TED演講：成功的鑰匙？毅力

　　What struck me was that I.Q. was not the only difference between my best and my worst students. Some of my strongest performers did not have stratospheric I.Q. scores. Some of my smartest kids weren't doing so well.

　　我發(fā)現(xiàn)，我最好和最差的學(xué)生之間的差異 并不僅僅是智商。 有些非常優(yōu)秀的學(xué)生 智商并非特別得高 有些非常聰明的學(xué)生，學(xué)業(yè)也并非很好。

　　And that got me thinking. The kinds of things you need to learn in seventh grade math, sure, they're hard: ratios, decimals, the area of a parallelogram. But these concepts are not impossible, and I was firmly convinced that every one of my students could learn the material if they worked hard and long enough.

　　這引發(fā)了我的思考。 七年級(jí)數(shù)學(xué)要學(xué)的東西 確實(shí)挺難：比例、小數(shù)、 平行四邊形的面積。 但這些概念并不是不能理解， 我也堅(jiān)信我的每一位學(xué)生 都能學(xué)會(huì)這些知識(shí)， 只要他們足夠認(rèn)真、堅(jiān)持用功。

　　After several more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective, from a psychological perspective. In education, the one thing we know how to measure best is I.Q., but what if doing well in school and in life depends on much more than your ability to learn quickly and easily?

　　教了幾年以后， 我得出一個(gè)結(jié)論： 我們的教育所需要的 是一種對(duì)學(xué)生、對(duì)學(xué)習(xí)更好的理解—— 從動(dòng)機(jī)的角度、 從心理的角度去理解。 在教育領(lǐng)域，我們最擅長(zhǎng)測(cè)試的指標(biāo) 是智商， 但如果說(shuō)在學(xué)校和生活中的表現(xiàn)好壞 不僅僅取決于 你是否能又好又快地學(xué)習(xí)呢?

　　So I left the classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to West Point Military Academy.

　　于是，我離開(kāi)了課堂， 來(lái)到了研究所，成為了一名心理學(xué)家。 我開(kāi)始研究?jī)和c成人 處于各種艱巨挑戰(zhàn)中的表現(xiàn)。 在每次研究中，我關(guān)注的是： 誰(shuí)會(huì)成功?爲(wèi)什麼會(huì)成功? 我和我的研究團(tuán)隊(duì)去了西點(diǎn)軍校。

　　We tried to predict which cadets would stay in military training and which would drop out. We went to the National Spelling Bee and tried to predict which children would advance farthest in competition.

　　我們?cè)囍A(yù)測(cè)哪些學(xué)員 能通過(guò)軍事訓(xùn)練，哪些會(huì)放棄。 我們?nèi)タ慈珖?guó)拼字比賽， 試著預(yù)測(cè)哪些孩子能在比賽中 笑到最后。

　　We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who will be the most effective at improving learning outcomes for their students?

　　我們研究在非常艱苦的環(huán)境下 工作的新教師， 預(yù)測(cè)哪些教師在學(xué)年末時(shí) 還能堅(jiān)持在崗位上。 當(dāng)然還有，哪些教師教出的學(xué)生 成績(jī)的提高最為顯著?

　　We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And who's going to earn the most money? In all those very different contexts, one characteristic emerged as a significant predictor of success. And it wasn't social intelligence. It wasn't good looks, physical health, and it wasn't I.Q. It was grit.

　　我們和私人公司合作， 預(yù)測(cè)哪些銷售人員能保住工作?誰(shuí)能賺最多錢? 在這些非常不同的背景下， 我們發(fā)現(xiàn)有一個(gè)特質(zhì) 能夠很好地預(yù)測(cè)成功。 它不是社交能力。 不是美麗的外貌，不是健康的身體，也不是智商。 而是意志力。

　　Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like it's a marathon, not a sprint.

　　意志力是面對(duì)長(zhǎng)遠(yuǎn)目標(biāo)時(shí)的熱情和毅力。 意志力是有耐力的表現(xiàn)。 意志力是日復(fù)一日依然對(duì)未來(lái)堅(jiān)信不已 不只是這周、 不只是這個(gè)月， 而是年復(fù)一年。用心、努力工作 來(lái)實(shí)現(xiàn)所堅(jiān)信的那個(gè)未來(lái)。 意志力是將生活看作是一場(chǎng)馬拉松，不是短跑。

　　A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school.

　　幾年前，我在芝加哥公立學(xué)校 開(kāi)始研究意志力。 我請(qǐng)數(shù)以千計(jì)的高中生 填寫(xiě)關(guān)于意志力的問(wèn)卷。 然后等了大約一年多 看看誰(shuí)會(huì)畢業(yè)。 結(jié)果發(fā)現(xiàn)，意志力越堅(jiān)定的孩子 畢業(yè)的可能性明顯越高， 其他所有可能的影響因素都被考慮并排除了 比如家庭收入， 標(biāo)準(zhǔn)化測(cè)驗(yàn)的分?jǐn)?shù)， 甚至孩子們?cè)趯W(xué)校時(shí)的安全感。

　　So it's not just at West Point or the National Spelling Bee that grit matters. It's also in school, especially for kids at risk for dropping out. To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, "How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run?" The honest answer is, I don't know.

　　所以意志力并不只是在 西點(diǎn)軍?；蛉珖?guó)拼字比賽中 非常重要。在學(xué)校， 尤其是對(duì)有輟學(xué)危險(xiǎn)的孩子來(lái)說(shuō)， 意志力同樣重要。 關(guān)于意志力，最令我吃驚的事情 是我們以及科學(xué)界 對(duì)于如何鍛煉意志力知之甚少。 每天，家長(zhǎng)和老師都會(huì)問(wèn)我， "如何鍛煉孩子們的意志力? 我怎么教會(huì)孩子堅(jiān)實(shí)的職業(yè)道德? 怎樣才能讓他們有長(zhǎng)遠(yuǎn)的動(dòng)力?” 最誠(chéng)實(shí)的回答是，我不知道。

　　(Laughter)

　　(笑聲)

　　What I do know is that talent doesn't make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.

　　我所知道的是，有才華不意味著就有意志力。 我們的資料非常清楚地揭示 有很多才華橫溢的人 并不能堅(jiān)持到底，實(shí)現(xiàn)承諾。 事實(shí)上，我們的研究發(fā)現(xiàn)， 意志力通常與才華無(wú)關(guān)， 有時(shí)甚至成反比。

　　So far, the best idea I've heard about building grit in kids is something called "growth mindset." This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, they're much more likely to persevere when they fail, because they don't believe that failure is a permanent condition.

　　關(guān)于鍛煉孩子們的意志， 到目前為止，我聽(tīng)過(guò)的最好的方法 叫做“成長(zhǎng)型思維模式”理論。 這是史丹福大學(xué)的 Carol Dweck 的研究的成果。 這個(gè)理論相信 學(xué)習(xí)的能力不是一成不變的， 它會(huì)由于你的努力發(fā)生變化。 Dweck 博士已證明，當(dāng)孩子們 閱讀和學(xué)習(xí)大腦的相關(guān)知識(shí) 以及大腦在面對(duì)挑戰(zhàn)時(shí) 會(huì)怎樣變化和成長(zhǎng)時(shí)， 他們更有可能在失敗時(shí)繼續(xù)堅(jiān)持， 因?yàn)樗麄儾幌嘈?他們永遠(yuǎn)會(huì)失敗。

　　So growth mindset is a great idea for building grit. But we need more. And that's where I'm going to end my remarks, because that's where we are. That's the work that stands before us. We need to take our best ideas, our strongest intuitions, and we need to test them. We need to measure whether we've been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned.

　　所以，成長(zhǎng)型思維模式是 一種鍛煉意志力的好方法。 但我們還需要更多這樣的理念。 而今天我的演講就到此為止， 因?yàn)檫@就是我們當(dāng)下的認(rèn)知。 這就是擺在我們面前的任務(wù)。 我們需要拿出我們最好的想法、最強(qiáng)的直覺(jué) 對(duì)他們進(jìn)行檢驗(yàn)。 我們需要衡量我們是否取得了成功， 我們必須愿意失敗、愿意犯錯(cuò)、 愿意吸取教訓(xùn)并從頭開(kāi)始。

　　In other words, we need to be gritty about getting our kids grittier.

　　換句話說(shuō)，在加強(qiáng)我們孩子意志力這件事上， 我們自己也要有不懈的意志。

　　Thank you.

　　謝謝。

　　(Applause)

　　掌聲