How to Read Anders Ericsson and Others? ⑧ Supplementary Lecture Vol. 1: Carol Dweck: Growth Mindset—Why Can We Keep Challenging Ourselves Without Giving Up?
The journey so far in this series and the positioning of these supplementary lectures
This series has theoretically unraveled how people grow and achieve mastery from the perspective of "Skill Crafting."
In the first installment, we introduced four key theorists of skill growth, and from the second to the seventh, we developed the discussion around Ericsson's "deliberate practice," "the battle against automation," and "mental model formation."
From here on, as a [Supplementary Lecture Series], we will introduce theories regarding the psychological, behavioral, and environmental aspects that support Ericsson's theory.
B.J. Fogg (Habit Formation and Behavior Design)
Cal Newport (Focus and Deep Work Environments)
Carol Dweck (Mindset and Psychological Foundations)
As the first part of this series, we will decipher the theory of Carol Dweck, which serves as the psychological foundation for the "power to keep challenging oneself."
Do you really understand the "growth mindset" that we often hear about?
"Isn't a growth mindset just like positive thinking?" "It's one of those 'you can do it if you try' self-belief things, right?"
──Many of you might have thought that.
In fact, this term is frequently used in business books and educational settings, so many people likely have the impression that they "sort of know it."
However, this is only a small part of what Carol Dweck truly wanted to convey.
In this supplementary lecture, I would like to re-examine the concept of "growth mindset" as a psychological model that explains the reasons why one can or cannot sustain effort.
What is happening inside the "minds" of people who grow?
Dweck believed that whether or not a person can grow is significantly related to their "ability belief."
She states that there are mainly two types of human mindsets.
Fixed Mindset
A way of thinking that believes "ability is determined at birth and does not change."
People with this mindset perceive failure as "proof that I lack talent." That is why they tend to choose "what they can already do" over taking on challenges, preferring to stay within their comfort zone. While they excessively worry about how others evaluate them and seek to be called "smart" or "talented," they feel that the act of putting in effort itself is a sign of incompetence.
Growth Mindset
This is the belief that "abilities can change and grow through effort and experience."
People with this mindset view failure as an "opportunity to learn" and try to find areas for improvement from it. They welcome challenges and actively engage in difficult tasks because they find value in the process and effort, and enjoy growth itself. Another characteristic behavioral pattern is viewing the success of others not as a threat, but as material for learning and a reference for their own growth.
In other words—
People who believe "I can change" do not stop challenging themselves even when facing difficulties.
That is the conclusion Dweck reached.
The scientific basis for "being able to change" proven by neuroscience
Supporting Dweck's theory is the discovery of "neuroplasticity" in the brain. While it was previously thought that "the adult brain does not change," it is now clear that the brain continues to form new neural circuits regardless of age. Through practice and experience, the physical structure of the brain itself changes, and when tackling difficult tasks, it creates more neural connections. This scientific evidence forms the foundation of the growth mindset, which states that "abilities improve through effort."
Why doesn't "practice" continue?—The moment when mindset is tested
So far, we have considered the structure of skill crafting with Ericsson's theory as the axis.
What kind of practice should be done (deliberate practice)
How to break through stagnation (the battle against automation)
How to give meaning to experience (mental models)
However, these are all scenarios that assume you "can keep going."
In reality, it is common to "not continue," "give up halfway," or "stop challenging."
Why?
Behind that lies the question of whether one believes "I can grow"—in other words, the difference in mindset.
The interaction between Ericsson's theory and mindset
In deliberate practice, people with a fixed mindset tend to avoid practice, thinking "I can't do it well because I lack talent." On the other hand, people with a growth mindset continue to practice, perceiving that "I can't do it well because I haven't practiced enough."
The same applies to the battle against automation. When falling into a slump, those with a fixed mindset give up, thinking "this is my limit," whereas those with a growth mindset try to test new approaches, viewing it as a "sign of growth."
Even in the formation of mental models, when encountering concepts they cannot understand, those with a fixed mindset tend to stop learning, thinking, "I'm not smart enough," whereas those with a growth mindset continue to learn from multiple perspectives, thinking, "I'm still in the process of learning."
This difference creates the gap in "persistence" during skill crafting.
The Power of Mindset as Shown by Representative Experiments
One of Dweck's most famous experiments is the "puzzle experiment" conducted on elementary school students.
Experimental Design
Children were divided into two groups and, after solving the same puzzle, were praised in different ways:
Group praised for ability: "You are smart!"
Group praised for effort: "You worked really hard!"
Afterward, they were asked to choose whether or not to attempt a more difficult puzzle.
Results
67% of children praised for ability chose the "easy problem"
92% of children praised for effort attempted the "difficult problem"
Furthermore, follow-up surveys showed that the group praised for effort:
Practiced for longer periods
Tried new solution methods without fear of failure
Ultimately achieved higher grades
This experiment demonstrates that the way we provide feedback fundamentally changes a person's mindset and behavior.
Compatibility Between Japanese Nurturing Culture and Mindset—Structural Challenges
Dweck's theory is also deeply related to the nurturing culture of Japanese companies.
Fixed-mindset elements rooted in Japanese culture
First, there is the value system that "failure is shameful." The implicit pressure that "you must not make mistakes" creates a culture that hides failure and deprives people of learning opportunities. Furthermore, the unrealistic expectation that one "should succeed on the first try" remains deeply rooted.
Next is the atmosphere that "you must not cause trouble for those around you." This creates guilt about trial and error, making people hesitate to ask questions or seek support. There is also a structural issue that prioritizes "harmony" over individual growth.
And then there is the evaluation axis that "results are everything." The tendency to downplay the evaluation of processes and efforts, combined with an organizational culture that demands short-term results, hinders understanding of long-term growth investment.
On the other hand, the strengths of Japanese culture also
However, Japanese culture also has deeply rooted growth mindset elements. The concepts of "shugyo" (training/discipline) and "do" (the way) are cultures that emphasize long-term practice and growth, and the philosophy of "Kaizen" (continuous improvement) is an expression of the attitude of seeking constant betterment. The tradition of "master-disciple relationships" has also fostered a humility to learn from those with experience.
The key is how to cultivate a "culture that views failure as a learning opportunity" while leveraging these positive elements.
Concrete Case Study: Initiatives at Manufacturing Company A
At one manufacturing company, mindset transformation was achieved through the following initiatives:
Before (Fixed Mindset Culture)
When quality issues occur, "who is responsible" is pursued
Improvement suggestions are shunned as "denial of the status quo"
New employees are labeled as "slow learners"
After (Growth Mindset Culture)
Quality issues are viewed as "opportunities for system improvement"
Improvement suggestions are valued as "contributions to growth"
New employees are guided with the premise that "they are just not used to it yet"
Results
Number of improvement suggestions increased by 300%
Quality defect rate decreased by 40%
Employee satisfaction and turnover rates improved significantly
Four Perspectives for Cultivating a Growth Mindset
To apply Dweck's theory in the field, I will introduce four perspectives. These are small, cumulative changes that you can start being conscious of as early as tomorrow.
The magic word: "yet"
The simplest and most effective method is to use the word "yet." By changing "I have no talent for presentations" to "I am not good at presentations yet," your mental attitude changes significantly. Similarly, rephrasing "This technology is too difficult to understand" to "I don't understand this technology yet" opens the door to learning.
Although it is just a one-word difference, "yet" is a word that suggests possibility. It allows you to imbue your current state with the hope that it is temporary and can change in the future.
The habit of treating failure as information
When you fail, try asking yourself "what did I learn?" instead of "why did I fail?" Failure is not an evaluation, but material for learning. By thinking about which hypotheses were disproven and how to approach it next time, failure turns into valuable information.
For example, when a presentation does not go well, instead of thinking "I am a failure," reframe it by thinking, "I now know where the audience's interests lie" or "I will try adding more case studies next time."
Focusing on the process
It is also important to focus not just on the results, but on the process that led to them. Encouragement like "The approach of analyzing the data from three perspectives was effective" fosters growth more than just saying "That's a great result!"
This applies not only to encouraging others but also to evaluating yourself. By reflecting on the process—such as "what kind of ingenuity did I use?" or "where did I hesitate in my judgment?"—rather than just the results of "it went well" or "I failed," you lead yourself to the next stage of growth.
Valuing the sense of growth
Finally, create a system to realize your own growth. It could be updating a skill map, keeping a learning log, or comparing yourself to who you were three months ago. Growth is a series of small daily steps, so it is hard to see unless you consciously reflect on it.
By visualizing change, you gain a sense that "I am definitely growing," which becomes the driving force for further challenges.
To correctly understand mindset theory
On the other hand, it is necessary to understand that there are limits to mindset theory.
The extreme interpretation that "a growth mindset means everything can be solved with effort" is dangerous. We must avoid the mistake of forcing effort while ignoring aptitude or environmental factors, or trying to solve structural problems solely through individual effort.
Also, the definition of "growth" differs depending on cultural background, and priorities change based on individual values, personality traits, and life stages.
True growth requires both a growth mindset and realistic self-awareness.
Conclusion: Those who keep changing have the belief that they can change
Skill crafting is not just about asking about "methods," "structures," or "habits."
"Whether or not you believe you can grow"—this psychological question is the foundation of everything.
Deliberate practice as proposed by Ericsson, the struggle against automation, and the formation of mental models all function only because of the underlying belief that "I can change."
That is precisely why Carol Dweck's mindset theory is an extremely important element that supports Ericsson's methodology from within.
And this mindset is not something that can be acquired overnight. It is nurtured little by little through daily small words of encouragement, feedback, and the accumulation of organizational culture.
Use the word "yet," treat failure as information, and value the process.
These small changes will eventually become a great force for growth.
Next time preview: Concentration can be designed—Cal Newport's "Deep Work Theory"
"I know what I need to do. But I can't concentrate." "Even when I make time for practice, I end up finishing without engaging deeply."
Do you have such worries?
Next time, we will take up Cal Newport's "Deep Work Theory." From the perspective of "concentration and environment" necessary for skill crafting, we will decipher the mechanisms and habits that realize "deep work." We will explore why modern people have their time stolen by "shallow work," what strategies exist to "design" a state of concentration, and how to build a "deep work culture" in Japanese companies.