Carol S. Dweck Summary

In the article "Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives," the author Popova states that Carol Dweck’s Mindset: The New Psychology of Success is "an inquiry into the power of our beliefs, both conscious and unconscious, and how changing even the simplest of them can have profound impact on nearly every aspect of our lives." This remark is critical in understanding the main point that there are two types of mindsets: fixed and growth mindset. Fixed mindset is when one believes that they cannot change their character, while growth mindset is believing that character can be improved through failure.

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She started to do study with children to see how they would react with difficulty. What Carol found out was extremely surprising to her. She learned that some children loved a difficult challenge and wanted more of it. The children didn’t think they were even failing when they couldn’t figure the challenge out. They thought they were learning. Dweck states that her research has been going on for twenty years. Her research shown the view you create for yourself can affects the choices in your life. There are two different types of mindset, Dweck talked about. One of them, is fixed mindset and the other is growth mindset. These two different type of mindset can affect you in sports, relationship, school, and the workplace. The fixed mindset is you have importances to prove yourself, time after time. The other is a growth mindset is based on always improving your qualities. The growth mindset allows people to still grow during a hard time in their life. Fixed mindset with people fear

First, Duckworth argues that a growth mindset transforms failures into learning opportunities that make individuals achieve more. In Grit, Duckworth tells a story about David, one of her students whose growth mindset helped him become increasingly successful. Duckworth saw his desire to learn and immediately asked for him to be placed in an accelerated course that provided more challenges and failures. When asked about how he dealt with these new failures, David responded that “I did feel bad - I did - but I didn’t dwell on it. I knew I had to focus on what to do next. I basically tried to figure out, you know, what I did wrong. What I needed to do differently” (Duckworth 19). David’s approach to obstacles in class allowed him to achieve greater things in the future. He later graduated from Swarthmore College and earned a PhD in mechanical engineering from UCLA. David learned from his mistakes, and

The message that Carol Dweck conveys is the power of the words ‘Not Yet’. According yo Dweck, the grade ‘not yet’ gave the students the understanding that they were on a learning curve. After learning about this, Carol Dweck conducted some experiments of her own. She went to a school and gave students a test that was meant to be difficult for them. Students that passed has shown to have a growth mindset, and those who failed had a fixed mindset. Those who failed felt as though their intelligence was put to the ultimate test. When asked what they would do during another complex test, most said that they would just give up and cheat. This proves that once students receive a failing grade, they lose the motivation to learn from their mistakes

The article “To Err Is Wrong” by Roger Von Oech, “In Praise of the F Word” by Mary Shelly, and “Zero” by Paul Logan are inspirational to many people because it shows them that failure is not a roadblock and you can learn from your mistakes. Failure plays a significant role as a motivational tool, direction, and strength to help students to be successful in the class and in the future. The word failure has been shown in several cases to cause motivation. One of the cases is in the article “ The Praise Of The Word” when Mary Sherry told her son that his teacher was going to “flunk” him (Sherry98) .

Psychology of Success author Carol Dweck states, “This growth mindset is based on the belief

Dweck speaks about how children are not born smart but rather learn to be smart. Since early in childhood, we have grown up believing that we are either born smart or are just not meant to achieve more academically. Dweck believes if you can teach a child that hard work is more important than being considered the best without trying, the students can go further or achieve more than they thought they could. Dweck gathered up information by running tests on sixty-fifth graders, through a process that took years, they concluded that the ability to succeed depends on the ability to take failure. The “smart “ students failed and decided they did not want to continue trying. The growth-minded students decided to try until the students understood

A lesson I took from the story about achieving success is that no matter what obstacle you encounter, you need to keep pushing forward to your end goal and beyond. Certain situations can cause us to pause or if they’re severe to completely give up on our goals.

After reading the article by Sara DeTurk I feel as though This journal investigates the lived encounters of individuals who go about as partners in light of a legitimate concern for social equity. In this article it talked about how Meetings were controlled to research the significance of the partner character and the strategies partners use to intrude on simplifications, bias, and cruelty others. While reading the article I interpreted that Findings recommend that individuals who stand up for the benefit of social justice from places of relative power do as such an out of personality worries that stress moral commitments, generally through definitive and dialogic practices that draw on their typical capital, and in ways that reflect belief systems

Paul Tough created a experiment to see how teaching and showing these student different skills can teach them how to deal with hard event that happen.“Those students often misinterpret temporary setbacks as a permanent indication that they can’t succeed or don’t belong at U.T. For those students, the intervention can work as a kind of inoculation. And when, six months or two years later, the germs of self doubt try to infect them, the lingering effect of the intervention allows them to shrug off those doubts exactly the way the advantaged students do”(Tough 10). Tough has helped these student by showing they a new and improved way to deal with problems that are foreign to them. The interventions have help replace negative internal doubtful thought with positive thoughts. This one external factor changed them for the better when it came to their mindset. “Our first instinct, when we read about these experiments, is that what the interventions must be doing is changing students’ minds — replacing one deeply held belief with another. And it is hard to imagine that reading words on a computer screen for 25 minutes could possibly do that. People just aren’t that easy to persuade. But Yeager believes that the interventions are not in fact changing students’ minds — they are simply keeping them from overinterpreting discouraging events that might happen in the future”(Tough 8). The experiment was to improve their thinking and to help them deal with big problems, that are actually very small and fixable. Not to make them into someone different, but to show them a different way. This external factor helped many students to deal with thing that pose threats to them finishing

On page five hundred twenty six, the author uses Fred Zinnerman quote “Successful can be dangerous - you feel you know it all. I learned a great deal from my failures”. Success will always be greater than failing. If you can succeed with effort on the first try, then do not fail. For example, in my high school if I did not pass a test I could retake the test up to a seventy. Instead of retaking it, best option would have been getting a one hundred on the first try.

. . paralyze [mavericks, dissenters, and dreamers] by insisting that every step be a step up to the next rung of the ladder.” I completely agree. To tell people that have potential, ability, and talent, that they ought to succeed without ever tasting failure, this is not only unrealistic but also deprecating. In so doing, we hold them back; for we do not tell them about all the times that things did not go according to plan. Additionally, we do not tell them about our missteps; we only tell them about our achievements. Parents say “Don’t fail!” and cause their children to become more prone to deficiency. This is why we must let it be known that failure is a part of life, and that to go through it simply helps to eliminate paths that will not lead to

Failure is really just a part of life. From god, to love, to our own academic studies, we have all failed at something before, and it sure made us feel upset, or some other negative feelings, but along comes Angel Perez and Mandy Oaklander to help save the day from the sheer destruction of our guilt to tell us to “bounce back”, and that it is okay to fail. Something quite often unheard of would be positive responses to failure, making it look like it is no big deal, but a rather out of proportion. Given both articles it is not hard to see that Perez does not expect perfection, not the brightest light in the dark sky, but rather a lesson learned from failure, rather than punishment. Oaklander on the other hand talks of building up resilience

The central message of Being Wrong, by Kathryn Schulz, is that although nobody likes being wrong, it is a central part of our existence and we should learn how to accept it and make the most of it. While I do agree with Schulz that being wrong is a necessary function to learn, recognizing this fact and acting with the idea in mind that failure is acceptable will deeply hamper your chances of succeeding. Nowadays, it seems to be fashionable to talk about how acceptable failure is. We are told that life is one big experiment, Carpe Diem, do what makes you happy. This is a recipe for certain failure. It is imperative to view failure as unacceptable, and continue striving for perfection; if you are satisfied with failure, you will never succeed.