Have you ever tried to open your front door with your car remote? Have you ever thought you were the best employee, only to be betrayed by your boss? These are examples of how intelligent people can be stupid. Whether in the workplace or at home, peoples’ intelligence, ability, and competence do have an impact on others. This paper will examine the terms of “smart” and “stupid”, fallacious beliefs, and managerial competence and the affect they have upon others.
“Smart” and “Stupid” Sternberg (2002) described the terms of “smart” and “stupid” belonging to folk psychology. Thus, their meanings are vague, and dependent on the person and the circumstance. A common consensus is needed to combine both folk psychology terms and psychological concepts.
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526). She did not believe she had the intelligence to overcome the challenges of the lessons. Hence, she quit taking lessons. Teaching a belief of malleable intelligence has continued into my professional life. I belief in continual education, training, and motivating others to do the same. Along the employment road, I have encountered several adversities, challenges, and fixed intelligent people. I have learned that a person that has a belief in fixed intelligence can be changed to think differently about their setbacks. The clientele that I serve at my workplace are low income families. Usually, consisting of uneducated, single mothers with multiple children, trying to survive below the poverty line. Needless to say their fixed intelligence belief is strong, in that they will amount to nothing in life; so therefore, why try. I try to be a bridge to connect them to educational opportunities, resources, services provided to them, to wean them off the governmental …show more content…
My boss never complained about us, never micro managed us, and only fired one employee in the thirteen years I worked with her. She finally retired two years ago with all the pomp and circumstance she expected. During the interim time of filling her position, my co-workers and I discovered what sort of failing manger she really was. The department head (Ms. T) assumed her position during the interim. Phone calls started coming into Ms. T’s desk, of incorrect procedures, incorrect decisions, and appointments were being canceled. We were summoned to Ms. T’s office for a meeting. Ms. T practiced the five principals of problem solving as proposed by Kepner and Tregoe (1965). She started comparing what should happen to what is now happening. With incoming concerns, she was able to determine the discrepancy of what actually happened as compared to expected performance. Ms. T outlined our current problems in terms of what was not happening. Another problem area we had involved our computer software not working at a particular time of day; resulting in appointments being canceled. Ms.T researched and found a solution, comparing other departments and times of day this occurred. The final key principle Ms. T used was concerning the amount of problems and complaints the office was receiving, obviously caused by the recent departure of our past
Sean Blanda’s, “The Other Side Is Not Dumb”, uses cultural examples concerning the younger American generation involving, the medias influence and peer pressure vs the actual facts and proof, involved while forming a personal opinion. The author emphasizes how the effects of pressure from our surroundings, such as: friends, media, and more, adjust our view of political and social subjects. He includes multiple cases of where your own ignorance can hinder your learning and interaction with others. If you continue to have a negative outlook on people who disagree with you, you’ll never be able to consider yourself a curious person and participate in social media. “We cannot consider ourselves “empathetic” only to turn around and belittle those that don’t agree with us.”- Mr. Blanda
In The article “Brainology” “Carol S Dweck, a professor of psychology at Stanford University, differentiates between having a fixed and growth mindset in addition how these mindsets have a deep effect on a student’s desire to learn. Individuals who have a fixed mindset believe they are smart without putting in effort and are afraid of obstacles, lack motivation, and their focus is to appear smart.. In contrast, students with a growth mindset learn by facing obstacles and are motivated to learn. Dwecks argues that students should develop a growth mindset.
In the article Mind-Sets and Equitable Education, Carol S. Dweck studies the link between mind-sets and beliefs and the influence it has on student success. This article examines how beliefs about how you learn impact the manner in which you learn. It is stated that growth mind-set as opposed to fixed mind-set promotes student success and achievement. Growth mind-set is the idea that intelligence is not something individuals are born with, but is rather a skill that individuals can develop through hard work and perseverance. Fixed mind-set opposes this idea as it views intelligence as an immutable trait individuals are born with. The article mentions that not only personal mind-set impacts an individual’s success but how they perceive the mind-set
In “ Blue Collar Brilliance” Mike Rose argues that intelligences can’t be measured by the education we received in school but how we learn them in our everyday lives. He talks about his life growing up and watching his mother waitressing at a restaurant. He described her orders perfectly by who got what, how long each dish takes to make, and how she could read her customers. He also talks about his uncles working at the General Motors factory and showed the amount of intelligence that was need to work at the factory. Rose goes on talking about the different types of blue-collar and how he came up with the idea that a person has skills that takes a lot of mind power to achieve.
Rose rejected the idea that education can only be learned through schooling and suggested that education can happen in the workplace. By mentioning the social and mental skills his mother obtained working at the diner and the advanced problem solving skills his uncle obtained on the shop floor, the author shows that blue-collar workers are constantly learning every day on the job. In the conclusion of the essay, Rose says “To acknowledge a broader range of intellectual capacity is to take seriously the concept of cognitive variability.” By acknowledging that knowledge isn’t just achieved through higher level schooling, formal education, or limited to scholars and students, the world is able to appreciate blue-collar workers and understand that the “formal” intelligence is not the only type of intelligence people of this world have to offer. To offer the full range of educational opportunities to all social classes, scholars and intellectuals must acknowledge “everyday cognition,” such as: using memory strategies to take order in a diner, managing the flow of customer/employee satisfaction, or developing new strategies to make work more effective, which rejects the normal “Generalizations about intelligence, work, and social class [that] deeply affect our assumptions about ourselves and each
While reading this book I found out that under certain circumstances I am a fixed mindset rather than a growth mindset. One, very identifiable, area I have a fixed mindset in, is the math content area. When ever I think about being forced to learn or teach math, I completely shut down. I feel I’ve become this way because for years I’ve heard that I need more work in that area, and that I have a hard time understanding it. So I feel I’ve lost any drive to concur it when I’ve already felt defeated by it. Which after reading this book I have realized this mentality could easily transfer to my students because that is one thing I have learned again and again from this book it is that one fixed mid set can have an immediate impact on the mind set of those people who are interacting with the person.
A famous quote by Martin Luther King states “The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” The two articles “Hidden Intellectualism” and “Blue Collar Brilliance” both emphasis the author's opinion on the qualifications and measurements of someone's intelligence. “Hidden Intellectualism” focuses on students or younger people who have trouble with academic work because, they are not interested in the topic. Today, in schools students are taught academic skills that are not very interesting, the author mentions this is why children are not motivated in schools. The main viewpoint of this article is that schools need to encourage students
Through decades of research, studies have confirmed that the mindset can have a powerful effect on individual outcome whether in school or at the workplace. In her, article “Brainology”, Carol Dweck valid arguments as to why the possession of a fixed mindset and constant praising are recipes for a disastrous life. Looking back at my education experience, I realize that most of the concepts discussed by the author applied in my life in one way or the other. While approaching education with a growth mindset enables one to put dedication and effort leading to success, approaching education with a fixed mindset limits one capability and consequently leads to lack of effort.
There are many attitudes that form certain mindsets. Some of these mindsets can change how a person does and perceives things. Some mindsets that can do just that are Dweck’s example of a growth mindset and fixed mindsets. According to Dweck, a fixed mindset is one in where “.. students believe that intelligence is fixed..” and a fixed mindset is the “..believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter. Because people with growth mindsets can through setbacks, and find alternatives to better themselves; They turn to perseverance and hard work to achieve their goals.
Isaacson and Dweck begin and would agree with a similar base that intelligence, to a `certain point, is innate upon those who society sees as intelligent. Isaacson proves his viewpoint by exploring the mind of Steve Jobs, someone that most would consider to be the pinnacle of intelligence, and stating that “His imaginative leaps were instinctive, unexpected, and at times magical. They were sparked by intuition, not analytic rigor” (Isaacson 3). By emphasizing
Over the course of this class, my perspective on money and whether it makes us happy has changed. Before the start of second semester, I always believed that money did make someone happy, as most of my most memorable experiences are linked to money in some way. But, after reading several essays within the assigned class textbook, I concluded that was not the case. For example, in the short essay What’s so Bad About Being Poor, by author Charles Murray, he states that living in poverty is not such a bad lifestyle, and if anything, it builds character. He states that “To be poor is not necessarily to be without dignity, it is not necessarily to be unhappy” (P. 26). In this quote, he is explaining that individuals living in poverty are not automatically unhappy, and if they are, the fact that they do not have money is not linked to that. Murray explains that unhappiness stems from something that is much more complex than money. Author David Myers also
In the minds of many, intelligence not only excels your experience in education, but is also the key to a successful career. In Outliers: The Story of Success, Malcolm Gladwell refutes this thought by expanding on the belief that intelligence can only take you so far, and that creativity and innovation tend to lead to just as much success. This thought process applies to many different levels of life including our interview and acceptance into the ACTION program.
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.
In the following essay, we discuss different theoretical perspectives from Nomothetic and Idiographic approach. How they apply to both Personality (pattern of behavior and thinking) and Intelligence (thinking and behavior). Arguments for both sides are base on what psychologists generally use them as, because some might disagrees with the usage of the word nomothetic and idiographic, orientated by Kantian and Wilhelm Windelband.
In order to rectify the problems in the departments we are going to apply different theories as to how the department may change for the better, we shall look mainly at the goal theory, Maslow's hierarchy of needs, and also Hertzberg and Mayo.