"They often praise the ability, the talent, or the intelligence too much. The opposite of this is the good process praise"
I've been hearing variations for this for years, often in the context of comparing educational traditions of Asia to Europe-US. It seems each has their advantage. I haven't heard any smashingly convincing evidence that there is some insight which can be applied across the board. It mostly sounds like people picking a preference and arguing for it. I don't see whay science is special here.
If I was to pick my own bias and go with it, it's that education at some point (I don't know if it's at 5 or 25) needs to get students to really internalize the actual process of learning and practice. Spend a quality hour a day on piano and you will get good at piano. Same goes for maths, painting, fiction writing, foreign languages and lucha libre.
They needs to realize that they can get good at stuff. They need to realize how much work it is and they need to internalize that they (specifically) can do it.
I have another pet peeve here. These discussions start with a problem and the immediate assumption is that the educational establishment needs to fix it. Well, the educational establishment is a huge lumbering giant and it's not necessarily the right man for the job. What about the ballet instructor, mother or godfather.
We're talking more about child psychology than science education here. Raising kids better is certainly an admirable goal, but is this best addressed at a humanity-as-a-whole level? Do you have a daughter, nephew or godson? Can you make a difference as an adult in their life? Why not start there. At least it's something most of us can do something about.
"They needs to realize that they can get good at stuff".
Each time I begin to learn something new, as a new programming language, the beginnings are very hard and you feel dumb, this is the most difficult part. Once you have practice a lot, then all goes smoothly.
Add to this that everyone seems to forget quickly how hard was to give the first steps. When you are learning something new people take for granted that you should be ready, but may times you are in that stage in which progress is hard and slow. So we should emphasize this point when we start learning.
"They often praise the ability, the talent, or the intelligence too much. The opposite of this is the good process praise"
I've been hearing variations for this for years, often in the context of comparing educational traditions of Asia to Europe-US. It seems each has their advantage. I haven't heard any smashingly convincing evidence that there is some insight which can be applied across the board. It mostly sounds like people picking a preference and arguing for it. I don't see whay science is special here.
If I was to pick my own bias and go with it, it's that education at some point (I don't know if it's at 5 or 25) needs to get students to really internalize the actual process of learning and practice. Spend a quality hour a day on piano and you will get good at piano. Same goes for maths, painting, fiction writing, foreign languages and lucha libre.
They needs to realize that they can get good at stuff. They need to realize how much work it is and they need to internalize that they (specifically) can do it.
I have another pet peeve here. These discussions start with a problem and the immediate assumption is that the educational establishment needs to fix it. Well, the educational establishment is a huge lumbering giant and it's not necessarily the right man for the job. What about the ballet instructor, mother or godfather.
We're talking more about child psychology than science education here. Raising kids better is certainly an admirable goal, but is this best addressed at a humanity-as-a-whole level? Do you have a daughter, nephew or godson? Can you make a difference as an adult in their life? Why not start there. At least it's something most of us can do something about.