Introduction
Each person has a global objective that they strive to achieve throughout their lives, whether it is money, family, fame, or other pursuits. Only after completing these goals do individuals consider themselves successful in life. It is a feeling that comes with a sense of satisfaction, completion, and happiness (Paszenda, 2020). It can be said that one’s success in life is defined by one’s perceptions of the worthiness of one’s achievements.
Meaning Behind Success
When a person is described as successful, it is implied that they have set their targets and hit them. This idea is entirely subjective, as it is constructed by a person throughout their life (Paszenda, 2020). It is possible to claim that someone is a failure from others’ point of view, while that individual can consider having a fulfilling life regardless of what others think.
One’s sense of achievement comes from their imagination of what their ideal life can be within the next several years. While an individual’s friends, relatives, and culture influence this idea, they do not have the final say in such a matter (Paszenda, 2020). Once a person achieves these goals, they may claim to be successful in their endeavors, although the pursuit of higher goals is always an option. Therefore, this claim is subjective, non-permanent, and stems from a person’s understanding of what is worth more in life.
Conclusion
In conclusion, the meaning of success in life is a subjective term that stems from an individual’s goals, perceptions of their achievements, and other factors that set the value of one’s accomplishments. There is no universal rule that defines how others must act to become successful. Therefore, people are free to set their expectations for themselves and claim whether they have failed or reached happiness in life, yet judging others’ goals is unreasonable.
Reference
Paszenda, I. (2020). Success in everyday life. In W. Żłobicki, M. Humeniuk, G. Lubowicka, I. Paszenda, & B. Pietkiewicz-Pareek (Eds.), Hermeneutics, social criticism and everyday education practice (pp. 187–203). Uniwersytet Wrocławski. Instytut Pedagogiki.