Ellipses: “First of all, we can praise wisely, not praising intelligence or talent. That has failed…. But praising the process that kids engage in, their effort, their strategies, their focus, their perseverance, their improvement. This process of praise creates kids who are hardy and resilient.”
Brackets: “And universities will have reinforced the belief that it’s okay to filter out the positive. If students graduate believing that they can learn nothing from people they dislike or from those with whom they disagree, we [educators] will have done them a great intellectual disservice.”
Signal Phrasing:
Original: “Attempts to shield students from words, ideas, and people that might cause them emotional discomfort are bad for the students. They are bad for the workplace, which will be mired in unending litigation if student expectations of safety are carried forward.”
Revised: When these college students are continuously hiding from the hard conversations that are very present in the real world, they may be considered not fit to be a part of society. And this is very evident when Lukianoff and Haidt say, “Attempts to shield students from words, ideas, and people that might cause them emotional discomfort are bad for the students. They are bad for the workplace, which will be mired in unending litigation if student expectations of safety are carried forward.”
Original: “Let’s not waste any more lives, because once we know that abilities are capable of such growth, it becomes a basic human right for children, all children, to live in places that create that growth, to live in places filled with “yet.’”
Revised: If we don’t try and create this change with these students, we are going to see that their full educational potential has been wasted. “Let’s not waste any more lives, because once we know that abilities are capable of such growth, it becomes a basic human right for children, all children, to live in places that create that growth, to live in places filled with “yet.’”
In-text citation:
“First of all, we can praise wisely, not praising intelligence or talent. That has failed. Don’t do that anymore. But praising the process that kids engage in, their effort, their strategies, their focus, their perseverance, their improvement. This process of praise creates kids who are hardy and resilient” (Dweck, Around 04:00).
“And universities will have reinforced the belief that it’s okay to filter out the positive. If students graduate believing that they can learn nothing from people they dislike or from those with whom they disagree, we will have done them a great intellectual disservice” (Lukianoff/Haidt, Paragraph 57).
“Attempts to shield students from words, ideas, and people that might cause them emotional discomfort are bad for the students. They are bad for the workplace, which will be mired in unending litigation if student expectations of safety are carried forward” (“The Coddling”, Paragraph 58)
“Let’s not waste any more lives, because once we know that abilities are capable of such growth, it becomes a basic human right for children, all children, to live in places that create that growth, to live in places filled with “yet’” (around 09:32).
Long Quote:
When Dweck gave this children a task here is what she observed: “I wanted to see how children coped with challenge and difficulty, so I gave 10-year-olds problems that were slightly too hard for them. Some of them reacted in a shockingly positive way. They said things like, “I love a challenge,” or, “You know, I was hoping this would be informative.” They understood that their abilities could be developed. They had what I call a growth mindset. But other students felt it was tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment, and they failed. Instead of luxuriating in the power of yet, they were gripped in the tyranny of now” (Around 00:35). When she gives this challenge to the students she sees the difference in the mindsets and how the fixed mindset student truly struggles with how to solve the problems.
Here I just picked a longer quote from Dweck that shows the difference between the two mindsets and then included a citation at the end.
