TED Talks Education
Angela Lee Duckworth: Grit: The power of passion and perseverance
Angela Lee Duckworth: Ključ uspjeha? Htijenje
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Napustivši respektabilan posao u konzaltingu, Angela Lee Duckworth zaposlila se kao nastavnica matematike u sedmim razredima javne škole u New Yorku. Ubrzo je uvidjela da kvocijent inteligencije nije jedino što razlikuje uspješne učenike od onih koji se u školi "muče". U ovom izlaganju, ona obrazlaže vlastitu teoriju o “htijenju” kao prediktoru uspjeha.
Angela Lee Duckworth - Psychologist
At the University of Pennsylvania, Angela Lee Duckworth studies intangible concepts such as self-control and grit to determine how they might predict both academic and professional success. Full bio
At the University of Pennsylvania, Angela Lee Duckworth studies intangible concepts such as self-control and grit to determine how they might predict both academic and professional success. Full bio
Double-click the English transcript below to play the video.
00:12
When I was 27 years old,
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Kad mi je bilo 27,
00:14
I left a very demanding job in management consulting
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napustila sam vrlo zahtjevan posao u savjetovanju
00:18
for a job that was even more demanding: teaching.
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i zaposlila se na još zahtjevnijem: učiteljskom.
00:22
I went to teach seventh graders math
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Zaposlila sam se kao nastavnica matematike
00:25
in the New York City public schools.
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u sedmim razredima jedne njujorške javne škole.
00:27
And like any teacher, I made quizzes and tests.
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I kao svaki nastavnik, kreirala sam upitnike i testove,
00:31
I gave out homework assignments.
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i zadavala domaće zadaće.
00:32
When the work came back, I calculated grades.
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Kasnije sam ih, naravno, ocjenjivala.
00:36
What struck me was that I.Q. was not the only difference
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Ono što me iznenadilo bila je činjenica da kvocijent inteligencije nije bio jedina razlika
00:41
between my best and my worst students.
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između mojih najboljih i mojih najlošijih učenika.
00:44
Some of my strongest performers
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Neki od mojih najboljih učenika
00:47
did not have stratospheric I.Q. scores.
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nisu baš imali "stratosferične" kvocijente inteligencije.
00:49
Some of my smartest kids weren't doing so well.
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Neka od moje najbistrije djece nisu bila osobito uspješna u školi.
00:54
And that got me thinking.
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I to mi je dalo misliti...
00:56
The kinds of things you need to learn in seventh grade math,
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Stvari koje iz matematike u sedmom razredu
trebate naučiti,
trebate naučiti,
00:59
sure, they're hard: ratios, decimals,
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naravno, teške su: razlomci, decimalni brojevi,
01:02
the area of a parallelogram.
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površina paralelograma.
01:04
But these concepts are not impossible,
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Ali, nije nemoguće razumjeti te pojmove,
01:07
and I was firmly convinced that every one of my students
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i ja sam čvrsto vjerovala da bi svaki moj učenik
01:11
could learn the material
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mogao naučiti taj sadržaj
01:13
if they worked hard and long enough.
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bude li dovoljno marljivo i ustrajno radio.
01:16
After several more years of teaching,
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Nakon još nekoliko godina poučavanja,
01:19
I came to the conclusion that what we need in education
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zaključila sam da nam je
u obrazovnom procesu potrebno
u obrazovnom procesu potrebno
01:22
is a much better understanding of students and learning
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daleko bolje razumijevanje učenika i učenja
01:26
from a motivational perspective,
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s motivacijskog stajališta,
01:28
from a psychological perspective.
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iz psihološkog kuta.
01:31
In education, the one thing we know how to measure best
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Ono što mi u školstvu najbolje znamo mjeriti
01:36
is I.Q., but what if doing well in school and in life
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je kvocijent inteligencije.
Međutim, što ako uspjeh u školi i u životu
Međutim, što ako uspjeh u školi i u životu
01:42
depends on much more
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znatno više ovisi o nečemu složenijem
01:44
than your ability to learn quickly and easily?
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od sposobnosti da brzo i lako učite?
01:48
So I left the classroom,
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Zato sam napustila školu,
01:50
and I went to graduate school to become a psychologist.
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i upisala studij psihologije.
01:53
I started studying kids and adults
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Počela sam proučavati djecu i odrasle
01:55
in all kinds of super challenging settings,
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u raznim vrstama vrlo izazovnih situacija...
01:58
and in every study my question was,
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I u svakom sam se istraživanju pitala:
02:01
who is successful here and why?
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Tko je u čemu uspješan, i zbog čega?
02:04
My research team and I went to West Point Military Academy.
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Sa svojim istraživačkim timom otišla
sam na vojnu akademiju West Point.
sam na vojnu akademiju West Point.
02:08
We tried to predict which cadets
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Nastojali smo predvidjeti koji će pitomci
02:10
would stay in military training and which would drop out.
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izdržati vojnu obuku, a koji će odustati.
02:14
We went to the National Spelling Bee
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Otišli smo na Državno natjecanje u sricanju
02:16
and tried to predict which children would advance
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i nastojali predvidjeti koja će se djeca
02:19
farthest in competition.
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u tom natjecanju najbolje plasirati.
02:21
We studied rookie teachers
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Proučavali smo učitelje-pripravnike
02:23
working in really tough neighborhoods, asking
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koji su radili u zaista žestokim četvrtima, pitajući se
02:26
which teachers are still going to be here in teaching
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koji će učitelji opstati u nastavi
02:29
by the end of the school year,
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do kraja školske godine.
02:31
and of those, who will be the most effective
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I koji će od njih biti najučinkovitiji
02:34
at improving learning outcomes for their students?
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u ostvarivanju ciljeva učenja svojih učenika?
02:37
We partnered with private companies, asking,
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Surađivali smo s privatnim tvrtkama, ispitujući
02:39
which of these salespeople is going to keep their jobs?
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koji će od tih prodavača zadržati svoje poslove?
02:42
And who's going to earn the most money?
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I tko će zaraditi najviše?
02:44
In all those very different contexts,
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U svim tim vrlo različitim okolnostima
02:47
one characteristic emerged
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jedna se karakteristika izdvojila
02:49
as a significant predictor of success.
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kao značajan prediktor uspjeha.
02:52
And it wasn't social intelligence.
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I to nije bila socijalna inteligencija.
02:54
It wasn't good looks, physical health, and it wasn't I.Q.
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To nije bio dobar izgled, ni tjelesno zdravlje,
a nije to bio niti kvocijent inteligencije.
a nije to bio niti kvocijent inteligencije.
02:59
It was grit.
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Bilo je to - htijenje.
03:01
Grit is passion and perseverance for very long-term goals.
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"Htijenje" je strast i ustrajnost
usmjerena prema vrlo dugoročnim ciljevima.
usmjerena prema vrlo dugoročnim ciljevima.
03:06
Grit is having stamina.
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"Htijenje" znači biti izdržljiv.
03:09
Grit is sticking with your future, day in, day out,
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"Htijenje" znači sljubiti se s vlastitom budućnošću,
iz dana u dan,
iz dana u dan,
03:13
not just for the week, not just for the month,
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ne samo tjedan dana, niti mjesec dana,
03:16
but for years, and working really hard
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već godinama... I raditi vrlo naporno
03:20
to make that future a reality.
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da biste tu budućnost pretočili u stvarnost.
03:22
Grit is living life like it's a marathon, not a sprint.
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"Htijenje" znači živjeti kao da je život maraton,
a ne sprint.
a ne sprint.
03:27
A few years ago, I started studying grit
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Prije nekoliko sam godina započela proučavati htijenje
03:30
in the Chicago public schools.
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u čikaškim javnim školama.
03:32
I asked thousands of high school juniors
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Tisuće sam učenika u nižim razredima srednjih škola
03:35
to take grit questionnaires,
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testirala upitnicima htijenja,
03:37
and then waited around more than a year
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i potom više od godine dana iščekivala
03:39
to see who would graduate.
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da vidim tko će maturirati.
03:41
Turns out that grittier kids
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Ispostavilo se da će djeca snažnijega htijenja
03:43
were significantly more likely to graduate,
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značajno vjerojatnije uspjeti maturirati
03:46
even when I matched them on every characteristic I could measure,
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čak i kad sam ih uspjela izjednačiti
po svakom obilježju koje sam mogla izmjeriti -
po svakom obilježju koje sam mogla izmjeriti -
03:50
things like family income,
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poput obiteljskih primanja,
03:52
standardized achievement test scores,
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rezultata na standardiziranim testovima postignuća,
03:55
even how safe kids felt when they were at school.
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čak i toga koliko su se
pojedinci osjećali sigurnima dok su bili u školi.
pojedinci osjećali sigurnima dok su bili u školi.
03:59
So it's not just at West Point or the National Spelling Bee
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Dakle, htijenje nije bitno samo na
West Pointu ili na Državnom natjecanju u sricanju.
West Pointu ili na Državnom natjecanju u sricanju.
04:02
that grit matters. It's also in school,
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Važno je i u školi,
04:05
especially for kids at risk for dropping out.
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osobito kod djece s većom
vjerojatnošću da napuste školu.
vjerojatnošću da napuste školu.
04:09
To me, the most shocking thing about grit
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Najviše me iznenadilo
04:11
is how little we know,
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koliko malo mi znamo o htijenju.
04:14
how little science knows, about building it.
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Koliko malo znanstvenici razumiju kako ga izgraditi.
04:16
Every day, parents and teachers ask me,
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Svakoga me dana roditelji i učitelji pitaju:
04:19
"How do I build grit in kids?
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"Kako da izgradim htijenje kod djeteta?
04:21
What do I do to teach kids a solid work ethic?
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Što trebam činiti da kod djece izgradim
snažnu radnu etiku?
snažnu radnu etiku?
04:24
How do I keep them motivated for the long run?"
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Kako da ih održim motiviranima na duge staze?"
04:27
The honest answer is, I don't know. (Laughter)
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Iskreno - ne znam. (Smijeh)
04:32
What I do know is that talent doesn't make you gritty.
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No, ono što znam je da vas talent ne čini upornim.
04:35
Our data show very clearly
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Prema našim nalazima, vrlo je jasno
04:37
that there are many talented individuals
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da postoji mnogo darovitih pojedinaca
04:39
who simply do not follow through on their commitments.
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koji jednostavno ne ustrajavaju u svojim aktivnostima.
04:43
In fact, in our data, grit is usually unrelated
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Ustvari, prema našim podacima,
htijenje obično ne korelira
htijenje obično ne korelira
04:47
or even inversely related to measures of talent.
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ili čak negativno korelira s pokazateljima darovitosti.
04:52
So far, the best idea I've heard about building grit in kids
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Dosad je najbolja ideja koju sam čula o izgradnji htijenja u djece
04:56
is something called "growth mindset."
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bila ona zvana "razvojni mentalitet".
04:59
This is an idea developed at Stanford University
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Taj je koncept razvila Carol Dweck na
Sveučilištu Stanford,
Sveučilištu Stanford,
05:01
by Carol Dweck, and it is the belief
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a radi se o vjerovanju
05:04
that the ability to learn is not fixed,
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da sposobnost učenja nije fiksna, nepromjenljiva,
05:08
that it can change with your effort.
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već se ona može mijenjati ako se potrudite.
05:11
Dr. Dweck has shown that when kids read and learn
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Dr. Dweck je pokazala da kad djeca čitaju i uče
05:14
about the brain and how it changes and grows
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o mozgu i o tome kako se on mijenja i razvija
05:17
in response to challenge,
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pri suočavanju s izazovima,
05:19
they're much more likely to persevere when they fail,
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osjetno će vjerojatnije ustrajati kad dožive neuspjeh,
05:23
because they don't believe that failure
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jer ne vjeruju da je neuspjeh
05:26
is a permanent condition.
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trajno stanje.
05:28
So growth mindset is a great idea for building grit.
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Stoga je razvojni mentalitet sjajna
ideja o tome kako izgrađivati htijenje.
ideja o tome kako izgrađivati htijenje.
05:32
But we need more.
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Ali, potrebno nam je više.
05:34
And that's where I'm going to end my remarks,
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Ovdje ću stati sa svojim izlaganjem,
05:36
because that's where we are.
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jer ovo je slika našeg današnjeg stanja.
05:37
That's the work that stands before us.
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To su zadaci koji pred nama stoje.
05:40
We need to take our best ideas, our strongest intuitions,
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Trebamo prepoznati najbolje ideje,
najsnažnije naše intuitivne uvide,
najsnažnije naše intuitivne uvide,
05:44
and we need to test them.
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i trebamo ih provjeriti.
05:46
We need to measure whether we've been successful,
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Trebamo izmjeriti jesmo li uspjeli,
05:49
and we have to be willing to fail, to be wrong,
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i moramo biti spremni pogriješiti, ne uspjeti,
05:52
to start over again with lessons learned.
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i onda, s tim iskustvom, početi iznova.
05:55
In other words, we need to be gritty
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Drugim riječima, moramo biti uporni
05:59
about getting our kids grittier.
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u nastojanjima da svoju djecu učinimo upornijom.
06:02
Thank you.
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Hvala vam.
06:03
(Applause)
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(Pljesak)
ABOUT THE SPEAKER
Angela Lee Duckworth - PsychologistAt the University of Pennsylvania, Angela Lee Duckworth studies intangible concepts such as self-control and grit to determine how they might predict both academic and professional success.
Why you should listen
In her late 20s, Angela Lee Duckworth left a demanding job as a management consultant at McKinsey to teach math in public schools in San Francisco, Philadelphia and New York.
After five years of teaching seventh graders, she went back to grad school to complete her Ph.D. in psychology at the University of Pennsylvania, where she is now an assistant professor in the psychology department. Her research subjects include students, West Point cadets, and corporate salespeople, all of whom she studies to determine how "grit" is a better indicator of success than factors such as IQ or family income.
Angela Lee Duckworth | Speaker | TED.com