'One of the greatest musical geniuses (天才) of our time is Itzhak Perlman—but carrying the weight of that title as a child wasn't easy. The violinist describes his early musical education as hell, with pressure from his teacher and his parents. They required him to do as they said. When Perlman got to Juilliard School, he was shocked when he was encouraged by his new teacher t ò be more expressive and self-reflective. Now, in the program for young musicians that he runs with his wife Toby, he uses a similar style with his own students, encouraging each to become the best version of themselves.
It's easy for us to regard Perlman's early experience as a misguided approach of the past.Yet, in effect, this is exactly what we do when we label(贴标签) some as "gifted". Whether it happens at school, at home, or elsewhere, research has proven that singling out a chosen few has negative influences on us all.
When we single out those we believe to be exceptional, we create a culture of genius. This is an environment where star performers get the most resources and where the basic bē lief is the fixed mindset: Some have it, and some don't. Once you single out children as exceptional, you put them on a pedestal(受人尊敬的地位)—one they often become afraid of falling off. Additionally, those labeled as gifted tend to possess a narrow set of skills. This affects their long-term development.
In contrast, in cultures of growth, the central belief is the growth mindset—a belief in universal potential(普遍的潜能): Everyone has the ability to grow, learn, and contribute from wherever they are. In cultures of growth, everyone receives the necessary resources and instruction to develop, Cultures of growth nurture(培养) everyone based on their needs and abilities.
We all have the power to create cultures of growth in our families, schools, and workplaces by holding the belief that everyone can learn and contribute, and by supporting one another on the path to success. Because we know that it's in cultures of growth where the real genius lies.
