What makes successful people resilient and allows them to persist in achieving their goals and desires?
Successful people strive to ask the right questions and seek answers that give meaning to their goals. The more questions you ask yourself, the more you learn about yourself. Questions are the fuel for developing critical thinking and problem-solving skills.
We offer a selection of 100 questions that will make you think and help you begin the path to wisdom:
Questions about behavior
Our habits, behaviors and how we interact with others can say a lot about our effectiveness in any project we undertake. Examining your own behavior will help you understand why you feel the way you feel and how it is beneficial or detrimental to your growth and success.
23. How do you show your emotions - anger, sadness or happiness?
24. What is one of your daily routines that you wish you didn't have to do?
25. What do you do when you feel lost?
26. How do you celebrate your success?
27. How well do you communicate with others?
28. How well do you sleep?
29. Do you eat healthy and timely meals?
30. Does your work interfere with your personal life? How do you balance work and personal life?
31. How do you spend your leisure time?
32. What activities relax you?
33. What activities make you anxious?
34. Which habits do you want to get rid of and which ones do you want to develop?
Patron number
October will be ruled by the number 5. The patron number is found out very simply: you just need to add the numbers of the year with the number of the month. The total is 1 + 0 + 2 + 0 + 2 + 0 = 5. Five symbolizes equality, harmony, peace and solitude.
The number five favors people who know how to not give in to difficulties and troubles, that is, individuals who are purposeful and strong. The energy of the patron number will favor new beginnings. But not for people who are accustomed to abandoning the work they have started as soon as some tiny obstacle appears on the horizon.
It is recommended to supplement the energy of the “five” in October 2020 with turquoise, dark blue and burgundy shades. You can also purchase a talisman made of rose quartz, carnelian, tiger's eye, amber, sapphire or topaz.
"Inglourious Basterds" - Ravenclaw: Where would Pitt's characters be at Hogwarts
How virtuous are you? Which concubine would you choose if you were a sultan?
Guardians of political correctness condemned the 18th century philosopher Immanuel Kant
Questions about future aspirations and goals
Goals are like beacons that guide your life. If they are vague and don't have much meaning, you may continue to wander in a sea of confusion and end up wondering what you did wrong.
Your goals must be aligned with the long-term big picture of your life. Perhaps if you start asking the right questions, you will get the answer to where you really want to be.
35. What are your hobbies?
36. If you won the lottery today, what would you be like in 5 years?
37. What kind of work would you like to do, provided that it is not paid, and there are no restrictions on time and resources?
38. What is the best reality you would like to live in, and how does it relate to your present?
39. What do you expect from your career? Promotion, raise, satisfaction or all three?
40. Are you working in a place that suits your goals?
41. What has been the biggest event in your life to date?
42. What would you like to share with your wards or children?
43. How far do you think you are from achieving your big dreams?
44. What would you do if you only had a year to live?
45. What advice would you give to your past self 5 years ago?
46. What advice do you think your future self would give to your current self?
47. What is the most important priority in your life right now?
48. What is the biggest regret of your life?
49. How do you plan to deal with your regrets and successes? Have you stopped trying or are you still working on it?
50. What is your ideal career?
51. Do you want to quit? If yes, how and when?
52. How do you measure success?
53. What decisions do you make most often?
54. How many goals have you achieved?
55. Do you have unfinished projects that you have always wanted to do?
56. How have you helped your loved ones achieve their goals?
57. How many of your goals have you achieved?
58. Have you received the time resources needed to achieve your goals?
59. What are your immediate goals?
60. What do you need to achieve your goals?
61. Are your deadlines realistic and motivating?
62. What will be your reaction if you achieve your goal and vice versa?
63. What limitations do you face in achieving your goals?
64. What steps are you taking to overcome these limitations?
Making a life from whom?
ROUND TABLE
From the odd man of centuries past or the heroes of our time
A prestigious position, a car, an apartment, a watch from Cartier, vacations at world resorts. Culture does not fit into the modern concept of success. Is it worth it, however, to be surprised if even at school the only subject that speaks to the child as the bearer of the soul is relegated to the margins? This, the place of traditional values and classical literature in school and life, was discussed at a round table held in our editorial office, in which teachers, textbook authors, and publishers took part.
Leonid KOLPAKOV, first deputy editor-in-chief of Literaturnaya Gazeta: – The outgoing year 2010 – the Year of the Teacher turned into “the year of black PR for the teacher.” It is difficult to expect that people with a broad outlook will begin to leave school and our country will regain its image as the most reading one. Even students of humanities universities have not read either “Anna Karenina” or “Hadji Murad”... Elena ROMANICHEVA, candidate of pedagogical sciences, dean of the philological faculty of the Moscow Humanitarian Pedagogical Institute: - European countries have already experienced the situation with the loss of reading. And when they analyzed it, they found out that the efforts of the professional community are nothing if they do not find a response in the family. In England, for example, there is a special program supported at the state level - joint reading between children and parents. And our main problem now is with adults, not with children. While the children are at school, we at least somehow take care of them, educate them. Libraries are disappearing from home interiors. Take a look at the magazines that are littering all the newsstands and in which lately every star has been trying to show off their interior. No libraries. Today I bought for my mother the magazine “Antenna” with a TV program: there is not a single interior in the scale of which there is a book. Alexey LUBKOV, Doctor of Historical Sciences, Vice-Rector of the Moscow Institute of Open Education: - In my opinion, we are in a better position compared to the West: they have largely lost their national cultural identity. Our permanent modernization in its various variants - pre-revolutionary, Stolypin, Stalinist - has always set a certain vector of identity. And we integrated into it in our own way. When in the 1930s Stalin decided to emphasize certain national cultural foundations, the teaching of history and some classics were returned, but not all. Dostoevsky was not returned, and this is no coincidence: everything that concerned the spiritual side of a person’s existence had to go. The project of creating a new Soviet man, a Soviet identity, excluded the need and possibility of turning to the inner world. But literature, in spite of everything, continued the pre-revolutionary tradition. Here, on the wall of the office in which our round table is held, hang portraits of the chief editors of Literaturnaya Gazeta: many of them knew how to maintain this tradition, despite all the difficulties. Having abandoned the Soviet legacy, we have not yet sailed to the other, new shore. Maybe the new shore is our good old Russian tradition. Olga BRYUKHANOVA, Candidate of Philosophy, laureate of the 2009 Presidential Prize in Education, literature teacher at school No. 947: – Alas, I see something different: eternal values and national traditions are alien to modern children. They live in a completely different dimension: in a culture of consumption, hedonism, enjoyment, pleasure and happiness, and their consciousness is not accustomed to analyze and reflect. Modern culture – superficial, mass – teaches children to skim on the surface. This is what eleventh grade students once told me: “We are not interested in Chekhov, his intellectual reflections are alien to us. We need to look at models of overcoming obstacles and taking decisive life steps that will help us here and now.” Modern children and I seem to be on different planets. And not only with children. We say that the conflict between fathers and children is ancient, but now even with the generation of forty-year-old fathers it is sometimes very difficult to find common ground. The most painful thing is that the state puts education in the service sector. And already famous teachers, winners of competitions, habitually say: “We must provide educational services.” The parent is the customer. Try to force, beg, beg this parent to come with the child, listen and discuss. Parent orders! And we are in the “whatever you want” pose. Lubkov. Any generation begins with overthrow - this is a process of self-affirmation, of fitting into this world. The task is to find connections, to stretch currents so that traditions are passed on, so to speak, by inheritance. In twenty, thirty, forty years people will come to this themselves. The environment itself, the culture itself will push them. The same problem existed in the 19th century and in the 20th. But culture, and above all literature (I would also mention cinema here), helps solve this problem, because the very images that we form in the process of artistic comprehension of reality are already growing with their own lives, regardless of our desires. And these sprouts will then bear fruit. Inna KABYSH, poet, literature teacher at the Golden Section school: “I have the feeling that now something can only be done if you lay down your bones.” Nothing will work out differently. For seven years I did my best, that is, I taught not only literature, but also world artistic culture, compiled lists of books for children and - you will laugh - for parents. I conjured: “Gentlemen, reread the classics with your children. The twentieth century is generally terra incognita for you, but you learned from other books. Read." My authority, some kind of charisma, the fact that I’m a writer, the fact that I took them to some evenings, the fact that we traveled all over the country, were in all the theaters - that’s the only thing that helped... But the second time I’m like this I won't walk the path. Now I’m just working as a subject teacher, and I feel like I have no ground under my feet, because the children don’t know anything. I'll give just one example. Lesson “Pushkin. Lyceum years." I show, of course, slides, including the famous painting by Repin - Pushkin reading the poem “Memories in Tsarskoe Selo”. I say: “This is a painting by Repin, here is Pushkin, Derzhavin. And I'll tell you one joke. You see this official, with a pointed nose and a white wig, this is the poet Chukovsky.” Children always laughed at this place. These don't laugh. “Chukovsky,” I say, “listening to Pushkin.” They are silent. They don’t know who Pushkin is, or who Derzhavin, Repin, Chukovsky are. They don’t know who lived when and who wrote what. Seventh grade. I hint: “Fly, Fly-Tsokotukha.” They are silent... Alas, it’s impossible to just be a teacher, none of the usual mechanisms work: you give your all, but the child didn’t bring anything home, everything disappeared. Olga MONCHAKOVSKAYA, laureate of the Moscow grant in the field of education, deputy. Director of School No. 499: – We say that culture is transmitted through language. So the problem is that for the generation of today’s children, the language of even the twentieth century is archaic, not to mention the nineteenth. Children want to read - they have a great need for creativity, for self-realization - but they do not read classical fiction with pleasure, because they do not understand the words that are written there. Vocabulary is at the level of everyday communication. To raise it, there must be a certain cultural context. Cinematography could help, but modern directors must bring something of their own to everything. Take, for example, the film adaptation of “Taras Bulba” - it’s impossible to watch! Because where is Bulba and where is Gogol? This is not Taras Bulba. This is what we need to think about, to ensure that film adaptations coincide with the source, as, for example, the BBC does in England, pedantically maintaining the classics. And there, after all, interest in literature is returning, where the most popular actors read fairy tales from the screen aloud to children. What a speech this is! And the children listen. Lubkov. What does it mean to literally check with the source? Here Andrei Tarkovsky filmed the story “Ivan” by Vladimir Bogomolov. It was a different work, but it was a masterpiece. What we really lack is what the BBC has and what we had in Soviet times: educational television. Sergei ZININ, Doctor of Pedagogical Sciences, Professor of the Department of Theory and Methods of Teaching Literature at Moscow Pedagogical State University: – We are not increasing our capabilities, but we are always losing something: no educational programs, not enough teaching hours, no literature as a compulsory subject for final control , there is no essay, but this was still an incentive to study. During the discussion of the introduction of the Unified State Exam, some began to argue that literature as an academic subject is not needed at all, because children will never get around to it in their life. And I know cases when they simply did not get off the bus on an excursion. This was their answer to Chamberlain. Therefore, I cannot say with confidence that children will come to the great culture on their own... Three hours a week are allocated for the study of literature in the basic curriculum. With so many hours we cannot support our subject. No one dares not trust specialists in the field of space technology, but everyone knows literature, everyone understands literary education, everyone teaches. The Ministry also supports non-professionals: you need to listen to parents, the general public, because professionals pull the blanket on themselves, they are an interested party. As if we are interested in some kind of self-interest. The expansion of non-professionals forces us to make excuses all the time, to be on the defensive, while we must be on the attack. We don’t demand: take away this and that from the mathematicians and give it to us. Give us back ours. “What makes you better than others? Why don’t mathematicians say: “We have something special. Or biologists? But this is bureaucratic deceit; it is clear that without literature there is no culture, no culture - no self-identification, without self-identification there is no society, no state. Kabysh. That's what's most offensive - mistrust. We discuss everything: you give a list of extracurricular reading, parents are immediately hostile: “Why “The Blind Musician”? It's hard. "Children of the Underground"? This is scary. The “gutta-percha boy” dies, that’s bad. “The White Steamer” - the boy dies, “The Boy at Christ’s Christmas Tree” - dies again. Why are all your boys dying?” Parents even more or less agree with the classics: Dostoevsky is a brand, it seems somehow indecent not to know. With the modern one, every book has a fight. Zinin. Now those concepts that in Soviet times were simply historicisms have returned to us and have been updated: crazy money, beggar, rich man. But there is no positive image of an entrepreneur. “Moral functions of the individual”... Of course, such literature now disturbs, interferes with the jubilant, loitering, warming their hands on blood. Inconsonant, politically incorrect... The hero of Bunin's story "Mr. from San Francisco", in modern language, is an oligarch who suddenly had a stroke, and all his gold turned out to be of no use to anyone. Alexey FYODOROV, Candidate of Philological Sciences, editor of the literature department of the Russkoe Slovo publishing house: – We will cope with the task even in the conditions in which we all find ourselves, but please let us work normally, do not distract us with technological maps, work programs, etc. a nightmare of writing that you have to do almost constantly. It has become somehow shameful to mind one’s own business; the worst administrative curse is “lesson giver.” That is, we need to constantly be distracted by something, come up with a bird’s language, in which the words “competence” or “competence” (who would explain the difference), “metasubjectivity” (one gets the impression that this is one of the ways to destroy objectivity as such), “universal learning skills”, “activity approach”... This takes time and effort, prevents us from doing the main thing, for which we, in fact, came to this profession. Romanicheva. The competition for a Moscow grant in the field of education has just ended, which is now being judged not only by professionals, but also by representatives of the parent community. And after two speeches made in such meta-language about meta-subject matter and meta-competencies, one lady - very nice - nudges me with her elbow and asks: “Excuse me, but what are they talking about?” Parents are already beginning to understand that if a teacher speaks a bird’s language, it means there is no form or content. Larisa NOVIKOVA, Candidate of Pedagogical Sciences, member of the Federal Subject Committee on Literature of the FIPI: - Sergei Semenovich Uvarov once said a long time ago: “Enlightenment is a fire that not only shines, but also burns.” The state - at least the administrative one - does not need education, literature, national identity, or culture. All this is scary because it burns. If it was a matter of five or ten education officials, it would be great happiness, because someone somewhere will change, and everything will flow differently. But this is a system. But the system doesn’t need a human reader. Because a reader means a deeply feeling, thinking person, or even worse, a free-thinking person. Lyudmila DUDOVA, candidate of philological sciences, head. Department of Philological Education of the Moscow Institute of Open Education: – Preparing for today’s meeting, I re-read with great pleasure Lev Anninsky’s article published in one of the September issues of “LG” - a very worthy answer to frequently repeated questions: is it necessary to study literature now if it interferes master cosines and sines and become successful. The leitmotif that no one reads is what we most often encounter in the media. But during the project “Literary Wreath of Russia” we received the exact opposite answer: they read. In the second stage of the Literature Olympiad, not dozens, but hundreds of children wanted to take part, although winning it, frankly speaking, does not give them anything. And they don’t care about the portfolio, because children don’t yet understand its importance. Someone really needs to turn the situation around and prove that no one reads that the territory is free and can be sown. Another thing is, what should children read? Books have disappeared from the interiors of houses; in schools there is no complete set of twentieth-century literature either, because school libraries in general are now stocked solely at the will and desire of the education department. Thank God, in Moscow the Department of Education allocates funds for this and intends to allocate more, but in the capital there are problems with recruitment. The biographical approach in teaching literature is reduced to nothing, and an idea is created of the artist as some kind of celestial being, or a loser, but not as a person who made the search for truth the goal of his life. Our state, which claims to be the most democratic in the world, considers it its legal right to take away the student’s right to study, from whom to make life. Where will a child become acquainted with this, if not through the comprehension of humanitarian subjects, the place of which is narrowing with some catastrophic speed? Literature has been removed, history is next in line. She, you see, also gives a link to dates, she also gets in the way. They cut off world artistic culture, fine arts, and music. And who will we prepare as a result? It won’t even be a barbarian, it will be cogs, silent creatures, creatures that cannot even be called “homo.” Today I was at a conference to support the national reading program, which is held by the Ministry of Culture. The Ministry of Education and Science has not held a single conference on literary education or reading problems. Moreover, it deleted the application for the federal-level Olympiad in the theory and history of literature, the Russian language and intercultural communication. Of course, why do we need to know the history of the world's greatest literature, which, by the way, remains one of our few priorities in the international arena? Yes, if there is something else that unites us all in the country, it is literature. It is quite obvious that it is very difficult to call such an attitude towards the subject accidental. Zinin. You can also recall the phrase uttered by Valentin Rasputin’s hero in his novel “Ivan’s Daughter, Ivan’s Mother”: “We Russians cannot stand much insolence.” We can still understand how to deal with the small ones; from the big ones we are lost. There, we must perceive everything that is now being done to our great literature as “great impudence.” They sent down instructions from above from the ministry to study - Solzhenitsyn’s “GULAG Archipelago” in an adapted version. Wonderful, wonderful! But there are no hours, the eleventh grade program is already overloaded. When the literature exam is optional, in the eleventh grade the teacher is mainly busy coaching students on Unified State Examination tasks in the Russian language. What kind of Solzhenitsyn is there?! Suffixes, prefixes, the spelling “zhi”, “shi” and so on moved to the first place, the peak manifestations of the language went away. Romanicheva. If the spelling of “zhi” and “shi” were really put in first place, they would not make mistakes in free text. After all, the horror is that, judging by the results of completing tasks in Part A of the Russian language exam, they know the rules, but do not know how to apply them. Because there is no training for students to write free text. Lyudmila MAZUROVA, leading editor of the “Society” department of “LG”: - At the congress of literature teachers, it was proposed that if testing cannot be abandoned, let there be a Unified State Exam for those who intend to enter a humanitarian university, and for the rest - a final exam, essay, at school level. But the idea was not supported. In your opinion: why? Dudova. For the same reason that they do not support the teaching of literature. We are offered to form a generation that does not need to choose: it will go, where they will order. The alternative form of the final certification has the right to exist, and not only in literature, but also in the Russian language, and in history, and even in mathematics and physics, because there, too, you need to give a student a chance to speak out more than expanded. Why do everyone think that if a graduate comes to an oral exam, then it will fail? Maybe this will be his stare hour. I want to bring one just an anecdotic fact, which, by the way, was noticed by graduates who came to our appeal. They ask me: “Lyudmila Vasilievna, we pass the exam in the Russian language and Russian literature, and why do the sections of the exams have the Latin name - part a, b, c?” I also asked this question - there is no answer. We are generally imposed on us some kind of new manner. And he works both against the teacher and the student, children sometimes cannot even read the task. Two years ago, after a failure to pass the trial exam in mathematics, a meeting was urgently convened, to which I was also invited as the head of the Department of Philology Education - apparently, so that I realize the degree of responsibility. And what do you think? All of one mathematician said that in the failure of the exam on their subject, teachers of the Russian language and literature were to blame. And I had nothing to object. Because children do not know how to read, do not understand what they are asked about and how to answer! Language and literature are the basis: literature works with text, language is what creates literature. Romanicheva. If the textbooks for the format of the exam are now changed, the last bastion will collapse. You understand, this is very vicious in professional terms: the content of education will begin to adapt to the certification format. Lubkov. They format at all stages - at school, and at the university, and in those subjects where, frankly, the format is impossible: the answer will always be incomplete. The phenomenon of culture or a historical event is always multifaceted, and it is very difficult to bring them to some single formula, we read it in a new way each time. Fedorov. On Monday, I had a lesson in the ninth grade. Before you write an essay, we allow ourselves some liberties: to fantasize, to transfer the heroes to modernity. And there was such a provocative task: to imagine (of course, an unimaginable situation) Mitrofanushka as a modern minister of education. This is how, according to the children, the minister’s program speech would look like. Firstly, to teach only what is useful in life. It is clear that geography is not needed - there are cabmen and taxi drivers; Mathematics is not needed - I will not share with anyone; To unload literature - to remove antiquity, and especially Fonvizin. During the lessons, more games are preferably, smaller scribes, there are no, even micro -purification, only to put checks in the necessary cells. It would be nice to introduce sex education lessons, because - I do not want to study, but I want to marry. Or at least, speaking of literary works, to focus on this, and not to look for epithets and metaphors. For - life, and better about the relationships of the sexes. I was in a light knockdown after what I heard. The battles about what and how to teach, so far, thank God, do not reach, but such projects, which only at first glance seem crazy, ripen. The new educational image of philology in high school is ripening - three subjects: Russian, foreign, literature. With a small note - the student can choose two subjects of three for study. Let's guess: what will he choose? Kolpakov. I would like, as in the good old days, there is some kind of classic, unconditional textbook. Romanicheva. This will never happen. The textbook and the teacher should work in one paradigm, and the teacher should be granted a real, the right to choose textbooks, not imposed on top. And the Kurdyumova’s book comes to school, in the sixth - white, in the seventh - Korovina, in the eighth ... In the end, the teacher thinks: “Yes, they all went with their textbooks. I will teach without them. " But without a textbook, only the master can teach. And if the child is sick? When every year a federal list of textbooks is reviewed, you imagine: what does this mean? It is the same as if we were forced to change passports annually. Dudova. Literature, like history, is still different from other subjects and in that it is impossible to teach only by the textbook. And our federal list includes only it and budget financing is only on it. The school cannot buy texts, anthology, collections of critical work. The minister categorically banned any requisitions, but how to study the subjects of the humanitarian cycle without texts? Municipal, regional, federal libraries moan - financing for the purchase of literature is reduced. Two weeks ago, I met with the director of the best, only library of children's literature in the world. So they have already ended with funding, they cannot buy a single book! They cannot provide subscription of periodicals. When I started working, every school was a “literary newspaper”, methodological publications, “thick” magazines. Then I could demand something from the student, but now how? Zinin. High -quality textbooks support literature as academic discipline, which, by the way, has recently been denied it. They say: “Yes, this is not a discipline, this is an art, therefore it is poorly formatted in the exam, poorly fits into some stable concepts, formulas.” In this sense, the textbook is also great support to us, because it reminds the demagogues that literature is both art and academic discipline, and science: there is a history of literature, the theory of literature, the professional language in which we speak of literature. Dudova. We have a foreign language teacher, but it is not known or not, it is allowed to divide the class in half. The Russian language teacher is already teaching him as a foreign language, because now we have classes with a multi -cultural and polysya composition everywhere. We do not ask to divide the classes, we ask to at least reduce the load from eighteen to sixteen hours. Everyone says that a teacher of the Russian language and literature is a “main teacher”, but it is put in a completely terrible situation. Every minute he checks some notebooks, he is all the time with a book, because he reads everywhere and always, otherwise it is impossible. Kolpakov. We have not had so many wonderful people in the editorial office for a long time. Teachers, the Viewers in the first place, are our most attentive reader. I think that we, by and large, work for them. God forbid, so that everything continues, so that you have enough strength and in the future to sow good, eternal. We remember about you and about the children who will read our newspaper. Will they be? Will they understand us? Of course, I would like the connection of generations not to be interrupted. We hope that it will not be interrupted.
Questions about growth
Every experience, whether successful or not, teaches us something. These can be skills, knowledge, life lessons, relationships and social interactions. It is important to evaluate your growth, both personally and in your career, through every experience you undertake to recognize your capabilities and build self-confidence. It's also important to know what helps you develop skills and what doesn't.
65. What makes you interested in studying?
66. What things would you like to become more proficient in?
67. What actions do you regret the most?
68. What inaction or missed opportunity do you regret?
69. What do you usually tell yourself when you fail at something?
70. What experience has improved your self-confidence?
71. What do you think can improve your self-confidence?
72. How would you describe your last year in three words? And what would be three words for your next year?
73. What new skills did you learn last year?
74. What are you planning to study in the coming days?
75. What challenges did you overcome last year?
76. What do you want to experience and learn?
77. What was your best decision?
78. What solution didn't work as well as you hoped? And why do you think so?
79. What do you think you need to improve?
80. What do you think you are really good at?
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Questions about beliefs
How we shape our lives depends very much on our moral values and beliefs. Someone who believes that honesty is of paramount importance will not lie to make money. The definition of success for such people will under no circumstances include cheating or anything like that. The decisions you make in your life, the goals you set for yourself, depend on your belief system.
81. Do you believe in the concept of love at first sight?
82. What does doing good deeds mean to you?
83. What do you prefer: live to work or work to live?
84. What do you think makes life meaningful?
85. What do you think makes something right or wrong?
86. What do you think is better - to be the biggest fish in a small pond or the smallest fish in a big pond?
87. What do you think inspires you?
88. What is the most important thing in life for you?
89. What are your values?
90. How do you prioritize in life?
91. Do you believe in creating networks and connections that help you learn from peers and mentors?
92. Which beliefs hold you back from progress, and which ones help you?
