Brainology By Carol Dweck

There is a big difference living a life actively, and living a life passively. Once people start living a life passively, they tend to become too comfortable and committed to their life, which is devastating because they will never amount to their full potential. As for a life that is being acted-upon they are self – improving and opening new doors to experiences they never thought they could do. In Carol Dweck’s article “Brainology” describes two different mindsets students may have and how each can affect a student’s ability to reach a successful life. Also in connection with the mindsets based on Adrienne Rich speech “Claiming an Education” she argues about what receiving and claiming an education means. In the wake of these findings I come to learn that I had a fixed mindset, which only allowed me to receive an education. But now recognizing and understanding the “Growth Mindset,” I have decided to claim my education and see how putting the concept and process can help enlighten my academics and life.

Cognitive Neuroscience is the study of the structure and function of the human brain and how it plays a role in in our everyday mental processes. To date the idea of how the mind and body are connect and able to interact is still being studied. As Banich (2011) states, it is the the critical part that links the brain and mind which also encompasses neural processes. Neuroscience gives a

I started my education in Erie, Pennslyviana.I attend McDowell High. I would say that we were one of the richer schools were I live. I am going to talk about my first assignment Brainology. I thought it was very interesting and it thought me a lot about how some people have different mindsets.

Unfortunately, students often struggle when it comes to school. While some will blame themselves or there professor for there failure, other students will embrace failure and see it as an opportunity to improve. Carol Dweck, a professor at Stanford University encourages that students adapt something called a growth mindset. Dweck defines a growth mindset as "the idea that we can grow our brain 's capacity to learn and to solve problems." In order to learn, the brain undergoes a process called neuroplasticity, where it rewires and molds itself by forming new neurological pathways each time we encounter a new experience. However, fixed mindset students believe that qualities such as intelligence are fixed traits and are inherited through genetics. While growth mindset students embrace making mistakes and look for ways to improve, fixed mindset students run away from making mistakes and care about being judged. Students should adopt a growth mindset because they will embrace their mistakes as part of a learning process, and because growth mindset students achieve more.

In the articles “Leveraging the Human Brain’s Hunger for Story” by Doug Rekenthaler and “Brain Secrets” by Lisa Cron both articles provide information on how to write a compelling story. According to both articles to write a compelling story a writer needs to have conflict, a strong protagonist, and structure.

Dweck defines her understanding of a growth mindset as, “The growth mindset says all of these things can be developed. All – you, your partner, and the relationship – are capable of growth and change” (Maria Popova, BrainThinkings). Therefore, the weaker mindset would be known as fixed mindset, “In a fixed mindset, the ideal is stant, perfect, and perpetual compatability. Like it was meant to be. Like riding off into the sunset. Like they liked happily ever after” (Maria Popova, BrainThinkings).

Rather than instantaneously regarding themselves as a disappointment, “they were ready to take the risks, confront the challenges, and keep working at them” (Dweck 9). Such reactions could not be more divergent of each other; the one avoids problematic situations to the best of their abilities in order to maintain their strong ego and the other dives headfirst into growing as a person to be able to overcome the obstacle. No matter how grand the growth mindset seems, I find myself to be in possession of the fixed mindset. As Dweck reveals at some point in chapter one, “Even as a child, I was focused on being smart, but the fixed mindset was really stamped in by Mrs. Wilson, my sixth-grade teacher. Unlike Alfred Binet, she believed that people's IQ scores told the whole story of who they were” (6).

“Beautiful Brains” Summary Critics argue that a teenagers’ reckless decisions are negative in today’s society, however, other individuals believe that a teenagers’ way of thinking will be significant to help their brains develop in the future. In discussions of the article “Beautiful Brains” by David Dobbs, the author introduces different views about a teenagers’ brain. He believes that the flexibility of a teenagers’ brain is a valued trait.

The Brain That Changes Itself is an informative and an educational book was written by Canadian Psychiatrist, psychoanalyst, writer, and researcher Norman Doidge, who delivers a dramatic change message about the plasticity of the brain; how the brain changes itself. "The Brain That Changes Itself" is a chain of excellent case studies of individuals who have undergone a brain deficit of some kind and examines different types of brain deficits from simple sensory; auditory and visual to complex deficits; missing brain regions. The book recounts neuroscientific advances on how neuroplasticity does not limit the individual to predefined neural limitations and that our way of thinking, as well as the activities that we perform every day,

Mindset is a set of attitudes held by someone and the way people think and believe in. In addition to this, there’s a ‘fixed mindset’ where it creates an urgency to prove to ourselves over and over an idea that we have set in our mind. The essay “Excerpt from Self-theories” was written by Carol Dweck. This essay was written to inform the reader the difference from a fixed mindset, a growth mindset, and how one copes with failure. I feel that I was able to connect and relate to Dweck’s essay. Not only was I able to relate to Dweck’s essay, but I also agree with her main facts and points that she mentions in her article. Therefore, I agree with Dweck’s methods and how a fixed mindset limits one’s ability to learn.

What, teachers can change your answers on the tests, that means no more studying for me! What class is this and where do I sign up? The thought of teachers changing answers on a test doesn’t possible to happen; unfortunately, it actually occurred at Parks Middle school, when the teachers had changed the students answers on a standardized test. They were caught and had to face many consequences besides losing their jobs; it seems they can serve time in jail for the “criminal act” they did. The school was not doing well in the beginning, since they had low test scores for “the past 6 years in a row.” It may seem the teachers just lost hope towards their students of scoring well on the test, causing them to take matters in their own hands. The

According to Carol Dweck more research and studies on “Brainology” are showing a human brain change’s constantly through learning and experience it takes place throughout our lives. It does have implications for student’s motivation and learning. Some people believe that intelligence is fixed (each person has a certain amount) they call this a fixed mindset. Fixed mindset turns into difficult challenges that are threatening to students it makes them believe their fixed ability is not up to task. Some students believe that intelligence is something that may be fixed through effort, trying, and education. Students believe everyone can improve their abilities.

Carol Dweck analyzed that most of the people whom obtain a growth mindset believe that a person’s genuine potential is unidentified; hence, he dissected that they believe not just anybody can become anything they would admire to be. I agree to an extent with the philosophy of the growth mentality, that one’s definite potential is unmeasured, but I also conclude that people can become as Einstein or Beethoven if one’s will is driven. Because one’s potential is unknowable, then theoretically one has the power to strive towards any level of success if it is moved forward consistently with perseverance and the desire to grow and exceed one’s notions of limits through trials and experiences. Hence, claiming that it is possible to envision what can be accomplished throughout years filled with dedication and training; the mind is not lost in oblivion, thus one can foresee what they can accomplish if they drive themselves towards it.

Carol Dweck’s theory is about fixed mindset and growth mindset. Firstly, in a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. On the other hand, growth-mindset is about achieving mastery and competence; the person believes that superb personal qualities can be learned, developed or cultivated. Therefore, those with a "fixed mindset" believe that abilities are mostly innate and interpret failure as the lack of necessary basic abilities, while those with a "growth mindset" believe that they can acquire any given ability provided they invest effort or study.

Dweck refers to in her book Mindset: The New Psychology of Success. In this book, Dweck, in many different scenarios refers to two major mindsets: the fixed and growth mindsets. She then goes on the explain how, regardless of a person's innate unique genetics, the experiences that people have a greater effect than genetics on how someone will act in a given situation. The view that a person adopts affects the way that they themselves will react in given situations. Generally, the fixed mindset is explained as one that constantly needs to prove themselves to others, feels they are a failure in the face of defeat, and out a great deal of importance on the perception that others have of them. In contrast, the growth mindset is interested in personal growth and development, learning from failure, and wants to encourage those around them to grow as