Quotes About Growth

innovation and creativity are greatest when we are not at our best

inherent tendency to seek out novelty and challenges, to extend and exercise their capacities, to explore, and to learn.

The second way to self-distance is through time. We can enlist the same capacity for time travel that gives birth to regret to analyze and strategize about learning from these regrets.

If you have a broken heart, it means you have done something big enough and important enough and valuable enough to have broken your heart.

single largest motivator was making progress in meaningful work.

A little kid's life bursts with autotelic experiences. Children careen from one flow moment to another, animated by a sense of joy, equipped with a mindset of possibility, and working with the dedication of a West Point cadet. They use their brains and their bodies to probe and draw feedback from the environment in an endless pursuit of mastery. Then—at some point in their lives—they don't. What happens?

Type I behavior has an incremental theory of intelligence, prizes learning goals over performance goals, and welcomes effort as a way to improve at something that matters.

The consulting firm McKinsey & Co. estimates that in the United States, only 30 percent of job growth now comes from algorithmic work, while 70 percent comes from heuristic work.9

I used to believe that the best way to overcome a bad start at work, at school, or at home was to shake it off and move on. Now I believe the better approach is to start again or start together.

I used to believe in the value of happy endings. Now I believe that the power of endings rests not in their unmitigated sunniness but in their poignancy and meaning.

next time you're selling yourself, don't fixate only on what you achieved yesterday. Also emphasize the promise of what you could accomplish tomorrow. - 141

when both parties view their encounters as opportunities to learn, the desire to defeat the other side struggles to find the oxygen it needs.

In several studies, Dweck found that giving children a performance goal (say, getting a high mark on a test) was effective for relatively straightforward problems but often inhibited children's ability to apply the concepts to new situations.

This is one of the central findings on regret: it can deepen persistence, which almost always elevates performance.

Breaks and recess are not deviations from learning. They are part of learning.

Mindset: The New Psychology of Success BY CAROL DWECK

mastery—the desire to get better and better at something that matters.

Regret is not dangerous or abnormal, a deviation from the steady path to happiness. It is healthy and universal, an integral part of being human. Regret is also valuable. It clarifies. It instructs. Done right, it needn't drag us down; it can lift us up.

framing regret as a judgment of our underlying character—who we are—can be destructive.

He demonstrates that meaning is possible in spite of suffering—indeed, that meaning can sometimes grow from suffering. But he also emphasizes that suffering is not a prerequisite to finding meaning. The search for meaning is a drive that exists in all of us—and a combination of external circumstances and internal will can bring it to the surface.

All deep structure regrets reveal a need and yield a lesson. With boldness regrets, the human need is growth—to expand as a person, to enjoy the richness of the world, to experience more than an ordinary life.

Ultimately, Type I behavior depends on three nutrients: autonomy, mastery, and purpose. Type I behavior is self-directed. It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose.

But the teacher works to convince his class to part with resources—time, attention, effort—and if they do, they will be better off when the term ends than they were when it began.

motivators"—things like enjoyment of the work itself, genuine achievement, and personal growth.