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When I was 27 years old, I left a very demanding job in management consulting
在我27岁的时候，我辞去了一份非常有挑战性的职业—企业管理咨询，
for a job that even more demanding: teaching.
转而投入了一份更加具有挑战性的职业：教育。
I went to teach seventh graders math.
我来到纽约的一些公立学校
In the New York City public schools.
教7年级的学生的数学。
And like any teacher, I made quizzes and tests.
和别的老师一样，我会给学生们做小测验和考试，
I gave out homework assignment.
我会给他们布置家庭作业。
When the work came back, I calculated grades.
当这些试卷和作业收上来之后，我计算了他们的成绩。
What struck me was that I.Q. was not the only difference
让我震惊的是，IQ的高低并不是我最好的
Between my best and my worst students.
和最差的学生之间唯一的差别。
Some of my strongest performers
一些在课业上表现很好的学生
Did not have stratospheric I.Q. scores.
并不具有非常高的IQ分数。
Some of my smartest kids weren’t doing so well.
一些非常聪明的孩子反而在课业上表现的不那么尽如人意。
And that got me thinking.
这引起了我的思考。
The kinds of things you need to learn in seventh grade math,
当然，学生们在7年级需要学习的东西
Sure, they’re hard: ratios, decimals.
是有难度的，像比率，小数，
The area of a parallelogram.
平行四边形的面积计算。
But these concepts are not impossible,
但是这些概念是完全可以被掌握的，
And I was firmly convinced that every one of my students
我坚信我的每一位学生
Could learn the material,
都可以学会教材内容
If they work hard and long enough.
只要他们肯花时间和精力的话。
After several more years of teaching,
经过几年教学之后，
I came to the conclusion that what we need in education
我得出一个结论，我们在教育方面所需要的是
Is a much better understanding of students and learning
对学生和学习行为进行一次更为深刻的理解。
From a motivational perspective,
从学习动力的角度
From a psychological perspective.
和心理学的角度
In education, the one thing we know how to measure best
在教育体系中，我们都知道评价优秀学生的标准
Is I.Q., but what if doing well in school and in life
就是IQ，但如果在学校和生活中的优秀表现
Depends on much more
远不仅仅依赖于
Than ability to learn quickly and easily?
你轻松高效学习的能力呢？
So I left the classroom,
所以我离开了讲台，
And I went to graduate school to be a psychologist.
回到学校继续攻读心理学硕士学位。
I started studying kids and adults
我开始研究孩子和大人，
In all kinds of supper challenging settings,
在各种非常具有挑战性的情况下，
And in every study my questions was,
以及在各项研究中，我的问题是
Who is successful here and why?
谁才是成功者，为什么他们会成功？
My research team and I went to West Point Military Academy.
我和我的研究团队前往西点军校展开调研，
We tried to predict which cadets
我们试图预测哪些学员
Would staying in military training and which would drop out.
能够耐得住军队的训练，哪些会被淘汰出局。
We went to the National Spelling Bee
我们前去观摩全国拼字比赛，
And tried to predict which children would advance
同时也试着预测哪些孩子会晋级
Farthest in competition.
到最后的比赛。
We studied rookie teachers working in really tough neighborhoods, asking
我们研究在恶劣的工作环境下工作的，刚入行的老师，
Which teachers are still going to be here in teaching
询问他们哪些老师决定会在学年结束后
By the end of the school year,
继续留下来任教，
And of those, who will be the most effective
以及他们之中谁能最快地
At improving learning outcomes for their students?
提高学生的学习成绩。
We partnered with private companies, asking
我们与私企合作，
Which of those salespeople is going to keep their jobs?
哪些销售人员可以保住工作，
And who’s going to earn the most money?
向他们询问哪些可以赚钱最多？
In all those very different contexts,
在所有那些不同的情境下，
One characteristic emerged
一种性格特征凸显了出来，
As a significant predictor of success.
这种特征在很大程度上预示了成功。
And it wasn’t social intelligence.
而且它并不是社交智力。
It wasn’t good looks, physical health, and it wasn’t I.Q..
不是漂亮的外表，强健的体魄，也不是很高的IQ,
It was grit.
它是坚毅。
