In the Ted talk, Dweck has also spoken about the growth mindset and how they behave when facing a problem. “You have the students with the growth mindset, the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They process the error. They learn from it and they correct it” (01:51). This shows that people with a growth mindset will try to solve the problem they are facing and to engage in what they did wrong and fix it. I agree with D’s idea here because it is good to have a growth mindset and it can be developed. It helps you to be more successful in the future. 

At the same time, in Lukianoff and Haid’s article they spoke about how cognitive behavioral therapy can try to fix people who have fixed minds on feeling offended on certain topics. “cognitive behavioral therapy teaches good critical-thinking skills, the sort that educators have striven for so long to impart. By almost any definition, critical thinking requires grounding one’s beliefs in evidence rather than in emotion or desire, and learning how to search for and evaluate evidence that might contradict one’s initial hypothesis.” (Paragraph 18). This shows that cognitive behavioral therapy requires critical thinking and it needs more understanding of the topic rather than your emotional desire. You can have your opinions and beliefs but it needs deep evidence of why you think that way rather than having your emotion as the support. I agree with L/H;s idea here because they are right on critical thinking and how we should be able to have evidence for what we believe rather than having our emotions take over. We need to know why we believe the way we do and if you disagree with something there should be a reason rather than because I feel this way. 

Another things Dweck have spoken about were teaching students to be out of their comfort zone and so that they can learn in the process to become smarter. “we taught them that every time they push out of their comfort zone to learn something new and difficult, the neurons in their brain can form new, stronger connections, and over time, they can get smarter.” (05:22). This means that students who were able to be pushed out of the comfort zone has more development in the brain.This can leads to become more intelligent. I agree with part of D’s idea because we should be pushed out of our comfort zone to think and learn. But she’s not quite right when she said every time they push out of their comfort zone they become smarter because sometimes it is good to have our own thoughts and ways to believe. Not everything teachers say or parise you to do is right.

In Lukianoff and Haidt’s article, they talk about trigger warnings and how people who have past trauma or feel offended from the lectures in class don’t need to complete the assignment. “For example some students have called for warnings … so that students who have been previously victimized by racism or domestic violence can choose to avoid these works, which they believe might trigger a recurrence of past trauma” (Paragraph 2). This means that people who have experienced trauma or domestic violence can avoid assignments just because they have experienced it and are uncomfortable to hear in class. Students may escape from the topic when being presented in class since certain aspects of the topic could be harmful to the students’ emotional well being.I agree with part of  L/H’s idea here because students can avoid assignments if being reminded of their past. But you can also stay in the classroom and participate in the topics even if you’re uncomfortable. Just because it triggers recurrence of past trauma does not mean what the teachers say or will assign in the homework are not important.