There's something about taking the path of least resistance that makes a lot of sense. But at the same time, we have to figure out which things in life are worth struggling through.
Angela DuckworthRead
Negative feelings are typical of learning, and you shouldn't feel like you're stupid when you're frustrated doing something. You might say to yourself, 'I can't do this,' but you should say, 'That's great.' That means you really have the potential to learn something there.
Interpretation
Negative feelings during learning indicate growth potential, not stupidity.
This quote highlights the normalcy of experiencing frustration while learning something new. Angela Duckworth emphasizes that such feelings are a natural part of the learning process and should be embraced, as they signify that one is on the verge of acquiring new skills or knowledge. Instead of viewing frustration as a failure, it should be reframed as an opportunity for growth and achievement.
In practice
In a seminar about overcoming obstacles in education, this quote can inspire students to embrace challenges.
There's something about taking the path of least resistance that makes a lot of sense. But at the same time, we have to figure out which things in life are worth struggling through.
There's this really awesome theory of human motivation - that human beings all want three things. One is to be competent, one is to belong, and one is be free, as in to have choice: to not be told what to do but to choose what to do.
I don't think that every child in America is going to necessarily aspire to, you know, a four-year degree from a liberal arts college or a certain kind of life. I think that people should learn to be excellent in the thing that they choose to do.
As our knees and hips and eyesight deteriorate, we become more dependable, less impulsive, kinder, and less moody. Psychologists call this the maturity principle. My own life experience fits this principle to a T.
I think the questions on the grit scale about not letting setbacks disappoint you, finishing what you begin, doing things with focus, I think that those are things I would aspire to or hope for for all our children.
Anyone can be a moral individual, concerned with human rights and problems; but only a college professor, a trained expert, can solve technical problems by 'sophisticated' methods. Ergo, it is only problems of the latter sort that are important or real.
Contrary to popular belief, I don't spend a whole lot of time following soccer. But as I have traveled around the world to better understand global development and health, I've learned that soccer is truly universal. No matter where I go, that's what kids are playing. That's what people are talking about.
The child often sees only what he already knows. He projects the whole of his verbal thought into things. He sees mountains as built by men, rivers as dug out with spades, the sun and moon as following us on our walks.
The ideal of an all-sided education for youth had always been close to my heart. I saw clearly the arid results of ordinary instruction, aimed only at the development of body and intellect.
Education without social action is a one-sided value because it has no true power potential.
I think the cardinal rule of learning to write is learning to read first. I learned to write by learning to read.
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