TEDxNorrkoping
Carol Dweck: The power of believing that you can improve
Kerol Dvek (Carol Dweck): Moć ubeđenja da možete da napredujete
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Kerol Dvek istražuje "mentalni sklop usmeren ka rastu" - ideju da možemo da proširimo kapacitet mozga kako bismo učili i rešavali probleme. U ovom govoru, opisuje dva načina na koja možete da mislite prilikom rešavanja problema koji je malčice pretežak za vas. Da li niste dovoljno pametni da ga rešite... ili ga prosto niste rešili za sada? Sjajan uvod u ovu uticajnu oblast.
Carol Dweck - Psychologist
Carol Dweck is a pioneering researcher in the field of motivation, why people succeed (or don't) and how to foster success. Full bio
Carol Dweck is a pioneering researcher in the field of motivation, why people succeed (or don't) and how to foster success. Full bio
Double-click the English transcript below to play the video.
00:13
The power of yet.
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Snaga fraze "za sada".
00:15
I heard about a high school in Chicago
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Čula sam za srednju školu u Čikagu
00:17
where students had to pass
a certain number of courses to graduate,
a certain number of courses to graduate,
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gde đaci moraju da polože
određen broj predmeta da bi maturirali,
određen broj predmeta da bi maturirali,
00:22
and if they didn't pass a course,
they got the grade "Not Yet."
they got the grade "Not Yet."
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a ukoliko ne polože neki predmet
dobiju ocenu "nedovoljan, za sada".
dobiju ocenu "nedovoljan, za sada".
00:28
And I thought that was fantastic,
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I pomislila sam kako je to sjajno,
00:30
because if you get a failing grade,
you think, I'm nothing, I'm nowhere.
you think, I'm nothing, I'm nowhere.
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jer kada dobijete negativnu ocenu,
mislite, ne vredim, izgubljena sam.
mislite, ne vredim, izgubljena sam.
00:34
But if you get the grade "Not Yet"
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Ali ako dobijete ocenu
"nedovoljan, za sada",
"nedovoljan, za sada",
00:37
you understand that
you're on a learning curve.
you're on a learning curve.
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shvatate da je učenje poput krive.
00:40
It gives you a path into the future.
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To vam krči put za budućnost.
00:44
"Not Yet" also gave me insight
into a critical event early in my career,
into a critical event early in my career,
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"Nedovoljan, za sada" mi je i osvetlilo
kritične događaje s početka karijere,
kritične događaje s početka karijere,
00:52
a real turning point.
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istinske prekretnice.
00:54
I wanted to see
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Želela sam da vidim
00:56
how children coped
with challenge and difficulty,
with challenge and difficulty,
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kako deca izlaze na kraj
s izazovima i poteškoćama,
s izazovima i poteškoćama,
01:01
so I gave 10-year-olds
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pa sam zadala desetogodišnjacima
01:04
problems that were
slightly too hard for them.
slightly too hard for them.
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probleme koji su malčice preteški za njih.
01:09
Some of them reacted
in a shockingly positive way.
in a shockingly positive way.
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Neki su reagovali zapanjujuće pozitivno.
01:14
They said things like,
"I love a challenge,"
"I love a challenge,"
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Govorili su stvari, kao:
"Ja volim izazove",
"Ja volim izazove",
01:17
or, "You know, I was hoping
this would be informative."
this would be informative."
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ili: "Znate, nadala sam se
da bi ovo moglo da bude poučno."
da bi ovo moglo da bude poučno."
01:23
They understood
that their abilities could be developed.
that their abilities could be developed.
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Razumeli su da se njihove sposobnosti
mogu razvijati.
mogu razvijati.
01:29
They had what I call a growth mindset.
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Imali su, ono što zovem
mentalnim sklopom usmerenim ka rastu.
mentalnim sklopom usmerenim ka rastu.
01:33
But other students felt
it was tragic, catastrophic.
it was tragic, catastrophic.
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Ali drugi đaci su to posmatrali
kao tragediju, katastrofu.
kao tragediju, katastrofu.
01:38
From their more fixed mindset perspective,
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Iz njihove perspektive
okorelijeg mentalnog sklopa,
okorelijeg mentalnog sklopa,
01:43
their intelligence had been
up for judgment and they failed.
up for judgment and they failed.
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gledali su na to kao na procenu
njihove inteligencije i omanuli su.
njihove inteligencije i omanuli su.
01:50
Instead of luxuriating
in the power of yet,
in the power of yet,
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Umesto da se naslađuju snagom "za sada",
01:54
they were gripped in the tyranny of now.
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njima je ovladala tiranija "sada".
01:59
So what do they do next?
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I šta su onda uradili?
02:01
I'll tell you what they do next.
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Reći ću vam šta su onda uradili.
02:04
In one study, they told us
they would probably cheat the next time
they would probably cheat the next time
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U jednom istraživanju su nam rekli
da bi sledeći put verovatno varali,
da bi sledeći put verovatno varali,
02:09
instead of studying more
if they failed a test.
if they failed a test.
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umesto da uče više kad padnu na testu.
02:14
In another study, after a failure,
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U drugom istraživanju, nakon neuspeha,
02:16
they looked for someone
who did worse than they did
who did worse than they did
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tražili su nekoga
ko je prošao gore od njih,
ko je prošao gore od njih,
02:20
so they could feel really
good about themselves.
good about themselves.
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kako bi se osećali dobro u svojoj koži.
02:25
And in study after study,
they have run from difficulty.
they have run from difficulty.
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Nakon niza istraživanja, zaključak je
da će da beže od poteškoća.
da će da beže od poteškoća.
02:31
Scientists measured
the electrical activity from the brain
the electrical activity from the brain
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Naučnici su merili
električnu aktivnost mozga
električnu aktivnost mozga
02:36
as students confronted an error.
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đaka suočenih s greškom.
02:40
On the left, you see
the fixed mindset students.
the fixed mindset students.
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S leva, vidite đaka
s okorelim mentalnim sklopom.
s okorelim mentalnim sklopom.
02:44
There's hardly any activity.
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Gotovo da nema aktivnosti.
02:46
They run from the error.
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Oni beže od grešaka.
02:48
They don't engage with it.
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Ne bave se njima.
02:51
But on the right, you have
the students with the growth mindset,
the students with the growth mindset,
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No s desna, imate đake
s mentalnim sklopom usmerenim ka rastu,
s mentalnim sklopom usmerenim ka rastu,
02:55
the idea that abilities can be developed.
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s pretpostavkom da se sposobnosti
mogu razvijati.
mogu razvijati.
02:59
They engage deeply.
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Njihov angažman je izražen.
03:01
Their brain is on fire with yet.
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Njihov um varniči zbog "za sada".
03:04
They engage deeply.
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Njihov angažman je izražen.
03:05
They process the error.
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Oni obrađuju grešku.
03:08
They learn from it and they correct it.
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Uče iz nje i ispravljaju je.
03:13
How are we raising our children?
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Kako vaspitavamo našu decu?
03:16
Are we raising them for now
instead of yet?
instead of yet?
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Da li ih vaspitavamo za sad
umesto "za sada"?
umesto "za sada"?
03:21
Are we raising kids who are
obsessed with getting A's?
obsessed with getting A's?
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Da li podižemo decu
koja su opsednuta peticama?
koja su opsednuta peticama?
03:26
Are we raising kids who don't know
how to dream big dreams?
how to dream big dreams?
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Da li podižemo decu koja
ne znaju da sanjaju velike snove?
ne znaju da sanjaju velike snove?
03:31
Their biggest goal is getting the next A
or the next test score?
or the next test score?
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Njihov najveći cilj je da dobiju
novu peticu ili novu ocenu na kontrolnom?
novu peticu ili novu ocenu na kontrolnom?
03:39
And are they carrying this need
for constant validation with them
for constant validation with them
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I da li oni prenose tu potrebu
za stalnim potvrđivanjem
za stalnim potvrđivanjem
03:45
into their future lives?
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u svoju budućnost?
03:48
Maybe, because employers
are coming to me and saying,
are coming to me and saying,
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Možda, jer mi poslodavci prilaze i govore
03:51
we have already raised a generation
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kako smo već podigli jednu generaciju
03:55
of young workers who
can't get through the day
can't get through the day
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mladih radnika koji
ne mogu da preguraju dan
ne mogu da preguraju dan
03:59
without an award.
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ako ne dobiju nagradu.
04:02
So what can we do?
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Dakle, šta možemo da uradimo?
04:05
How can we build that bridge to yet?
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Kako da sagradimo taj most do "za sada"?
04:09
Here are some things we can do.
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Evo šta možemo da uradimo.
04:11
First of all, we can praise wisely,
not praising intelligence or talent.
not praising intelligence or talent.
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Pre svega, možemo da mudro pohvaljujemo,
da ne hvalimo inteligenciju ili talenat.
da ne hvalimo inteligenciju ili talenat.
04:18
That has failed.
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To je zatajilo.
04:20
Don't do that anymore.
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Ne radite to više.
04:22
But praising the process
that kids engage in:
that kids engage in:
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Već hvalite sam proces
kojim su deca zaokupljena:
kojim su deca zaokupljena:
04:26
their effort, their strategies,
their focus, their perseverance,
their focus, their perseverance,
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njihov trud, strategije,
usredsređenost, istrajnost,
usredsređenost, istrajnost,
04:30
their improvement.
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njihov napredak.
04:32
This process praise
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Hvaljenjem samog procesa
04:34
creates kids who are hardy and resilient.
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stvarate decu
koja su vredna i fleksibilna.
koja su vredna i fleksibilna.
04:39
There are other ways to reward yet.
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Postoje i drugi načini
da nagradite "za sada".
da nagradite "za sada".
04:42
We recently teamed up with game scientists
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Nedavno smo se udružili
sa naučnicima za igre
sa naučnicima za igre
04:46
from the University of Washington
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sa Univerziteta u Vašingtonu
04:48
to create a new online math game
that rewarded yet.
that rewarded yet.
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kako bismo napravili matematičku
internet igru koja nagrađuje "za sada".
internet igru koja nagrađuje "za sada".
04:54
In this game, students were rewarded
for effort, strategy and progress.
for effort, strategy and progress.
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U ovoj igri, đaci su nagrađivani
za trud, strategiju i napredak.
za trud, strategiju i napredak.
05:00
The usual math game
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Uobičajena matematička igra
05:02
rewards you for getting
answers right right now,
answers right right now,
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vas nagrađuje za
trenutno dobijanje tačnog rezultata,
trenutno dobijanje tačnog rezultata,
05:07
but this game rewarded process.
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ali ova igra je nagrađivala postupak.
05:10
And we got more effort,
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A mi smo dobili više truda,
05:12
more strategies,
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više strategija,
05:15
more engagement over
longer periods of time,
longer periods of time,
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veći angažman
tokom dužih vremenskih perioda,
tokom dužih vremenskih perioda,
05:19
and more perseverance when
they hit really, really hard problems.
they hit really, really hard problems.
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i veću istrajnost, kada bi naleteli
na veoma, veoma teške probleme.
na veoma, veoma teške probleme.
05:25
Just the words "yet"
or "not yet," we're finding,
or "not yet," we're finding,
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Pronašli smo da samo reči
"za sada" i "nedovoljan, za sada",
"za sada" i "nedovoljan, za sada",
05:28
give kids greater confidence,
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daju deci više samopouzdanja,
05:32
give them a path into the future
that creates greater persistence.
that creates greater persistence.
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krče im put do budućnosti,
a to stvara i veću istrajnost.
a to stvara i veću istrajnost.
05:39
And we can actually
change students' mindsets.
change students' mindsets.
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I zapravo možemo da promenimo
mentalni sklop đaka.
mentalni sklop đaka.
05:44
In one study, we taught them
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U jednom istraživanju, naučili smo ih
05:47
that every time they push
out of their comfort zone
out of their comfort zone
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da svaki put kada se otrgnu
od svog ustaljenog gledišta
od svog ustaljenog gledišta
05:51
to learn something new and difficult,
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kako bi naučili nešto novo i teško,
05:54
the neurons in their brain can form
new, stronger connections,
new, stronger connections,
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neuroni u njihovom mozgu
stvaraju nove, čvršće veze
stvaraju nove, čvršće veze
06:00
and over time they can get smarter.
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te vremenom mogu postati pametniji.
06:04
Look what happened: in this study,
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Pogledajte šta se desilo:
prema ovom istraživanju,
prema ovom istraživanju,
06:06
students who were not
taught this growth mindset
taught this growth mindset
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đaci koji nisu podučavani da imaju
mentalni sklop usmeren ka rastu,
mentalni sklop usmeren ka rastu,
06:10
continued to show declining grades
over this difficult school transition,
over this difficult school transition,
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nastavili su da dobijaju sve lošije ocene
tokom ovog teškog školskog prelaza,
tokom ovog teškog školskog prelaza,
06:16
but those who were taught this lesson
showed a sharp rebound in their grades.
showed a sharp rebound in their grades.
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ali oni koji su naučili ovu lekciju
imali su drastične skokove u ocenama.
imali su drastične skokove u ocenama.
06:23
We have shown this now,
this kind of improvement,
this kind of improvement,
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Ovo smo pokazali, ovaj napredak,
06:29
with thousands and thousands of kids,
especially struggling students.
especially struggling students.
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na primeru hiljada dece,
naročito kod siromašnih đaka.
naročito kod siromašnih đaka.
06:35
So let's talk about equality.
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Zato razgovarajmo o jednakosti.
06:40
In our country, there are
groups of students
groups of students
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U našoj zemlji, imamo grupe đaka
06:44
who chronically underperform,
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koji hronično podbacuju,
06:47
for example, children in inner cities,
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na primer,
deca u gradovima iz unutrašnjosti,
deca u gradovima iz unutrašnjosti,
06:50
or children on
Native American reservations.
Native American reservations.
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ili deca
iz autohtonih američkih rezervata.
iz autohtonih američkih rezervata.
06:54
And they've done so poorly for so long
that many people think it's inevitable.
that many people think it's inevitable.
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A oni su toliko dugo prolazili veoma loše
da mnogi misle kako je to neizbežno.
da mnogi misle kako je to neizbežno.
07:01
But when educators create
growth mindset classrooms steeped in yet,
growth mindset classrooms steeped in yet,
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Ali kada pedagozi stvore uslove za umni
rast, učionice ispunjene sa "za sada",
rast, učionice ispunjene sa "za sada",
07:09
equality happens.
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dolazi do jednakosti.
07:12
And here are just a few examples.
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A evo vam samo nekoliko primera.
07:17
In one year, a kindergarten class
in Harlem, New York
in Harlem, New York
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Za samo jednu godinu, odeljenje
iz vrtića u Harlemu, u Njujorku,
iz vrtića u Harlemu, u Njujorku,
07:23
scored in the 95th percentile
on the National Achievement Test.
on the National Achievement Test.
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postiglo je vrhunske rezultate
na Nacionalnom testu dostignuća.
na Nacionalnom testu dostignuća.
07:30
Many of those kids could not hold a pencil
when they arrived at school.
when they arrived at school.
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Mnogi od njih nisu znali ni da drže olovku
kada su krenuli u školu.
kada su krenuli u školu.
07:37
In one year,
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Za samo godinu dana,
07:40
fourth grade students
in the South Bronx, way behind,
in the South Bronx, way behind,
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đaci četvrtog razreda iz Južnog Bronksa,
koji su veoma zaostajali,
koji su veoma zaostajali,
07:45
became the number one fourth grade class
in the state of New York
in the state of New York
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postali su najbolje odeljenje
četvrtog razreda u državi Njujork
četvrtog razreda u državi Njujork
07:51
on the state math test.
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na državnom testu iz matematike.
07:55
In a year to a year and a half,
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Za samo godinu, godinu i po,
07:59
Native American students
in a school on a reservation
in a school on a reservation
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američki đaci domoroci
u školama iz rezervata
u školama iz rezervata
08:04
went from the bottom of their district
to the top,
to the top,
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pomerili su se sa začelja
do vrha liste u svom okrugu,
do vrha liste u svom okrugu,
08:11
and that district included
affluent sections of Seattle.
affluent sections of Seattle.
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a taj okrug obuhvata
i imućnije delove Sijetla.
i imućnije delove Sijetla.
08:17
So the native kids outdid
the Microsoft kids.
the Microsoft kids.
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Dakle, domorodačka deca
su prevazišla Majkrosoftovu decu.
su prevazišla Majkrosoftovu decu.
08:24
This happened because the meaning
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Ovo se desilo jer je značenje
08:27
of effort and difficulty were transformed.
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truda i teškoće preoblikovano.
08:32
Before, effort and difficulty
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Ranije su se zbog truda i poteškoća
08:36
made them feel dumb,
made them feel like giving up,
made them feel like giving up,
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osećali glupima,
imali su potrebu za odustajanjem,
imali su potrebu za odustajanjem,
08:41
but now, effort and difficulty,
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ali sada zbog truda i poteškoća,
08:45
that's when their neurons
are making new connections,
are making new connections,
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njihovi neuroni prave nove veze,
08:49
stronger connections.
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jače veze.
08:50
That's when they're getting smarter.
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Tada postaju pametniji.
08:54
I received a letter recently
from a 13-year-old boy.
from a 13-year-old boy.
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Nedavno sam primila pismo
od jednog trinaestogodišnjaka.
od jednog trinaestogodišnjaka.
08:59
He said, "Dear Professor Dweck,
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Rekao je: "Draga profesorko Dvek,
09:03
I appreciate that your writing is based
on solid scientific research,
on solid scientific research,
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cenim da je vaše pisanje zasnovano
na temeljnom naučnom istraživanju
na temeljnom naučnom istraživanju
09:10
and that's why I decided
to put it into practice.
to put it into practice.
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i zato sam odlučio
da ga isprobam u praksi.
da ga isprobam u praksi.
09:15
I put more effort into my schoolwork,
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Više se trudim u školi,
09:19
into my relationship with my family,
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više se trudim u odnosima
s mojom porodicom,
s mojom porodicom,
09:22
and into my relationship
with kids at school,
with kids at school,
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kao i u odnosima s decom u školi,
09:27
and I experienced great improvement
in all of those areas.
in all of those areas.
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i osećam veliki napredak
na svim ovim poljima.
na svim ovim poljima.
09:34
I now realize I've wasted
most of my life."
most of my life."
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Sad shvatam da sam protraćio
najveći deo svog života."
najveći deo svog života."
09:41
Let's not waste any more lives,
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Hajde da ne traćimo živote,
09:46
because once we know
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jer kad jednom shvatimo
09:50
that abilities are capable of such growth,
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da su naše veštine sposobne
za izuzetan napredak,
za izuzetan napredak,
09:56
it becomes a basic human right
for children, all children,
for children, all children,
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to će da postane osnovno ljudsko pravo
za decu, za svu decu,
za decu, za svu decu,
10:02
to live in places that create that growth,
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da žive na mestima
koja im obezbeđuju taj napredak,
koja im obezbeđuju taj napredak,
10:08
to live in places filled with yet.
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da žive na mestima ispunjenim
sa "za sada".
sa "za sada".
10:15
Thank you.
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Hvala vam.
10:16
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Carol Dweck - PsychologistCarol Dweck is a pioneering researcher in the field of motivation, why people succeed (or don't) and how to foster success.
Why you should listen
As Carol Dweck describes it: "My work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions (or mindsets) people use to structure the self and guide their behavior. My research looks at the origins of these mindsets, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes."
Dweck is a professor at Stanford and the author of Mindset, a classic work on motivation and "growth mindset." Her work is influential among educators and increasingly among business leaders as well.
Carol Dweck | Speaker | TED.com