TED Talks Education
Angela Lee Duckworth: Grit: The power of passion and perseverance
Angela Lee Duckworth: Nøglen til succes? Viljefasthed
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Da hun forlod et højtragende job som rådgiver, tog Angela Lee Duckworth et job som matematiklærer for syvendeklasser i en folkeskole i New York. Hun indså hurtigt, at intelligens ikke var det eneste, der adskilte de succesfulde elever fra dem, der kæmpede for at følge med. Her forklarer hun sin teori om "viljefasthed" som det, der forudsiger succes.
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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Da jeg var 27 år,
00:14
I left a very demanding job in management consulting
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forlod jeg et krævende job som ledelseskonsulent
00:18
for a job that was even more demanding: teaching.
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for et job, der var endnu mere krævende: undervisning.
00:22
I went to teach seventh graders math
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Jeg underviste syvende klasser i matematik
00:25
in the New York City public schools.
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i New Yorks folkeskoler.
00:27
And like any teacher, I made quizzes and tests.
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Og som enhver lærer lavede jeg quizzer og test.
00:31
I gave out homework assignments.
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Jeg gav opgaver for.
00:32
When the work came back, I calculated grades.
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Da opgaverne kom tilbage, beregnede jeg karakterer.
00:36
What struck me was that I.Q. was not the only difference
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Det slog mig, at intelligenskvotienten ikke var den eneste forskel
00:41
between my best and my worst students.
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mellem mine bedste og værste elever.
00:44
Some of my strongest performers
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Nogle af dem, der klarede sig bedst,
00:47
did not have stratospheric I.Q. scores.
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havde ikke en stratosfærisk intelligenskvotient.
00:49
Some of my smartest kids weren't doing so well.
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Nogle af mine kvikkeste børn klarede sig ikke så godt.
00:54
And that got me thinking.
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Det fik mig til at tænke.
00:56
The kinds of things you need to learn in seventh grade math,
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De ting man skal lære i syvende klasses matematik,
00:59
sure, they're hard: ratios, decimals,
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ja, de er svære: forhold, decimaler,
01:02
the area of a parallelogram.
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et parallelograms areal.
01:04
But these concepts are not impossible,
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Men de er ikke umulige,
01:07
and I was firmly convinced that every one of my students
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og jeg var fast overbevist om, at hver af mine elever
01:11
could learn the material
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kunne lære materialet,
01:13
if they worked hard and long enough.
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hvis de arbejdede hårdt og længe nok.
01:16
After several more years of teaching,
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Efter flere års undervisning
01:19
I came to the conclusion that what we need in education
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kom jeg til den konklusion, at hvad vi behøver i uddannelse,
01:22
is a much better understanding of students and learning
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er en meget bedre forståelse for elever og læring
01:26
from a motivational perspective,
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fra et motivationsperspektiv,
01:28
from a psychological perspective.
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fra et psykologisk perspektiv.
01:31
In education, the one thing we know how to measure best
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I uddannelse er det, vi er bedst til at måle,
01:36
is I.Q., but what if doing well in school and in life
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er intelligenskvotienten, men hvad hvis det at klare sig i skolen og livet
01:42
depends on much more
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afhænger af meget mere,
01:44
than your ability to learn quickly and easily?
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end ens evne til at lære hurtigt og let?
01:48
So I left the classroom,
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Så jeg forlod klasseværelset,
01:50
and I went to graduate school to become a psychologist.
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og jeg tog på universitetet for at blive psykolog.
01:53
I started studying kids and adults
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Jeg begyndte at studere børn og voksne
01:55
in all kinds of super challenging settings,
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i alle slags superudfordrende miljøer,
01:58
and in every study my question was,
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og i hvert studie var mit spørgsmål,
02:01
who is successful here and why?
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hvem får succes her og hvorfor?
02:04
My research team and I went to West Point Military Academy.
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Mit forskningshold og jeg tog til West Point Military Academy.
02:08
We tried to predict which cadets
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Vi prøvede at forudsige, hvilke rekrutter
02:10
would stay in military training and which would drop out.
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ville blive i militærtræning, og hvilke ville droppe ud.
02:14
We went to the National Spelling Bee
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Vi tog til den Nationale Stavekonkurrence
02:16
and tried to predict which children would advance
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og prøvede at forudsige, hvilke børn ville nå
02:19
farthest in competition.
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længst i konkurrencen.
02:21
We studied rookie teachers
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Vi studerede nyklækkede lærere,
02:23
working in really tough neighborhoods, asking
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der arbejdede i udsatte kvarterer, og spurgte,
02:26
which teachers are still going to be here in teaching
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hvilke lærere vil stadig være her og undervise
02:29
by the end of the school year,
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ved slutningen af skoleåret
02:31
and of those, who will be the most effective
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og af disse, hvem vil være de mest effektive
02:34
at improving learning outcomes for their students?
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til at forbedre læringsudbyttet for deres elever?
02:37
We partnered with private companies, asking,
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Vi slog os sammen med private firmaer og spurgte,
02:39
which of these salespeople is going to keep their jobs?
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hvilke af disse sælgere beholder deres job?
02:42
And who's going to earn the most money?
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Og hvem kommer til at tjene mest?
02:44
In all those very different contexts,
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I alle disse forskellige sammenhænge
02:47
one characteristic emerged
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dukkede ét træk op,
02:49
as a significant predictor of success.
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der kunne forudsige succes.
02:52
And it wasn't social intelligence.
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Det var ikke social intelligens.
02:54
It wasn't good looks, physical health, and it wasn't I.Q.
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Det var ikke et godt udseende, helbred, og det var ikke intelligenskvotient.
02:59
It was grit.
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Det var viljefasthed.
03:01
Grit is passion and perseverance for very long-term goals.
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Viljefasthed er lidenskab og vedholdenhed for meget langsigtede mål.
03:06
Grit is having stamina.
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Viljefasthed er at være udholdende.
03:09
Grit is sticking with your future, day in, day out,
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Viljefasthed er at kæmpe for sin fremtid dag ind, dag ud,
03:13
not just for the week, not just for the month,
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ikke bare denne uge, ikke bare denne måned,
03:16
but for years, and working really hard
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men i årevis og at arbejde virkeligt hårdt
03:20
to make that future a reality.
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for at gøre den fremtid til virkelighed.
03:22
Grit is living life like it's a marathon, not a sprint.
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Viljefasthed er at leve som var livet et maraton, ikke en sprint.
03:27
A few years ago, I started studying grit
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For et par år siden begyndte jeg at studere viljefasthed
03:30
in the Chicago public schools.
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i Chicagos folkeskoler.
03:32
I asked thousands of high school juniors
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Jeg bad tusindvis af niende klasser
03:35
to take grit questionnaires,
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besvare spørgsmål om viljefasthed
03:37
and then waited around more than a year
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og ventede så mere end et år
03:39
to see who would graduate.
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for at se, hvem ville bestå.
03:41
Turns out that grittier kids
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Det vise sig, at viljefaste børn
03:43
were significantly more likely to graduate,
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havde væsentligt større sandsynlighed for at bestå,
03:46
even when I matched them on every characteristic I could measure,
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selv da jeg matchede dem på ethvert træk jeg kunne måle,
03:50
things like family income,
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som familieindkomst,
03:52
standardized achievement test scores,
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standardiseret test scorer,
03:55
even how safe kids felt when they were at school.
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selv hvor trygge børn følte sig, når de var i skole.
03:59
So it's not just at West Point or the National Spelling Bee
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Så det er ikke blot på West Point eller Stavekonkurrencen,
04:02
that grit matters. It's also in school,
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at viljefasthed betyder noget. Også i skolen
04:05
especially for kids at risk for dropping out.
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især for børn, der risikerer at droppe ud.
04:09
To me, the most shocking thing about grit
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For mig er det mest chokerende ved viljefasthed,
04:11
is how little we know,
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hvor lidt vi ved,
04:14
how little science knows, about building it.
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hvor lidt videnskaben ved om at opbygge det.
04:16
Every day, parents and teachers ask me,
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Hver dag spørger forældre og lærere mig,
04:19
"How do I build grit in kids?
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"Hvordan opbygger jeg viljefasthed i børn?
04:21
What do I do to teach kids a solid work ethic?
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Hvordan lærer jeg børn en solid arbejdsetik?
04:24
How do I keep them motivated for the long run?"
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Hvordan holder jeg dem motiverede på den lange bane?"
04:27
The honest answer is, I don't know. (Laughter)
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Det ærlige svar er, det ved jeg ikke. (Latter)
04:32
What I do know is that talent doesn't make you gritty.
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Hvad jeg ved, er, at talent ikke gør dig viljefast.
04:35
Our data show very clearly
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Vores data viser meget tydeligt,
04:37
that there are many talented individuals
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at der er mange talentfulde individer,
04:39
who simply do not follow through on their commitments.
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der simpelthen ikke følger deres forpligtelser til dørs.
04:43
In fact, in our data, grit is usually unrelated
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Faktisk er viljefasthed i vores data uden relation til
04:47
or even inversely related to measures of talent.
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eller omvendt proportional med talent.
04:52
So far, the best idea I've heard about building grit in kids
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Den bedste idé jeg endnu har hørt om at opbygge viljefasthed hos børn
04:56
is something called "growth mindset."
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er noget, der hedder "væksttænkning."
04:59
This is an idea developed at Stanford University
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Det er en idé udviklet på Stanford Universitet
05:01
by Carol Dweck, and it is the belief
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af Carol Dweck, og det er opfattelsen,
05:04
that the ability to learn is not fixed,
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at evnen til at lære ikke er fastlagt,
05:08
that it can change with your effort.
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at den kan ændres ved din indsats.
05:11
Dr. Dweck has shown that when kids read and learn
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Dr. Dweck har vist, at når børn læser og lærer
05:14
about the brain and how it changes and grows
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om hjernen, og hvordan den ændrer sig og vokser
05:17
in response to challenge,
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når den møder udfordringer,
05:19
they're much more likely to persevere when they fail,
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er det mere sandsynligt, de rejser sig igen, når de fejler,
05:23
because they don't believe that failure
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for de tror ikke på, at det at fejle
05:26
is a permanent condition.
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er en permanent tilstand.
05:28
So growth mindset is a great idea for building grit.
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Så væksttænkning er en god idé til at opbygge viljefasthed.
05:32
But we need more.
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Men vi behøver mere.
05:34
And that's where I'm going to end my remarks,
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Og det er, hvor jeg vil slutte mine kommentarer,
05:36
because that's where we are.
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for det er, hvor vi er.
05:37
That's the work that stands before us.
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Det er det arbejde, der står foran os.
05:40
We need to take our best ideas, our strongest intuitions,
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Vi er nødt til at tage vores bedste idéer, bedste intuitioner,
05:44
and we need to test them.
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og vi må teste dem.
05:46
We need to measure whether we've been successful,
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Vi må måle, om vi har haft succes,
05:49
and we have to be willing to fail, to be wrong,
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og vi må være villige til at tage fejl,
05:52
to start over again with lessons learned.
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at starte forfra med lektier lært.
05:55
In other words, we need to be gritty
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Med andre ord må vi blive viljefaste
05:59
about getting our kids grittier.
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om at gøre vores børn mere viljefaste.
06:02
Thank you.
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Tak.
06:03
(Applause)
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(Bifald)
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