Developing a learning capacity for life

In the UK, many schools articulate their commitment to developing every individual through mission statements that promise to “fulfil every individual’s potential”. But how do we know what is “individual potential” and how can we measure if it has been fulfilled?

Does “fulfilling potential” equate to an assumption that “potential” is a finite phenomenon which is fixed or predetermined? Do such statements unintentionally put a ceiling to learning and achievement?

I have a great deal of admiration for Professor Carol Dweck’s important research findings regarding motivation to learn and her idea of “fixed” and “growth” mindsets (1). A fixed mindset is defined as a strong belief in one’s ability (intelligence) as basis for success, rather than effort, where individuals tend to hide their mistakes and deficiencies, and react negatively to setbacks. A growth mindset is based on effort and is focused on learning and achievement.