If you could live your life over again, what would you do differently?
There was a sociological study in which 50 people, each of them over 95 years old, were asked the question: “If you could live your life over again, what would you do differently?” Because it was an open-ended question, they freely gave so many different answers. However, the most frequent points in the various answers were three, and as follows:
If I had to do it over again, I would reflect more.
If I had to do it over again, I would risk more.
If I had to do it over again, I would do things that would live on after I am dead.
Ponder over them; we will return to the lessons from this study later.
Similar research was conducted by a live-in palliative care nurse called Bronnie Ware. For eight years, she cared for the aged and the dying during the last three to twelve weeks of their lives. As she sat with her patients, she asked about their regrets and whether they would do anything differently if they were to live life all over again. Because it was an open-ended question, the stories were vastly different, likewise the circumstances; but common themes emerged. And the top regret was (and still happens to be) “I wish I’d had the courage to live a life true to myself, not the life others expected of me.”
Most people die unfulfilled because they live to satisfy the prescriptions of others, and not what they truly believe in from their deepest internal conviction even when they are free to and additionally have the opportunity.
It also stems from the fact that most people do not know about their true potential. And thus, they make little or no effort to unearth or harness that true or hidden potential; they waste their true or hidden potential. This applies to even religious persons.
Consequences of the actions and inactions of the super-education system.
You are going to be guided to develop the courage to live fully and avoid regrets in life.
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A typical course or workshop page looks like illustrated below; it has course title, display picture, author info, help buttons, course preamble, course content (also called course outline), enrollment panel, etc…
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Where they occur, topics are subsets or sub-components of lessons. There could be quizzes for various topics, and/or lessons. And/or a final quiz for the overall course. These main course content components are hyperlinks or clickable links. They could further be separated into different sections, with section headings which are not hyperlinks or clickable links, but just labels.
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A typical lesson page looks like illustrated below; it has lesson title, display picture, author info, progress bar, lesson preamble, lesson content, navigation buttons, etc…
For emphasis, do note that topics for a lesson (and quizzes, where applicable) are usually listed under Lesson Content as hyperlinks or clickable links; possibly after a preamble for the Lesson. Possibly, because a Lesson may or may not have a preamble.
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Of special interest is the “Mark Complete” button. Whenever you are sufficiently done with or have completed a sub-topic or a lesson that does not have sub-topics, you need to tell the system so, for the purpose of tracking your progress. You therefore have to click the “Mark Complete” button.
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So in the diagram, how many squares did you make out in total; how many squares are there?
Well, most people get or give 16 as their answer. Some get 17 and a few get 21; and that’s at least better than the ‘16’ answer majority of people give. Just about 1 percent of people surveyed get the best answer; which is…
Well, get a full illustration of all the more than 21 possible ‘hidden’ squares…
One: Sometimes you need someone to show you the obvious, and oftentimes… the not so obvious! Credit to ZigZiglar
Two: Education and schooling are not the same thing. What goes on inside the schools is often not education. And the results may well be that it reduces productive capacity rather than to increase it. Credit to Prof Sir William Arthur Lewis
Three: My people are destroyed for lack of knowledge. Credit to Prophet Hosea
Four: The illiterates of the future are not those who cannot read or write, but those who cannot learn, unlearn, and relearn! Credit to Alvin Toffler
Five: The greatest obstacle to progress is not ignorance, but the illusion of knowledge. Credit to Daniel Boorstin
Six: When you know the right things, the boundaries around your life suddenly disappear. Credit to Brian Sher
