The Significance of Establishing True Will for Self-Education - Zhuren Liu

Introduction

Aspiration, defined as a profound desire or goal that shapes an individual’s actions and motivations, is a core driver of personal growth and self-education. It encompasses more than fleeting wishes or ambitions; it is the manifestation of one's deeper ideological values and vision for life. Aspiration can be universally recognized as a human characteristic, yet it varies greatly among individuals, shaped by personal values, rationality, and moral orientation. The process of establishing true aspiration involves reaching beyond materialistic desires, such as fame and wealth, to seek a purpose that aligns with one's inherent talents and contributes positively to society.

True aspiration, as explored in this article, is essential for genuine self-education, which goes beyond traditional academic learning to include self-guided intellectual and moral development. By examining the nature of aspiration, this article highlights how true aspiration can anchor an individual's actions in long-term goals that align with societal and natural laws. Additionally, the article delves into the role of family, teachers, and personal effort in cultivating true aspiration and guiding self-education. Ultimately, it argues that self-education, powered by true aspiration, is fundamental to fulfilling one’s destiny and making meaningful contributions to humanity.

Universality of Aspiration

The universality of aspiration originates in human ideology, composed of thoughts. Thought can be seen as an objective existence reflected in human consciousness, producing results or forming ideas through cognitive activity (Piaget, 1972; Vygotsky, 1978). People are born with basic cognitive abilities but cannot fully engage in complex thinking during childhood due to limited exposure to external experiences. As they grow older, their understanding deepens, transforming thought processes and fostering a more sophisticated comprehension of the world (Bruner, 1996).

The process of encountering and reflecting upon external stimuli enables people to form judgments and ideas, eventually leading to personal cognitive structures and ideological frameworks (Bandura, 2001). For instance, children gradually realize that their parents are typically the ones who care for them most deeply, a fundamental understanding that shapes early conceptions of love and trust. Although people's cognitive structures and frameworks differ, each individual ultimately has a pinnacle of thought, or aspiration, influenced by personal experiences and worldview (Maslow, 1943). This universal element forms the basis of human aspiration.

Diversity of Aspiration

Aspiration varies in intensity and nature, often categorized by levels of rationality and morality. Rationality, the capacity to make reasoned judgments, directly influences the caliber of one's aspirations (Kant, 1785; Habermas, 1984). Life encompasses moments of beauty and hardship, but these are not life’s sole components. The true purpose of life is not merely enjoyment; rather, it involves discovering and fulfilling one’s destiny and creating positive contributions (Frankl, 1963). As Frankl emphasizes in his work on existential purpose, individuals are driven by the search for meaning, which often leads to aspirations that surpass self-centered goals and contribute to broader societal welfare.

Morality further shapes aspiration by creating a framework within which individuals evaluate their actions and motivations (Kohlberg, 1981). People with higher moral development are often guided by principles that value others' welfare and social harmony over mere personal satisfaction, leading to aspirations aligned with altruistic ideals. As an adage states, "Life is not just about struggle; it also encompasses poetry and distance," suggesting that aspirations should balance rational pursuit with appreciation of life’s aesthetic and emotional dimensions (Arendt, 1958).

Rational and Emotional Orientations

Rational individuals focus on meaning through thought, prioritizing what is valuable and meaningful over transient happiness. They are guided by reason and pursue long-term goals, navigating hardships with resilience and fostering inner strength that minimizes emotional turbulence, thus allowing for consistent task completion (Frankl, 1963; Aristotle, trans. 2004). According to Aristotle's Nicomachean Ethics, rational action is essential for achieving eudaimonia, or flourishing, which is considered the highest human good.

In contrast, emotionally driven individuals are often limited by shortsightedness, perceiving immediate happiness as life’s ultimate purpose (Freud, 1920). They may prioritize temporary pleasures and, as a result, avoid challenges that could facilitate personal growth and achievement. Consequently, their aspirations often center on personal gratification, reflecting a lower developmental level (Maslow, 1943). Freud’s psychoanalytic perspective suggests that emotionally driven behavior can stem from unmet desires in childhood, leading to reliance on instant gratification over enduring purpose.

Moral Orientation

Moral standards further shape aspirations, creating variances in individuals’ pursuits. Differences in moral standards categorize people into four archetypes: “madmen,” “mortals,” “sages,” and “saints.” Kohlberg's stages of moral development describe similar hierarchies, where individuals progress from self-centered moral reasoning to principled ethical frameworks (Kohlberg, 1981).

Madmen prioritize personal pleasure and gain, often at others' expense, which reflects the lowest level of aspiration, focused on immediate gratification with limited regard for social impact (Nietzsche, 1886).

Mortals are ordinary individuals who avoid harming others but lack the altruistic ambition seen in higher moral categories. They demonstrate what Kohlberg (1981) identifies as conventional moral reasoning, where adherence to social norms is more valued than individual ethical reflection.

Sages and Saints aspire to benefit humanity, fostering peace and reducing suffering. Their highest value is kindness, aligning with Kohlberg’s highest stage of moral development, where universal ethical principles guide actions. These individuals strive to contribute positively to society, embodying Aristotle’s concept of virtue and Maslow's self-actualization, where the focus is on achieving one’s full potential and helping others (Maslow, 1943).

True Aspiration

A true aspiration represents a person’s authentic desire, rooted in self-understanding and rationality (Frankl, 1963). This form of aspiration goes beyond surface-level ambitions, delving into a deep personal purpose aligned with one’s inherent talents and values.

True Aspiration is Genuine

Many individuals pursue fame and wealth, which can influence the authenticity of their aspirations. High-level aspirations focus on discovering life’s meaning and creating societal value, as outlined in theories of self-actualization (Maslow, 1943). According to Maslow, those with genuine aspirations differ profoundly from individuals motivated by fame or wealth alone. If external rewards for altruism ceased, only individuals with genuine aspirations would continue their efforts, demonstrating the intrinsic value of their goals.

Awareness of One’s Destiny

Each person has a unique destiny shaped by inherent talents. Recognizing and developing these gifts allows individuals to fulfill their societal roles smoothly, as they align with their natural inclinations (Aristotle, trans. 2004). Aristotle’s Nicomachean Ethics describes this alignment as the path to achieving eudaimonia, or flourishing, which is attainable only when individuals pursue goals in harmony with their nature.

Grounding in Rationality

True aspirations must align with natural and social laws. By respecting these laws, efforts can create societal value and serve as engines for meaningful success (Kant, 1785). Kant’s philosophy on moral rationality suggests that aspirations grounded in reason are not only beneficial to the individual but also contribute to the common good.

Self-Education

Self-education involves both the “self” and “education.” It is a process where the individual takes responsibility for personal growth, guided by internal values and external principles of knowledge.

The Self

The self, an independent entity with the power of choice, reflects unique values and experiences (Rogers, 1961). External opinions, such as those from parents or teachers, influence individuals only if they align with the self’s values. Rogers’s theory of the self emphasizes this personal autonomy, arguing that individuals make authentic choices based on self-actualized principles.

The Role of Education

Education provides external conditions that support growth. When internalized and pursued by the self, education’s principles become powerful motivators for self-education, encompassing not only academic knowledge but also life’s moral truths (Dewey, 1938). Dewey’s philosophy of experiential education underlines the importance of learning environments that support active engagement and personal meaning-making.

The Role of True Aspiration in Self-Education

True aspiration is crucial to self-education. While education provides external support, self-recognition is required for internal motivation, making education effective (Bandura, 2001). Teachers offer knowledge shaped by their experiences, providing valuable guidance. When this guidance aligns with an individual's internal aspirations, it leads to self-education, as theorized in Bandura’s social cognitive theory, where personal agency plays a central role in learning and development.

Establishing True Aspiration

The process of establishing true aspiration includes external influences, guidance, and sustained effort.

External Influences

Positive family education lays a foundation for understanding right and wrong, providing an early framework for aspiring to one’s true potential (Bronfenbrenner, 1979). Bronfenbrenner’s ecological systems theory suggests that family environments significantly shape a person’s values and aspirations by creating supportive early frameworks.

Teacher Guidance

Teachers build on family education, helping students recognize their talents and set aspirations aligned with their natural strengths. By focusing on students’ moral development and fostering a conducive learning environment, teachers aid in forming well-rounded, self-motivated individuals (Freire, 1970). Freire’s pedagogy advocates for critical thinking and self-empowerment, allowing students to pursue authentic aspirations.

Persistent Effort

True aspirations are tested over time. The challenges encountered during this journey serve as a testament to the sincerity of one’s aspirations. Each obstacle faced and overcome brings individuals closer to their life goals, reinforcing resilience and commitment (Duckworth, 2016).

Conclusion

True aspiration provides the primary motivation for self-education, forming the essence of one’s growth journey. In life, success lies not in fame or wealth but in a clear aspiration supported by the right teachers, family environment, and personal dedication. By continually striving to elevate oneself through self-education and true aspiration, individuals can reach their fullest potential, realizing a life of meaningful contributions.

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