Colin Powell, first African American appointed as the U.S. Secretary of State, says that “There are no secrets to success, It is a result of preparation, hard work, and learning from failure” (Alina). From this quotation, it explains that success is not given to someone in the spur of the moment or gained in a second. Success comes from working hard and not being afraid to fail because one learns from their failures. In “Chapter 3: The Truth About Ability and Accomplishment” from Mindset: The New Psychology of Success Carol Dweck, the author argues to a broad audience that a growth mindset leads to academic success. A growth mindset focuses on students trying harder than they did before and views any struggle as an obstacle that can be surpassed, thus motivating students to work harder. Growth mindset students continue to try new challenges because they do not view failure as a vulnerability. A fixed mindset student tend to give up because they view themselves as weak or not good enough to overcome an obstacle. Fixed mindset people also prevent themselves from trying because the fear of failure. The argument is mostly effective, but some areas need development.
Carol Dweck argues that achievement comes from hard work, not
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inherent talent. She supports her claim by providing the specific example of Mozart, a famous composer and musician, as evidence. She states that “Mozart labored for more than ten years until he produced any work that we admire today” (56). Dweck infers that even Mozart, who the public labels as a genius, worked hard and dedicated a decade to his work in order to be well known. Because it took Mozart ten years to reach achievement, this illustrates the composer’s passion and drive to produce successful results. His hard work got him to his accomplishment, not his innate talent, which proves Dweck’s claim that success is gained through hard work. By establishing that Mozart put effort and time to his work, this allows Dweck’s audience to connect on the same level with Mozart. It lets the readers know that they do not need to be a genius to reach a great accomplishment, like Mozart did. Dweck concludes that even as someone as amazing as Mozart, he was like any other person who had to work hard and be dedicated towards his passion. The author takes her evidence about the composer from a book called the The Handbook of Creativity by Robert W. Weisberg, a cognitive psychologist. Weisberg is also a Professor of Psychology and the Director of the Brain, Behavior, and Cognition Cluster at Temple University in Pennsylvania. This evidence is credible because it comes from a professional who studied in a field that relates to her evidence; therefore, Weisberg is an expert and his research is credible. Her evidence is relatable because most people recognize Mozart. If the author used an example that only she would know, it would make the audience lose interest because they would not recognize who this unfamiliar example is. Dweck’s evidence would not be sufficient if Mozart was her only example. However, she includes similar examples like Thomas Edison and Charles Darwin to support the same claim so her evidence is sufficient. Dweck lets the audience view success from different areas of interests, which additionally support her evidence sufficiency. The claim is effective because the author’s evidence includes credibility, sufficiency, and relatability. The author asserts another argument, that the growth mindset focuses on learning. She supports her argument with a study on pre-med students taking their first college chemistry course. Her study revealed that students with a growth mindset received higher grades due to their study habits. To prove that a growth mindset is learning oriented, she illustrates the student's’ study habits. She quotes a student who says that “I went over mistakes until I was certain I understood them” (61). As one study habit, the students went over any content they did not understand and went over it again until they did understand it, in contrast to memorization. Memorizations prevents a growth mindset from beneficial study habits, Dweck tells us (61). The growth mindset students also kept their motivation even when the course got tough and tried to find themes during the lectures. These strategies helped them focus on understanding the material. By analyzing how the students studied, the evidence proves that growth mindset students focus on learning instead of mindlessly remembering information for their next test. Her study lacks specific details such as the amount of students she studied and the duration of the study. Without the specific details, her data could be generalized based on a small study of people in a short period of time. This makes her evidence not credible. Listing the amount of student or the duration of the study does not automatically make her evidence credible but it would give the audience an idea of how her her study was conducted. Then the audience would conclude if the study is credible or not. Although her evidence is not credible, it does support her claim because she explains how the growth mindset students studied in a way that benefitted them. She offers another example, George Dantzig, to support that this mindset is geared towards learning which makes her evidence sufficient. Although her evidence is not as effective, her claim is still effective. Her evidence support that the growth mindset is learning oriented. Dweck introduces another claim, that individuals are capable of learning a new skill with the right training.
The author incorporates a specific example from Drawing on the Right Side of the Brain by Betty Edwards, as evidence. The author illustrates people with little artistic ability who tried a short drawing course from Edwards and within five days, Dweck acknowledges that “everybody could really draw” (68). From the results of the drawing course, the author shows how much progress people can achieve through the right training. The author also presents pictures of the participants’ drawings from Edwards’ book. In the beginning of the course, the participants had to draw themselves and then after the course they would draw themselves
again. The before pictures displayed the little artistic ability of the participants show that talent is not a requirement to draw well. The before and after pictures visually detail how people can improve with the right training. Showing the before and after course portraits prove with the right training, individuals can gain a new ability regardless of their talent. Her evidence is credible because it comes from a book written by the artist who taught the course. This book sold about 2.5 million worldwide and was translated in different languages. Not only is Edwards’ book well known but Edwards is also a professor in art which shows that she is an expert in her field of studies. Edward’s book popularity and her expertise makes Dweck’s evidence credible. The author then adds Jackson Pollock as a specific example to make her evidence sufficient because he is an example of “hard work and dedication” who became a famous artist, who had started off with little artistic talent (70). Dweck’s evidence connects with students who are discouraged in learning a new skill. Her claim is effective because she encourages the discouraged students by proving that anyone can learn a new skill as long as they are given the proper training. The author makes another claim that people with a growth mindset use stereotypes as a motivation to try harder. Dweck conducted a study on women taking a Calculus course, which she uses as evidence. During the math course, some instructors would tell the students they were wrong when in fact, they were correct. These instructors assumed the female sudents were not smart enough to do math. Dweck’s study was to view the female students’ comfort level in their math class and to gauge their confidence of their math ability. Although women with a growth mindset saw this stereotype disturbing, they “still [felt] comfortable with themselves and confident about themselves” with the mentality that “They could fight back” (77). Even though instructors belittled these women on their math abilities, the author explains that the growth mindset students still kept a positive attitude and used the stereotype as motivation. Dweck interviews a female student who reported that when her instructor told the female students they were wrong, she said it was fine because she worked in groups with other female students (77). Together they gave and received support from one another (77). The student did not feel inferior, but instead found other methods to benefit her learning. By finding other ways to help themselves, such as the communal feeling, is like them fighting back to prove that they are smart or that they are capable of doing math. This is how they took the negativity and used it as motivation. This example deduces that growth mindset students do not feed into negativity but instead use it to their advantage in academics. There was not enough credibility in Dweck’s evidence because her study was not specific enough. The only information she provides is a study on women taking a Calculus course. For her study to be credible, she should include how many students she studied or interviewed and how long her study took. However, her evidence is relatable because it connects individuals who experienced stereotyping. Dweck’s claim tries to persuade individuals to work hard in order to enhance their skill. This study is the only evidence that is used to support her claim, which does not make her evidence sufficient. Providing another study with similar results of the growth mindset students or a personal experience that uses stereotypes as motivation would make her evidence sufficient. Even though this evidence is not sufficient enough, it does support her claim that growth mindset use stereotypes as the reason to work and try harder. In her third chapter of Mindset:The New Psychology of Success, Dweck argues that a growth mindset leads to success using a famous figure, studies she conducted, and a worldwide, famous book. She argues that success is gained through hard work using Mozart who practiced for ten years and continued to do so until his fingers deformed. The author then claims that the growth mindset is learning oriented by displaying the growth mindset student’s study strategies. She then proves that with the right training, people can gain a new skill. Dweck discusses her next claim that growth mindset use stereotypes as a motivation to try harder. In her different arguments, the author shows how a growth mindset is included in different ways in everyday things. The growth mindset can be applied artistically or it can be used to prove the point that everyone does not stay the same. Success is determined by the ability and drive of the individual which supasses talent.
“There is no elevator to success, you have to take the stairs,” was said by motivational speaker and American author Zig Ziglar. This relates to Carol S. Dweck’s article “Brainology” and Sherman Alexie’s essay “Superman and Me.” Ziglar, Dweck, and Alexie all feel that it isn’t easy for someone to become successful. It takes hard work, perseverance, and the want to learn and grow. In Dweck’s article, she stated that someone with a growth mindset would become more successful and knowledgeable than someone with a fixed mindset, which was demonstrated by Alexie in his essay, and by a personal experience of my own.
Dwecks growth mindset has been effective but there is work to be done. Dweck conducted a study and the results were astonishing. Dweck states, “Although both groups had started seventh grade with equivalent achievement test scores a growth mindset quickly propelled students ahead of their fixed mindset peer gap increased over a two year study” (2). Students who developed a growth mindset developed a long-term learning method this mindset will persist towards their transition to adulthood; they will expand their learning. Students with a growth mindset will be encouraged and persistent in their academic performance and would not be easily discouraged. Dweck states “before teachers were aware of these mindset existed would single out students in the growth mindset group as showing clear changes in their motivation”(5). Students develop a growth mindset, they should
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.
Most people throughout the world strive for success in each task they take on, and along with this, many reasons contribute to why they succeed or not. If a person does not succeed, they may automatically blame themselves because of their level of strength. Others may blame themselves for not having enough knowledge about what they are trying to succeed at. The real reason that people may not succeed, however, is their lack of determination and happiness throughout his/her journey that is demonstrated in the book Outliers: The Story of Success by Malcolm Gladwell.
As far as I can remember, I was never really any good at school. I couldn’t concentrate on things for no more than 5 minutes at a time, I would either get discouraged or find it too easy and just give up. An author by the name of Carol Dweck wrote an article called “Brainology”. In it, Dweck describes that there are two types of mindsets: fixed and growth. Those who are afraid to fail so they never try anything new are those with a fixed mindset and the growth mindset are those who are not afraid to fail and find a new challenge, an opportunity to learn something new.
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.
Introduction- In order to succeed in life, you have to be open to trying new experiences, even if you know you might fail. If you do fail, you have to persevere and try again if you want to reach your goal. To become better than you are, you must be exposed to new ideas and moments of failure and doubt.
6) Artistic Inspiration and the Brain , Another response to Dr. Bruce Miller study - FTD & creativity
Have you ever thought about yourself if you are in the fixed or a growth mindset? A fixed mindset person is someone who overcomes obstacles, works hard, and failure does not stop them. On the other hand a person who is in the fixed mindset is someone who is non challenge, gives up, or thinks that success is abuse. In a book called “Mindset The New Psychology of Success” the author Carol S. Dweck talks about different ways we can convert ourselves from a fixed mindset to a growth mindset and the author also talks about the qualities of the growth and fixed mindsets. In a movie“Freedom Writers” the author Erin Gruwell shows us how she was a growth minded teacher but her students were in the fixed minded group. Throughout the school year the students had a fixed mindset but as time went by the students somehow their mindsets into the growth mindset. Freedom writers illustrates the fixed mindsets of the teacher and students and a growth minded teacher who changed everything.
Dweck mentions in her article: “Students with a fixed mindset tend not to handle setbacks well… they become discouraged or defensive when they don’t succeed right away.” Prior to reading this article, I felt that I had a growth mindset, however, I am seeing that I do have some characteristics of a fixed mindset like becoming discouraged when I don’t succeed right away. I have found this to be very true in our current math unit as I am really struggling with the homework. I know that I will eventually become good at it with some practice, but right now, it’s hard not to become discouraged as I struggle. I think that we are learning about the growth mindset with our problem solving unit because it is teaching us that we must have a growth mindset in the face of adversity (the problem solving unit). Having this growth mindset will allow us to keep practicing and embrace the challenge of the math we are being given knowing that we are growing from the challenge. Without the growth mindset, we may not be able to reach our full potential in our problem solving
"Those with growth mindsets reported that, after a setback in school, they would simply study more or study differently the next time" (Dweck 2) . Students in a growth mindset understand that failures are temporary setbacks. That means they must be an effort in the learning process more vigorously. Dweck shows, " Those with fixed mindsets were more likely to say that they would feel dumb, study less the next time, and seriously consider cheating "(Dweck2). By contrast, students with a fixed mindset believe strongly in innate ability. Those get a failure, they would simply think they are not smart enough ,all their efforts has been wasted. As a result, that creates a desire to give up rather than trying
Throughout my life I have always coasted through everything that I have ever done. When it came to school you could describe me as an average student when compared to my friends, I always did the bare minimum that I needed to pass, when it came to outside of school it was the same thing when ever my mom or dad told me to do something I always to put in the least amount of effort to accomplish it and waited to the last minute to start doing it. When I read Carol Dweck’s Mindset I learned about fixed mindset and growth mindset, Dweck explained fixed mindset is when a person sets himself up for failure mentally, they always think they wont amount to anything so they just stop trying; while growth mindset is the exact opposite of a fixed mindset,
Having a growth mindset is an essential element of motivation. Carol Dweck discusses the importance of having a growth mindset in both teachers and students in the effort to be motivated for learning. In the interview with Educational Horizons, Dweck discusses her contention that mindsets can help or hinder motivation. The interview begins with a comparison between a fixed mindset and a growth mindset. A person with a fixed mindset believes their abilities are fixed (Educational Horizons, 2012, p.17). This mindset prevents risk-taking as they do not want others to see their limits. A growth mindset, the mindset crucial to motivation, occurs when people believe they can further develop, either through learning, perseverance, or a mentor
A child’s drawing can tell so much about what they are thinking and feeling about their surroundings. They see things differently from adults and teens because when they are drawing or doing some sort of art they are not told that it is a “bad picture” or what ever they are doing is “not right.” They don’t have a limit upon their thoughts and ideas, but when they grow up, they do. Starting from the first day of school, they are taught about the wrong things and the right things. As we grow older there are more classes that have right and wrong answers to a question like, for example, math.
Spatial learners are able to visualizing things very easily. They work well with colors and pictures, and using their imagination. These learners are very artistic, but they sometimes find it hard to express themselves. For example, asking them to draw a picture will get their feelings across better than simply asking them what is wrong (Reiff, 1996). It is important to encourage any sort of creative attempt that these learners make. It might seem as though they are wasting time when in actuality they are thinking hard about something that they have not put on paper yet (Mantle, 2002).