Virtue of Wisdom and Knowledge
This virtue is finding and using information to help promote
a healthy life-your own and others. All the virtues are based on doing no harm
to yourself and others. Wisdom and knowledge contains five character strengths:
creativity, curiosity, open-mindedness, love of learning, and perspective. To
practice a virtue we need to express on a regular basis two or more of the
related character strengths. Character strengths can be developed thru our
consistent and conscious effort.
Love of Learning
This strength looks at enjoying the process of learning and
the benefits that occur when we learn new ideas. Love of learning takes place
across our lifespans. We interact with the world more effectively as we learn
from our experiences. Trial and error learning is when we try something, see if
it works or does not. We make changes. We modify and adapt what we learn to fit
our lives. Learning can be gaining new ideas, learning skills, and building on
existing knowledge and skills. According to Peterson and Seligman (2004), love
of learning has not been studied as a character strength. It is considered
tentative until further research is done.
As we pursue the love of learning, we enjoy learning for its
own sake. We gain positive feelings. Love of learning can be frustrating as we
struggle to apply new ideas or new skills. The Chinese have a phrase for love
of learning that translates as our heart and mind want to learn. Learning is
both an emotional and intellectual pursuit. Love of learning is demonstrated by
institutions and practices, all types of schools, training programs,
internships, mentoring, supervision, and being coached.
Developing Love of Learning
Name one or two things you have recently learned. Talk to a
friend and let her or him know what you have learned.
Think of one thing you have wanted to learn and have not
done. What is one small step you can take to learn in this area?
Reflect on how your life has improved because of what you
have learned and applied.
Adapted from Peterson and Seligman (2004)