Grit = Passion + Perseverance
Growth mindset = The belief that the ability to learn is not fixed, that it can change with your effort.
I’m thinking about what I can do to cultivate grit in my 7yo. Entitlement and lack of follow through (i.e. grit) is one of the things I’m observing in kids around me – smart, talented kids. Their (our) lives are simply too comfortable, too privileged. And I have decided probably the best way I’m going to be able to teach my kid grit is to model it for her. Not tell her, but show her and do it with her. How?
When Muslim minds aren’t challenged by “dangerous” ideas they cannot develop the sophistication needed to articulate their own.
So true, and I would argue the same for all minds, regardless of faith, ethnicity and background. Perhaps the only hopeful way forward for the world is less ignorance and a willingness to engage “the other”.
I guess that’s why I’m so interested in education; to me, it’s the key to opening up minds and broadening horizons. The ability to read and think allows you to consider other perspectives instead of always being told what to believe. Though I realise that’s my idealised notion of education, because of course people can be “educated” into becoming narrow minded bigots.
I also found this bit especially interesting because I did not know this:
This willful closed-mindedness is not an inherent feature of Islam. A thousand years ago, Muslim societies were open and curious, while Christian Europe was insular and fearful of “blasphemy.” Aristotle’s books were translated and studied in Baghdad and Córdoba, and banned in Paris and Rome. No wonder the Muslim world was then the home to groundbreaking discoveries in science, medicine and mathematics. In theology, too, Muslim thinkers like Ibn Rushd, also known as Averroës, developed sophisticated arguments that would inspire Christian thinkers like Thomas Aquinas — thanks to the Muslim engagement with Greek philosophy.
Read: How Muslim Governments Impose Ignorance
Melissa found Louisa Curry who says, “I see a pattern emerging from rape culture where women have a past while men have potential. When women are violated we’re asked ‘What did you do to deserve this?’ and often our past is looked at for clues. When men violate women they’re asked ‘What do you have to lose?’ and their future is looked at for clues.”
I read Penelope Trunk – a lot. Here’s her piece on the Stanford rapist and the power of language. From this day onwards, through no real fault of its own, the Stanford name will be linked with the crime of an entitled white brat and his offensively arrogant/ignorant father. That’s unfortunate because, had the judge in this case done what a judge is supposed to do, i.e. see that justice is served, the Stanford name could so easily have become part of the fight against rape culture instead.
Success is about being passionately good at one or two things, but students who want to get close to that 4.0 have to be prudentially balanced about every subject. In life we want independent thinking and risk-taking, but the G.P.A. system encourages students to be deferential and risk averse, giving their teachers what they want.
Creative people are good at asking new questions, but the G.P.A. rewards those who can answer other people’s questions. The modern economy rewards those who can think in ways computers can’t, but the G.P.A. rewards people who can grind away at mental tasks they find boring. People are happiest when motivated intrinsically, but the G.P.A. is the mother of all extrinsic motivations.
An article on the pitfalls of the G.P.A. system. Love that people are starting to rethink what being a “good” or “successful” student really means. I’ve seen so many kids that are “so smart” in a grades-focused academic setting graduate high school with no clue what they want to do next. Or, worse, those who graduate university, having completed the degree that their parents told them to do, and they are completely without passion or purpose for the rest of their lives.
Among the most significant changes is that schools must now have an English language teacher — like the woman drawing pictures at P.S. 160 — in the classroom for part of each week if even one student is learning English. In the past, students could receive English language instruction outside of the classroom, while spending the rest of their time in a regular class trying to puzzle out the words on their own.
Another shift requires schools and districts to create programs in which classes are taught in two languages. These bilingual programs will now be offered to students who are new to the public system, as long as there are enough children in one place who speak the same tongue.
An interesting article about how public schools in New York are trying to cope with the high numbers of students who are new to English. At least they’re doing something about it instead of turning a blind eye and hoping that the problem will sort itself out. Is this something Australia might have to consider for some school districts one day?