growth-oriented one.
THE MINDSET LECTURES
Just learning about the growth mindset can cause a big shift in the way people think about
themselves and their lives.
So each year in my undergraduate course, I teach about these mindsets—not only because
they are part of the topic of the course but also because I know what pressure these students are
under. Every year, students describe to me how these ideas have changed them in all areas of
their lives.
Here is Maggie, the aspiring writer:
I recognized that when it comes to artistic or creative endeavors I had internalized a fixed
mindset. I believed that people were inherently artistic or creative and that you could not
improve through effort. This directly affected my life because I have always wanted to be a
writer, but have been afraid to pursue any writing classes or to share my creative writing with
others. This is directly related to my mindset because any negative criticism would mean that I
am not a writer inherently. I was too scared to expose myself to the possibility that I might not be
a “natural.”Now after listening to your lectures, I have decided to register for a creative writing
class next term. And I feel that I have really come to understand what was preventing me from
pursuing an interest that has long been my secret dream. I really feel this information has
empowered me!
Maggie’s internal monologue used to say: Don’t do it. Don’t take a writing class. Don’t
share your writing with others. It’s not worth the risk. Your dream could be destroyed. Protect it.
Now it says: Go for it. Make it happen. Develop your skills. Pursue your dream.
And here’s Jason, the athlete:
As a student athlete at Columbia I had exclusively the fixed mindset. Winning was everything
and learning did not enter the picture. However, after listening to your lectures, I realized that
this is not a good mindset. I’ve been working on learning while I compete, under the realization
that if I can continually improve, even in matches, I will become a much better athlete.
Jason’s internal monologue used to be: Win. Win. You have to win. Prove yourself.
Everything depends on it.
Now it’s: Observe. Learn. Improve. Become a better athlete.
And finally, here’s Tony, the recovering genius:
In high school I was able to get top grades with minimal studying and sleeping. I came to believe
that it would always be so because I was naturally gifted with a superior understanding and
memory. However, after about a year of sleep deprivation my understanding and memory began
to not be so superior anymore. When my natural talents, which I had come to depend on almost
entirely for my self-esteem (as opposed to my ability to focus, my determination or my ability to
work hard), came into question, I went through a personal crisis that lasted until a few weeks ago
when you discussed the different mindsets in class. Understanding that a lot of my problems
were the result of my preoccupation with proving myself to be “smart” and avoiding failures has
really helped me get out of the self-destructive pattern I was living in.
Tony’s internal monologue went from: I’m naturally gifted. I don’t need to study. I don’t
need to sleep. I’m superior.
To: Uh-oh, I’m losing it. I can’t understand things, I can’t remember things. What am I