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Dweck’s view contradicts Isaacson’s because Isaacson believes in intelligence being an innate quality. Dweck however, defines intelligence as how individuals continue to push and persevere despite the several setbacks they encounter. Dweck’s studies show two types of mindsets; growth and fixed. Isaacson’s article leans more towards the fixed mindset rather than to the growth, or ideal mindset. Dweck also focuses more on the process than the final result as she holds learning and hard work in higher regard than the end result.
Dweck finds that children with a fixed mindset “see challenges, mistakes and even the need to exert effort as threats to their ego.” (Dweck 3). This leads to children focusing too much on other people’s opinions instead
As Dweck explains, children who are praised for their intelligence does not want to learn hence develop a fixed mindset. A fixed mindset is where people believe that their qualities such as talent and intelligence are essentially fixed traits. Such people would only concentrate on documenting their intelligence instead of looking for ways for developing the same. In addition, these people make the assumption that their intelligence would make them successful. On the other hand, a growth mindset is where people are aware that it is possible to develop their abilities through hard work and dedication. When I was in Grade 7, a teacher encouraged all students that they all had the ability to perform well in science. After the initial interaction, the teacher was aware that a certain percentage of the class performed way below average; yet, he did not water down their spirit. I remember the way he used to acknowledge even some insignificant improvement made in his tests by comments such as “You are making good progress so far”. Primarily, this teacher focused on the perseverance, strategies, and efforts the students put towards improvement as opposed to praising talent (Dweck 5). The result was that we changed our attitude and focused more on self-improvement.
It was not until I read Carol S. Dweck’s “Brainology” that I realized I had a fixed mindset. I care more about getting a 4.0 than actually understanding what I am being taught and I also hate struggling. These habits are part of having a fixed mindset. It was after reading this article that I discovered I could change my mindset and be successful. Having a fixed mindset means that you believe that you and others only have a certain amount of intelligence. A growth mindset on the other hand, is believing that everyone has the ability to reach a higher level of intelligence through effort and hardwork.
Both were given a workshop with skills on how to study, but one was also given lessons on what a growth mindset was and how to develop one. The group given the lessons on growth mindset was extremely fascinated by the thought that they could control how much knowledge they were capable of learning. Overall, the growth mindset group excelled while the control group continued to not do so well. After receiving these results, Dweck was so inspired that she developed a growth mindset computer program called “Brainology,” that would be available to students all around the world. Dweck concluded that it’s extremely important to teach students that it takes hard work to achieve
Also, in Carol Dweck’s research article “Brainology”, she states the subtitle “Transforming Students’ Motivation to Learn”. She dishes mindsets and achievement, how do students learn these mindsets, and so on… … Dweck suggests, “Many students believe that intelligence is fixed, that each person has a certain amount, and that’s that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed in intelligence they possess”. Many students believe that the challenge encountered in learning is a threat to their growth path. She put forward two different minds of the ideological study contrast, the finds showed that students studied with a growth mindset were more interested in learning and
Alexa, a junior in college, shares her ideas on Intelligence. Intelligence is determined by motivation to do required tasks. Motivation is necessary to complete basic tasks such as doing homework. Also for completing difficult tasks. Which allows someone to learn new things, (Hietpas). Alexa explains the necessity of motivation to complete simple tasks. For an individual to be intelligent they have to learn new things. To be able to learn new things, one has to have the motivation to learn. In addition, if someone does not have motivation, they will not be able to learn anything new. Therefore, never having the opportunity to become intelligent. A mutual trait between intelligent people is wanting to learn new things. Taylor mentions her father whom she believes is intelligent without a lot of education, “[My father is] motivated to constantly be learning new things. He is not told, he wants to learn,” (Nelson). In the quote Taylor analyzed her father who only had a high school education. She explains that he is someone she considers highly intelligent. Intelligence is determined by motivation to learn new things and the tasks done in one’s free time. Taylor’s father is intelligent because of the motivation to constantly be learning new things. He chooses to learn new things in his free time and has the motivation to do so. Although, he might not have had as much traditional school as
Is raw intelligence actually important? Or is what you do with said intelligence what actually matters? In “The truth about grit” by Jonah Lehrer, the author writes an analysis of the personality trait commonly referred to as “Grit”. The essay equates grit with perseverance and single-minded focus on a set goal. I agree with this analysis of grit. The first reason that I agree is because grit means to work hard. The second reason is that in order to have grit a person must know how to adapt to adversity. The final reason is that having grit means to have single-minded in one’s attitude.
In the essay Mike Rose challenges the view that the amount of schooling one has achieved is the degree of intelligence by one should be measured. He describes the generalizations thought about people when it comes to how education relates to intelligence. He details his experiences growing up observing his mother as a waitress in restaurants and how she found fulfillment in the work she did. The way she was able to not only memorize customer orders but to anticipate their emotional needs shows a unique intelligence. He also details his Uncle Joe’s work in an auto manufacturer and how his intelligence saw him through to promotions. From his examples growing up with blue-collar workers, it shaped his opinion of how much grit and intelligence is required of them.
This cognitive change allows adolescents to; think about what is possible, think about the abstract, think about the thinking process, think about things in a multidimensional fashion, and see things as relative. One manifestation of the adolescent’s increased facility with thinking about possibilities is the development of deductive reasoning (Steinberg, 2014). Deductive reasoning leads adolescents to hypothetically thinking, which enables adolescents to plan ahead and look at their future. Abstract thinking increases adolescents’ interest in thinking about interpersonal relationships, politics, philosophy, religion, and mortality (Steinberg, 2014). This type of thinking makes it possible for adolescents to have friendships, look at the fairness of things, and to be honest. Metacognition, or thinking about thinking, enables adolescents to make conscious decisions and sometimes it leads to adolescent egocentrism. Adolescent egocentrism is extreme periods of self-absorption and personal fable, which is the belief that everything is centered on you. The development of multidimensional thinking allows adolescents to look at things in a variety of ways. Unfortunately this type of thinking tends to complicate situations for adolescents. Finally seeing things in more relative terms “adolescents are more likely to
Björklund, D. F. (2000). Children‘s thinking: Developmental function and individual differences (3rd. Ed.). Belmont: Wadsworth.
The key difference between Walter Isaacson’s, author of “The Genius of Jobs”, and Carol Dweck’s, author of “The Secret to Raising Smart Kids”, perspective of intelligence lies in their thought of inherent ability; Isaacson believes that intelligence is a natural gift that can be expanded upon, but Dweck would respond by agreeing to a degree but believing that the beauty of intelligence lies in that expansion.
In Carol Dweck’s “Brainology” the article explains how our brain is always being altered by our experiences and knowledge during our lifespan. For this Dweck conducted a research in what students believe about their own brain and their thoughts in their intelligence. They were questioned, if intelligence was something fixed or if it could grow and change; and how this affected their motivation, learning, and academic achievements. The response to it came with different points of views, beliefs, or mindset in which created different behavior and learning tendencies. These two mindsets are call fixed and growth mindsets. In a fixed mindset, the individual believes that intelligence is something already obtain and that is it. They worry if they
As children grow and develop, their actions become more self-directed and less subject to outside regulation by others (Poulsen, et al., 2006, p....
Individuals view and react differently to situations and challenges in life, the direct effect of having a Fixed mindset or a Growth mindset will coordinate our response . The Fixed mindset is believing our qualities are unchangeable and that the genes we are born with are all that can accomplish, people with the Fixed mindset view a situation or challenge as a negative and as a direct measure of their competence and worth.
Intelligence is the ability to acquire knowledge, to think and reason effectively, and to deal adaptively with the environment. This is one of the many definitions of intelligence, everyone has a different opinion on what intelligence actually is. In Western cultures, it is crucial to have excellent mental abilities which can contribute to doing better in higher level jobs and schools. This in fact can be applicable as individuals with good mental skills do better in school and jobs. However, if we view intelligence in a wider perspective we can see that it is a socially established notion.
According to Berk (2012), children with a history of parental criticism of their worth and performance give up easily when faced with a challenge and express shame and despondency after failing (p. 367)”. Knowing that children who come from a home where they are not being encouraged and are constantly being put down can help me as a teacher in my future classroom. Knowing this I know how important it is to encourage my students so that they can build up their self-esteem. Berk (2012) states, “Adults can avoid promoting self-defeating reactions by adjusting their expectations to children’s capacities, scaffolding children’s attempts at difficult tasks, and pointing out effort and improvement in children’s work or behavior (p.367)”. This is important for me as a future teacher so I know that not all students in my class are going to perform at the same level and that is okay. I will know to point out when a student is doing something good and showing improvement in their work even if it is not the best yet. I want all of my students to have high self-esteem and feel good about themselves and their work because, I know how important having high self-esteem is for a child and how it will help them throughout their