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October 22, 2010


I'd think that school can provide challenges that might instill a little grittiness. Even for the highly intelligent, challenges arise from even pedestrian assignments, as I'm continually reminded by some of my more vapid classes.

That the study found those with higher GPA's and higher degree attainment to be more gritty is not surprising. This semester, for instance, I've had more trouble with the financial aid office than any of my classes.

Nice to see my intuitions demonstrated as correct.

Dana..I am commenting here since the comments are closed on your article regarding the SBAList and Congressman Driehaus. You used the word "Blue Dogs" as if all members of the Blue Dog Democratic Caucus are pro-life. That is not accurate. The coalition also contains pro-abortion Democrats. The Blue Dog Caucus' primary issue is fiscal conservatism. The Blue Dog caucus was split on support for the health insurance reform bill.

Off hand, I'd say colleges select for grit far more than instilling it. Showing up on time, eating it, smiling and jumping through hoops while the authority figure says how high, are valuable skills too.

"Gritty"? Isn't that sports code speak for an un-athletic white guy?

It doesn't matter whether or not you (or I) believe that character traits can be "taught" didactically in schools. What matters is whether or not research shows it to be so.

Many intelligent people believed the D.A.R.E. of yesteryear was great. Research proved it didn't make a darn difference.

The problem with this push for character education is that lots of time and money is going to be spent on implementing programs before they have even been tested.

I feel that there should be a distinction between workplace success and academic success as they often require a different skill set and depends on the psychology of an individual in which arenas they choose to succeed. Also I'm not sure I agree with the emphasis on a good GPA in academia or getting a degree.

This doesn't answer your question, but I learned grit in the Marines and it has aided me ever since.

The problem with character education is we don't approach it with the "grit" we bring to teaching of every other subject in school. Unlike with math and reading, most Ch. Ed. programs don't call students to action. Students aren't asked to practice what is taught, and they certainly aren't tested on it. The assumption is talking about SE skills will result in the development of them. Here's an article that provides an alternative approach:


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