Sign up for our newsletter to become part of the conversation:
** Please enter a valid email to join our community **
Thank you for joing the Mindset Works Community! Check your email for more information.
Do you tend to think that your health was predetermined by the genes you inherited from your parents? Think again. Discoveries in the field of epigenetics are showing that we have a huge amount of influence on our genetic expression when it comes to health, well-being, and disease prevention.
As we navigate through life, we can either travel purposely in our desired direction or we can surrender to the winds like a drunken sailor.
If we simply go with the flow and let the currents take us where they may, we may not like the place where we end up. We may arrive decades from now at a place full of regrets. And if there are important challenges in the way that we, as a society, lead our lives, prepare future generations, and take care of ourselves and loved ones, then going with the flow may not lead us to a place that we like.
Are you letting the wind and currents take you where they may, or do you have a Northern Star?
James is our colleague in Australia and this post was originally on his blog in June 2016.
Sometimes I'm asked, "James, what's your mindset? And I'm inclined to reply "Which one? I've got lots of them." But that's only partly true.
In Carol Dweck's research she often talks about a person's mindset, and it's easy to be misled into believing that people have just one. But that's not true. The research only reads that way because it's usually talking about a person's mindset in a particular context. In different contexts, we can have a completely different mindset.
"Not everything that counts can be counted, and not everything that can be counted counts." - William Bruce Cameron (and on a sign hanging in Albert Einstein's office)
"What is water?" said one fish to the other, illustrating that "the most obvious, important realities are often the ones that are hardest to see and talk about" (David Foster Wallace). One of these realities is that we teach competencies that can be easily tested and quantified rather than what is most important. This reality may seem obvious, but why do we keep doing it? If we strive to develop student agency, can we do a better job at taking agency ourselves for what we deem important?