Текст песни Carol S. Dweck - Growth mindset - Part 1 of 9

One day, my students sat me down and ordered me to write this book. They wanted people to be able to use our work to make their lives better. It was something I’d wanted to do for a long time, but it became my number one priority.
My work is part of a tradition in psychology that shows the power of people’s beliefs. These may be beliefs we’re aware of or unaware of, but they strongly affect what we want and whether we succeed in getting it. This tradition also shows how changing people’s beliefs—even the simplest beliefs—can have profound effects.
In this book, you’ll learn how a simple belief about yourself—a belief we discovered in our research—guides a large part of your life. In fact, it permeates every part of your life. Much of what you think of as your personality actually grows out of this “mindset.” Much of what may be preventing you from fulfilling your potential grows out of it.
No book has ever explained this mindset and shown people how to make use of it in their lives. You’ll suddenly understand the greats—in the sciences and arts, in sports, and in business—and the would-have-beens. You’ll understand your mate, your boss, your friends, your kids. You’ll see how to unleash your potential—and your children’s.
It is my privilege to share my findings with you. Besides accounts of people from my research, I’ve filled each chapter with stories both ripped from the headlines and based on my own life and experience, so you can see the mindsets in action. (In most cases, names and personal information have been changed to preserve anonymity; in some cases, several people have been condensed into one to make a clearer point. A number of the exchanges are re-created from memory, and I have rendered them to the best of my ability.)
At the end of each chapter and throughout the last chapter, I show you ways to apply the lessons—ways to recognize the mindset that is guiding your life, to understand how it works, and to change it if you wish.
A little note about grammar. I know it and I love it, but I haven’t always followed it in this book. I start sentences with ands and buts. I end sentences with prepositions. I use the plural they in contexts that require the singular he or she. I’ve done this for informality and immediacy, and I hope that the sticklers will forgive me.
I’d like to take this chance to thank all of the people who made my research and this book possible. My students have made my research career a complete joy. I hope they’ve learned as much from me as I’ve learned from them. I’d also like to thank the organizations that supported our research: the William T. Grant Foundation, the National Science Foundation, the Department of Education, the National Institute of Mental Health, the National Institute of Child Health and Human Development, and the Spencer Foundation.
The people at Random House have been the most encouraging team I could wish for: Webster Younce, Daniel Menaker, Tom Perry, and, most of all, Caroline Sutton, my editor. Your excitement about my book and your great suggestions have made all the difference. I thank my superb agent, Giles Anderson, as well as Heidi Grant for putting me in touch with him.
Thanks to all the people who gave me input and feedback, but special thanks to Polly Shulman, Richard Dweck, and Maryann Peshkin for their extensive and insightful comments. Finally, I thank my husband, David, for the love and enthusiasm that give my life an extra dimension. His support throughout this project was extraordinary.
My work has been about growth, and it has helped foster my own growth. It is my wish that it will do the same for you.
Chapter 1
THE MINDSETS
{1}, just starting out, something happened that changed my life. I was obsessed with understanding how people cope with failures, and I decided to study it by watching how students grapple with hard problems. So I brought children one at a time to a room in their school, made them comfortable, and then gave them a series of puzzles to solve. The first ones were fairly easy, but the next ones were hard. As the students grunted, perspired, and toiled, I watched their strategies and probed what they were thinking and feeling. I expected differences among children in how they coped with the difficulty, but I saw something I never expected.
Confronted with the hard puzzles, one ten-year-old boy pulled up his chair, rubbed his hands together, smacked his lips, and cried out, “I love a challenge!” Another, sweating away on these puzzles, looked up with a pleased expression and said with authority, “You know, I was hoping this would be informative!”
What’s wrong with them? I wondered. I always thought you coped with failure or you didn’t cope with failure. I never thought anyone loved failure. Were these alien children or were they on to something?
Everyone has a role model, someone who pointed the way at a critical moment in their lives. These children were my role models. They obviously knew something I didn’t and I was determined to figure it out—to understand the kind of mindset that could turn a failure into a gift.
What did they know? They knew that human qualities, such as intellectual skills, could be cultivated through effort. And that’s what they were doing—getting smarter. Not only weren’t they discouraged by failure, they didn’t even think they were failing. They thought they were learning.
I, on the other hand, thought human qualities were carved in stone. You were smart or you weren’t, and failure meant you weren’t. It was that simple. If you could arrange successes and avoid failures (at all costs), you could stay smart. Struggles, mistakes, perseverance were just not part of this picture.
Whether human qualities are things that can be cultivated or things that are carved in stone is an old issue. What these beliefs mean for you is a new one: What are the consequences of thinking that your intelligence or personality is something you can develop, as opposed to something that is a fixed, deep-seated trait? Let’s first look in on the age-old, fiercely waged debate about human nature and then return to the question of what these beliefs mean for you.
WHY DO PEOPLE DIFFER?
Since the dawn of time, people have thought differently, acted differently, and fared differently from each other. It was guaranteed that someone would ask the question of why people differed—why some people are smarter or more moral—and whether there was something that made them permanently different. Experts lined up on both sides. Some claimed that there was a strong physical basis for these differences, making them unavoidable and unalterable. Through the ages, these alleged physical differences have included bumps on the skull (phrenology), the size and shape of the skull (craniology), and, today, genes.
Others pointed to the strong differences in people’s backgrounds, experiences, training, or ways of learning.
It may surprise you to know that a big champion of this view was Alfred Binet, the inventor of the IQ test. Wasn’t the IQ test meant to summarize children’s unchangeable nce? In fact, no. Binet, a Frenchman working in Paris in the early twentieth century, designed this test to identify children who were not profiting from the Paris public schools, so that new educational programs could be designed to get them back on track. Without denying individual differences in children’s intellects, he believed that education and practice could bring about fundamental changes in intelligence. Here is a quote from one of his major books, Modern Ideas About Children, in which he summarizes his work with hundreds of children with learning difficulties:
A few modern philosophers … assert that an individual’s intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism.… With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment and literally to become more intelligent than we were before.
Who’s right? Today most experts agree that it’s not either–or. It’s not nature or nurture, genes or environment. From conception on, there’s a constant give and take between the two. In fact, as Gilbert Gottlieb, an eminent neuroscientist, put it, not only do genes and environment cooperate as we develop, but genes require input from the environment to work properly.
At the same time, scientists are learning that people have more capacity for lifelong learning and brain development than they ever thought. Of course, each person has a unique genetic endowment. People may start with different temperaments and different aptitudes, but it is clear that experience, training, and personal effort take them the rest of the way. Robert Sternberg, the present-day guru of intelligence, writes that the major factor in whether people achieve expertise “is not some fixed p

Вас может удивить, что большим чемпионом этого взгляда был Альфред Бине, изобретатель теста IQ. Разве тест IQ не предназначен для суммирования неизменной NCE детей? На самом деле, нет. Бине, француз, работающий в Париже в начале двадцатого века, разработал этот тест, чтобы идентифицировать детей, которые не получали прибыль от государственных школ Парижа, чтобы новые образовательные программы могли быть разработаны, чтобы вернуть их в нужное русло. Не отрицая индивидуальных различий в интеллектах детей, он полагал, что образование и практика могут привести к фундаментальным изменениям в интеллекте. Вот цитата одной из его главных книг, современных представлений о детях, в которой он суммирует свою работу с сотнями детей с трудностями в обучении:
Несколько современных философов ... утверждают, что интеллект индивидуума является фиксированным количеством, количеством, которое не может быть увеличено. Мы должны протестовать и отреагировать на этот жестокий пессимизм ... с практикой, обучением и, прежде всего, методом, нам удается увеличить наше внимание, нашу память, наше суждение и буквально, чтобы стать более умными, чем мы были раньше.
Кто прав? Сегодня большинство экспертов согласны с тем, что это не так или. Это не природа или воспитание, гены или окружающая среда. Из зачатия, между ними есть постоянное давление и взять. На самом деле, как сказал Гилберт Готлиб, выдающийся нейробиолог, не только гены и окружающая среда сотрудничают по мере развития, но и гены требуют вклад среды для правильной работы.
В то же время ученые узнают, что у людей больше способностей к обучению и развитию мозга на протяжении всей жизни, чем они когда -либо думали. Конечно, у каждого человека есть уникальный генетический фонд. Люди могут начать с разных темпераментов и разных способностей, но ясно, что опыт, обучение и личные усилия проводят их до конца. Роберт Стернберг, современный гуру интеллекта, пишет, что основным фактором в том, достигают ли люди экспертизу «не какой-то фиксированный P