There are two goals in learning: Which goal are you pursuing?

To differentiate between these two types of goals, consider the example of learning English. Achieving high scores is a performance goal, while speaking English is a learning goal. According to Professor Carol Dweck, both types of goals are perfectly normal and common, and they can both support your achievement. But only one type of goal leads to mastery.

In learning English, achieving high scores is a goal to demonstrate, while being able to speak English is a learning goal. (Illustrative image)

In several different studies, Dweck found that giving children a performance goal (e.g., getting a high score on a test) works in some situations, but more often it willThis hinders children's ability to apply their knowledge to new situations..

For example, in one study, Dweck and colleagues asked high school students to learn a set of scientific principles; they set performance goals for half the students and learning goals for the other half.

After both groups had read and understood the material, the researchers asked the students to apply their knowledge to solve some related exercises that were not exactly the same as what they had just learned. The results showed that the students with the learning objectives achieved significantly higher scores on the new exercises. They also studied longer and tried more approaches.

Professor Carol Dweck concluded: “When students have learning goals, they don’t study to feel good about something and they will continue to strive. Ultimately, their goal is to learn, not to prove that they are smart.”

According to Professor Carol Dweck's analysis, the emphasis on achieving high grades in most Vietnamese schools is a form of learning aimed at showing off, rather than learning.

In fact, many factors currently promote goal-oriented learning in the Vietnamese education system, including the evaluation of teachers and schools based on students' academic performance, and parents' desire for their children to achieve good grades. These ranking and classification criteria based on student scores have all contributed to the promotion of goal-oriented learning.

Vietnam is one of many countries in the world where a learning style focused solely on grades persists. Meanwhile, Dr. Shimi Kang, author of the book "Dolphin Parenting" (World Publishing House), argues that the traditional classroom model that equates intelligence with high grades has become outdated in today's age, given the development of technology and machines.

Traditional classrooms that equate intelligence with high grades have become outdated in today's age, with the advancement of technology and machines. (Illustrative image)

Previously, throughout the 19th and almost all of the 20th centuries, information was not as readily available as it is today, and those with the most knowledge were considered the most valuable. Test scores and rankings were the easiest ways to identify the most knowledgeable individuals. Schools began focusing on test scores, and so did parents, who constantly urged their children to strive for the best possible grades.

According to Dr. Shimi Kang, this would have been perfectly logical a hundred years ago, but it's become outdated today. Thanks to technology, knowing the right answer is no longer as important as asking the right question. We don't need to know all the data, but we really need to be able to distinguish between useful and useless data.

From the analyses of Professor Carol Dweck and Dr. Shimi Kang, it is clear that changing learning strategies in today's era is crucial, and if we do not consciously recognize and adjust, education could easily fall back into the rut of outdated educational thinking from hundreds of years ago.

Finland's "miracle education phenomenon"

While many countries, especially those in Asia, still pursue traditional, grade-focused learning strategies, some have been quick to adapt their educational approaches, with Finland being a prime example.

In 1963, the Finnish government decided to implement a bold plan, focusing on reforming public education in an effort to revive the economy. Many changes were made, including improving teacher quality; granting teachers greater autonomy; and abolishing the grading system for ranking students.

Finnish teachers are not judged by the grades of the students they teach.

Currently in Finland, teachers are not evaluated based on the grades of the students they teach. Finnish students do not have any mandatory standardized tests in basic education; they only take a final exam at the end of the 9th grade when they graduate from lower secondary school at the age of 16. Importantly, in Finland there is no ranking, comparison, or competition between students, schools, or regions.

Educational reforms aimed at preparing children to learn how to learn, rather than how to pass exams, have yielded impressive educational results for Finland, placing it at the top of global rankings.

Even now, having become a "miracle in education," Finland doesn't claim its education system is perfect. They constantly adjust and improve it, continuously researching to ensure it remains compatible with the latest societal changes and scientific advancements.