TEDxNorrkoping
Carol Dweck: The power of believing that you can improve
Carol Dweck: Snaga vjerovanja da možeš napredovati
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Carol Dweck istražuje "rastući misaoni sklop" — ideju da možemo povećati sposobnost našeg mozak da uči i rješava probleme. U ovom govoru ona opisuje dva načina sagledavanja problema koji je malo pretežak da bi ga riješili. Jeste li premalo pametni da bi ga riješili ... ili ga jednostavno niste riješiti još? Sjajan uvod u ovo utjecajno polje istraživanja.
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 riječi "još".
00:15
I heard about a high school in Chicago
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Čula sam za srednju školu u Chicagu
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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gdje su učenici morali položiti stanoviti
broj predmeta da bi završili školovanje,
broj predmeta da bi završili školovanje,
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 nisu položili neki od predmeta,
dobili bi ocjenu "Ne još".
dobili bi ocjenu "Ne još".
00:28
And I thought that was fantastic,
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I pomislila sam kako je to fantastično,
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 ako dobiješ neprolaznu ocjenu,
misliš si "Ja sam nitko i ništa."
misliš si "Ja sam nitko i ništa."
00:34
But if you get the grade "Not Yet"
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Ali ako dobiješ ocjenu "Ne još"
00:37
you understand that
you're on a learning curve.
you're on a learning curve.
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shvaćaš da se nalaziš na krivulji učenja.
00:40
It gives you a path into the future.
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To ti daje put u 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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"Ne još" mi je također dao uvid u
ključan događaj na početku moje karijere,
ključan događaj na početku moje karijere,
00:52
a real turning point.
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pravu prekretnicu.
00:54
I wanted to see
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Željela sam vidjeti
00:56
how children coped
with challenge and difficulty,
with challenge and difficulty,
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kako se djeca nose
sa izazovom i teškoćom
sa izazovom i teškoćom
01:01
so I gave 10-year-olds
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pa sam desetogodišnjacima dala
01:04
problems that were
slightly too hard for them.
slightly too hard for them.
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probleme koji su bili
malo preteški za njih.
malo preteški za njih.
01:09
Some of them reacted
in a shockingly positive way.
in a shockingly positive way.
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Neki od njih reagirali su na
iznenađujuće pozitivan način.
iznenađujuće pozitivan način.
01:14
They said things like,
"I love a challenge,"
"I love a challenge,"
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Govorili su stvari poput
"Ja volim izazov."
"Ja volim izazov."
01:17
or, "You know, I was hoping
this would be informative."
this would be informative."
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ili "Znate, nadao sam se
da će ovo biti informativno."
da će ovo biti informativno."
01:23
They understood
that their abilities could be developed.
that their abilities could be developed.
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Razumjeli su da se njihove
sposobnosti mogu razviti.
sposobnosti mogu razviti.
01:29
They had what I call a growth mindset.
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Imali su ono što ja zovem
razvijajući misaoni sklop.
razvijajući misaoni sklop.
01:33
But other students felt
it was tragic, catastrophic.
it was tragic, catastrophic.
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No ostali učenici su osjećali
da je to tragično, katastrofalno.
da je to tragično, katastrofalno.
01:38
From their more fixed mindset perspective,
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Iz njihove perspektive,
više fiksnog misaonog sklopa,
više fiksnog misaonog sklopa,
01:43
their intelligence had been
up for judgment and they failed.
up for judgment and they failed.
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njihova je inteligencija bila izložena
prosuđivanju i oni su podbacili.
prosuđivanju i oni su podbacili.
01:50
Instead of luxuriating
in the power of yet,
in the power of yet,
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Umjesto uživanja u
moći "još",
moći "još",
01:54
they were gripped in the tyranny of now.
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bili su u čvrstom stisku tiranije sadašnjosti.
01:59
So what do they do next?
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I što oni čine zatim?
02:01
I'll tell you what they do next.
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Reći ću vam što čine zatim.
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 rekli su nam
kako bi idući puta vjerojatno varali,
kako bi idući puta vjerojatno varali,
02:09
instead of studying more
if they failed a test.
if they failed a test.
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umjesto da uče više,
kad bi pali na ispitu.
kad bi pali na ispitu.
02:14
In another study, after a failure,
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U drugom istraživanju su
nakon neuspjeha
nakon neuspjeha
02:16
they looked for someone
who did worse than they did
who did worse than they did
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tražili nekoga tko je
bio gori od njih,
bio gori od njih,
02:20
so they could feel really
good about themselves.
good about themselves.
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kako bi se mogli osjećati dobro.
02:25
And in study after study,
they have run from difficulty.
they have run from difficulty.
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I u istraživanju za istraživanjem
bježali su od teškoće.
bježali su od teškoće.
02:31
Scientists measured
the electrical activity from the brain
the electrical activity from the brain
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Znanstvenici su izmjerili
električnu aktivnost mozga
električnu aktivnost mozga
02:36
as students confronted an error.
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kada bi se učenici suočili sa greškom.
02:40
On the left, you see
the fixed mindset students.
the fixed mindset students.
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S lijeva vidite učenike s fiksnim
misaonim sklopom.
misaonim 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 bježe od greške.
02:48
They don't engage with it.
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Ne bave se njome.
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 učenike s
rastućim misaonim sklopom,
rastućim misaonim sklopom,
02:55
the idea that abilities can be developed.
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idejom da se sposobnosti mogu razviti.
02:59
They engage deeply.
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Oni se snažno angažiraju.
03:01
Their brain is on fire with yet.
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Njihov je mozak rasplamsan sa "još".
03:04
They engage deeply.
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Oni se snažno angažiraju.
03:05
They process the error.
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Oni procesiraju grešku.
03:08
They learn from it and they correct it.
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Oni uče od nje i ispravljaju je.
03:13
How are we raising our children?
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Kako mi odgajamo svoju djecu?
03:16
Are we raising them for now
instead of yet?
instead of yet?
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Odgajamo li ih za "sada" umjesto "još"?
03:21
Are we raising kids who are
obsessed with getting A's?
obsessed with getting A's?
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Odgajamo li djecu koja su
opsjednuta odličnim ocjenama?
opsjednuta odličnim ocjenama?
03:26
Are we raising kids who don't know
how to dream big dreams?
how to dream big dreams?
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Odgajamo li djecu koja
ne znaju kako sanjati velike snove?
ne znaju kako sanjati 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 je najveći cilj dobivanje slijedeće
odlične ocjene ili rezultata na testu?
odlične ocjene ili rezultata na testu?
03:39
And are they carrying this need
for constant validation with them
for constant validation with them
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I nose li oni tu potrebu za
stalnim potvrđivanjem sa sobom
stalnim potvrđivanjem sa sobom
03:45
into their future lives?
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u svoje buduće živote?
03:48
Maybe, because employers
are coming to me and saying,
are coming to me and saying,
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Možda, jer poslodavci mi prilaze i govore
03:51
we have already raised a generation
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da smo već odgojili 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 proći kroz dan
ne mogu proći kroz dan
03:59
without an award.
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bez nagrade.
04:02
So what can we do?
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Dakle, što možemo učiniti?
04:05
How can we build that bridge to yet?
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Kako možemo sagraditi taj most do "još"?
04:09
Here are some things we can do.
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Evo nekih stvari koje možemo učiniti.
04:11
First of all, we can praise wisely,
not praising intelligence or talent.
not praising intelligence or talent.
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Prije svega, možemo hvaliti mudro,
ne hvaliti inteligenciju ili talent.
ne hvaliti inteligenciju ili talent.
04:18
That has failed.
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To je podbacilo.
04:20
Don't do that anymore.
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Nemojte to više činiti.
04:22
But praising the process
that kids engage in:
that kids engage in:
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Međutim, hvaljenje procesa
u kojem djeca sudjeluju:
u kojem djeca sudjeluju:
04:26
their effort, their strategies,
their focus, their perseverance,
their focus, their perseverance,
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njihov trud, njihove strategije,
njihov fokus, njihovu ustrajnost,
njihov fokus, njihovu ustrajnost,
04:30
their improvement.
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njihov napredak.
04:32
This process praise
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Taj proces pohvale
04:34
creates kids who are hardy and resilient.
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stvara djecu koja su srčana i otporna.
04:39
There are other ways to reward yet.
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Postoje i drugi načini da se nagradi "još".
04:42
We recently teamed up with game scientists
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Nedavno smo se udružili sa znanstvenicima
04:46
from the University of Washington
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sa Sveučilišta u Washingtonu
04:48
to create a new online math game
that rewarded yet.
that rewarded yet.
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kako bi stvorili novu online matematičku
igru koja je nagrađivala "još".
igru koja je nagrađivala "još".
04:54
In this game, students were rewarded
for effort, strategy and progress.
for effort, strategy and progress.
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U toj igri, učenici su bili nagrađeni
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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nagrađuje vas za dobivanje
ispravnog rezultata upravo sada,
ispravnog rezultata upravo sada,
05:07
but this game rewarded process.
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no ova je igra nagrađivala postupak.
05:10
And we got more effort,
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I dobili smo više truda,
05:12
more strategies,
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više strategije,
05:15
more engagement over
longer periods of time,
longer periods of time,
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više angažmana duž
većih vremenskih razdoblja,
većih vremenskih razdoblja,
05:19
and more perseverance when
they hit really, really hard problems.
they hit really, really hard problems.
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i više ustrajnosti kada bi
naletili na vrlo, vrlo teške probleme.
naletili na vrlo, vrlo teške probleme.
05:25
Just the words "yet"
or "not yet," we're finding,
or "not yet," we're finding,
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Otkrivamo da već samo riječi
"još" ili "ne još"
"još" ili "ne još"
05:28
give kids greater confidence,
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daju djeci veće samopouzdanje,
05:32
give them a path into the future
that creates greater persistence.
that creates greater persistence.
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daju im put u budućnost,
koji stvara veću ustrajnost.
koji stvara veću ustrajnost.
05:39
And we can actually
change students' mindsets.
change students' mindsets.
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I da zaista možemo promijeniti
njihov misaoni sklop.
njihov misaoni sklop.
05:44
In one study, we taught them
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U jednom istraživanju smo ih naučili
05:47
that every time they push
out of their comfort zone
out of their comfort zone
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da svaki puta kada izađu
iz svoje zone udobnosti
iz svoje zone udobnosti
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
mogu stvoriti nove, jače veze
mogu stvoriti nove, jače veze
06:00
and over time they can get smarter.
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i tokom vremena
oni mogu postati pametniji.
oni mogu postati pametniji.
06:04
Look what happened: in this study,
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Pogledajte što se dogodilo:
u tom istraživanju
u tom istraživanju
06:06
students who were not
taught this growth mindset
taught this growth mindset
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učenici koji nisu poučeni o
razvijajućem misaonom sklopu,
razvijajućem misaonom sklopu,
06:10
continued to show declining grades
over this difficult school transition,
over this difficult school transition,
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nastavili su dobivati sve slabije ocjene
tokom tog teškog školskog razdoblja,
tokom tog teškog školskog razdoblja,
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 tu lekciju,
pokazali su nagli skok u svojim ocjenama.
pokazali su nagli skok u svojim ocjenama.
06:23
We have shown this now,
this kind of improvement,
this kind of improvement,
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To smo pokazali sada,
tu vrstu napretka,
tu vrstu napretka,
06:29
with thousands and thousands of kids,
especially struggling students.
especially struggling students.
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već kod tisuća i tisuća djece,
pogotovo učenika sa poteškoćama.
pogotovo učenika sa poteškoćama.
06:35
So let's talk about equality.
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Stoga hajdemo pričati o jednakosti.
06:40
In our country, there are
groups of students
groups of students
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U našoj zemlji, postoje
skupine učenika
skupine učenika
06:44
who chronically underperform,
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koji kronično podbacuju,
06:47
for example, children in inner cities,
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na primjer, djeca iz
siromašnih dijelova gradova
siromašnih dijelova gradova
06:50
or children on
Native American reservations.
Native American reservations.
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ili djeca u rezervatima
američkih Indijanaca.
američkih Indijanaca.
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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I podbacivali su toliko dugo da
mnogi misle kako je to neizbježno.
mnogi misle kako je to neizbježno.
07:01
But when educators create
growth mindset classrooms steeped in yet,
growth mindset classrooms steeped in yet,
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No kada nastavnici stvore razrede
rastućeg misaonog sklopa ispunjene s "još",
rastućeg misaonog sklopa ispunjene s "još",
07:09
equality happens.
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jednakost se događa.
07:12
And here are just a few examples.
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Evo samo nekoliko primjera.
07:17
In one year, a kindergarten class
in Harlem, New York
in Harlem, New York
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Za jednu godinu je vrtićki razred
u Harlemu, u New Yorku,
u Harlemu, u New Yorku,
07:23
scored in the 95th percentile
on the National Achievement Test.
on the National Achievement Test.
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postigao uspjeh bolji od 95% ostalih
na Državnom ispitu postignuća.
na Državnom ispitu postignuća.
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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Mnoga od te djece nisu znala držati
olovku kada su došla u školu.
olovku kada su došla u školu.
07:37
In one year,
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Za jednu godinu,
07:40
fourth grade students
in the South Bronx, way behind,
in the South Bronx, way behind,
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učenici četvrtog razreda u južnom Bronxu,
od velikog su neuspjeha
od velikog su neuspjeha
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 vodeći četvrti razred
u državi New York,
u državi New York,
07:51
on the state math test.
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na državnom testiranju iz matematike.
07:55
In a year to a year and a half,
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Za godinu do godinu i pol,
07:59
Native American students
in a school on a reservation
in a school on a reservation
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učenici škola u rezervatima
američkih Indijanaca
američkih Indijanaca
08:04
went from the bottom of their district
to the top,
to the top,
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došli su sa dna do samog vrha
u svom okrugu,
u svom okrugu,
08:11
and that district included
affluent sections of Seattle.
affluent sections of Seattle.
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a taj je okrug uključivao i
bogate četvrti Seattlea.
bogate četvrti Seattlea.
08:17
So the native kids outdid
the Microsoft kids.
the Microsoft kids.
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Tako su djeca starosjedilaca nadmašila
djecu Microsofta.
djecu Microsofta.
08:24
This happened because the meaning
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To se dogodilo jer su značenja
08:27
of effort and difficulty were transformed.
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truda i teškoće bila transformirana.
08:32
Before, effort and difficulty
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Prije su zbog truda i teškoće
08:36
made them feel dumb,
made them feel like giving up,
made them feel like giving up,
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osjećali da su glupi,
osjećali kao da odustaju,
osjećali kao da odustaju,
08:41
but now, effort and difficulty,
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ali sada, trud i teškoća,
08:45
that's when their neurons
are making new connections,
are making new connections,
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to je kada njihovi neuroni
stvaraju nove veze,
stvaraju 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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Kada 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
trinaestogodišnjeg dječaka.
trinaestogodišnjeg dječaka.
08:59
He said, "Dear Professor Dweck,
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Rekao je:
"Draga profesorice Dweck,
"Draga profesorice Dweck,
09:03
I appreciate that your writing is based
on solid scientific research,
on solid scientific research,
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razumijem da se Vaš rad temelji
na uvjerljivom znanstvenom istraživanju
na uvjerljivom znanstvenom 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 provedem u praksu.
da ga provedem u praksu.
09:15
I put more effort into my schoolwork,
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Uložio sam više truda
u školske aktivnosti,
u školske aktivnosti,
09:19
into my relationship with my family,
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u odnos sa obitelji
09:22
and into my relationship
with kids at school,
with kids at school,
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te u odnos sa
djecom u školi,
djecom u školi,
09:27
and I experienced great improvement
in all of those areas.
in all of those areas.
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i iskusio sam veliki napredak
na svim tim poljima.
na svim tim poljima.
09:34
I now realize I've wasted
most of my life."
most of my life."
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Sada shvaćam kako sam
potratio većinu svog života."
potratio većinu svog života."
09:41
Let's not waste any more lives,
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Nemojmo uzaludno trošiti više života,
09:46
because once we know
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jer jednom kada znamo
09:50
that abilities are capable of such growth,
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da su naše mogućnosti
sposobne za takav rast,
sposobne za takav rast,
09:56
it becomes a basic human right
for children, all children,
for children, all children,
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postaje osnovno ljudsko pravo
djece, sve djece,
djece, sve djece,
10:02
to live in places that create that growth,
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da žive na mjestima koja stvaraju rast,
10:08
to live in places filled with yet.
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da žive na mjestima ispunjenim s "još".
10:15
Thank you.
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Hvala vam.
10:16
(Applause)
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(Pljesak)
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