Analysis Of David And Goliath By Malcom Gladwell

One in five American students has a learning disability this is according to the documentary “Misunderstood Minds’’ produced by WGBH. Children with learning disabilities are more likely to become outcasts in school and in society. The documentary follows five families dealing with a differently abled child; Nathan V, Lauren, Sarah Lee, Adam, and Nathan S. The film focuses on difficulties the families go through, professionalism or lack of it by school officials and demystification.

Indeed, from this article we recognize that the children will gain success when everybody encourages their effort and shouldn’t emphasize inborn talent. Effort counts more than innate ability.

Malcolm Gladwell’s book “David and Goliath” describe the stories of underdogs. In the chapter 2, he explains the story about Vivek Ranadivé who decided to coach his daughter’s no experienced basketball team. Malcolm told a fantastic story about how a father who has no basketball experience helped her daughter’s basketball won the game. The points somehow convinced me because the father really changed their team’s weakness to the advantage. This shows that sometimes have resources or preponderances are not good things. Try everything and don't give up easily, because the results are unpredictable. Notwithstanding, the story is really convincing but there are some points in the book let me feel skeptical to the book. The girls won the game use

Carol S. Dweck, a professor of psychology, in her article, “Even Geniuses Work Hard,” focuses on, describing how to develop a “growth mindset” for academic learning. Dweck implies that “students with a growth mindset [view] challenging work as an opportunity to learn and grow” (16). She also reports having that has “seen students with a growth mindset meet difficult problems, ones [in fact] they could not solve yet” (16) with optimism and excitement. According to Dweck, having “meaningful work [can] promote learning in the immediate situation” (18). Students with growth mindsets have “a love of learning, and [are resilient] in the face of obstacles” (18). Dweck makes the point that doing homework is an important way to support learning, it

Most people subscribe to the belief that Paul Tough refers to the cognitive hypothesis that suggests that success depends primarily on cognitive skills. They argue that intelligence is measured based on IQ tests which include the ability to recognize letters, words, detect patterns, and calculate. They say that the simplest way to acquire and develop skills is through practicing them continuously. Children should also begin practicing as early as possible to nurture skills. However, in the book titled “How Children Succeed,” Tough introduces the character hypothesis which explains that non–cognitive skills such as self-control, curiosity, self-confidence, conscientiousness, and grit are crucial to achieving success than sheer brainpower or cognitive skills (Tough 49). To justify his argument, he uses research findings from psychologists and neuroscientists. They say that character is developed by encountering with failure and overcoming it. The hidden power of character explains why some children perform well while others fail. However, I say that linking grit and character is pervasive and unfair to kids from poor backgrounds; particularly when the author states that academic proficiency is not a determinant of future success. The big point on Tough’s main arguments is that children succeed with character and not test scores.

Starting in Chapter 6 Gladwell presents us with the mysterious and seemingly inexplicable series of events that occurred in Harlan, Kentucky in the 19th century to introduce the enormous effect of cultural legacies.

In the book “David and Goliath,” authored by Malcom Gladwell, Chapter three have a bigger impact compared to chapter two Maybe because I can really relate it to the context as a student. In Chapter two, the book talks about how similar the concept of class size and wealth to the David and Goliath story where it emphasizes that bigger or wealthier aren’t necessary a great advantage for everyone. But in Chapter three, it relates to a bigger concept which is the “Big Fish in a Small Pond” theory where almost everyone had experience it once in their life. For me, the story is relatable because it points out people’s perspective about the university or, more precisely, the education.

These children who seem to not to be able to do math or learn to read may have simply chosen instead to put their imagination and intelligence to other things outside of school. Personally, I am well acquainted with family members who have Asperger’s, severe autism, and cerebral palsy. These titles given to them could hold them back, however, each are exceptionally talented in their own way. My cousin Aerick was diagnosed with Asperger’s syndrome at a very young age. He has had many disciplinary problems, nonetheless, outside of school he flourishes with technology and becomes captivated by different topics until he understands everything about them. In addition, I am also familiar with the idea of “reading in between the lines” like Akmir and the unnamed women. As a young adult, I have been enlightened to the darker parts of the world. As a woman, I recognize the inequality. Recently, I often read something or hear something on the news or television and I have become more and more insulted and slighted. This awakening has provided a different outlook on the world, and with it I hope to make a difference.

Through a thorough compare and contrast, Gladwell is able to reveal the legitimate difference brought on by the given environment and social upbringing. He employs juxtaposition to describe the very contrasting outcomes of wealthy families, with “concerted cultivation,” and poorer families, with a “more hands off approach.” Gladwell’s goal is to reinvent the simplistic mindset of his audience, by linking circumstance with success. This inspires the audience, seeing as though many are often discouraged by their inability to grasp a concept instantly.

This chapter revolved around what leads to the success of certain people. First, Gladwell analyzes the key factor to the success of hockey players: their birthdays. The birthday theory states that children born immediately after the cutoff date of a specific sport or activity have a greater chance of being successful in that specific field, because they are bigger, stronger and smarter than their peers due to the increase of age. This advantage can be career-changing yet it is not the only deciding factor of success. Obviously, talent and passion is the foundation to success; the birthday theory just broadens the chances of an individual’s success.

Is cultural legacy to blame for the death of 228 passengers on board the 1997 Korean Air Flight 801 as explored by Outliers author Malcolm Gladwell? I agree with Gladwell that cultural legacies are powerful and persistent, as seen in Korean Air’s tarnished history. Although some cultural legacies are more impactful than others in terms of a person’s probability of success, at least a portion of someone’s many cultural legacies most likely have a great impact on their achievements. Therefore, a person’s cultural legacy should always, to some degree, be factored into a person’s chance of success.

In his breakthrough novel David and Goliath, Malcolm Gladwell explores through scientific research and real life stories why an underdog’s victory should be expected.“Caroline Sacks” is the most interesting chapter because it helps prevent high school upperclassmen from committing a mistake that would inhibit them from fulfilling their dreams. Sack’s Ivy League experience and the Impressionist’s scandalous withdrawal from the reputable Salon enlightens students to the controversial truth behind the disadvantages of elite institutions. Most juniors can relate to Sacks and the Impressionists through their desire to attend an Ivy League because “It [is] a place where reputations [are] made” (Gladwell 71). This stereotypical thought tempts many

Did you know that too much encouragement will make a child over confident and less likely to work hard. When kids get to feeling like they are really good at something they feel like all of the hard work is done and that they are at the top. They slow down their effort allowing others to catch up. They are less likely to work hard because they think they are good enough already. Once a child gets good and works at what they do they need to keep going and pushing because they will get passed by others. Mindset, by Carol Dweck explains, that kids need praise but not too much because there overconfidence will pull them down and others will pass them in life. Sometimes kids that got praise that tore them down took that praise and

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

Does weakness always means a disadvantage? If it is true, then does all the strength means an advantage and will always be the winner? In Gladwell’s book David and Goliath, the author used a variety of ways to show that a perceived weakness can be a strength, even if sometimes the power seems to be unbeatable. The entire book had suggested Gladwell’s idea such that giants are not what we think they are. The same qualities that appear to give them strength are often the sources of great weakness.