Never Mind the Mindset – Open Up for Innovation

 

Free Dictionary – 

Mindset: A fixed mental attitude or disposition that predetermines a person’s responses to and interpretations of situations. 2. An inclination or a habit.”

Sorry, I just couldn’t resist. With the increasing and repetitious appearance of the mindset word almost everywhere I read these days, it just got away from me, honest. I mean, there’s success mindset, and positive mindset, and gorilla mindset, and growth mindset, and abundance mindset … and the list keeps growing…

 

I ask you, Where’s the appeal? A a rut by any other name is still a rut.

Just add water to the concrete mix, pour it in the molds and voilà! in no time –  mindsets as hard as a rock. They do hold up for a long time. And they don’t let much out once you seal a bunch together. And they repel anything trying to get in. Very inorganic, they are quite resistant to anything natural. Note the lack of flexibility does make them vulnerable to shattering if they are left to themselves – they’re far stronger if mortared all together in pre-engineered arrangements.

 

Growth mindset? Is a more congruent label in order? Please?

Some of latest and greatest excitement in science is all about the flexibility and changeability of the human brain. So many things that were previously assumed to be permanent are turning out to be anything but.

A post I was reading from MedicalXpress, reporting on how reading increases cognitive flexibility spells things out nicely. The article describes mental flexibility as “ the ability of a person to shift a course of thought or action according to the changing demands of a situation. It allows an individual to abandon a previous response set or pattern in order to generate an alternative that is better suited to the requirements of the situation at hand. “

 

Ah! Growth mindflex…waddya think? Better yet, how about creative thinking?

 

Think of a subject that you really didn’t like when you were in school – or right now, if you’re a student.

Which one, if any, of these three approaches would encourage you to at least investigate further, if not fully pursue, the disliked subject?

 

a) It’s been pointed out to you the many ways you could benefit by paying attention and learning this subject.

b) It’s been pointed out to you the many ways that not paying attention and learning this subject could limit your option

s.

c) It’s been well demonstrated to you: that paying attention to this subject could benefit both your understanding of yourself, other people, and the world – as well as inform you about this subject.

 

Maybe neither love nor money could persuade you to engage. Maybe great marks, great jobs, rapid movement to the top of the ladder – win, win, win – just wasn’t incentive enough. Perhaps not even the thought of lose – lose – lose – could push you. This is g

reat stuff – you aren’t easily influenced – but …

The first two approaches are in the same category as do it right, so you don’t get it wrong – either/or, black or white sorting. How often do you find only two possibilities in real world situations?

Notice that the persuasive/coercive approaches leave you out: your interpretations, your reasoning, your understanding. How what you take in

connects to you, as a human being, matters. How what you take in connects you to other human beings matters, too.

Bringing home the bacon and being good at what you do is something you value. But you aren’t just a projectile to be fired at a target somewhere out there in the business or academic jungle. Dancing to the tune of acquiring what you’re told you need to know isn’t the same as developing a personal – or a big – picture.

If what what we’re expected to learn rarely goes any where near the inner reason for learning – to grasp reality as well as possible – is it any wonder commitment to learning so often falls off? Loading the mind with knowledge – to get a good mark, a good job, or at least a good paycheck – is mostly concerned with the teaching of what to think. Learning about how to develop sound thinking – skills needed to pin-point what really matters to you in life, and to make well considered decisions by yourself, for yourself, generally come in a poor second.

 

It’s often said that success comes of loving what you do.

But love has so many definitio

 

 

ns. Caring about the growth of our minds is so often over-ridden by the constant noise of outside influence. If caring doesn’t kick in or is drowned out, very little is learned. Creative thinking, not unlike walking and talking, is mostly self-taught from picking up on others example. Recall a school subject you really liked. Did your appreciation have more to do with how what you were learning was put across than the subject itself?

Connecting to – and succeeding with – what we do, is thought to depend on learning skill sets. Following rules and methods found to be effective aids to learning is a good beginning. But the ideas and reasoning behind the mechanics need to come along for the ride. The weaker the idea that we can learn anything of importance from a source, the more slowly – or superficially – we learn. Method isn’t enough. Those most successful at learning see opportunities to increase understanding where many wouldn’t bother – or out and out refuse – to even look. If you haven’t read Viktor Frankl, give it a shot for an example.

It seems the initial willingness to connect is the deal maker or breaker – staying open to learning independently of the situation. Where we already do this was likely learned long enough ago, that it’s become automatic. We don’t notice what we’re actually doing when we engage – or what we’re doing when we don’t. From this idea, at least one possibility of ramping up more open, creative, thinking and learning comes to mind:

 

Re-discover the skills you already have:

 

Think about your favorite teacher, then consider what would have happened had this teacher taught every subject.

What was this teacher encouraging that helped you to engage with what you were learning?

Now think about a subject you liked no matter who was teaching – one you were motivated to find out more about on your own. Note similarities and differences in how you approached this subject compared to one you wished you didn’t have to take.

What ideas and approache

s are you finding out of this examination that you’d count on to connect – motivate engagement 

no matter what the subject is, who’s instructing, or how it’s coming at you? 

Of these ideas and approaches, which ones work best to keep you focused on discovering information that adds to understanding in general, no matter the situation or context?

 

Don’t set your mind – open it! Take the time to think about your most creative learning experiences – and put what counted most about them into words. The best methods and ideas are in there, just waiting to be withdrawn from the memory bank.

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