I have similar reservations about Carol Dweck’s “mindset matters most” propaganda as her critics. Alfie Kohn, particularly, summarized
the pros and cons quite perfectly. While I am all about a “can-do” attitude,
when certain circumstances like institutional barriers or substandard
curriculum are involved her approach simply doesn’t apply. It isn’t so much the
spirit of encouraging students to be better engaged that I find a problem with
so much as the assuming it’s the magic ingredient that can and will correct
poor academic performance. I understand the phrase the “proof is in the
pudding,” but I can’t help but suspect something is amiss with the statistics
she shows in her Ted-Talk. “Correlation does not equal causation” comes to mind
in this instance; so many unforeseeable influences between the “positivity”
survey and the improved results she reports must be at play. At face value, her
easy-to-take elixir of educational triumph seems like the medicine all students
of the modern age need; however, even in the event that a “fixed” mindset
student changed their tune does change that deciding to try and
fail rather than fail from the start doesn’t negate the fact that k-12 schooling
in America has its own issues. As long as American curriculum relies on regurgitating
facts and figures, the fish that can’t or doesn’t find climbing the tree pertinent
will be perpetually seen as inferior and fulfilling a “self-fulfilling prophecy
for failure.” Students of a “growth” mindset aren’t more likely to be enriched
by the material they study necessarily. “Fixed” mindset students might be
equally if not more enlightened than their peers, only it’s the students who are
aware of how the school system operates and willing to humor this institution
that has arbitrary marks of superiority to show for it.
Dweck’s philosophy isn’t inherently wrong; in fact, I am very
willing to take this pill myself. I think increased self-awareness and detailed
observance of dynamics that fuel successful individuals serve an important
purpose in of themselves. Fostering a critical thinker with a diagnostic and prescriptive
approach toward oneself probably does lead to a more dedicated, disciplined
person in any context. Some may use said energy to “pay to play”
the school system for their prize of aptitude: a passing grade and recognition
for their “process” (most likely a positive attitude and an invitation to a
challenge, according to Dweck.) Otherwise, someone may very well be “smart,” “positive,”
“aware” and direct these qualities toward defying corrupt establishments with one-size-fits-all
standards- what’s wrong with that? Success and intelligence are so subjective- one
or two pegs difference between the conventionally “smart” on a sliding scale of
intelligence is only noticeable when fixating on select strengths. Adopting Dweck’s
advice on an attitude adjustment is indeed good for all, but “not yet” is a
perfectly fine benchmark for overcoming obstacles outside of the American classroom.
“Have I found my proper place here in this academic setting?” “Not yet.” The students
with a “fixed” mentality maybe are in the wrong garden- “when a flower doesn’t bloom you fix the environment in which it grows, not the flower."
I don’t think it’s surprising so many are seen to have a “fixed
mindset,” especially those who have unequal access to opportunities and
resources that persuade the person that the hoops of traditional education are
worth the hassle of jumping through. Dweck thinks childrearing has gone awry and
that “challenge [must] become the new comfort zone.” Fair enough, but the current educational system is not set up to give grace to even the “growth
mindset/ “not yet” students- until there is room for trial and error the “tyranny
of now” as she calls it is working against her well-meaning counsel. So who
does or doesn’t align with her “growth” mindset speil is irrelevant.
Being positive, self-aware, and critical where it counts is
something I try to be in any context. Would I like good grades? Do I have goals
parallel to what society deems important? Do I have goals contrary to what society
deems important? To all of these, yes. Dweck and her critics each have
persuasive points. What matters isn’t the disparities between their
perspectives or that someone is more correct, but their commitment that the
debate is worth something. This dispute at all reminds me of a quote from a
favorite fictional lady of mine, Leslie Knope of popular sitcom Parks and Rec: “All
I hear when being yelled at [about my student experience] is people caring
really loudly at me.”
(Growth Mindset Quote; Image Source: BHF.net)
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