When you think you're not apt for certain knowledge and sciences, you limit yourself. A Stanford Graduate School of Education professor, in an interview with essaymap, said believing that you or your child doesn't have an aptitude for something undermines the very ability to learn - whether it's math, basketball or playing the clarinet. According to the professor, doubts about one's abilities at a young age lead to a child not going after his or her dreams because he or she doesn't think he or she is good enough at something. Many go through similar experiences as adults, fearing that they will be "exposed" for their lack of knowledge in their professional field. Below are a few facts that we actually get wrong, thereby limiting ourselves and our children from learning new skills.

Difficulties in learning new skills are cause for rejoicing.

"If you're not struggling, you're not really learning. The moments when we make mistakes are the best for our brains," Morgan says, "Accepting that struggle is liberating. It changes the way we work. We become more persistent and start interacting with each other differently."

Praising children for being "smart" can actually be harmful.

"If we tell kids they're smart - which most parents do - first they'll think, 'Oh, okay. I'm smart." But later, when they get something wrong, they think, 'Hmm, I guess I'm not so good. It's very important to give up these labels. They lead to the belief that abilities are fixed and cannot be changed. - The professor is convinced. - Instead of "you're so smart," you can say, "I like your creative solution," or "I really like the way you solved it."

To have an incentive to learn, you have to use the right words and develop curiosity and a drive to discover.

The key is understanding that intelligence can be developed.
"When children say they can't do something, paraphrase their words. Say, 'You mean you haven't learned it yet,'" Morgan noted.
"One of my favorite studies in education is the work of one of my colleagues," he added. - Researchers divided high school students into two groups. The students buy essay and received graded feedback from their teachers. But for half of the students, teachers added one sentence at the end of it. The kids who read that sentence made significantly more progress a year later.

It's worth stepping back from the strengths and weaknesses theory.

Morgan disagrees with the idea that success is about working with strengths and abandoning weaknesses. Thus, he suggested asking the question, "Am I really strong at one thing, or did I not develop some 'weak' skill because I thought I couldn't?"
We live in a world where young people are indoctrinated with the erroneous notion of erasing boundaries and equalizing educational opportunities. This is not done centrally, of course, but synchronously in all countries. Probably, in addition to the commercial interests of those who undertake to replace university education cheaply, there is also a socio-political motive here - the desire to iron out social discontent and hide only the aggravation of social stratification in society.