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Discussion on Dweck Claim

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  1. Oct 26, 2015 #1
    A brilliant student, Jonathan sailed through grade school. He completed his assignments easily and routinely earned As. Jonathan puzzled over why some of his classmates struggled, and his parents told him he had a special gift. In the seventh grade, however, Jonathan suddenly lost interest in school, refusing to do homework or study for tests. As a consequence, his grades plummeted. His parents tried to boost their son's confidence by assuring him that he was very smart. But their attempts failed to motivate Jonathan (who is a composite drawn from several children). Schoolwork, their son maintained, was boring and pointless.

    Our society worships talent, and many people assume that possessing superior intelligence or ability—along with confidence in that ability—is a recipe for success. In fact, however, more than 35 years of scientific investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings.

    The result plays out in children like Jonathan, who coast through the early grades under the dangerous notion that no-effort academic achievement defines them as smart or gifted. Such children hold an implicit belief that intelligence is innate and fixed, making striving to learn seem far less important than being (or looking) smart. This belief also makes them see challenges, mistakes and even the need to exert effort as threats to their ego rather than as opportunities to improve. And it causes them to lose confidence and motivation when the work is no longer easy for them.

    Praising children's innate abilities, as Jonathan's parents did, reinforces this mind-set, which can also prevent young athletes or people in the workforce and even marriages from living up to their potential. On the other hand, our studies show that teaching people to have a “growth mind-set,” which encourages a focus on “process” (consisting of personal effort and effective strategies) rather than on intelligence or talent, helps make them into high achievers in school and in life.



    Dweck Claim. http://www.scientificamerican.com/article/the-secret-to-raising-smart-kids1/

    What do you guys think about this? Any ideas to add?
     
  2. jcsd
  3. Oct 26, 2015 #2
    The rest of the article is good. I'd characterize it as a new spin on the old idea: "Genius is 2% inspiration and 98% perspiration."

    The authors finding that success emerges from the attitude that problem solving requires effort which anyone can apply, rather than being dependent on innate and immutable genius or talent, strikes me as sound. People who keep forging ahead after learning from failures, rather than learning helplessness from failures, prevail.
     
  4. Oct 26, 2015 #3
    Yep!
     
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