categories||Learning led to wisdom||No relation||Wisdom led to learning||Wisdom is part of learning||Learning is part of wisdom|
|Elementary and below||10||2||2||0||0|
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One hundred and ninety-one participants stated that they learned important lessons from their significant experience, and that such learning set the foundation for a later display of wisdom. For example, a 52-year-old male explained that the lessons he learned from his father’s death were to live a healthy lifestyle and treasure his time with family members. His display of wisdom involved embodying an integration of different areas of life by turning down an offer for a high-paid job that would have required him to work in mainland China and live separately from his family. His explanation for the relation between the two experiences was this: “Father’s sudden death let me realize the importance of health and family. Had I not learned from the past experience, I would definitely have chosen that high-paid job” (Participant No. 527, manager, college-level education, non-believer).
Ninety-one participants indicated that there was no relation between their display of wisdom and their significant life learning, even though most participants’ self-ratings showed that they agreed that what they learned brought them closer to their conceptions of wisdom (M = 5.78, SD = 1.16). For example, a 53-year-old man described how his significant life learning came from reconciling with his elder brother from whom he had been estranged after a quarrel many years before. He learned that, no matter how irredeemable the relationship had been, a broken relationship could be mended by initiating short conversations as long as one person was willing to make a move toward the other. His display of wisdom involved embodying an integration of self and other by helping his daughter to see a doctor after spotting a rash on her daughter’s skin that later proved to be shingles, a very painful skin disease. He explained, “My daughter, who did not have a good relationship with me then, thought it was just a common rash and would go away naturally. But I had the experience of having shingles and know that a person will not suffer severe pain in the beginning. I spent much time nagging and eventually persuaded my daughter to see my former doctor who cured my daughter’s disease. My daughter was very grateful to me because she did not suffer any pain” (Participant No. 507, interior decoration worker, junior high level of education, Buddhist). On the third questionnaire, this participant explained, “There were similarities, so in the beginning I thought these two experiences were related, but after thinking more carefully, I did not see how one led to the other or have any relation.”
Sixty-seven participants indicated that their displays of wisdom led to their significant life learning. Their wisdom was often displayed in their choice of schools, majors, professions, jobs, or partner; such displays of wisdom opened up new doors for their most significant learning in life. For example, a man described that the wisest thing he had done in his life was, after integrating his weaknesses and strengths as well as the positives and negatives of a situation, to choose to attend a specialized school that suited him rather than attending the more prestigious general high school which equipped students to pass the highly competitive national university entrance exam. He explained that although this decision/action went against social convention, his choice freed him from the high academic pressure of the general high school curriculum. As a result, he was motivated to learn more. His significant life learning began when he started to take practica in mechanical engineering. He acquired new ways and habits of learning and eventually earned his doctoral degree in mechanical engineering. Hence, his display of wisdom led to his most significant life learning (Participant No. 440, 43 years old, mechanical engineering, doctoral-level education, folk religion).
A woman explained that as an accountant, she could work in big corporate enterprises, but that her decision to be an accountant in a kindergarten “was a wise decision.” She explained that even though her family had to move to another city, she liked the job and enjoyed her working environment. Her significant learning began after she was settled in her job. She learned from the kindergarten how to treat and teach her children appropriately. She said, “Even though people all say that we should educate our children with love, most my friends and relatives cannot do so without using the rod, and they had difficulty believing that we never used any physical punishment on our children…. Now my children all grown up having stable and warm personality, and they are well-liked by people and among relatives” (Participant No. 652, 52 years old, accounting, college-level education, Christian).
Twenty participants’ significant life learning, such as changing their general attitude and practice toward life, were lengthy processes. Thus, they displayed wisdom while they were still completing their learning. For example, a 44-year-old man described that because his long-expected child turned out to have epilepsy, he had been learning for many years to accept and care for his child. He was still learning as his child grew; nevertheless, he had displayed wisdom through embodying an integration of self and others. Thus far, he had helped many parents whose children also had epilepsy and, in particular, had dissuaded his colleague at work from hiding his epileptic son at home by not sending him to school (Participant No. 529, hairstylist, junior-high-school-level education, Buddhist).
Of the six participants whose responses fell into this category, four were Christian women with college educations. Three displayed their wisdom through believing in God or reaffirming the Christian faith; since such processes usually take a long time, they acquired their most significant life learning within their wisdom process. Hence, their most significant life learning was part of their displays of wisdom.
For example, a 40-year-old woman described that the wisest thing she had ever done in life was, after integrating negatives with positives, deciding to go back to church every Sunday after her husband had been cheated by others and the whole family was seriously in debt. She explained, “10 years ago, my husband helped his younger brother and became his guarantor, but my husband was cheated and was in debt for more than ten million dollars [three hundred thousand U.S. dollars]. Before this event, my husband often arranged family trips on the weekend and it was almost impossible for us to go to church on Sunday. But when this event occurred, we lost focus in life and I was very scared. At that moment I thought of God and felt that He alone can help us…. The moment I was in church, I knew I had made the wisest choice. Within every 1-and half-hour service, I pieced my then-broken self together through God’s love and faced difficulties with positive energy. Life paying back debt was harsh, but we had gone through it and my relationship with my husband was strengthened” (Participant No. 025, teacher, college-level education). Since then, she has kept this spiritual practice. Her most significant life learning was learning to lean on God when she switched to a more highly-paid job so she could help with her family debt, only to find out that her boss cheated her. She learned to refrain from any hasty decisions when in distress but to pray for God’s guidance and let go of any negative emotions. Thus, her most significant life learning was part of her wisdom.
The results of categorizing participants’ significant learning showed that most participants’ significant life lessons were related to changing their existing general life philosophy or revising attitudes toward life (n = 203, 54%). Other main themes of significant life learning included gaining a new insight for life (n = 55, 15%), self-related learning (n = 21, 5.6%), learning related to friendship and other interpersonal relationship (n = 16, 4.3%), learning related to romantic relationship (n = 13, 3.4%), and family-related learning (n = 9, 2.4%).
Although not the main focus of this study, it is worth exploring whether these data indicate that significant life learning has different characteristics when it is related to wisdom and when it is not, and whether learning that was preceded by wisdom differs from learning that led to wisdom. I begin this inquiry with some basic statistics.
Participants’ self-ratings for wisdom did not differ significantly on average between wisdom-related learning (Mwisdom–related = 5.80, SD = 0.96) and non-wisdom-related learning (Mnon–wisdom–related = 5.77, SD = 0.98; t(373) = 0.18, p = .86). Nor did the learning unrelated to wisdom differ from wisdom-related life learning in the distribution of the main learning categories (X2(5) = 8.87, p = .11). However, analysts/raters’ wisdom ratings were significantly higher for wisdom-related learning (Mwisdom related = 6.44, SD = 0.80) than learning that participants perceived as unrelated to wisdom (M = 6.28, SD = 0.92; t(353.32) = 2.41, p < .05, d = 0.32, 95% CI [0.03, 0.29]).
Participants’ self-ratings for wisdom in learning that was preceded by wisdom (Mlearning led by wisdom = 5.93, SD = 0.91) were a bit higher on average than learning that led to wisdom (Mlearning led to wisdom = 5.76, SD = 0.99), but the difference did not reach a significant level (t(256) = −1.17, p = .24). Analysts/raters’ wisdom ratings for these two kinds of life learning did not differ significantly (Mlearning led to wisdom = 6.44, SD = 0.81; Mlearning led by wisdom = 6.42, SD = 0.78; t(647) = 2.39, p = .81). Nor did the two kinds of wisdom-related learning differ in the distribution of the main learning categories (X2(5) = 6.71, p = .24).
Wisdom deals with the application of the Greater Power which lives within education in life, the highest expression of your purpose and the reclamation However, even their expression cannot capture their full meaning and importance for.
80 Life QuotesBe encouraged and inspired by these inspirational life quotes; encourage others with these quotes.
They are a great reminder of the good and the bad we all have in life, but to live life to the fullest!
First of all, the most important key to wisdom is the realization that you really know nothing and that you humbly bow before the mystery of life. If you want to become wise, you must profoundly understand that you can never really understand nor grasp life and the universe.
Our birth is a mystery,
our life is a mystery and
our death is a mystery.
The universe is so immense, life so unimaginably profound and our minds so limited in relation to it. Everything you think, every word, every explanation, everything you think you know, is just an attempt to grasp the incomprehensible. Therefore, the most important prerequisite for wisdom is to know that you cannot really know anything, that wisdom reveals itself beyond the mind and that you encounter the miracle of life openly, humbly and empty. Here is a wonderful story:
The Empty Cup
One day a disciple came to a great master. He had already heard so much about this wise man that he now wanted to study with him. All his affairs were settled, his bundle tied, and after several days of walking he had finally reached the top of the mountain where the master lived.
When the young man stood in front of him, the master sat on the floor and drank tea in peace. The student greeted him exuberantly and told him what he had already experienced and learned. Then he asked the master to be allowed to continue learning with him. The master smiled at him in a friendly manner and said to him: "Come back in a month".
Confused by this answer, the young man returned to the valley. He discussed with friends and acquaintances why the master might have sent him back. A month later he climbed the mountain again and found the master drinking tea again and sitting on the floor.
This time the student told of all the hypotheses and assumptions that he and his friends had made about why he had sent him away. And again he asked him to be allowed to learn from him. The master smiled once again in his friendly way and said, "Come back in a month."
The game was repeated several times. After many attempts, all in vain, the young man set out one last time. This time, when he arrived, he sat opposite the master, smiled and remained silent.
After a while, the master went into his hut and came back with a cup. He poured tea for the disciple and said: "Now you can stay here so that I can teach you. I can't fill anything into a full vessel". (From Gisela Rieger, “meaningful stories 3”)
Wisdom Quotes About Life And Love. Go to table of content. Who is wise in love, love most, say least. Life is about execution rather than purpose. As a corollary to that proposition which is very important, it means.
It’s important for a leader to grow and gain wisdom. The words wisdom is defined as “The quality of having experience, knowledge, and good judgment; the quality of being wise.” A leader who want to gain wisdom must know that time is a factor. It requires years and decades to grow and become a wise leader. Albert Einstein said, “Wisdom is not a product of schooling but of the lifelong attempt to acquire it.” This is why many times people who are older or seasoned leaders have wisdom. However, this does not mean a younger person or leader can’t gain or have wisdom. It requires wisdom to receive the many benefits that come from having it.
Below are 4 benefits you can look forward to when you gain and have wisdom:
1. Good judgment- A leader who has wisdom can better handle the challenges that a rise from leading. This is because good judgment comes to those who are wise. Wisdom like, good judgment, comes with experience. Will Rogers said, “Good judgment comes from experience, and a lot of that comes from bad judgment.” The important thing is to grow and learn from your experiences. When you have good judgment you will always be solving problems, seeing better results, and moving forward.
2. Strong character- I believe having strong character should be the foundation of a leader’s life. This starts when you know and follow your Leadership Core. Strong character produces wisdom which leads to the ability to positively impact others. This is because wise leaders have been through many different experiences and have maintained their integrity through it. If you are intentional in maintaining your character and growing in wisdom then you will be unstoppable.
3. It brings honor- Wisdom brings honor within your personal and professional life. Over time this honor will lead to your Lasting Legacy. H.L. Menchen said, “Honor is simply the morality of superior men.” When you grow in wisdom then your honor among others starts to rise. This is because your life is an example of someone worth following.
4. Grows influence- Your wisdom will increase your ability to influence others. This is because who you are and what you do attracts like minded people. Those who have wisdom, talent, and a good track record will want to follow you because of your wisdom. It’s like the old saying, “birds of a feather stick together.” When you grow and have wisdom it will increase your reach and influence.
Question:What are some other benefits to a leader gaining and having wisdom?
The books of Proverbs and Ecclesiastes are replete with timeless advice, especially about the importance of wisdom: “The beginning of wisdom is this: Get .