Just when you thought we were done with discussing, debating, and dissecting grit, the New York Times publishes an article about those “character strengths” that affluent children seem to have more of. Thomas Edsall writes about the subject here.
While there are substantial numbers of low-income children who have strength of character, the measures used continue to show that income and whatever is measured are correlated.
Attempts to develop educational strategies to promote the development of noncognitive skills are still in the beginning stages. Many experiments are being conducted in high-poverty, high-crime neighborhoods where the challenges in developing noncognitive skills have been most acute.
He goes on to cite James Heckman, Angela Duckworth, Paul Tough, and others who have written about the non cognitive skills that lead to success. Citing a researcher, he says that “noncognitive skill levels rose significantly not only as family income grew but also as the mother’s education level rose. In addition, children in continuously married two-parent families did better than children with single parents.”
What precisely is being measured?
Edsall sees a political angle to these issues, namely, Trump’s claim that Democrats and liberal policy is responsible for not teaching grit, perseverance, and character:
What is to be made of all these findings?
First, the spectrum of noncognitive skills and character strengths are a major factor in American class stratification. Whether these factors are more or less important than extrinsic forces like globalization, automation and declining unionization remains unclear, but changing family structures are evidently leaving millions of men and women ill-equipped to ascend the socioeconomic ladder.
Second, neither religious leaders nor practicing politicians nor government employees have found the levers that actually make disadvantaged families more durable or functional. As a corollary, the failure of government efforts to affect or slow down negative developments has left an opening for conservatives to argue that government interventions make things worse.
For liberals and the Democratic Party, the continued failure of government initiatives to achieve measurable gains in the acquisition of valuable noncognitive skills by disadvantaged youngsters constitutes a major liability.
This liability played a role in the outcome of the 2016 election. Throughout the campaign, President Trump repeated comments like this one:
The Democratic Party has run nearly every inner city for 50 years, 60 years, 70 years, and even more than 100 years they have produced only poverty, failing schools, and broken homes.
This and related charges will continue to dog Democratic candidates in 2018 and 2020 unless progressive policy advocates can find ways to more effectively highlight and capitalize on the ample supply of character strengths evident everywhere among America’s poor. This is extraordinarily important.
Advocates for the disadvantaged must also highlight and capitalize on the many demonstrably effective antipoverty solutions already well known to the academic, research and nonprofit communities. Without better funded and better crafted organization and advocacy on behalf of the poor, the propaganda and accusations now emanating from the right will ineluctably reshape the law of the land — and once institutionalized, such “remedies” could prove staggeringly difficult to reverse.
In my book Reign of Error, I responded to these claims, one by one. First, pointing out that test scores and graduation rates are at an all-time high, and dropout rates are at an all-time low. Then by explaining patiently that poverty takes a toll on children and families. They often lack decent health care, decent housing, and safe neighborhoods, which affects school performance and motivation.
Trump plans to take a wrecking ball to America’s public schools. He has no ideas, and his Secretary of Education Betsy DeVos has only one idea: to promote alternatives to public schools. Did people like them succeed because they have grit? No, they were born rich. Trump was born on third base; DeVos at home plate.

I wonder whether the poor persevere less, are less tough in confronting obstacles etc. I do not think it’s true. It takes more to accomplish the same results if one is poor but the effort involved cannot be measured by outcomes. I am certain that the poor have access to internal resources that are invisible, ignored, or misunderstood by adults in school. Wealthier children I noticed often fell apart when confronted with the daily obstacles facing children from poorer neighborhood DSA and more stressed family circumstances.
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I agree. There is also something ridiculous in speaking of non-cognitive skills and soft skills. Non-cognitive skills suggests you turn off your brain and can still do something that requires skill.
Then there is the idea of “soft-skills” equally silly ( I think) with some strange and latent sexism there in choosing “soft” as a way to describe something valued. It is strange when you consider all of the hoopla over hard skills and related tropes–higher-order mind-work, mastering (conquering) rigorous academic content.
Grit is part of that. It can only be made into a “skill” if you undertake some mental training. That training is all about self-control and that has been a feature of the get-tough-on-kids policies for entirely too long.
Duckworth has the concept of grit, but psychologist Carol Dweck has the training program for grit. It is all about having the proper “mindset.” You can find her training program at brainology.com. Duckworth also has a lot of marketing savvy. Her Character lab has a store.
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Teaching Grit—Just another way for reformers to $cash$ in on assisting superintendents to raise the test scores of subgoups.
Children in these subgroups have plenty of Grit. The reality is—How many of these reformers have to look in the neighbor’s trash for food-listen to Mom’s boyfriend argue with her all night—pretend like their blazing throat doesn’t hurt because there isn’t money for a Doctor visit
and show up in school every day and focus on new content. I am getting tired of all the empty promises while the passion and intrinsic desire to learn escape these children at escalating rates. It is time for our leadership to speak up and membership to raise their voices. Why do we continually allow others to dictate what we teach and tell us what is best for students
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When I was a boy, my father had a brain tumor and never worked again. My brother gave up college to come home and work on the farm. We farmed our way to,adult life through school, and to jobs. Neither of us has a billion or so lying about with which to change the body politic as do so many whose voices are heard.
All this conversation about grit is just a substitute for caring about those who were not born as fortunate as ourselves. Back in the 1800s people were told to pull themselves up by their own bootstraps. When that generation was good enough to go to fight the Great War, they returned to hear that they should slog through the Great Depression of their own might. The people doing the lecturing were the sons and daughters of wealth and those who identified with them.
Now we have the logical heirs to the bootstraps giving the same lecture. If you are stuck in the mud, spin the tires faster. What rot!
We were reading a book review of a South Vietnamese soldier’s memoirs today in class. He mentioned that the book discussed French Colonialism and spoke of its ugly underbelly. One of my students wanted to know why France felt it was OK to treat people like it was described. Interesting question.
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Thanks for your insightful post. Grit is a value judgment made by the over class about the under class. Grit is what we will have breathe more of now that heir Trump has gutted the EPA.
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Anything to keep the focus off adequate funding.
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“True Grit”
Angela has grit
And shovels piles of it
While most would bend
And reach an end
Ms. Duckworth just won’t quit
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A stanza about the HEIRS of the MacArthur Foundation awarding the fact-defying, cute notion, a prize?
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“…those “character strengths” that affluent children seem to have more of.”
That has always seemed exactly backwards to me. Most affluent people couldn’t make it through a day in the lives of most poor people. I know I couldn’t and I’m not that affluent. Or are they really saying that it doesn’t take grit to live in a poorly heated home with violence all around you and have to work three jobs to put food on the table and take care of your siblings and dodge the drug dealers and gang bangers on your way to work or school (each of which requires at least two buses and/or trains to get to)?
What affluent children have more of is the resources it takes to be successful – money, time and connections.
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So true!
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“Grit” is the middle word in “Integrity”
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In is the first word in integrity.
Got some grit in the craw?
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The question then becomes what is the last word in integrity?
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“God” is at the beginning of “godless,” or “godforsaken,” or “godd- – -ed.” So what?
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God spelled backwards is dog.
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Yeah, and there’s no “I” in “team.” What’s your point, coach?
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By the way, Charles, I took your posting with what I perceived as a tongue in cheek feeling and meant to continue your thought with that attitude in mind.
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WordPress can be so much fun! I wonder if this post comes through as awaiting moderation. ay ay ay.
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Where’s ol Sherlock when you need him. Trying to figure when wordpress decides to assign a comment to moderation is as difficult as trying to figure out string theory. I think my comment at 8:34 is awaiting moderation because a minute before that my prior post was just a link to another article. I think wordpress sees that as spam posting.
Anyone else have this problem?
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My point is, that you cannot have integrity without grit. Courage is necessary to be person of integrity.
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One word: UGH!
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I don’t think grit ever left..
It’s just the latest pop psychology recipe for success.
Duckworths’s claims about the importance of grit (whatever that is) are overblown.
As the result of a gross misinterpretation of a single study, she and others greatly overestimated – and exaggerated — the impact of non cognitive factors.
See critique by Marcus Creede
http://www.news.iastate.edu/news/2016/05/18/grit-analysis
And Duckworths’s has even acceded to many of Creede’s points, though it looks like she still insists it can be learned and taught, which Creede has challenged.
http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit
Grit will undoubtedly remain popular until the next new thing comes along, at which point it will join the dustbin of hyped secrets to success.
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It is surely a natural tendency of the effete to imagine reasons for their superiority, and to pay “scientists” to validate their hubris borne beliefs. Then, of course, it’s hard to have any qualities considered superior by the master class when you’re hungry or homeless. My students don’t need grit, but some grits would be nice.
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And then there’s that thing (word) called “rigor”.
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“. . . continue to show that income and whatever is measured are correlated.”
And the key to that statement is the word “whatever”. At the same time that “whatever” is not being “measured” in any logical manner whatsoever.
What is that “whatever”?
How could* that “whatever” be measured?
The most misleading concept/term in education is “measuring student achievement” or “measuring grit”. The concept has been misleading educators into deluding themselves that the teaching and learning process can be analyzed/assessed using “scientific” methods which are actually pseudo-scientific at best and at worst a complete bastardization of rationo-logical thinking and language usage.
There never has been and never will be any “measuring” of the teaching and learning process and what each individual student learns in their schooling. There is and always has been assessing, evaluating, judging of what students learn but never a true “measuring” of it.
But, but, but, you’re trying to tell me that Duckworth and the supposedly august and venerable APA, AERA and/or the NCME have been wrong for more than the last 50 years, disseminating falsehoods and chimeras??
Who are you to question the authorities in testing???
Yes, they have been wrong and I (and many others, Wilson, Hoffman etc. . . ) question those authorities and challenge them (or any of you other advocates of the malpractices that are standards and testing) to answer to the following onto-epistemological analysis:
The TESTS MEASURE NOTHING, quite literally when you realize what is actually happening with them.
Richard Phelps, a staunch standardized test proponent (he has written at least two books defending the standardized testing malpractices) in the introduction to “Correcting Fallacies About Educational and Psychological Testing” unwittingly lets the cat out of the bag with this statement:
“Physical tests, such as those conducted by engineers, can be standardized, of course [why of course of course], but in this volume, we focus on the measurement of latent (i.e., nonobservable) mental, and not physical, traits.” [my addition]
Notice how he is trying to assert by proximity that educational standardized testing and the testing done by engineers are basically the same, in other words a “truly scientific endeavor”. The same by proximity is not a good rhetorical/debating technique.
Since there is no agreement on a standard unit of learning, there is no exemplar of that standard unit and there is no measuring device calibrated against said non-existent standard unit, how is it possible to “measure the nonobservable”-grit?
PURE LOGICAL INSANITY!
*subjunctive usage to indicate improbability or, more accurately, impossibility.
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Whatever is measured counts
Whatever counts is measured
And counting whatever measures
Is measuring whatever counts
Hope that helps
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Exactly!
May I use that, with attribution of course?
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Why soitenly
Yuk yuk yuk.
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“. . .and his Secretary of Education Betsy DeVos has only one idea: to promote alternatives to public schools.”
No, she doesn’t want to “promote alternatives” (plural). Ultimately her goal is to fund and have all attend xtian fundamentalist dominionist madrassas to indoctrinate all into her brand of extianity*.
*extianity (n.) A bastardized form of Christianity that a gentleman named Jesus Christ were he alive today would not recognize.
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Enough about grit! More about the standardized zombies we are training.
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Poor politicians. (1) There is nothing like character strength. This is all fiction. Hartshorne and his colleagues have shown this in their famous studies published already in the 1920ties. (2) Character or morality is a cognitive competence, not a non-cognitive skill. It can be taught and it must be taught. This has been shown by Piaget, Kohlberg and myself. Consult my book “How to Teach Morality” (Logos Publisher). We will never make any progress in schooling if we keep ignoring science.
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“We will never make any progress in schooling if we keep ignoring science.”
Depends upon the definition of what constitutes “science” and scientific thinking/being. Personally I prefer a “fidelity to truth” attitude of which scientific thinking is just one way, albeit probably the main way, of adhering to that concept.
Many supposedly scientific endeavors have been shown to be less than scientific and are indeed dogmatic thinking and beliefs-think psychometrics for one example.
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The key to me is respect for the validity of the scientific method when it is conducted correctly. Real science is not a matter of belief. It is a matter of acceptance of rigorous validation of logical conclusions.
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Came across this as to what scientific thought is on post on a blog somewhere today and forgot to identify the poster and blog. But it is a good description as it is:
“Here’s how it works.
I see this thing, I think it works like X, that’s my hypothesis.
Others try to find a problem with X, but fail, over time X becomes a theory.
People continute to try to find problems with X, but cannot. X becomes a strong theory. Because X explains all observations up to that point, and no one can show that X is incorrect.
Eventually the pool of knowledge increases to a point where a problem is found with X. X is falsified, and a new theory Y is created, and the process starts all over again.
X worked for a long time, because it was reasonable explanation. It still explains things as well as it ever did. But now Y explains it better. Y explains everything that X did, plus a few new things, or reduces issues with X.
That’s the way it works. That’s the way it’s designed to work. That’s not a failure, it’s a success. It’s a success because at the end of it all, knowledge is increased, more is explained.
Also note that the way this information was shown to be a better explanation was through the process of science. The scientific method is a
self-corrrecting process.”
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Here’s how the process works for Deformers
Adopt a “theory” that sounds good and fits one’s ideology, avoids the main issues (like poverty) and — most importantly — makes you some money with hardware/software/book sales or consulting fees.
Cherry pick “facts” that seem to support the theory . When facts are presented that don’t fit the theory, ignore such facts or simply deny that they are important, if you can’t ignore them.
When it becomes completely untenable to continue to support the theory because of overwhelming evidence that it is pure BS, slink away to an isolated spot where you can lay low for a couple years to adopt another theory.
Repeat process.
All very scientific.
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YEP!
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Snake oil.
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I left the education world in the late 90s and I remember how “character education” was the big thing. Now it has condensed and morphed into “grit.” More like grime.
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Grit and grime, gotta like it-like down and dirty, eh!
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This sham is a “good” means of deflecting the conversation away from structural inequities and lack of adequate resources. The locus remains on the individual and not society and its institutions.
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Hi Diane….have you seen that Singapore is going whole hog with grit et al., despite being at the top of the PISA test scores for years? http://www.bbc.com/news/business-39142030
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Who gives a damn about PISA test scores? The results are nothing more than mental masturbation.
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Found this under comments on a WaPo article about Grit—
“Jesse Turner
5/11/2016 7:56 AM EDT
Grit is such a convenient smoke and mirrors cover up for 49 states spending more money on their wealthy schools than their poor schools. Black, Brown and Poor children in America have endured generations of inequity in our public schools. Every Ed Reform policy claiming forcing children and poor schools to meet standards without equity is the same status quo lie that preserves the School to Prison Pipeline.
Equity is not grit it’s doing the right thing for America children,
Jesse The Walking Man Turner ”
https://www.washingtonpost.com/news/answer-sheet/wp/2016/05/10/the-problem-with-teaching-grit-to-poor-kids-they-already-have-it-heres-what-they-really-need/?utm_term=.88e0b3e75bd4#comments
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“PISA scores”
The PISA chores, I always check
Before I buy a pie
Cuz some of them are simply dreck
But others worth a try
The cardboard pies are really bad
A dinner to refuse
But other pies will make you glad
And scores will help you choose
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I am sorry but the communities mentioned did much better before republican budget cuts kicked in after Rayguns election. There has been four to six waves of major budget cuts that have affected communities very negatively. So they go in, cut housing funding, food stamps, education funding and transportation funding and create the failures they then blame on the democrats. I saw public housing communities work and generate very positive intergenerational outcomes. The failures they continually refer to, only came after they cut the socioeconomic foundations out from under the communities post-1980 starting with Newt the Grinch and Phil Gramm. This is why I detailed that history specifically. So that they would take proper responsibility for cutting the foundations out from under those communities that were producing successful outcomes before Bush, Raygun, the Grinch and Gramm cut the socioeconomic foundations out from under what were formerly successful communities before the budget cutters ruined them. Lyle Courtsal http://www.3mpub.com
WordPress.com / Gravatar.com credentials can be used.
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That “experts” expound and preach about grit is SO ENTIRELY CLASSIST. An economically poor person who grew up and lived in poverty his/her whole entire life will have another definition of grit. So why do the powers that be claim their definition to be “THE DEFINITION”? More of the same narrow-minded arrogance and an arrogance designed to enable corporations to profit … to add insult to injury.
So how might a young adult who grew up in ramshackle housing with perhaps a single mom working three jobs (but barely able to put food on the table) and living in a dangerous urban area define grit???? Maybe it would be just to make it into adulthood ALIVE! How dare business folk and academics try to define “grit” from one vantage-point. Makes me ill.
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“…neither religious leaders nor practicing politicians nor government employees have found the levers that actually make disadvantaged families more durable or functional.”
Maybe they should have asked educators, child development experts, social workers and psychologists instead, because we have been implementing effective evidence-based programs with families for some time, such as the Strengthening Families program: http://www.strengtheningfamiliesprogram.org/
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Cause I ain’t got a pencil
By Joshua T. Dickerson
I woke myself up
Because we ain’t got an alarm clock
Dug in the dirty clothes basket,
Cause ain’t nobody washed my uniform
Brushed my hair and teeth in the dark,
Cause the lights ain’t on
Even got my baby sister ready
Cause my mama wasn’t home.
Got us both to school on time,
To eat us a good breakfast.
Then when I got to class the teacher fussed
Cause I ain’t got a pencil.
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My preferred, simple definition of grit, from Merriam-Webster: n. a hard sharp, granule (as of sand); also: material composed of such granules.
As my mom, o.b.m., would say, summers, “Wipe your shoes off before you come back into the house, and keep that grit off my kitchen floor!”
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I wrote this in response to the Edsall column:
Edsall has it exactly backwards when he writes, “First, the spectrum of noncognitive skills and character strengths are a major factor in American class stratification.” No. The intentional and mean-spirited class stratification in America is the factor that drives the disparity in noncognitive skills and character strengths. While Edsall is often thoughtful, this piece is disappointing. While couched in dulcet academic terms, it is essentially support for those who see poor folks of color as lacking character and, therefore, we must fix them.
Paul Tough writes, “students will be more likely to display these positive academic habits when they are in an environment where they feel a sense of belonging, independence, and growth” and where they “experience relatedness, autonomy, and competence.”
And Paul Tough is a major influence on “no excuses” charter schools that “develop” character through harsh discipline, shaming, shunning, humiliation, suspension and expulsion. Go figure.
You can’t have government or school “initiatives to achieve measurable gains in the acquisition of valuable noncognitive skills by disadvantaged youngsters . . .”
Valuable noncognitive skills are the byproduct of privilege. Racism and poverty are the problems, not a lack of character development programs. The pseudo-scientific enthusiasm for grit and character development is simply one more distraction from the glaring and growing inequity in America. It won’t be fixed by tough love.
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Yes, Paul Tough, proponent of “tough love” solutions to education.
At first I tried to get ahead of the goofiness of “reform”, but I eventually just gave up and went with the reality
I could not make up anything goofier no matter how hard I tried. Even the names are like something out of a cartoon.
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They used to say “power of the will.” Now they say “grit.” The intent of the phrase is to exculpate wider society for any influence in the outcome of an individual. It is a sinful and destructive idea.
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First, the term being used in schools was “rigor” which soon became grit” and now the new buzzword is “growth mindset” which all seem to be different ways to label the same thing: EFFORT.
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We know that poverty negatively effects learning outcomes and that the way we have structured our society lack of transit, lack of affordable housing, insecurity in healthcare, lack of affordable day care, lack of infrastructure investment, toxic poorer communties of various polluntants, lack of collective bargaining, day care, etc increases the effects of poverty. Let’s tackle resource gaps i.e reduce poverty to increase student acheivement. Anyting else is hypocritical.
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Profound in it’s accuracy and conciseness.
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As climate change accelerates and landmasses become drier, we will undoubtedly see and feel grit become even more important…
…as an air contaminant, as something that blows into our eyes, as a reason the bedsheets we hung out to dry are dusty.
You get the idea.
I wonder, was it too hard to spell “perseverance” so they had to some up with a smaller word to describe the same thing?
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See the meta analysis by Creede et Al.
According to him, what Duckworth and others have labeled “grit” has been recognized and subsumed by psychologists under other name(s) for decades.
In other words, Duckworth and the others simply re-invented the wheel and called it a “circular driving mechanism”
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I can’t get over these psychologists’ discoveries. Perseverance is as important to success as smarts – my god, who knew???
Then the banality is used to deflect attention. Perseverance is a skill we can teach and measure! – instead of, Why do poor beleaguered children, who may have unresolved health problems, chaotic or unstable home lives, no private room at home, an after-school job, and endless demands on their self-restraint and powers of endurance, have less energy to struggle with their math homework?
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Again, another, true, meaning of the word grit (although not to be found in my pocket dictionary, but I know it’s in the bigger editions)–grit (verb)–to clamp down on teeth when in, for example, a stressful situation (such as taking the CCRAP, which can be likened to taking a ….well, you all know what {I will not be graphic in Diane’s living room!}.)
As used in a sentence, by my mom (o.b.m.), “I TOLD you to NOT grit your teeth like that–they’ll fall out one day!” or the more famous, “Stop gritting! Do you want your face will freeze in that expression?!”
TRUE grit.
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I can’t resist one more comment about one of the elephants in the “grit” room.
Non-cognitive? And we all accept the term so easily?
This is a significant and ubiquitous problem in education. Whether one fully subscribes to Howard Gardner’s multiple intelligences “theory” (it is “theory” only as evolution is “theory”), the human organism is more complex and fascinating than IQ tests or other standardized measures that honor – primarily – linguistic and logical/mathematic intelligence might indicate. All other ways of being intelligent are marginalized as somehow lesser than the holy grail of these two aspects of human ability.
What does non-cognitive mean? Are non-cognitive traits lodged in the spleen? Just below the kneecap? We too readily accept the idea that social, emotional or creative qualities are amorphous and mysterious things that lack the precision and power of cognitive qualities like perception or calculation.
All the ways we interact with each other and our environment are brain-based. The capacity for empathy, the awareness of beauty, the tremble of love, commitment, elegant movement . . . all these things are dimensions of intelligence and we ought not capitulate to the idea that they are non-cognitive. Nothing is non-cognitive.
Amo ergo sum.
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“Writing in the Sand”
Grit is made of sand
Which, molded by the hand,
Eventually goes back
To one amorphous stack
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I think it would be fun to be one of those people who gets to form committees on important matters such as restoring the lost art of “grit” to our bereft society.
Even better: I could be in charge of coming up with the IDEA of forming such committees. Let someone else do the dirty work.
Next time the pendulum swings, I’m hoping to be in the forefront, so that I can form a committee that deals with communication and sensitivity to the viewpoints of others:
Communisense: because, doesn’t it make sense to have a community focused on the good of all?
On a more serious note: “Grit”, when I was growing up, was exactly what the kids growing up in the most difficult environments HAD. They were the survivors. Many of those who were growing up in the affluent neighborhoods would crumble like Saltine crackers when anything close to a train wreck was seen coming their way.
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