I heard about a high school in Chicago

我聽說芝加哥有一所高中，

where students had to pass a certain number of courses to graduate,

學生必須過了一定數量的 必修課才能畢業，

and if they didn't pass a course, they got the grade "Not Yet."

如果他們有某門課沒過， 那門成績就打成「還沒過」。

And I thought that was fantastic,

我認為這超棒的，

because if you get a failing grade, you think, I'm nothing, I'm nowhere.

因為如果你當了，你就會想， 我真沒用，一事無成。

But if you get the grade "Not Yet"

但是如果你的成績 寫的是「還沒過」，

you understand that you're on a learning curve.

你知道你還在學習中。

It gives you a path into the future.

它給你一條生路。

"Not Yet" also gave me insight into a critical event early in my career,

「還沒」也讓我在早期職業生涯中 對一件很關鍵的事有深入的了解，

a real turning point.

一個真正的轉捩點。

I wanted to see

那時我想知道

how children coped with challenge and difficulty,

孩童如何應付挑戰與困難，

so I gave 10-year-olds

所以我給十歲的孩童

problems that were slightly too hard for them.

一些有點超齡的問題。

Some of them reacted in a shockingly positive way.

有些孩童的反應驚人之積極。

They said things like, "I love a challenge,"

他們會說像是「我喜歡挑戰」，

or, "You know, I was hoping this would be informative."

或「你知道嗎？ 我本來就希望這會讓我有更多的認識。」

They understood that their abilities could be developed.

他們瞭解他們的能力是可以培養的。

They had what I call a growth mindset.

他們擁有我所說的成長型思維。

But other students felt it was tragic, catastrophic.

但是其它的學生卻覺得 很悲慘、被擊敗了。

From their more fixed mindset perspective,

從他們傾向固定型思維的觀點來看，

their intelligence had been up for judgment and they failed.

他們的智力受到判斷， 而他們失敗了。

Instead of luxuriating in the power of yet,

他們不但不能盡情享受 「還沒」的力量，

they were gripped in the tyranny of now.

他們反而困在目前的艱難處境。

So what do they do next?

所以他們下一步會怎麼做？

I'll tell you what they do next.

我告訴你們他們下一步會怎麼做。

In one study, they told us they would probably cheat the next time

在一項研究中，他們告訴我們 如果他們沒考過，

instead of studying more if they failed a test.

他們下次可能會作弊， 而不是更用功念書。

In another study, after a failure,

在另一項研究中，在當掉之後，

they looked for someone who did worse than they did

他們就去找比他們考得還糟的人，

so they could feel really good about themselves.

所以他們能自我感覺良好。

And in study after study, they have run from difficulty.

一項又一項的研究顯示， 他們會逃避困難。

Scientists measured the electrical activity from the brain

科學家測量腦電活動，

as students confronted an error.

看學生在出錯時的狀況。

On the left, you see the fixed mindset students.

在左方， 你看到的是固定型思維的學生。

There's hardly any activity.

幾乎測不出什麼活動。

They run from the error.

他們逃避錯誤。

They don't engage with it.

他們一點也不想參與。

But on the right, you have the students with the growth mindset,

但在右邊， 你看到成長型思維的學生，

the idea that abilities can be developed.

即能力是可以培養的想法。

They engage deeply.

他們努力參與。

Their brain is on fire with yet.

他們的腦部活動如火如荼， 因為「還沒」。

They engage deeply.

他們努力參與。

They process the error.

他們思考錯誤。

They learn from it and they correct it.

他們從中學習並修正。

How are we raising our children?

我們是怎麼教養我們的孩子？

Are we raising them for now instead of yet?

我們教養是只看眼前的成果 而不顧成長的發展？

Are we raising kids who are obsessed with getting A's?

我們要教養出一心一意 只想得 100 分的孩子？

Are we raising kids who don't know how to dream big dreams?

我們要教養出不知道如何 作遠大夢想的孩子？

Their biggest goal is getting the next A or the next test score?

他們最大的目標是再拿一個 100 分 或是通過下次考試？

And are they carrying this need for constant validation with them

難道他們一輩子都依賴於

into their future lives?

不斷地確認他們很棒？

Maybe, because employers are coming to me and saying,

或許，是因為有雇主來找我 並對我說，

we have already raised a generation

我們已經教養出一個年輕世代，

of young workers who can't get through the day

他們不知道要怎麼過

without an award.

沒有獎勵的一天。

So what can we do?

所以我們要怎麼做？

How can we build that bridge to yet?

我們要如何築橋 把「還沒」與現在連起來？

Here are some things we can do.

這些是我們能做的。

First of all, we can praise wisely, not praising intelligence or talent.

第一，我們要有智慧地讚美， 不是讚美他們的聰明或才能。

That has failed.

這樣的讚美已經沒有用。

Don't do that anymore.

不要再重蹈覆轍。

But praising the process that kids engage in:

而是要讚美孩子參與的過程：

their effort, their strategies, their focus, their perseverance,

他們的努力，他們的策略， 他們的專注，他們的堅持，

their improvement.

他們的進步。

This process praise

讚美他們的努力

creates kids who are hardy and resilient.

會教養出堅忍不拔的孩子。

There are other ways to reward yet.

還有其他的方法獎勵「還沒」。

We recently teamed up with game scientists

我們最近與

from the University of Washington

華盛頓大學的電玩學家合作，

to create a new online math game that rewarded yet.

設計了一套新的線上數學遊戲， 獎勵「還沒」。

In this game, students were rewarded for effort, strategy and progress.

在這個遊戲中，學生因其努力、 策略及過程而受到獎勵。

The usual math game

一般的數學遊戲

rewards you for getting answers right right now,

在你答對的瞬間獎勵你，

but this game rewarded process.

這組遊戲獎勵的則是過程。

And we got more effort,

我們看到學生更加努力、

more strategies,

想出更多的策略，

more engagement over longer periods of time,

花更長的時間更積極地參與，

and more perseverance when they hit really, really hard problems.

在他們碰到真的很難很難的問題時， 更有毅力。

Just the words "yet" or "not yet," we're finding,

我們發現簡單一句 「還沒」或「還可以更好」，

give kids greater confidence,

就能給孩子更多的信心，

give them a path into the future that creates greater persistence.

給他們邁向未來的一條生路， 能更有毅力。

And we can actually change students' mindsets.

我們還能真正改變學生的思維。

In one study, we taught them

在一項研究中，我們教導他們

that every time they push out of their comfort zone

每次他們把自己推出熟悉的舒適區，

to learn something new and difficult,

去學習新的、難的東西，

the neurons in their brain can form new, stronger connections,

他們腦中的神經元就開始 形成新的、更強的連結，

and over time they can get smarter.

一段時間後他們變得更聰明了。

Look what happened: in this study,

來看看發生了什麼：在這項研究中，

students who were not taught this growth mindset

沒有接受成長型思維教學的學生

continued to show declining grades over this difficult school transition,

在升班換學校等困難時刻 顯示成績持續下滑，

but those who were taught this lesson showed a sharp rebound in their grades.

但是有接受這門思維課程的學生 則顯示成績大幅反彈。

We have shown this now, this kind of improvement,

現在我們已經在成千上萬的 孩童上看到這種進步，

with thousands and thousands of kids, especially struggling students.

特別是苦苦掙扎的學生。

So let's talk about equality.

所以讓我們來談一下平等。

In our country, there are groups of students

在美國，有幾類學生

who chronically underperform,

長期表現不佳，

for example, children in inner cities,

例如貧民區的孩童，

or children on Native American reservations.

或是美國原住民保留區的孩童。

And they've done so poorly for so long that many people think it's inevitable.

他們的表現長期如此之差， 大家都認為他們就是這樣。

But when educators create growth mindset classrooms steeped in yet,

但是當老師以「還沒」觀點 設計成長型思維教學法，

equality happens.

平等就發生了。

And here are just a few examples.

隨便舉幾個例子。

In one year, a kindergarten class in Harlem, New York

僅一年的時間， 紐約哈林區的一個幼稚園班，

scored in the 95th percentile on the National Achievement Test.

其全國能力測驗得分率高達 95%。

Many of those kids could not hold a pencil when they arrived at school.

其中很多小孩剛進學校的時候 還不會拿筆。

In one year,

僅一年時間，

fourth grade students in the South Bronx, way behind,

紐約市南布朗克斯區 嚴重落後的四年級學生，

became the number one fourth grade class in the state of New York

變成紐約州全州數學測驗 排名第一的四年級生。

on the state math test.

僅一年到一年半，

In a year to a year and a half,

某美國原住民保留區 一所學校的學生

Native American students in a school on a reservation

成績從學區的墊底直升第一，

went from the bottom of their district to the top,

而且那個學區還包括 西雅圖的富裕區。

and that district included affluent sections of Seattle.

所以原住民小孩比微軟小孩棒多了。

So the native kids outdid the Microsoft kids.

能有此結果是因為

This happened because the meaning

努力與困難的意義有所轉變。

of effort and difficulty were transformed.

之前，努力與困難

Before, effort and difficulty

讓他們覺得很蠢， 讓他們覺得很想放棄，

made them feel dumb, made them feel like giving up,

但是現在，努力與困難，

but now, effort and difficulty,

成了他們神經元產生新連結的時候，

that's when their neurons are making new connections,

還是更強的連結。

stronger connections.

那就是他們變更聰明的時候。

That's when they're getting smarter.

我最近收到一封 13 歲男孩 寫給我的信。

I received a letter recently from a 13-year-old boy.

他說：「親愛的德威克教授，

He said, "Dear Professor Dweck,

我明白你的文章 有紮實的科學根據，

I appreciate that your writing is based on solid scientific research,

這就是為什麼我決定 要將其付諸實踐。

and that's why I decided to put it into practice.

我在課業上下了更多工夫，

I put more effort into my schoolwork,

還有我與我家人的關係上，

into my relationship with my family,

還有我與同學的關係上，

and into my relationship with kids at school,

而我在這些方面都經歷長足進步，

and I experienced great improvement in all of those areas.

我現在才明瞭之前我多浪費生命。」

I now realize I've wasted most of my life."

不要再浪費生命了，

Let's not waste any more lives,

因為一但我們知道

because once we know

能力是能如此培養成長的，

that abilities are capable of such growth,

它就變成孩童、所有孩童的 基本人權，

it becomes a basic human right for children, all children,

在創造此等成長的地方生活，

to live in places that create that growth,

在充滿「還沒」的氛圍下生活。

to live in places filled with yet.

謝謝。

Thank you.

（掌聲）

(Applause)