Carol Dweck's Mindset: The Psychology Of Success

Carol S.Dweck an American professor in Psychology is well known for the mindset psychology trait, in (2006) she wrote the book “Mindsets”. The book distinguishes that Mindset has to be included no matter what. Dweck observes by first empowering the thought of mindset, then paints the significance of growth and fixed mindset in your everyday life by your actions like sports academic and non academic, she finally proves that growth mindset gives you that mentality to work harder or better and gives you that motivation to do a task giving to hand comparing to growth mindset fixed is completely opposite people with fixed mindset just believe talent is the answer and they think that people are born with natural abilities and certain jobs are for certain people. Dweck’s purpose was to explain to an older or academic audience that Mindsets is huge and can change the way we act or view things in a certain situation.

Goals, dreams, and commitments, all have one thing in common, they need to have the right mindset to be accomplished. The definition of mindset used by many professors and is stated as, “A fixed mental attitude or disposition that predetermines a person's responses and interpretations of situations.” Mindset isn't fixed though; even though most people associate the word ‘fixed’ when referring to mindset. The “growth mindset” argues this definition used by the majority of people. The growth mindset is a “simple idea” articulated by, Stanford University psychologist, Carol Dweck. She researched the idea of achievement and success; a simplified concept that allowed her to come across this philosophy.

I think Dweck’s concept of growth mindset can be further studied. Growth mindset is stating that people who devote their time and dedication to their abilities can develop intelligence. When facing challenges we don't always succeed the first time, but that does not mean it discourages us. Instead, we are learning from our mistakes so that we can improve with time and effort. I agree with Dweck, but it should be further studied because it can also depend on the way a person handles the outcome of the situation. Many people tend to have low self-esteem and when they fail they may feel as if they have been defeated. Rather than taking the negative feedback and turning it into a positive outlook to better themselves they become discouraged. Many of us may not have had support and

The existing literature on visual art education proven that there is little evidence of how teaching practice happens in the classroom (Mitchell, 2016). Mitchell (2016) also argues that although there are several types of research that provide the important information on the foundation of art educations, there is barely any information that proves how learning effectively occurs in the art education. This approach might include building a positive relationship (Keeffe, Lovejoy, Spenser-Jones, & Prain, 2013), the usage of technology in the classroom (Patton & Buffington, 2016), applying student-centered learning (Andrews, 2010).

In a recent report called “Arts education,” it stated “in 2018, only 16% of elementary schools with grades 7 or 8 report having a specialist visual arts teacher. . .” (Gill 5). In this report, it listed several ways in which the arts education is lacking among elementary and high schools in Ontario. The benefits for my proposed arts program is it will help expand the access for arts education outside of school in Ontario. My program can do this by providing visual arts classes that will teach children how to paint, draw, and sketch while relieving stress among participants. My program will be able to reach out to students passionate for the arts that don’t have the proper arts programing in their elementary

A problem we are having right now is having people with a fixed mindset. Instead, we should help grow our brain to be a growth mindset. What do these mean? Growth mindset means taking on challenges and challenging yourself. Fixed mindset means believing that you have talent and not needing

Throughout our discussions in this class so far there has been a great deal of conversation about what makes “mind” and “context” related. Overall, one of the greatest and most relevant conversations that we have had in class relating this topic is that each of the concepts are related and dependent on the other. The mind, which consists of the person, interactions, and experiences, gets all of its qualities from the context that it is in. The context is the environment and the people around that mind. Furthermore, the context is created by the minds of individuals. These two concepts are incredibly and undoubtedly intertwined that it drives the continued discussion which, in turn, has lead to the creation of multiple books on the same topic.

Adding more art to public schools can bring many advantages. For example, students and teachers behavior and actions can become more mature. The article, “Make Art, Transform Lives: The Importance of Art Education,” gives support towards having art, and constructing people a better character. ”Not every young person will become an artist. But they will all be better students, employees, and citizens if they indeed have the opportunity to embrace their creativity” (Lynch 4). Art can help people embrace their personality, they can discover that they truly enjoy activities that they did not before. If art can help people be the best they can be, then we should be doing everything in our power to help

Students should be engaged and willing to learn more about what they are learning. With art there is no need for you to be good at it. Art is depended only on the artist himself/herself. If students view art as just another subject then they are missing the academic value art gives. Students have said that art should be viewed as an extracurricular activity or exploratory classes. Art goes beyond having artistic value and surpasses the idea of one's own limits. Some people see art as an elective class, or a hobby class. According to Allyono17, one of the authors of Teen Ink magazine, explains the importance of the beneficiaries of the present by saying, “First, art and music classes don’t seem to be used on an everyday basis. There is no point in learning and spending time on a class that won’t be needed in your future” (Allyono17).

Louis) that were exposed to different forms of visual arts. The researcher administered a survey instrument to both the control and treatment groups which composed of a pre and post survey. It appears that the treatment group received high quality arts learning made significant gains in self-efficacy and in creativity. In comparison the non-participating students, the high quality arts’ students were able to maintain their focus and attention longer than non-participating peers. The participating students had more positive interaction with other students and adults than were evident in their regular classrooms.

What many people do not realize is how incorporating art into a lesson plan can not only add to the learning practice, it can bring fun and introduce different elements to

Early childhood and adolescent development are critical times in a human's life especially when it comes to facilitating intelligence growth. Having access to education and art is essential during these times, as it helps to acquire and use different types of cognitive ability, which in turn assists day to day living and relating to others. In order to relate to others and operate within a society, one must possess a certain level of interpersonal and intrapersonal knowledge and ability. Art is a great way for children to attain this. By exploring empathy and emotional expression, learning about art, introspection, and looking at ideas from multiple angles children will develop the emotional and cognitive tools and connection making abilities they need to operate within society as adults.(Wolkowicz, T. 2017) I propose an individualistic ‘one on one’ approach in contrast to modern education. With mentorship, young students can receive attention in the areas they need most, this paired with artistic expression and artistic education will provide young students with the ability to live “live lives they have reason to value” (Cambridge Journal of Education, 2012) This is why I argue that the Fairbanks area should should start a mentorship program using art to facilitate the developmental needs of kids.

Dr. Dweck’s concern in “What Are Mindsets” is wanting to portray the differences among a fixed mindset and a growth mindset, as well as demonstrating how a fixed mindset will set people back from expanding their intelligence and achieve their goals.

All three texts, Mindset by Carol S. Dweck, “What is your own big plan?” by Obama, and David and Goliath by Malcolm Gladwell, draws the conclusion that a growth mindset can change people’s outlook on life by learning life lessons, having a successful future, and being a happier person with dedication. Changing someone’s outlook on life starts with learning from your mistakes. Following, by learning lessons it leads to being more successful in your life. Lastly, being successful allows people to be happy. The inference is that a growth mindset can fix someone’s overall outlook on life.

Do you remember Dr. Carol Dweck? Please bear in mind that for you to understand your mindset, you have to think about what she has found from her teaching about this subject of mindset. She had been quoted again and again in many discussions about mindset. Much of she said on mindset has been tested and trusted. As time passes by, we’re seeing that her words are true and more helpful on this matter. For instance, she said that intelligence and personality can be cultivated and developed. And that they’re not what you can’t change if you have the growth mindset. So the terms or expressions: fixed mindset and growth mindset came from her. Let’s explain these two main types of