Life’s Three Levels and Three Mindsets

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Daohe · Oct 23, 2024
  On the journey of life, everyone faces different choices and pursuits, which often reflect their mindset and level of existence. People can be categorized into three different types based on the way they think. There are three different mindsets among people: the Grassroot Mindset, the Elite Mindset, and the Extraordinary Mindset. Each mindset has […]

 

On the journey of life, everyone faces different choices and pursuits, which often reflect their mindset and level of existence. People can be categorized into three different types based on the way they think. There are three different mindsets among people: the Grassroot Mindset, the Elite Mindset, and the Extraordinary Mindset. Each mindset has its unique logic and value orientation, which shape people’s attitude towards life and their approaches.

First Level: the Grassroot Mindset

Grassroots mindset is based on a public mentality. For people thinking in this way, life has no clear goals. All the efforts and struggles are for the better now. They may seek daily comfort, short-term happiness, or simple satisfaction, prioritizing immediate enjoyment over long-term planning. As a result, they are more likely to go with the flow in life, lacking a long-term vision and profound reflection on life.

Grassroots thinking is often prevalent at the lower levels of society, as it is closely related to urgency in pursuing immediate profits and safety. Under the pressures of life, many people would choose this mindset, because it is simple, direct, and provides a sense of content in the short term. However, the downside of grassroot thinking is also obvious. It traps individuals in complacency, dilutes their ambition and makes it difficult to break free from their current lifestyle and self-perception.

Grassroots thinking isn’t limited to those at the bottom of society; many people with social resources also fail to plan effectively and think long-term. A notable example is the Roman Emperor Nero, notorious for his extravagant lifestyle and indulgence. His reign was marked by a lack of clear political goals or a vision for the future, as he prioritized personal pleasure over state affairs. Nero had a deep passion for music and the arts, often performing on stage, while remaining indifferent to governance. During the Great Fire of Rome, there were rumors that he played the lyre and sang while the city was engulfed in flames.

Nero’s behavior represents the shortsightedness and self-centeredness of grassroots thinking. He lacked higher ideals or a sense of social responsibility, focusing solely on personal sensory pleasures, which ultimately led to public rebellion and his own downfall. His rule is also considered a significant reason for the decline of the Roman Empire due to its extravagance and brutality. This shows that when grassroots thinking manifests in those in power, the dangers are even greater; without vision and responsibility, it can lead to a dual failure for both individuals and society.

Second Level: the Elite Mindset

Elite thinking is based on seeking “the best” and “the extraordinary” in the mainstream values. Life is no longer about easy pleasures but money, power, and social status. For people with this mindset, one can gain whatever they want through ongoing efforts and relentless attempts. Therefore, these people tend to have clear goals and strive to improve personal values and achieve success.

This mindset is often found among those who grow up with financial advantages or privileged backgrounds, but also among people who work hard to improve themselves. Elite thinking drives people to push their limits and become a go-getter for higher achievements and social status. However, these people often place too much emphasis on personal success and social recognition, which may lead to a disconnection from inner needs and the deeper meanings of life. It might also cause a lack of compassion for others and emotional coldness, making it difficult for them to connect genuinely with themselves and others.

Napoleon Bonaparte is a prime example of elite thinking. He started out in a humble background but worked tirelessly and showcased incredible military skills to become the Emperor of the First French Empire. His main goal was to build a powerful empire through constant warfare and expansion, driven by his personal ambitions. Throughout his career, he faced numerous challenges and was fueled by his ambition, rising from an ordinary officer to the emperor who ruled over Europe, always chasing the heights of power.

Napoleon’s elite thinking is reflected in his desire for power and relentless pursuit of achievement. Through his personal efforts and leadership abilities, he gained widespread social status and historical influence. However, his failures also remind us that an excessive pursuit of material wealth and power can lead to the neglect of other important values.

Third Level: the Extraordinary Mindset

The core idea behind the extraordinary mindset is all about “love and compassion.” In this way of thinking, life doesn’t necessarily have a specific goal. However, because they deeply understand the struggles of others, people often feel empathy and a desire to help those in need. At their heart, those with this mindset aim to serve others and ease their suffering. This isn’t something forced upon them; it comes from a genuine understanding of human pain and a selfless concern for others.

Interestingly, people with an extraordinary mindset often come from humble backgrounds rather than privileged ones. Their life experiences give them a deep understanding of life’s struggles, which drives them to take on responsibility for others’ suffering instead of just looking out for their own interests. This mindset not only gives them strong inner strength but also helps them develop a broader perspective and a higher sense of purpose.

Mahatma Gandhi is a great example of the extraordinary mindset. Born into a regular family in India, he became a lawyer and had the chance to live a more comfortable life, but he chose to lead the fight for independence instead. He promoted the idea of “non-violent non-cooperation” and often went on hunger strikes to protest for the well-being of the people and social justice, willingly enduring physical pain. His goal wasn’t about seeking personal honor or wealth. Instead, he aimed to change society through his actions and help people break free from colonial oppression.

Gandhi’s extraordinary mindset shines through in how he put love and compassion at the center of his actions, rising above personal interests. He was committed to serving humanity and tackling social injustices and suffering. His ideas and actions have had a lasting impact, not just in India but also offering valuable inspiration for peace movements around the world.

Through the stories of these historical figures, we see various life attitudes and how different mindsets shape their paths and achievements. These mindsets influence individual lifestyles and leave distinct marks on history.

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The burden of livelihood in childhood: the hidden crisis of Confucian education in modern East Asia

The burden of livelihood in childhood: the hidden crisis of Confucian education in modern East Asia

Kishou · Jul 2, 2025

Introduction: A hidden disease at the heart of civilization On the surface, Confucian-influenced societies such as Japan, South Korea, and Singapore appear to embody a successful Eastern model of modern civilization—orderly, safe, and built upon a tightly run education system. But beneath this polished exterior lies a deep, systemic fracture in their civilizational foundation: an […]

幼少期の生存競争という禍:近代東アジア儒教社会における教育の見えざる閉塞と文明的リスク

幼少期の生存競争という禍:近代東アジア儒教社会における教育の見えざる閉塞と文明的リスク

Kishou · Jul 2, 2025

序章:文明の奥底に潜む静かな病巣 表面的には、日本、韓国、シンガポールといった東アジアの儒教文化圏諸国は、社会秩序が保たれ、治安も良好で、教育制度も整備されており、現代文明の「東洋型モデル」として称賛されている。しかし、この整然とした外観の裏には、長期的かつ構造的な文明の陥没とも言える「幼少期の生存競争型教育」という深刻な問題が潜んでいる。 この現象は、近代以降の国家建設と産業化の過程において、儒教文化が功利主義的かつ階層的・服従的に利用されたことに起因する。子どもたちは人格が未発達のうちから、生存競争や現実的成果を求められ、「夢見る権利」や「探求する自由」を奪われ、最終的には制度社会の「効率的なツール」として機能するよう仕向けられていく。 一、東アジア儒教社会における幼年期生存競争教育の構造的メカニズム 1. 近代国家建設中の制度化、早期社会化 日本、韓国、シンガポールは、19世紀末から20世紀後半にかけて相次いで産業化と国家統治の近代化を果たした。秩序に従う労働力と服従的な国民の育成を目的に、教育制度は「規律への順応と秩序への適応」の訓練場へと変質した。 幼稚園からすでに「自立」「内務の整理」「集団責任の分担」が求められ、小学校では「集団責任制度」「序列評価」「服従教育」が徹底される。教育の目的は人格の成熟ではなく、「いかに早く社会に適応するか」にある。 2. 功利的で階層主義的な価値観の支配 東アジア儒教文化圏は古くから「勝敗」「功名」「出世」を重んじる風土があり、近代化においてその傾向はさらに強化された。学業成績、行動評価、集団内での規則遵守など、数値化された比較が教育の中心となり、「他人に迷惑をかけるな」「足を引っ張るな」「家族の名誉のために頑張れ」という価値観が子どもに植えつけられる。 個人の夢や興味、創造性は「無駄なこと」とされ、社会で通用する唯一の通行証は「生存能力」となった。 3. 家庭・学校・社会による三重の包囲網 伝統的な儒教の「家族責任観」と近代国家の統治目標が融合し、「家庭—学校—社会」による三重の圧力システムが形成された。 家庭では子どもが「家の未来を担う存在」「名誉の象徴」とされ、教育は「投資」となる。学校は選別と従属を促す場となり、社会は絶え間ない競争の舞台となる。「名門校へ行け」「大企業に入れ」「安定した収入を得ろ」といった教えが幼少期から刷り込まれ、精神の発達や内面的成長の余地はほぼ失われている。教育は生き残り競争の装置と化している。 二、個人レベルにおける深刻な影響 1. 夢見る力と人格の自由の剥奪 本来、幼少期とは空想、好奇心、探求、失敗を通じて人格が発達する時期である。しかし、生存競争型の教育は、子どもに「利益計算」「欲望の抑圧」「リスクの回避」を強制し、「夢を見る力」を徹底的に潰してしまう。 その結果、成人後には物事への無関心、価値観の空洞化、自分自身を探求する意欲の喪失が広く見られる。 2. 感情の抑圧と内面の消耗 「迷惑をかけるな」「集団を優先せよ」「家の名誉のために尽くせ」といった教育文化の中で、悲しみや怒り、恐怖といった本音の感情を表現することは長くタブーとされてきた。その結果、東アジアの若者たちは感情表現が極端に苦手になり、強迫的なワーカホリック、対人恐怖、引きこもり傾向、そして「社畜文化」や「孤独死」といった現象が生まれている。 日本・韓国・シンガポールはいずれも、先進国の中で若年層の自殺率が高い国として知られている。 3. 自己価値感の欠如と精神的空洞化 他者からの評価に依存しすぎるあまり、内発的な価値感の形成が未熟なまま成長する。結果として、成人後には会社、家族、社会の承認を人生の軸としてしまい、それが崩れたときに自己否定や精神的崩壊に陥りやすい。自分という存在の中身が空っぽになる、いわば「精神的ゾンビ化」が深刻化している。 三、社会構造レベルにおける文明的リスク 1.大規模な「ツール人間化」 「生きるための子ども」を大量に生産することで、彼らは成長後、実行力は高いが創造性に乏しく、価値観も同質化され、制度化された社会の「有能なツール」として機能するようになる。その結果、文明の進化に不可欠な破壊的イノベーションや精神的活力が著しく欠如する。 日本の「社畜文化」、韓国の「過労死経済」、シンガポールの「優秀な社畜現象」はその典型的な表れである。 2.精神文明の衰退と文化の空洞化 実用主義・功利主義的な教育が長年続いたことで、東アジア社会では文化的創造力が低下し、若者はオタク文化、バーチャルアイドル、モバイルゲーム経済、低欲望生活に没頭するようになっている。「文明の空洞化」現象は日増しに深刻化している。 日本と韓国はこの30年間経済が停滞し、文化的ソフトパワーも衰退。シンガポールでは若年層のうつ傾向が増加しており、いずれも「幼年期の生存競争型教育」が精神文明の活力を蝕んだ結果である。 四、文明進化の観点から見る構造的危機 「完全公民制度」には、心の信念による内なる尊厳と、文明的信念による外的秩序の両輪が必要である。その進歩は、夢を持ち、創造し、時に反抗する人々によって支えられており、単なる従属者では成り立たない。 儒教文化圏社会が今後も子どもを早期から「生存のための機械」として育て続ければ、表面的な安定と秩序を保つことはできても、文明進化の原動力を失ってしまう。 過去30年、日本・韓国における経済イノベーション力の低下や、文化的影響力の減衰も、まさにこの延長線上にある。「夢見る者」がいなければ、文明はやがて「安定化 → 保守化 → 硬直化 → 退化」の道をたどるだろう。 五、文明型社会との比較 北欧諸国(スウェーデン、フィンランド、ノルウェー)における教育制度は、以下の価値を堅持している: これらの国々は、イノベーション力、幸福度、青少年のメンタルヘルス、社会的信頼水準において、東アジア儒教文化圏をはるかに上回っており、現代文明型社会の模範とされている。 六、東アジア儒教文化圏社会における文明的自救の道 子どもは「生きるため」だけを学ぶ存在ではない。真の教育とは、生存に必要な基本スキルを超えて、「夢を見ること」「問いを持つこと」「探求すること」「反骨精神」「限界の突破」といった生命本能を守る営みである。東アジア儒教文化圏が文明の停滞、創造性の衰退、精神的危機から脱却するには、次のような改革が不可欠である: さもなくば、「生きるための子ども」を量産し続ける東アジア文明は、「ぬるま湯で茹でられるカエル」のように静かに衰退し、夢も文化的生命力も失った「安定した文明の遺骸」と化すことになるだろう。 七、用語解説 幼年期生存志向型教育(Early Livelihood-oriented Education) […]

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