# Mindset: The New Psychology of Success by Carol Dweck

An episode of [The Book Breakdown](https://invisiblenetwork.ai/podcast/6801787989), 10 Aug 2026, 58 min.

Audio: https://feeds.hustlestudios.net/link/24537/17422987/mindset_ep003.mp3

What if the single most important factor in your success is not your talent, your intelligence, or your connections -- but what you BELIEVE about those things? In this episode, we dive deep into Carol Dweck's groundbreaking book Mindset: The New Psychology of Success. Dweck's research reveals that people operate from one of two core beliefs: a fixed mindset (your abilities are carved in stone) or a growth mindset (your abilities can be developed through effort and learning). This simple distinction shapes everything from how children respond to failure, to how athletes perform under pressure, to how companies build their cultures, to how couples navigate conflict. We break down the science behind neuroplasticity and why your beliefs literally change how your brain works. We explore how the way you praise your kids (smart vs. hard-working) determines whether they avoid or embrace challenges. We look at real-world examples from sports, business, and education. And we give you practical exercises you can start using today to shift from a fixed mindset to a growth mindset. This is one of those books that can genuinely change the trajectory of your life -- if you let it. CHAPTERS: 0:00 - Welcome and Introduction 2:00 - The Origin Story 5:00 - The Two Mindsets: Fixed vs. Growth 10:00 - The Science Behind the Beliefs 15:00 - How Praise Shapes Everything 20:00 - The Power of Yet 23:00 - Mindset and Achievement 28:00 - The Research Journey 32:00 - Mindset in Relationships 37:00 - Changing Your Mindset 40:00 - The False Growth Mindset 43:00 - Mindset in Education 46:00 - Mindset and Creativity 48:00 - Mindset and Leadership 50:00 - Mindset and Physical Health 52:00 - Parenting with Growth Mindset 54:00 - The Digital Age and Mindset 55:00 - The Courage to Be a Beginner 56:00 - Practical Takeaways 57:00 - Next Book Teaser and Network Shoutout --- Listen to Hustle Studios Radio 24/7! Live stream: https://radio.hustlestudios.net/live All our podcasts - playing back to back, anytime! #BookBreakdown #SelfHelp #Mindset #GrowthMindset #HustleStudios Become a supporter of this podcast: https://www.spreaker.com/podcast/the-book-breakdown--7241516/support. Thank you for listening to The Book Breakdown. Your journey of continuous learning and personal development continues. Follow the podcast so you never miss the next deep dive, key insight, practical takeaway, and chapter breakdown. Support The Book Breakdown financially and help us continue producing high-quality, actionable episodes: https://www.spreaker.com/podcast/the-book-breakdown--7241516/support Disclaimer: The Book Breakdown is an independent educational and commentary podcast. It is not officially affiliated with, endorsed by, or sponsored by the authors, original publishers, or copyright holders of the books discussed. All book titles, quotes, concepts, and trademarks remain the property of their respective owners. This podcast presents transformative commentary, analysis, and educational takeaways for personal development purposes. Produced by HustleStudios Podcast Network.

## Transcript

[0:04] Speaker 1: US Studios. Hey everyone, welcome back to the Book Breakdown.
[0:11] Speaker 1: I am so excited about this one because today we
[0:14] Speaker 1: are diving into a book that genuinely changed the way
[0:17] Speaker 1: I think about thinking. We are talking about Mindset by
[0:20] Speaker 1: Carol Dweck. And if you have ever caught yourself saying
[0:23] Speaker 1: I am just not a math person, or I could
[0:26] Speaker 1: never learn to paint, or creativity is something you are
[0:30] Speaker 1: either born with or you are not, this episode is
[0:33] Speaker 1: going to hit different. Before we get into it, a
[0:36] Speaker 1: quick reminder that this show is part of the Hustle
[0:38] Speaker 1: Studios podcast network. We have got outstanding shows covering every
[0:42] Speaker 1: angle of self improvement, storytelling, and culture. Check out the
[0:46] Speaker 1: other podcasts on the network because there is something for
[0:49] Speaker 1: everyone and if you want you here, welcome. The Book
[0:52] Speaker 1: Breakdown is where we take the biggest self help books
[0:54] Speaker 1: and break them down cover to cover, not just a
[0:57] Speaker 1: surface summary, but a real deep dive into what the
[0:59] Speaker 1: author is at actually saying and how it applies to
[1:01] Speaker 1: your everyday life. Today we are tackling Carol Dweck's Mindset.
[1:05] Speaker 1: This book was first published in two thousand and six
[1:08] Speaker 1: and it has become one of the most influential psychology
[1:11] Speaker 1: books of the twenty first century. It has shaped how
[1:14] Speaker 1: schools teach, how coaches coach, how parents parent, and how
[1:18] Speaker 1: companies build their cultures. And at the center of all
[1:21] Speaker 1: of it is one deceptively simple idea, the idea that
[1:25] Speaker 1: your beliefs about your own abilities matter more than the
[1:28] Speaker 1: abilities themselves. That is a bold claim, but Dwek has
[1:33] Speaker 1: spent decades researching this and the evidence is overwhelming. So
[1:37] Speaker 1: today we are going to break this book down chapter
[1:39] Speaker 1: by chapter, concept by concept, we will look at what
[1:42] Speaker 1: a fixed mindset actually is versus a growth mindset, how
[1:46] Speaker 1: these beliefs shape everything from athletic performance to romantic relationships,
[1:51] Speaker 1: and most importantly, how you can actually shift from one
[1:54] Speaker 1: to the other, because knowing about the mindsets is not
[1:57] Speaker 1: the same as living in a growth mindset. Dweck herself
[2:01] Speaker 1: has said that she still catches herself slipping into a
[2:03] Speaker 1: fixed mindset, and she has been studying this for forty years.
[2:08] Speaker 1: So let us get into it. Carol Dweck starts the
[2:10] Speaker 1: book with a personal story that sets the stage for
[2:12] Speaker 1: everything that follows. She describes growing up in a household
[2:16] Speaker 1: where effort was everything. Her father would praise her brother
[2:19] Speaker 1: and her not for their test scores or their natural abilities,
[2:23] Speaker 1: but for how hard they worked. If one of them
[2:25] Speaker 1: got a high grade, her father would say, hey, you
[2:28] Speaker 1: did not have to work that hard for that one.
[2:30] Speaker 1: But if they struggled and pushed through, that is what
[2:33] Speaker 1: got the attention and the admiration. Now that might sound
[2:36] Speaker 1: like a small thing, but Dweck discovered later that it
[2:39] Speaker 1: was enormous because that household emphasis on effort rather than talent,
[2:43] Speaker 1: planted the seeds of something she would later call a
[2:46] Speaker 1: growth mindset. But she also makes it clear that she
[2:50] Speaker 1: did not always have this figured out. Early in her
[2:54] Speaker 1: research career, she noticed something strange. Some students, when faced
[2:58] Speaker 1: with difficult problems, would lean in and get excited. Others
[3:03] Speaker 1: would fall apart same problem, totally different reactions, and she
[3:08] Speaker 1: wanted to understand why. She started asking a question that
[3:12] Speaker 1: seems obvious now but was not obvious then, what do
[3:17] Speaker 1: people believe about their own intelligence? Not how smart are you?
[3:21] Speaker 1: But what do you think intelligence actually? Is? Is it
[3:24] Speaker 1: something fixed that you are born with or is it
[3:27] Speaker 1: something that can grow and develop. That question became the
[3:30] Speaker 1: foundation of decades of research that produced this book. And
[3:34] Speaker 1: here's what makes Dweck's story so relatable. She did not
[3:38] Speaker 1: start with the answer. She started with curiosity. She was
[3:41] Speaker 1: a graduate student watching these kids solve puzzles, and something
[3:45] Speaker 1: did not add up. The kids who breathed through easy
[3:48] Speaker 1: problems would shut down when things got hard. The kids
[3:50] Speaker 1: who struggled at first would light up when they found
[3:53] Speaker 1: the harder version of the test. She kept asking why,
[3:57] Speaker 1: and that why led her down a path that would
[4:00] Speaker 1: eventually reshape how millions of people think about themselves. Let
[4:04] Speaker 1: us get into the core framework, because everything in this
[4:07] Speaker 1: book flows from two fundamental beliefs about yourself. The fixed
[4:11] Speaker 1: mindset is the belief that your qualities are carved in stone.
[4:15] Speaker 1: You have a certain amount of intelligence, a certain amount
[4:18] Speaker 1: of personality, a certain amount of talent, and that is it.
[4:21] Speaker 1: That is what you have to work with. People with
[4:23] Speaker 1: a fixed mindset believe that their basic abilities, intelligence, and
[4:28] Speaker 1: talents are simply fixed traits. They believe that talent alone
[4:32] Speaker 1: creates success without effort, and the constant goal becomes looking
[4:37] Speaker 1: smart at all costs. Now, think about what that does
[4:40] Speaker 1: to your psychology. If you believe your intelligence is fixed,
[4:44] Speaker 1: then every situation becomes a test. Every challenge is a
[4:48] Speaker 1: threat to your identity. Every failure is evidence that maybe
[4:52] Speaker 1: you are not as smart or as talented as you
[4:54] Speaker 1: thought you were. So what do you do? You avoid
[4:58] Speaker 1: challenges risk looking stupid. If your abilities are finite and observable,
[5:04] Speaker 1: you give up easily because struggle means you are not
[5:07] Speaker 1: naturally gifted. You ignore useful criticism because criticism threatens the
[5:11] Speaker 1: image of being smart, And when you see someone else succeed,
[5:15] Speaker 1: you feel threatened because their success somehow diminishes your own
[5:18] Speaker 1: fixed abilities. That is the fixed mindset trap. It turns
[5:24] Speaker 1: every experience into a judgment about who you are. And
[5:27] Speaker 1: the most insidious part is that it can look like confidence.
[5:31] Speaker 1: The person who always needs to be right, who cannot
[5:34] Speaker 1: admit mistakes, who deflects blame, they are often the most
[5:38] Speaker 1: deeply fixed mindset person in the room. Their identity is
[5:41] Speaker 1: so wrapped up in being talented that any threat to
[5:45] Speaker 1: that image feels existential. Now contrast this with the growth mindset.
[5:50] Speaker 1: The growth mindset is the belief that your basic abilities
[5:54] Speaker 1: can be developed through dedication, hard work, and learning. Brain
[5:58] Speaker 1: science and learning are not about some fixed, unchangeable ability.
[6:02] Speaker 1: They are about a process, a journey. People with a
[6:05] Speaker 1: growth mindset believe that effort is the path to mastery.
[6:09] Speaker 1: They believe that anyone can get better at anything if
[6:11] Speaker 1: they put in the work. And here is what is
[6:13] Speaker 1: powerful about this mindset. It does not mean everyone is
[6:17] Speaker 1: the same or that talent does not exist. Dwek is
[6:21] Speaker 1: very clear about that some people do start with certain advantages,
[6:25] Speaker 1: certain natural tendencies. But the growth mindset says that effort
[6:29] Speaker 1: is what develops your abilities, not the other way around.
[6:32] Speaker 1: The growth mindset creates a passion for learning rather than
[6:35] Speaker 1: a hunger for approval. It sees failure not as evidence
[6:38] Speaker 1: of inequacy, but as a chance to grow, to improve,
[6:42] Speaker 1: to expand what you are capable of. When you have
[6:44] Speaker 1: a growth mindset, challenges become opportunities, Obstacles become things to
[6:49] Speaker 1: work through, criticism becomes useful information, and other people's success
[6:54] Speaker 1: becomes inspiring rather than threatening. You can learn from it,
[6:58] Speaker 1: You can study it, can figure out what they did
[7:01] Speaker 1: that you can incorporate into your own journey. The difference
[7:04] Speaker 1: between these two mindsets plays out in every corner of life.
[7:08] Speaker 1: In school, the fixed mindset student takes the class they
[7:12] Speaker 1: know they will ace. The growth mindset student takes the
[7:16] Speaker 1: class that scares them. In the gym, the fixed mindset
[7:21] Speaker 1: person does the exercises they are already good at. The
[7:26] Speaker 1: growth mindset person focuses on their weaknesses. In a relationship,
[7:30] Speaker 1: the fixed mindset person waits for the perfect partner to appear.
[7:35] Speaker 1: The growth mindset person knows that even good relationships require
[7:38] Speaker 1: ongoing work and attention. This is where Dwek really separates
[7:43] Speaker 1: herself from the self help crowd. This is not just
[7:46] Speaker 1: motivational theory. She cites studies from neuroscience, from developmental psychology,
[7:52] Speaker 1: from educational research that all point in the same direction.
[7:56] Speaker 1: Your beliefs about your abilities physically change how your brain works.
[8:00] Speaker 1: There is research showing that when you learn something new,
[8:02] Speaker 1: when you really push yourself, your brain forms new neural connections.
[8:07] Speaker 1: It is called neuroplasticity. Your brain is actively growing and
[8:10] Speaker 1: changing based on what you ask it to do. People
[8:13] Speaker 1: with a fixed mindset tend to believe that the brain
[8:16] Speaker 1: is basically static. After a certain age, you either have
[8:19] Speaker 1: it or you do not. But the science says otherwise.
[8:22] Speaker 1: The brain is more like a muscle than like a
[8:24] Speaker 1: computer chip. Use it and it grows, Challenge it and
[8:28] Speaker 1: it adapts. One of the most fascinating studies DWEK references
[8:33] Speaker 1: involved students with different mindsets and their brain activity while
[8:37] Speaker 1: solving problems. Students with a growth mindset showed increased brain
[8:41] Speaker 1: activity when they made errors, particularly in areas associated with
[8:44] Speaker 1: attention and error correction. Their brains were actually working harder
[8:49] Speaker 1: to learn from the mistake. Students with a fixed mindset
[8:51] Speaker 1: showed a decrease in brain activity after errors, as if
[8:55] Speaker 1: their brain was essentially giving up same errors, same difficulty,
[8:59] Speaker 1: completely different neurological response. That is not just a difference
[9:03] Speaker 1: in attitude. That is a difference in how the brain
[9:05] Speaker 1: processes information, and it has massive implications for everything from education,
[9:10] Speaker 1: to career development to personal relationships. There is another study
[9:15] Speaker 1: that really brings this home. Researchers had students from different
[9:19] Speaker 1: mindset backgrounds learn a new set of skills over a
[9:22] Speaker 1: period of time. At the beginning, their skill levels were
[9:24] Speaker 1: roughly comparable, but over time, the growth mindset students pulled
[9:28] Speaker 1: ahead significantly, not because they were smarter to begin with,
[9:32] Speaker 1: but because their beliefs about learning caused them to engage
[9:35] Speaker 1: more deeply, to practice more strategically, and to persist longer
[9:39] Speaker 1: through difficulty. Their mindset created a virtuous cycle. They believed
[9:43] Speaker 1: they could grow, so they tried harder, so they grew,
[9:46] Speaker 1: which reinforced their belief that they could grow, which made
[9:49] Speaker 1: them try even harder. The fixed mindset students were step
[9:53] Speaker 1: in the opposite cycle. They believed they could not grow,
[9:56] Speaker 1: so they stopped trying, so they did not grow, which
[10:00] Speaker 1: reinforce their belief that they could not grow. This is
[10:03] Speaker 1: not about will power or motivation in the traditional sense.
[10:07] Speaker 1: This is about a deep, fundamental belief that shapes every
[10:10] Speaker 1: interaction you have with learning, and the most powerful thing
[10:13] Speaker 1: about it is that it can be changed. Beliefs are
[10:15] Speaker 1: not facts, they are habits of thought, and habits can
[10:18] Speaker 1: be relearned. This might be the most practical and immediately
[10:21] Speaker 1: applicable section of the entire book, because Duek lays out
[10:24] Speaker 1: in stark terms how the way we praise children, employees, students,
[10:29] Speaker 1: and ourselves determines which mindset we develop. For years, the
[10:34] Speaker 1: conventional wisdom was to praise ability. Tell your kids they
[10:38] Speaker 1: are smart, tell them they are talented, tell them they
[10:41] Speaker 1: are gifted. This builds confidence right wrong. Duek ran a
[10:46] Speaker 1: series of experiments that completely upended this belief. In one
[10:50] Speaker 1: landmark study, she gave a group of children a simple puzzle.
[10:54] Speaker 1: After they finished, she praised them, but in two different ways.
[10:58] Speaker 1: One group was told you must be really smart. The
[11:02] Speaker 1: other group was told you must have worked really hard.
[11:05] Speaker 1: Just that one sentence, smart versus hard, same puzzle, same success,
[11:11] Speaker 1: different praise. Then she offered them a choice. They could
[11:14] Speaker 1: do an easy puzzle, something they would definitely succeed at,
[11:18] Speaker 1: or a harder puzzle that they might struggle with but
[11:20] Speaker 1: would learn more from. The Children who were praised for
[11:24] Speaker 1: being smart overwhelmingly chose the easy puzzle. The children who
[11:28] Speaker 1: were praised for effort overwhelmingly chose the harder one. Think
[11:33] Speaker 1: about that for a second. One sentence of praise, and
[11:37] Speaker 1: it changed what children chose to do next. The smart
[11:41] Speaker 1: kids chose the safe option because they did not want
[11:44] Speaker 1: to risk losing their smart label. The effort kids chose
[11:48] Speaker 1: the challenge because that was where the growth was. And
[11:51] Speaker 1: this pattern played out over and over in dozens of
[11:53] Speaker 1: studies with thousands of children across different age groups, cultures,
[11:57] Speaker 1: and socioeconomic backgrounds. And it gets worse for the smart
[12:01] Speaker 1: kids when ATWAK gave both groups a test that was
[12:04] Speaker 1: designed to be really difficult, designed for older students. The
[12:08] Speaker 1: smart praised kids lost confidence, lost enjoyment, and their performance
[12:13] Speaker 1: actually dropped. They said they felt stupid. Meanwhile, the effort
[12:17] Speaker 1: praise kids said the test was interesting, they wanted to
[12:20] Speaker 1: learn more, and their performance stayed steady or even improved.
[12:24] Speaker 1: The same kids, the same test, the same ability level.
[12:28] Speaker 1: The only difference was what they had been told about themselves.
[12:32] Speaker 1: The same thing happens with adults. Klike described studies in
[12:35] Speaker 1: corporate settings where employees were told either you were a
[12:38] Speaker 1: high performer or you have demonstrated exceptional effort. The effort
[12:43] Speaker 1: praised employees performed better on subsequent tasks, were more likely
[12:47] Speaker 1: to seek feedback, and were more resilient after setbacks. The
[12:51] Speaker 1: ability praised employees actually performed worse because they were now
[12:55] Speaker 1: protecting their label instead of pushing themselves. This has major
[12:59] Speaker 1: implications for how we talk to ourselves too. Every time
[13:02] Speaker 1: you think I am bad at this, or I am
[13:04] Speaker 1: not a math person, or I cannot write, you are
[13:07] Speaker 1: giving yourself ability praise and putting yourself in a fixed mindset.
[13:11] Speaker 1: Every time you think I have not figured this out yet,
[13:14] Speaker 1: or this is challenging, but I can learn it, or
[13:16] Speaker 1: let me try a different approach. You are giving yourself effort, praise,
[13:19] Speaker 1: and activating a growth mindset. The language you use internally
[13:23] Speaker 1: is the most consistent form of praise or criticism you
[13:26] Speaker 1: will ever receive. Nobody else is as constant in your
[13:30] Speaker 1: life as your own inner voice. And if that voice
[13:33] Speaker 1: is constantly labeling you, constantly judging your fixed traits, it
[13:38] Speaker 1: is locking you into a fixed mindset, whether you realize
[13:41] Speaker 1: it or not. Juek highlights a concept that seems almost
[13:46] Speaker 1: too simple to matter, but it is one of the
[13:48] Speaker 1: most transformative ideas in the book, the word yet, I
[13:52] Speaker 1: cannot do this versus I cannot do this yet. The
[13:56] Speaker 1: difference is one word, but it opens up an entirely
[13:59] Speaker 1: different psychological space. When you add yet to the end
[14:02] Speaker 1: of a statement about something you cannot do, you are
[14:04] Speaker 1: implicitly acknowledging that your abilities are not fixed. You are
[14:08] Speaker 1: acknowledging that, with time and effort, you can get there.
[14:11] Speaker 1: Devectorscribes visiting a high school in Chicago where students who
[14:15] Speaker 1: did not pass a class had to write not fail
[14:18] Speaker 1: on their report cards. They had to write not yet.
[14:22] Speaker 1: Instead of saying they failed the class, they wrote they
[14:25] Speaker 1: had not yet mastered it, and this small change in
[14:27] Speaker 1: language reflected a fundamental change in culture. It communicated that
[14:32] Speaker 1: learning was a process, that everyone was on a journey,
[14:35] Speaker 1: and that where you were today was not where you
[14:38] Speaker 1: had to be tomorrow. This is something you can apply
[14:41] Speaker 1: immediately in your own life. Next time you catch yourself
[14:44] Speaker 1: thinking I cannot do X, try adding yet I cannot
[14:49] Speaker 1: run a marathon yet, I cannot speak in public. Yet
[14:54] Speaker 1: I do not understand investing yet. It sounds almost childish,
[14:58] Speaker 1: but it rewires the eternal narrative from a statement of
[15:01] Speaker 1: identity to a statement of process. And it goes beyond
[15:05] Speaker 1: just adding yet, the entire framework of how you describe
[15:08] Speaker 1: your limitations matters. Instead of saying I am bad at cooking,
[15:13] Speaker 1: try saying I have not learned to cook well yet.
[15:16] Speaker 1: Instead of saying I am not creative, try saying I
[15:19] Speaker 1: have not found my creative approach yet. Instead of saying
[15:23] Speaker 1: I do not have the discipline for this, try saying
[15:25] Speaker 1: I am still building my discipline for this. Every one
[15:29] Speaker 1: of these reframes moves you from a fixed identity to
[15:32] Speaker 1: a growth process, and over time, that shift in self
[15:35] Speaker 1: talk changes what you believe is possible for yourself, What
[15:39] Speaker 1: makes swux work particularly credible is the sheer volume and
[15:43] Speaker 1: rigor of the research behind it. She did not start
[15:46] Speaker 1: with a theory and then look for evidence. She started
[15:49] Speaker 1: with observations that did not make sense and followed the
[15:52] Speaker 1: evidence wherever it led. In the early days of her career,
[15:57] Speaker 1: she was studying how children respond to failure. She would
[16:00] Speaker 1: give children problems that started easy and gradually got harder,
[16:04] Speaker 1: and she noticed that some children would lean in as
[16:06] Speaker 1: the problems got harder. They would sit up straighter, they
[16:10] Speaker 1: would focus more, their eyes would light up. They were
[16:13] Speaker 1: excited by the challenge. Other children would start to fall apart.
[16:17] Speaker 1: They would get frustrated, they would lose confidence, they'd eventually
[16:21] Speaker 1: give up. The same children facing the same problems, having
[16:25] Speaker 1: the same level of actual ability, but their responses were
[16:29] Speaker 1: completely different. And the children who leaned into the challenge,
[16:32] Speaker 1: who enjoyed the harder problems, they actually performed better over time,
[16:36] Speaker 1: not because they were smarter, but because they were engaging
[16:39] Speaker 1: more deeply with the learning process. Duek spent years trying
[16:43] Speaker 1: to figure out what separated these two groups of children.
[16:46] Speaker 1: She looked at gender, at socioeconomic status, at race, at
[16:51] Speaker 1: prior academic performance. None of these factors reliably predicted who
[16:55] Speaker 1: would lean in and who would fall apart. The predictor
[16:58] Speaker 1: was something else, entirely, something that was not measured by
[17:01] Speaker 1: any standard assessment. That something was their belief about the
[17:06] Speaker 1: nature of intelligence itself. Children who believed intelligence was fixed
[17:10] Speaker 1: tended to fall apart when problems got hard. Children who
[17:13] Speaker 1: believed intelligence could grow tended to lean in. And this
[17:17] Speaker 1: belief was not something they were born with. It was
[17:19] Speaker 1: something they had learned from their environment, from the messages
[17:22] Speaker 1: they received from parents, teachers, and peers about what it
[17:25] Speaker 1: means to be smart. This finding led to a crucial
[17:29] Speaker 1: distinction that Twek makes early in the book. She distinguishes
[17:32] Speaker 1: between a fixed theory of intelligence and a growth theory
[17:35] Speaker 1: of intelligence. The fixed theory says intelligence is a single,
[17:39] Speaker 1: fixed quantity that you possess. The growth theory says intelligence
[17:44] Speaker 1: is a malleable quality that can be developed through effort
[17:47] Speaker 1: and good strategies. These are not just academic distinctions. They
[17:51] Speaker 1: are the lenses through which people interpret their entire experience
[17:54] Speaker 1: of learning and achievement. One of the most compelling parts
[17:57] Speaker 1: of the book is how Dwek shows the mindsets playing
[18:00] Speaker 1: out in real achievement scenarios, not just in school, but
[18:03] Speaker 1: in sports, in business, in the arts. In sports, she
[18:07] Speaker 1: describes how some of the greatest athletes, people like Michael
[18:10] Speaker 1: Jordan and Jackie Joyner Cercy, were not necessarily the most
[18:14] Speaker 1: naturally gifted. Jordan was cut from his high school basketball team.
[18:18] Speaker 1: Joyor Caresee was told she did not have the right
[18:21] Speaker 1: body type for track and field. But they had growth mindsets.
[18:25] Speaker 1: They treated their failures as fuel, They practiced harder, they
[18:28] Speaker 1: studied their opponents more carefully, and they developed mental toughness
[18:32] Speaker 1: that pure talent could never provide. Book contrast this with
[18:36] Speaker 1: athletes who coasted on natural ability. They might dominate early,
[18:40] Speaker 1: but when they hit a wall, when they encountered a rival,
[18:43] Speaker 1: or an injury or a slump, they had no psychological
[18:46] Speaker 1: framework for dealing with it. Their identity was built on
[18:49] Speaker 1: being talented, and when that was challenged, they had nothing
[18:52] Speaker 1: to fall back on. Effort was foreign to them because
[18:55] Speaker 1: they had never needed it, and without the habit of effort,
[18:58] Speaker 1: they could not summon it when it mattered. There is
[19:00] Speaker 1: a heartbreaking pattern in professional sports where the most hyped
[19:04] Speaker 1: prospects the ones who were identified as prodigies as children
[19:09] Speaker 1: often fail to reach their potential. They peque early because
[19:13] Speaker 1: talent was always enough until it was not, And when
[19:16] Speaker 1: the competition gets fierce enough, when everyone else is also talented,
[19:21] Speaker 1: the only differentiator left is mindset and work ethic. The athletes,
[19:26] Speaker 1: who have always relied on natural ability find themselves suddenly
[19:30] Speaker 1: outworked by people who had to earn every inch of
[19:32] Speaker 1: their skill. In business, the pattern is similar. Duec describes
[19:36] Speaker 1: companies with fixed mindset cultures where employees were afraid to
[19:39] Speaker 1: take risks, where failure was punished, where the focus was
[19:42] Speaker 1: on individual genius rather than collective growth. These companies might
[19:47] Speaker 1: have brilliant people, but they were brittle. They could not adapt,
[19:50] Speaker 1: they could not learn from their mistakes, and eventually they
[19:54] Speaker 1: got out performed by companies with growth mindset cultures, where
[19:57] Speaker 1: employees were encouraged to experiment, where failure was treated as data,
[20:02] Speaker 1: and where the emphasis was on continuous improvement. She uses
[20:05] Speaker 1: the example of Enron, a company that famously had a
[20:09] Speaker 1: fixed mindset culture. They hired for talent, they rewarded individual brilliance,
[20:14] Speaker 1: and they created an environment where admitting mistakes was career suicide,
[20:18] Speaker 1: and we all know how that ended. Contrast that with
[20:21] Speaker 1: companies like Toyota, which has a growth mindset culture built
[20:24] Speaker 1: around continuous improvement. Toyota encourages every employee from the factory
[20:29] Speaker 1: floor to the executive suite to identify problems, suggest solutions,
[20:34] Speaker 1: and participate in the learning process, and Toyota has been
[20:37] Speaker 1: one of the most consistently successful companies in the world
[20:40] Speaker 1: for decades. The Enron story is particularly instructive because it
[20:44] Speaker 1: shows how the fixed mindset can be disguised as excellence.
[20:48] Speaker 1: On the surface, Enron looked like a company full of brilliant,
[20:51] Speaker 1: driven people. They had the best talent, the highest energy,
[20:54] Speaker 1: the most aggressive goals. But underneath that surface was a
[20:58] Speaker 1: culture of fear. People were afraid to admit they did
[21:01] Speaker 1: not know something. They were afraid to ask for help.
[21:05] Speaker 1: They were afraid to say this is not working. And
[21:08] Speaker 1: that fear, that fixed mindset culture is what eventually brought
[21:11] Speaker 1: the company down. This is where the book gets really personal,
[21:15] Speaker 1: because Duex shows how the mindsets affect not just achievement,
[21:19] Speaker 1: but connection. Fixed and growth mindsets shape how we enter relationships,
[21:25] Speaker 1: how we handle conflict, and whether we are willing to
[21:27] Speaker 1: grow with another person. People with a fixed mindset about
[21:31] Speaker 1: relationships believe that compatibility is either there or it is not.
[21:35] Speaker 1: You either have the right chemistry or you do not,
[21:38] Speaker 1: And if a relationship has problems, that is a sign
[21:40] Speaker 1: that it was not meant to be. They tend to
[21:44] Speaker 1: believe that if their partner truly loved them, their partner
[21:47] Speaker 1: would just know what they need without having to ask.
[21:50] Speaker 1: They believe that if a relationship requires work, something is
[21:53] Speaker 1: fundamentally wrong. Now contrast that with a growth mindset about relationships.
[22:00] Speaker 1: People with a growth mindset believe that good relationships are built,
[22:04] Speaker 1: not discovered. They understand that conflict is normal and that
[22:07] Speaker 1: working through it can actually deepen the connection. They communicate
[22:11] Speaker 1: openly about their needs because they do not see needing
[22:14] Speaker 1: to communicate as a sign of failure. They see it
[22:17] Speaker 1: as part of the growth process. Weak describes research showing
[22:20] Speaker 1: that when couples had a fixed mindset about their relationship,
[22:24] Speaker 1: they were more likely to blame their partner for problems,
[22:27] Speaker 1: less likely to address issues directly, and more likely to
[22:30] Speaker 1: break up when things got difficult. When couples had a
[22:32] Speaker 1: growth mindset, they were more likely to address problems together,
[22:36] Speaker 1: more likely to seek solutions, and more likely to describe
[22:40] Speaker 1: their relationship as improving. Over time. Think about the last
[22:44] Speaker 1: time you had a disagreement with someone close to you.
[22:46] Speaker 1: If your first thought was this proves we are not compatible,
[22:50] Speaker 1: that is a fixed mindset response. If your first thought was,
[22:54] Speaker 1: this is uncomfortable, but we can work through it and
[22:56] Speaker 1: understand each other better, that is a growth mindset response.
[23:00] Speaker 1: Once the disagreement itself is the same, the interpretation is
[23:04] Speaker 1: entirely different, and the interpretation determines whether the relationship survives
[23:09] Speaker 1: and deepens or slowly erodes. The same pattern shows up
[23:13] Speaker 1: in friendships, in parent child relationships, in every kind of
[23:17] Speaker 1: human connection. When you believe that people are fixed, you
[23:21] Speaker 1: stop trying to understand them. You label them she is
[23:25] Speaker 1: just like that he will never change, and those labels
[23:29] Speaker 1: become self fulfilling prophecies. But when you believe that people
[23:33] Speaker 1: can grow and change, you approach them with curiosity instead
[23:37] Speaker 1: of judgment. You give them space to evolve, and that
[23:41] Speaker 1: space itself becomes a catalyst for growth. But like also
[23:44] Speaker 1: explores how parents can inadvertently transmit fixed mindsets to their
[23:48] Speaker 1: children through the way they handle conflict and failure. When
[23:52] Speaker 1: a child comes home upset about a fight with a friend,
[23:55] Speaker 1: the fixed mindset parent might say, well, maybe that friend
[23:59] Speaker 1: is just not a good friend for you. The growth
[24:01] Speaker 1: mindset parent might say, what do you think you could
[24:03] Speaker 1: do differently next time? How could you work this out?
[24:07] Speaker 1: The first response teaches the child to cut people off
[24:09] Speaker 1: when things get hard. The second response teaches the child
[24:13] Speaker 1: to engage with difficulty and find solutions. This is the
[24:16] Speaker 1: section that most readers are waiting for, and honestly, it
[24:19] Speaker 1: is the hardest part of the book. Because Weck is honest.
[24:23] Speaker 1: She admits that changing your mindset is not a one
[24:26] Speaker 1: time event. It is an ongoing practice. She says she
[24:29] Speaker 1: still catches herself in fixed mindset moments, even after decades
[24:33] Speaker 1: of research. The first step is awareness. You have to
[24:36] Speaker 1: notice when you are in a fixed mindset, and that
[24:39] Speaker 1: means paying attention to your internal monologue. When you feel
[24:42] Speaker 1: threatened by someone else's success, that is a fixed mindset alarm.
[24:47] Speaker 1: When you avoid a challenge because you might fail, that
[24:50] Speaker 1: is a fixed mindset alarm. When you defend yourself against
[24:54] Speaker 1: criticism instead of listening to it, that is a fixed
[24:57] Speaker 1: mindset alarm. When you feel the need to prove yourself
[25:00] Speaker 1: over and over, that is a fixed mindset alarm. The
[25:03] Speaker 1: second step is naming it. Duex suggests giving your fixed
[25:07] Speaker 1: mindset a name. She describes hers as a voice that says,
[25:11] Speaker 1: what if you fail and everyone finds out you are
[25:13] Speaker 1: not that smart. By naming it, you create distance between
[25:18] Speaker 1: yourself and the mindset. It is not you. It is
[25:22] Speaker 1: a pattern you have learned, and patterns can be unlearned.
[25:26] Speaker 1: The third step is choosing a different response. When you
[25:29] Speaker 1: notice the fixed mindset voice. You do not have to
[25:32] Speaker 1: argue with it or suppress it. You just have to
[25:35] Speaker 1: choose a growth mindset response instead. When the boy says
[25:39] Speaker 1: you should not try that because you might fail, you
[25:41] Speaker 1: say I might fail, and that is okay because I
[25:45] Speaker 1: will learn something. When the voice says that person is
[25:48] Speaker 1: more talented than you, you say they have put in
[25:51] Speaker 1: a lot of effort and I can learn from their approach.
[25:53] Speaker 1: When the voice says you should play it safe, you
[25:56] Speaker 1: say playing safe is actually the riskiest choice because it
[26:00] Speaker 1: means I am standing still. Dwek is very clear that
[26:04] Speaker 1: this is not about positive thinking. It is not about
[26:07] Speaker 1: telling yourself everything will be great no matter what. It
[26:10] Speaker 1: is about being honest about where you are, where you
[26:12] Speaker 1: want to go, and what it will take to get there.
[26:15] Speaker 1: Growth mindset is not optimism. It is realism combined with
[26:19] Speaker 1: effort and commitment. She also warns against the trap of
[26:23] Speaker 1: trying to be one hundred percent growth mindset. That is
[26:26] Speaker 1: just another form of the fixed mindset, the fixed belief
[26:30] Speaker 1: that you should always be in a growth mindset. Instead,
[26:33] Speaker 1: she recommends a more gentle approach. Catch yourself, acknowledge the
[26:37] Speaker 1: fixed mindset moment, and choose to move toward growth. Do
[26:41] Speaker 1: not beat yourself up for having a fixed mindset reaction.
[26:45] Speaker 1: That beating yourself up is itself a fixed mindset response.
[26:48] Speaker 1: Be patient with the process. This is a section Dwec
[26:51] Speaker 1: added in later editions because she realized people were misunderstanding
[26:55] Speaker 1: her work and she wanted to correct the record. She
[26:58] Speaker 1: calls it the false growth mindset, and it is everywhere.
[27:01] Speaker 1: The false growth mindset is when people think that just
[27:04] Speaker 1: because they believe they can grow, they already are growing,
[27:08] Speaker 1: or when people think that praising effort alone, regardless of outcome,
[27:12] Speaker 1: is a growth mindset. It is not. Effort is important,
[27:17] Speaker 1: but it is not the only thing. The growth mindset
[27:19] Speaker 1: means putting an effort in the right way with strategies
[27:22] Speaker 1: that work, and being willing to adjust when they do not.
[27:26] Speaker 1: Another version of the false growth mindset is the idea
[27:29] Speaker 1: that everyone is equally capable of everything. That is not
[27:33] Speaker 1: what Duck is saying. She is saying that everyone can
[27:36] Speaker 1: improve and develop, but starting points differ and paths differ.
[27:40] Speaker 1: A growth mindset does not mean everyone will become a
[27:43] Speaker 1: concert penist. It means everyone can become a better penist
[27:46] Speaker 1: if they practice with the right approach and the right
[27:48] Speaker 1: amount of effort. The most common version of the false
[27:51] Speaker 1: growth mindset is when people say they have a growth mindset,
[27:53] Speaker 1: but their actions say otherwise. They say they value effort,
[27:57] Speaker 1: but they only praise outcomes. They say they welcome criticism,
[28:00] Speaker 1: but they get defensive when they receive it. They say
[28:03] Speaker 1: they embrace challenges, but they still choose the safe option.
[28:07] Speaker 1: Dwek calls this talk the talk, but not walking the walk,
[28:10] Speaker 1: and she says it is one of the biggest obstacles
[28:13] Speaker 1: to real mindset change. The Wuck also warns about something
[28:16] Speaker 1: she calls growth mindset in name only. In educational settings,
[28:20] Speaker 1: schools would announce that they are adopting a growth mindset culture,
[28:24] Speaker 1: put up posters about effort and persistence, but continue to
[28:27] Speaker 1: sort students by ability and reward the ones who got
[28:30] Speaker 1: things right the fastest. The poster on the wall says
[28:32] Speaker 1: effort matters, but the grading system says being smart matters.
[28:37] Speaker 1: And when the institutional structure contradicts the stated values, the
[28:40] Speaker 1: structure wins. Students learn very quickly what the system actually rewards,
[28:45] Speaker 1: and they adjust their behavior accordingly. One of the most
[28:48] Speaker 1: impactful applications of Dweck's work has been in education. Before
[28:52] Speaker 1: her research, the dominant belief in many schools was that
[28:56] Speaker 1: you sort children viability early, you put them in the
[28:59] Speaker 1: appropriate track, and you teach them at the level that
[29:01] Speaker 1: matches their current ability. Right kiggins get the advanced track,
[29:05] Speaker 1: Struggling kids get the remedial track, and that is just
[29:08] Speaker 1: how it works. Due's research blew this up. She showed
[29:12] Speaker 1: that when you tell students their intelligence is fixed, they
[29:15] Speaker 1: behave in fixed mindset ways, they avoid challenges, they hide
[29:19] Speaker 1: their mistakes, and they plateau early. But when you teach
[29:22] Speaker 1: students that intelligence is malleable, that the brain grows when
[29:25] Speaker 1: you learn new things, they perform dramatically better, They take
[29:30] Speaker 1: on harder challenges, they persist longer, and their actual academic
[29:34] Speaker 1: performance improves significantly. There is a famous study where Dwak
[29:38] Speaker 1: and her colleagues taught middle school students about the brain
[29:41] Speaker 1: and neuroplasticity. They showed students that the brain is like
[29:45] Speaker 1: a muscle that gets stronger with use. After just a
[29:48] Speaker 1: few sessions of learning about the growth mindset, these students
[29:51] Speaker 1: showed measurable improvements in their grades, not in their effort,
[29:55] Speaker 1: not in their attitude, but in their actual grades. The
[29:58] Speaker 1: intervention was brief, inexp and scalable, and it worked because
[30:02] Speaker 1: it changed what students believed about their own capacity to learn.
[30:06] Speaker 1: This has influenced education policy around the world. Schools in
[30:10] Speaker 1: the UK, in Singapore, in parts of the United States,
[30:15] Speaker 1: and in many other countries have adopted growth mindset interventions
[30:18] Speaker 1: as part of their curriculum. The results are mixed, as
[30:21] Speaker 1: with any large scale intervention, but the underlying principle is sound.
[30:26] Speaker 1: What students believe about their own intelligence matters, and it
[30:29] Speaker 1: can be changed. But there is a cautionary tale here too.
[30:33] Speaker 1: Some schools implemented growth mindset programs superficially. They told students
[30:37] Speaker 1: to have a growth mindset without teaching them what that
[30:40] Speaker 1: actually means in practice. They praised effort without connecting effort
[30:44] Speaker 1: to strategy. And improvement, and the result was often no
[30:48] Speaker 1: change or worse, a backlash where students felt the growth
[30:51] Speaker 1: mindset messaging was patronizing. The lesson is that the growth
[30:55] Speaker 1: mindset is not a bumper sticker. It is a deep
[30:58] Speaker 1: shift in how you approach learning, and it requires ongoing
[31:01] Speaker 1: support and modeling, not just a poster on the wall.
[31:05] Speaker 1: Kuek spends time on the relationship between mindset and creativity,
[31:09] Speaker 1: and this is fascinating because creativity is one of the
[31:12] Speaker 1: areas where fixed mindset beliefs are strongest. People tend to
[31:16] Speaker 1: believe that you are either creative or you are not,
[31:20] Speaker 1: that creativity is a mystical gift that some people have
[31:23] Speaker 1: and others do not. But Duac shows that creative achievement
[31:27] Speaker 1: is much more about process than talent. She describes how
[31:31] Speaker 1: many of the most celebrated creative minds were incredibly prolific,
[31:36] Speaker 1: not just incredibly talented. Picasso produced over fifty thousand works
[31:40] Speaker 1: of art, Mozart composed over six hundred pieces. Einstein published
[31:44] Speaker 1: over three hundred papers. These are not people who had
[31:48] Speaker 1: one brilliant idea and wrote it to fame. They are
[31:50] Speaker 1: people who produced volume, who experimented constantly and who treated
[31:55] Speaker 1: creativity as a practice rather than a gift. And when
[31:59] Speaker 1: you look at the research on creativity, you find that
[32:02] Speaker 1: the most creative people are not necessarily the most naturally talented.
[32:07] Speaker 1: They are the ones who persist, who keep trying different approaches,
[32:10] Speaker 1: who are willing to produce bad work in order to
[32:13] Speaker 1: eventually produce good work. They are the ones with growth
[32:16] Speaker 1: mindsets about their own creative abilities. They do not wait
[32:20] Speaker 1: for inspiration to strike. They show up and do the work,
[32:23] Speaker 1: knowing that most of what they produce will not be
[32:26] Speaker 1: their best, but trusting that the process itself is leading somewhere.
[32:30] Speaker 1: This applies to anyone who does creative work, whether you
[32:33] Speaker 1: are a writer, a designer, an entrepreneurs, or a parent
[32:36] Speaker 1: trying to solve a problem. The fixed mindset creative waits
[32:40] Speaker 1: for the muse. The growth mindset creative sits down at
[32:43] Speaker 1: the desk every morning and starts working, knowing that the
[32:46] Speaker 1: muse tends to show up after you have already started,
[32:48] Speaker 1: not before. Bilk also explores how mindset affects leadership, and
[32:53] Speaker 1: this is directly relevant to anyone who manages a team,
[32:56] Speaker 1: runs a business, or even just tries to influence the
[32:59] Speaker 1: people around them. Fixed mindset leaders tend to be the heroes.
[33:04] Speaker 1: They surround themselves with people who will not challenge them.
[33:07] Speaker 1: They take credit for successes and blame others for failures.
[33:12] Speaker 1: They need to be the smartest person in the room,
[33:15] Speaker 1: and over time this creates a culture of fear, where
[33:18] Speaker 1: people hide problems instead of solving them, where innovation stalls,
[33:22] Speaker 1: and where talent leaves for more growth oriented environments. Growth
[33:26] Speaker 1: mindset leaders are different. They are not afraid to admit
[33:29] Speaker 1: they do not have all the answers. They hire people
[33:32] Speaker 1: who are smarter than them in specific areas. They give
[33:36] Speaker 1: credit generously and take responsibility for failures. They create cultures
[33:40] Speaker 1: where questions are valued, where experimentation is encouraged, and where
[33:45] Speaker 1: mistakes are learning opportunities. These leaders develop other leaders instead
[33:50] Speaker 1: of followers, and their organizations thrive long after they leave.
[33:54] Speaker 1: Licky's examples from companies like Ge under Jack Welch and
[33:57] Speaker 1: more recent examples from the tech industry to illustrate this point.
[34:02] Speaker 1: The leaders who built lasting organizations were the ones who
[34:05] Speaker 1: cultivated growth mindsets in themselves and in their teams. The
[34:09] Speaker 1: leaders who built empires that crumbled were the ones who
[34:11] Speaker 1: operated from fixed mindset principles, even if they never use
[34:15] Speaker 1: that language. The leadership example that stands out most to
[34:18] Speaker 1: me is the contrast between how different leaders handle bad news.
[34:22] Speaker 1: The fixed mindset leader shoots the messenger. They want to
[34:25] Speaker 1: hear that everything is going great. They surround themselves with
[34:28] Speaker 1: yes people. The growth mindset leader runs toward bad news.
[34:32] Speaker 1: They want to know what is broken so they can
[34:34] Speaker 1: fix it. They reward the people who bring problems to
[34:37] Speaker 1: light because they understand that hidden problems are the most
[34:40] Speaker 1: dangerous kind. One area that Dwek touches on that deserves
[34:44] Speaker 1: more attention is the relationship between mindset and aging. As
[34:49] Speaker 1: we get older, society tends to push us toward fixed mindset,
[34:53] Speaker 1: thinking you are too old to start something new. You
[34:57] Speaker 1: cannot teach an old dog new tricks. These are not
[35:00] Speaker 1: just sayings, They are cultural messages that shape how people
[35:03] Speaker 1: approach the later decades of their lives. Delect presents research
[35:07] Speaker 1: showing that people who maintain a growth mindset as they
[35:10] Speaker 1: age experience better cognitive function, better health outcomes, and greater
[35:15] Speaker 1: life satisfaction. When you believe that your brain can continue
[35:19] Speaker 1: to grow and adapt, you continue to challenge it. You
[35:22] Speaker 1: learn new skills, You stay socially engaged, you take on
[35:26] Speaker 1: new projects, and that engagement itself keeps the brain healthy inactive.
[35:31] Speaker 1: The fixed mindset approach to aging is to conserve, to
[35:34] Speaker 1: stop learning, to retreat into what is familiar, and that conservation,
[35:39] Speaker 1: that stopping of growth, is ironically what accelerates cognitive decline.
[35:43] Speaker 1: The brain needs challenge to stay healthy, just like a
[35:46] Speaker 1: muscle needs resistance to stay strong. This is one of
[35:49] Speaker 1: the most empowering messages in the book. It is never
[35:53] Speaker 1: too late to grow. It is never too late to
[35:56] Speaker 1: learn something new. It is never too late to change
[35:59] Speaker 1: how you think of yourself. The growth mindset does not
[36:02] Speaker 1: have an expiration date. Here is what I think is
[36:05] Speaker 1: the most important thing about this book. It is not
[36:08] Speaker 1: just about achievement. It is about freedom. When you have
[36:11] Speaker 1: a fixed mindset, you are trapped by your own beliefs.
[36:15] Speaker 1: You cannot try new things because you might fail. You
[36:18] Speaker 1: cannot admit mistakes because they define you. You cannot grow
[36:22] Speaker 1: because growth implies that who you are right now is
[36:25] Speaker 1: not enough, and that is a prison, even if it
[36:28] Speaker 1: is a comfortable one. When you have a growth mindset,
[36:31] Speaker 1: you are free. You can try anything because failure is
[36:35] Speaker 1: just feedback. You can admit mistakes because they are data,
[36:39] Speaker 1: not destiny. You can grow because growth is the whole point.
[36:43] Speaker 1: And that freedom, that willingness to be a beginner, to
[36:46] Speaker 1: be imperfect, to be in process, that is what allows
[36:49] Speaker 1: you to become the fullest version of yourself. Deuec does
[36:53] Speaker 1: not promise that growth is easy. It is not. It
[36:56] Speaker 1: requires effort, patience, and the willingness to sit with discomfort.
[37:00] Speaker 1: But she does promise that growth is possible, and in
[37:03] Speaker 1: a world that constantly tells us we are not enough,
[37:06] Speaker 1: that we need to buy this product, follow this guru,
[37:10] Speaker 1: or achieve this milestone. To be wordy, the simple idea
[37:13] Speaker 1: that you can grow if you choose to is revolutionary.
[37:16] Speaker 1: And here is what I find most compelling about the evidence.
[37:21] Speaker 1: The growth mindset is not just to feel good philosophy.
[37:24] Speaker 1: It is backed by decades of rigorous research across multiple disciplines.
[37:29] Speaker 1: Brain science shows it, developmental psychology shows it, educational research
[37:34] Speaker 1: shows it, organizational behavior shows it. The convergence of evidence
[37:38] Speaker 1: from all these different fields, all pointing in the same direction,
[37:42] Speaker 1: is what gives this idea its power. This is not
[37:45] Speaker 1: a trend. This is a fundamental truth about human psychology.
[37:49] Speaker 1: Now let me share what I took away from this book,
[37:51] Speaker 1: because this is where it gets real for me. The
[37:54] Speaker 1: biggest insight is that the fixed mindset is not just
[37:56] Speaker 1: a belief system. It is a defense mechanism. When you
[38:00] Speaker 1: tell yourself you are not good at something, you are
[38:02] Speaker 1: not just describing reality. You are protecting yourself from the
[38:06] Speaker 1: possibility of failure. If you never try, you never have
[38:10] Speaker 1: to find out that you were not as good as
[38:12] Speaker 1: you thought. And that is comfortable, but it is a cage.
[38:16] Speaker 1: I have caught myself doing this in so many areas,
[38:19] Speaker 1: Telling myself, I am not a numbers person, so I
[38:22] Speaker 1: do not need to understand finance, telling myself I am
[38:25] Speaker 1: not artistic, so I will never be able to design anything,
[38:28] Speaker 1: telling myself, I am an introvert, so networking is just
[38:32] Speaker 1: not for me. And every time I tell myself one
[38:35] Speaker 1: of those things, I am closing a door. I am
[38:38] Speaker 1: telling my brain to stop trying, to stop growing in
[38:42] Speaker 1: that area, to accept the limitation as permanent. The second
[38:46] Speaker 1: takeaway is about how I praise other people. I have
[38:49] Speaker 1: started paying attention to how I respond to my friends,
[38:52] Speaker 1: my family, my colleagues. Instead of saying you are so
[38:56] Speaker 1: smart when someone does well. I say you worked really
[38:59] Speaker 1: hard on that. Instead of saying you aren't natural. When
[39:02] Speaker 1: someone picks something up quickly, I say you put in
[39:05] Speaker 1: the practice to get that good. It sounds small, but
[39:07] Speaker 1: it shifts the focus from talent to effort, from identity
[39:11] Speaker 1: to process, and it can change how people see themselves
[39:14] Speaker 1: and their own potential. The third takeaway is about patience
[39:17] Speaker 1: with myself. The growth mindset is not a switch you flip.
[39:21] Speaker 1: It is a practice, and there will be days when
[39:23] Speaker 1: the fixed mindset voice is loud. There will be days
[39:27] Speaker 1: when you catch yourself avoiding challenges, or getting defensive, or
[39:30] Speaker 1: comparing yourself to others, and that is okay. The goal
[39:35] Speaker 1: is not perfection. The goal is awareness. Notice the fixed
[39:39] Speaker 1: mindset voice, name it and choose a different response. Over time,
[39:43] Speaker 1: the growth mindset voice gets louder and the fixed mindset
[39:47] Speaker 1: voice gets quieter, but it never goes away completely, and
[39:51] Speaker 1: that is part of being human. The fourth takeaway, and
[39:54] Speaker 1: this one surprised me, is that the growth mindset applies
[39:57] Speaker 1: to things I thought I was already good at. Because
[40:00] Speaker 1: when you have a fixed mindset about your strengths, you
[40:02] Speaker 1: stop developing them. You think I am already good at
[40:06] Speaker 1: this so I do not need to improve. But the
[40:08] Speaker 1: world keeps moving, the bars keeps rising, and what was
[40:12] Speaker 1: once your competitive advantage becomes your baseline. The growth mindset says,
[40:17] Speaker 1: even in the areas where I excel, there is always
[40:19] Speaker 1: more to learn, more to develop, more to explore. That
[40:23] Speaker 1: is not exhausting, It is exciting. It means there is
[40:26] Speaker 1: always a next level. Let me give you some concrete
[40:29] Speaker 1: things you can do, starting today, to cultivate a growth
[40:32] Speaker 1: mindset in your own life. First, change yourself. Talk every
[40:37] Speaker 1: time you cut yourself saying I cannot add yet, every
[40:40] Speaker 1: time you catch yourself saying I am not good at
[40:43] Speaker 1: rephrase it as I am still learning. Every time you
[40:47] Speaker 1: catch yourself avoiding a challenge, ask yourself what would I
[40:51] Speaker 1: do if I were not afraid of failing. Second, reframe
[40:56] Speaker 1: failure as feedback. Instead of asking why did I fail,
[41:00] Speaker 1: ask what did I learn? Instead of asking why am
[41:03] Speaker 1: I so bad at this? Ask what strategy can I
[41:06] Speaker 1: try next time? Instead of seeing failure as evidence of inadequacy,
[41:11] Speaker 1: see it as data data about what does not work,
[41:13] Speaker 1: which brings you closer to what does. Third, change how
[41:18] Speaker 1: you respond to criticism instead of defending yourself ask questions,
[41:22] Speaker 1: what specifically could I improve? What am I missing? How
[41:26] Speaker 1: would you approach this differently? Criticism is uncomfortable, but it
[41:30] Speaker 1: is one of the fastest paths to growth. And when
[41:33] Speaker 1: you respond to criticism with curiosity instead of defensiveness, you
[41:37] Speaker 1: signal to yourself and to others that you are committed
[41:40] Speaker 1: to improvement. Fourth, celebrate the process, not just the outcome.
[41:46] Speaker 1: Did you work hard today? Acknowledge that did you try
[41:50] Speaker 1: something new? Acknowledge that did you push through discomfort? Acknowledge
[41:56] Speaker 1: that the outcomes will come. But the process is what
[42:01] Speaker 1: you can control, and the process is what develops your
[42:05] Speaker 1: abilities over time. Fifth, surround yourself with growth minded people.
[42:11] Speaker 1: The people you spend time with shape your mindset. If
[42:14] Speaker 1: you are surrounded by people who are afraid of failure,
[42:17] Speaker 1: who blame others, who play it safe, that mindset is contagious.
[42:22] Speaker 1: But if you surround yourself with people who embrace challenges,
[42:26] Speaker 1: who learn from mistakes, who are always pushing themselves to improve,
[42:31] Speaker 1: their mindset is contagious. Two. Sixth, set learning goals instead
[42:37] Speaker 1: of performance goals. Instead of saying I want to get
[42:40] Speaker 1: an A on this test, say I want to understand
[42:42] Speaker 1: this material deeply. Instead of saying I want to hit
[42:46] Speaker 1: a certain number in sales, say I want to become
[42:48] Speaker 1: really good at understanding customer needs. Learning goals are within
[42:52] Speaker 1: your control and they promote growth. Performance goals are partly
[42:56] Speaker 1: outside your control, and they can trigger a fixed mindset
[42:59] Speaker 1: response when you do not hit them. Seventh, study what
[43:03] Speaker 1: you do not know yet. Instead of gravitating toward what
[43:05] Speaker 1: you are already good at, make a list of the
[43:07] Speaker 1: things you wish you were better at. Pick one, and
[43:10] Speaker 1: commit to learning it. Not because you need to be
[43:13] Speaker 1: good at everything, but because the act of learning itself
[43:15] Speaker 1: strengthens your growth mindset. Every time you learn something new,
[43:19] Speaker 1: you are proving to yourself that your abilities are not fixed.
[43:23] Speaker 1: Since the original publication of Mindset, the neuroscience has only
[43:27] Speaker 1: gotten stronger. Research in the last two decades has continued
[43:31] Speaker 1: to demonstrate that the brain is far more plastic than
[43:34] Speaker 1: previously believed. Adult neuroplasticity is now well documented. Adults can
[43:40] Speaker 1: form new neural pathways, strengthen existing ones, and develop new
[43:44] Speaker 1: cognitive abilities at any age. There of Dynasty on meditation
[43:47] Speaker 1: showing that regular meditation practice physically changes the structure of
[43:51] Speaker 1: the brain, increasing gray matter in areas associated with attention,
[43:55] Speaker 1: emotional regulation, and self awareness. There have been studies on
[43:58] Speaker 1: learning new skills like juggling or playing a musical instrument,
[44:02] Speaker 1: showing measurable changes in brain structure within weeks. All of
[44:06] Speaker 1: this supports Dwex's central thesis. The brain is not fixed.
[44:10] Speaker 1: It is a living, adapting organ that responds to what
[44:13] Speaker 1: you ask it to do, and what you believe about
[44:15] Speaker 1: your abilities directly influences what you ask your brain to do.
[44:20] Speaker 1: If you believe your abilities are fixed, you stop asking.
[44:24] Speaker 1: If you believe they can grow, you keep asking, and
[44:27] Speaker 1: over time that difference compounds into dramatically different outcomes. There
[44:32] Speaker 1: is a concept in neuroscience called used dependent plasticity. It
[44:36] Speaker 1: means that the parts of the brain you use most
[44:39] Speaker 1: become more developed. Musicians have larger areas of their brain
[44:43] Speaker 1: dedicated to finger control. London taxi drivers have larger hippocampy,
[44:47] Speaker 1: the brain structure associated with spatial memory, because they spent
[44:51] Speaker 1: years navigating complex streets. These are not people who were
[44:55] Speaker 1: born with those brain structures. Those structures grew because the
[44:59] Speaker 1: people ask their brains to do specific things repeatedly. This
[45:03] Speaker 1: is the physical evidence behind the growth mindset. Your brain
[45:06] Speaker 1: actively changes based on what you do with it and
[45:09] Speaker 1: what you believe about your brain determines what you do
[45:11] Speaker 1: with it. It is a powerful self reinforcing loop. Let me
[45:15] Speaker 1: give you a few exercises that DWEK recommends for cultivating
[45:18] Speaker 1: a growth mindset. The fixed mindset Journal. For one week,
[45:23] Speaker 1: keep a journal of every time you notice a fixed
[45:25] Speaker 1: mindset reaction. Every time you avoid a challenge, get defensive
[45:29] Speaker 1: about criticism, feel threatened by someone else's success, or tell
[45:32] Speaker 1: yourself you cannot do something. Write it down. Do not
[45:35] Speaker 1: judge yourself for these reactions, just notice them. At the
[45:39] Speaker 1: end of the week, review the journal and look for patterns.
[45:42] Speaker 1: What triggers your fixed mindset most often? Is it certain people,
[45:46] Speaker 1: certain situations, certain topics. Awareness is the first step to
[45:50] Speaker 1: change the growth mindset plan. After identifying your fixed mindset triggers,
[45:55] Speaker 1: create a plan for each one. When I feel threatened
[45:58] Speaker 1: by a colleague success, I will remind myself that their
[46:01] Speaker 1: achievement is evidence that growth is possible. When I am
[46:05] Speaker 1: tempted to avoid a challenge, I will ask myself what
[46:08] Speaker 1: I would do if ferrier was not an option. When
[46:10] Speaker 1: I receive criticism, I will thank the person and ask
[46:13] Speaker 1: for specifics before responding. Having a plan in advance makes
[46:17] Speaker 1: it much easier to choose the growth response in the
[46:19] Speaker 1: moment when the fixed mindset voice is loudest. The yet
[46:23] Speaker 1: practice for one week add yet to every I cannot
[46:27] Speaker 1: statement not out loud if you do not want to.
[46:31] Speaker 1: But in your own mind, I cannot run a marathon.
[46:36] Speaker 1: Yet I cannot understand quantum physics. Yet I cannot fix
[46:44] Speaker 1: this relationship. Yet. The yet does not make the limitation disappear,
[46:49] Speaker 1: but it opens the door to possibility, and over time
[46:52] Speaker 1: that door becomes wider and wider. The process praise experiment
[46:56] Speaker 1: for one week, change how you praise people and how
[46:58] Speaker 1: you praise yourself. Instead of praising outcomes, praise process. Instead
[47:03] Speaker 1: of saying great job, say you really stuck with that
[47:06] Speaker 1: and it paid off. Instead of saying you are talented,
[47:10] Speaker 1: say your preparation really showed. Notice how this changes the
[47:13] Speaker 1: conversation and the response. This is an area DWEK touches
[47:17] Speaker 1: on that deserves more attention because the mindset does not
[47:21] Speaker 1: just affect your career or your relationships. It affects your body.
[47:25] Speaker 1: Research has shown that people with a growth mindset about
[47:27] Speaker 1: health and fitness are more likely to stick with exercise programs,
[47:31] Speaker 1: more likely to recover from injuries, and more likely to
[47:34] Speaker 1: make lasting changes to their diet. When you believe that
[47:37] Speaker 1: your body can change, you put in the work to
[47:39] Speaker 1: change it. When you believe that your body is what
[47:42] Speaker 1: it is, you stop trying. There is a study where
[47:44] Speaker 1: researchers told one group of athletes that their genes made
[47:47] Speaker 1: them natural endurance runners, and another group but their endurance
[47:51] Speaker 1: was a skill that could be developed through training. The
[47:54] Speaker 1: first group, the fixed mindset athletes, actually performed worse over
[47:58] Speaker 1: time because they stopped pushing themselves. The second group, the
[48:01] Speaker 1: growth mindset athletes, continued to improve because they believed effort
[48:05] Speaker 1: would make a difference. This extends to how we recover
[48:08] Speaker 1: from illness and injury. People with a fixed mindset tend
[48:11] Speaker 1: to see a diagnosis as a final verdict. People with
[48:14] Speaker 1: a growth mindset tend to see it as a challenge
[48:16] Speaker 1: to work through. The health outcomes are different too. Patients
[48:20] Speaker 1: who believe they can improve, who engage actively in their treatment,
[48:24] Speaker 1: who set goals for recovery, tend to do better than
[48:27] Speaker 1: patients who passively accept their condition. And there is a
[48:30] Speaker 1: fascinating area of research on what researchers call self fulfilling
[48:34] Speaker 1: prophecies and health. If you believe that getting older means
[48:38] Speaker 1: getting weaker, you unconsciously behave in ways that make that true.
[48:42] Speaker 1: You stop moving as much, you stop challenging yourself physically,
[48:46] Speaker 1: you accept decline as inevitable. But if you believe that
[48:50] Speaker 1: your body can continue to improve at any age, you
[48:53] Speaker 1: keep moving, You keep challenging yourself, you keep growing. The
[48:57] Speaker 1: belief itself changes the behavior, and the behavior changes the outcome.
[49:02] Speaker 1: One of the most practical applications of Dwe's work is
[49:04] Speaker 1: in parenting, and this is where many parents get it
[49:07] Speaker 1: wrong in subtle, well intentioned ways. The most common mistake
[49:11] Speaker 1: is praising talent instead of process. When your child gets
[49:15] Speaker 1: a good grade and you say you are so smart,
[49:18] Speaker 1: you are telling them that the result came from something innate,
[49:21] Speaker 1: something they did not earn, and that creates a fixed mindset.
[49:24] Speaker 1: When your child gets a good grade and you say
[49:27] Speaker 1: you studied really hard for that, you are telling them
[49:29] Speaker 1: that the result came from something they did, something they
[49:32] Speaker 1: can repeat, and that creates a growth mindset. But the
[49:37] Speaker 1: praise is just the beginning. The bigger issue is how
[49:39] Speaker 1: parents respond to struggle. When your child is struggling with
[49:42] Speaker 1: homework and you rush in to give them the answer,
[49:45] Speaker 1: you are communicating that struggle is bad, that it should
[49:48] Speaker 1: be avoided, that they should not have to work through it.
[49:50] Speaker 1: When you sit with them and say this is hard,
[49:53] Speaker 1: but I know you can figure it out, and if
[49:56] Speaker 1: you cannot, we will find a strategy together, you are
[49:59] Speaker 1: commit indicating that struggle is normal, that it is part
[50:03] Speaker 1: of learning, and that they have the tools to work
[50:06] Speaker 1: through it. Dwack Clanksil warns about the trap of protecting
[50:08] Speaker 1: children from failure. Many parents today want to shield their
[50:12] Speaker 1: kids from disappointment, from losing, from getting a bad grade,
[50:17] Speaker 1: but that protection actually prevents growth. Children need to experience
[50:21] Speaker 1: failure in safe environments so they can develop the skills
[50:24] Speaker 1: to handle it. When you take away every opportunity for
[50:27] Speaker 1: your child to struggle, you are not protecting them. You
[50:31] Speaker 1: are depriving them of the very experiences that would build
[50:34] Speaker 1: their resilience and their growth mindset. The most powerful thing
[50:37] Speaker 1: a parent can do, according to Dwek, is model a
[50:40] Speaker 1: growth mindset themselves. Let your children see you struggle with something,
[50:45] Speaker 1: let them see you fail, let them see you try again.
[50:48] Speaker 1: Let them hear you say, I do not know how
[50:50] Speaker 1: to do this yet, but I am going to figure
[50:52] Speaker 1: it out. That modeling is worth more than any amount
[50:54] Speaker 1: of praise because it shows your children what a growth
[50:56] Speaker 1: mindset looks like in action, not just in theory. A
[51:00] Speaker 1: world of constant comparison. Social media shows us the highlights
[51:04] Speaker 1: of other people's lives every single day, and that constant
[51:08] Speaker 1: comparison is a breeding ground for fixed mindset thinking. When
[51:11] Speaker 1: you scroll through Instagram and see someone who seems to
[51:14] Speaker 1: have the perfect body, the perfect career, the perfect family,
[51:18] Speaker 1: your fixed mindset voice says they have it and I
[51:21] Speaker 1: do not. They were born with those advantages I was not.
[51:24] Speaker 1: That is a fixed mindset interpretation of what you are seeing.
[51:29] Speaker 1: But if you step back and apply a growth mindset lens,
[51:33] Speaker 1: you might ask what did they do to get there?
[51:36] Speaker 1: What can I learn from their approach? What steps could
[51:40] Speaker 1: I take toward a similar outcome? That is a growth
[51:43] Speaker 1: mindset interpretation of the same information. The information has not changed,
[51:48] Speaker 1: your interpretation of it has. Social media also feeds the
[51:53] Speaker 1: fixed mindset desire for validation. The likes, the comments, the followers.
[51:58] Speaker 1: They become a measure of your work, and when the
[52:00] Speaker 1: numbers are low, the fixed mindset voice says you are
[52:03] Speaker 1: not good enough. But when you approach social media with
[52:06] Speaker 1: a growth mindset, you can use it as a tool
[52:09] Speaker 1: for learning and connection rather than a measure of your value.
[52:12] Speaker 1: You can share your work not for validation but for feedback.
[52:16] Speaker 1: You can follow people not for comparison, but for inspiration.
[52:20] Speaker 1: You can engage not for approval, but for genuine connection.
[52:24] Speaker 1: The digital age also creates a fixed mindset trap around
[52:27] Speaker 1: instant gratification. We are used to getting results quickly. We
[52:31] Speaker 1: want the workout that works in two weeks. We want
[52:34] Speaker 1: the business that makes money in a month. We want
[52:36] Speaker 1: the skill that develops overnight. But growth does not work
[52:40] Speaker 1: that way. Real growth takes time, effort, and patience, and
[52:44] Speaker 1: in a world of instant everything, the willingness to be
[52:47] Speaker 1: patient with your own development is itself a growth mindset superpower.
[52:52] Speaker 1: One of the most challenging aspects of the growth mindset
[52:54] Speaker 1: is being willing to be a beginner. As adults, we
[52:57] Speaker 1: become attached to our competence, be build identi around what
[53:00] Speaker 1: we are good at, and the idea of starting over
[53:03] Speaker 1: as a beginner in something new. It feels like a
[53:05] Speaker 1: step backward, but dwek argues that being a beginner is
[53:09] Speaker 1: one of the most growth oriented things you can do.
[53:11] Speaker 1: When you are a beginner, every small improvement is noticeable,
[53:15] Speaker 1: every lesson is new, every day brings progress. There is
[53:19] Speaker 1: a joy in that, a freshness that is hard to
[53:21] Speaker 1: find when you are already expert level at something. Think
[53:24] Speaker 1: about the last time you tried something completely new. Maybe
[53:27] Speaker 1: it was a cooking class, a language, a musical instrument,
[53:30] Speaker 1: a sport. Remember how it felt to be bad at
[53:33] Speaker 1: something and know that it was okay because you were
[53:35] Speaker 1: just starting. That feeling of being a beginner, of having
[53:38] Speaker 1: nowhere to go but up. That is the growth mindset
[53:40] Speaker 1: in its purest form, And yet so many people avoid
[53:44] Speaker 1: that feeling. They refuse to start something new because they
[53:47] Speaker 1: do not want to be bad at it. They would
[53:49] Speaker 1: rather be an expert at something they have already mastered
[53:52] Speaker 1: than a beginner at something that excites them. And that choice,
[53:56] Speaker 1: that preference for expertise over growth, is the fixed mindset
[53:59] Speaker 1: and act action. The most successful people, the ones who
[54:02] Speaker 1: continue to grow and evolve throughout their lives, are the
[54:05] Speaker 1: ones who are willing to be beginners over and over.
[54:09] Speaker 1: They are the ones who, having mastered one thing move
[54:12] Speaker 1: on to the next challenge. They are the ones who
[54:14] Speaker 1: understand that the goal is not to arrive at a
[54:16] Speaker 1: destination of permanent competence, but to stay on the journey
[54:20] Speaker 1: of continuous growth. If there is one thing I want
[54:23] Speaker 1: you to take away from this entire episode, it is
[54:25] Speaker 1: this Your mindset is not something that happened to you.
[54:28] Speaker 1: It is something you choose every day. In every situation,
[54:33] Speaker 1: you are choosing between a fixed mindset and a growth mindset,
[54:37] Speaker 1: and those choices compound over time into radically different lives.
[54:42] Speaker 1: The fixed mindset says this is who I am. The
[54:45] Speaker 1: growth mindset says this is who I am becoming. The
[54:48] Speaker 1: fixed mindset says I have to be perfect. The growth
[54:52] Speaker 1: mindset says I have to keep learning. The fixed mindset
[54:56] Speaker 1: says failure is the end. The growth mindset says, fair
[55:00] Speaker 1: is the beginning. And here is the best part. You
[55:03] Speaker 1: do not have to make this choice once and for all.
[55:06] Speaker 1: You get to make it again and again every single day.
[55:09] Speaker 1: Every challenge is a new opportunity to choose growth. Every
[55:13] Speaker 1: failure is a new opportunity to choose learning. Every interaction
[55:17] Speaker 1: is a new opportunity to choose curiosity over judgment. Duek
[55:21] Speaker 1: has given us a framework that is simple to understand,
[55:24] Speaker 1: but challenging to live. And the challenge is part of
[55:27] Speaker 1: the point. Growth is not supposed to be easy. If
[55:30] Speaker 1: it were easy, it would not be growth. The effort,
[55:33] Speaker 1: the struggle, the discomfort, those are not obstacles to growth.
[55:37] Speaker 1: They are growth. So the next time you catch yourself
[55:40] Speaker 1: thinking I cannot do this, take a breath and add. Yet,
[55:45] Speaker 1: the next time you face a challenge and feel the
[55:47] Speaker 1: urge to run, take a breath and step into it.
[55:50] Speaker 1: The next time you see someone else succeeding and feel threatened,
[55:53] Speaker 1: take a breath and ask what you can learn from them.
[55:56] Speaker 1: That breath, that pause, that moment of awareness. That is
[56:00] Speaker 1: where the growth mindset lives, not in some grand transformation,
[56:04] Speaker 1: not in a single light bulb moment, but in the
[56:07] Speaker 1: small daily choices to see yourself as a work in
[56:10] Speaker 1: progress rather than a finished product. And that is a
[56:13] Speaker 1: truly freeing way to live. That is mindset by Carol Dweck.
[56:18] Speaker 1: And if this book connects with you, I think you
[56:20] Speaker 1: are going to love our missed episode. We are diving
[56:23] Speaker 1: into deep work by cal Newport. If you have ever
[56:25] Speaker 1: felt scattered, pulled in one hundred directions by your phone
[56:29] Speaker 1: and your email and your social media, and you crave
[56:32] Speaker 1: the ability to really focus and do meaningful work. This
[56:36] Speaker 1: book is going to be your guide. Cal Newport makes
[56:39] Speaker 1: a compelling case that the ability to focus without distraction
[56:42] Speaker 1: is becoming rare and valuable at the exact same time,
[56:46] Speaker 1: and he shows you how to develop it. It pairs
[56:48] Speaker 1: perfectly with the growth mindset, because once you believe you
[56:51] Speaker 1: can grow, you need the focus and discipline to actually
[56:54] Speaker 1: put in the work. So that is coming up next
[56:57] Speaker 1: on the book breakdown. Before we wrap up, I want
[57:00] Speaker 1: to give a shout out to the rest of the
[57:01] Speaker 1: Hustle Studios podcast network. We have got so many fantastic shows,
[57:06] Speaker 1: from deep dive storytelling to comedy, to self improvement to
[57:11] Speaker 1: daily briefings. Whatever you are into, there is a show
[57:14] Speaker 1: on the network for you. Check out the full lineup
[57:17] Speaker 1: and find your next favorite podcast. All the shows are
[57:20] Speaker 1: playing back to back on Hustle Studios Radio twenty four
[57:23] Speaker 1: to seven. Thank you so much for spending this time
[57:26] Speaker 1: with me today. If this episode gave you something to
[57:29] Speaker 1: think about, share it with someone who needs to hear it,
[57:31] Speaker 1: maybe a friend who keeps telling you they are not
[57:33] Speaker 1: smart enough, or a coworker who plays it safe, or
[57:37] Speaker 1: a family member who stop trying new things. Sometimes a
[57:40] Speaker 1: single idea can change the trajectory of a life, and
[57:43] Speaker 1: the growth mindset is one of those ideas. I will
[57:46] Speaker 1: see you next time on the book breakdown. Until then,
[57:49] Speaker 1: keep learning, keep growing, and remember you are not stuck
[57:52] Speaker 1: where you are. You are just getting started.

Shows are listed from Apple Podcasts' charts and directory, and Podcast Index where it is used. Every show and episode belongs to its publisher and plays from the publisher's own feed; this site hosts none of them.