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A “field map” of the field of mindset
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Abstract
This paper presents a “field map” of the field of mindset, that includes an overview of some of its contemporary communities, a range of lineages and traditions these communities are connected to, and several voices that speak to the emerging future for mindset psychology and practice. This field map is being offered to help readers move beyond a silo view of a single perspective within the mindset field, and to develop a systems view that acknowledges the collective wisdom that exists in the field as a whole.
... This journaling practice has been designed to go with a series of research papers that have been published on the psychology of mindset. This includes research papers on the mindset field (Buchanan, 2024a); mindset history (Buchanan, 2024b(Buchanan, , 2024c; mindset definitions (Buchanan, 2024d); mindset types (Buchanan, 2024e); mindset theories (Buchanan, 2024f); mindset educational opportunities (Buchanan, 2024g); and dominant paradigms (Buchanan, 2024h). One of the main intentions behind this series of research papers was to help the field of mindset see itself. ...
... This journaling practice has been designed to go with a series of research papers that have been published on the psychology of mindset. This includes research papers on the mindset field (Buchanan, 2024a); mindset history (Buchanan, 2024b(Buchanan, , 2024c; mindset definitions (Buchanan, 2024d); mindset types (Buchanan, 2024e); mindset theories (Buchanan, 2024f); mindset educational opportunities (Buchanan, 2024g); and dominant paradigms (Buchanan, 2024h). One of the main intentions behind this series of research papers was to help the field of mindset see itself. ...
This paper presents a journaling practice to help people examine their personal potential for a “mindset shift”, and the mindset fields potential for a “paradigm shift”, in the way mindset is understood and approached. This journaling practice is for anyone with an interest in mindset, including researchers, practitioners, psychologists, teachers, trainers, coaches, designers, and more. You are invited to reflect upon your learnings alongside the learnings of everyone in the mindset field, so that together, we can be the change and be the transformation, and actualise the fields highest future potential.
In the context of polycrisis and systemic collapse, the primary challenge we face is a widely shared sense of collective depression—a lack of agency in regard to the bigger picture. What does it take to serve evolutionary transformation in the face of systemic collapse? In our view, it takes a form of knowing which extends beyond the current constructs of first-, second- and third-person knowing around which much of our current learning, knowledge, and leadership systems are organized. In this paper, we suggest fourth-person knowing as a distinct epistemology at the intersection of the other three, and we draw on our action research to illuminate five phenomena that point to and distinguish fourth-person knowing: (1) knowing that comes through me but is not of me; (2) knowing that shows up in my individual experience as a decentering of perception; (3) a heightened sense of potential, of possibilities that previously were experienced as unattainable now appear to be in reach; (4) sensing your own agency in helping the ‘universe’ (the larger field) to evolve; and (5) significant long term impact in terms of practical results. It is our hope that by articulating fourth person knowing we can provide an epistemic basis upon which research and inquiry methodologies can be built, complementing first-, second- and third-person forms of inquiry, methodologies based on deep sensing and presencing that support individuals and collectives to recognize, connect with and manifest what is theirs to do in the wider context of this moment and the incipient patterns of emergence and movement making.
A broad range of mindset theories co-exist around the world today. This systematic review is the first of its kind to study this diverse range of mindset theories, to get a sense of how coherent or incoherent they are with one another, and with people's direct experience of mindset. It was found that at present, most mindset theories seldom acknowledge or compare themselves to one another, nor do they examine how all theories belong to a coherent and comprehensive theory of mindset. It is recommended more studies are undertaken to better understand all of the theories that co-exist in the mindset field and how these theories relate to people's direct experience. You are invited to participate in this process of shared learning, so that the mindset field can develop more coherent and comprehensive theories of mindset.
This paper presents a journaling practice to help people examine their personal potential for a “mindset shift”, and the mindset fields potential for a “paradigm shift”, in the way mindset is understood and approached. This journaling practice is for anyone with an interest in mindset, including researchers, practitioners, psychologists, teachers, trainers, coaches, designers, and more. You are invited to reflect upon your learnings alongside the learnings of everyone in the mindset field, so that together, we can be the change and be the transformation, and actualise the fields highest future potential.
An aspect of the mindset field that is not often acknowledged, yet it can exert a strong influence over how people come to understand mindset, is the potential existence of dominant paradigms. This paper examines the nature of dominant paradigms, and offers seven indicators to help readers self-assess if they have been conditioned by one. You are invited to discern if you have been conditioned by a dominant paradigm, and determine if there is an opportunity for you to embrace new paradigms of understanding and practice.
Around the world today, there are many learning opportunities to study mindset in a range of ways and contexts. In this paper, I share and review my experience of some of these learning opportunities as a researcher and practitioner in the mindset field. I also offer five recommendations for education providers and learners to consider as part of designing future mindset learning opportunities. You are invited to reflect upon your mindset education, and/or upon the way you a teaching mindset, and consider if it’s possible to broaden, deepen, and diversify your experience and/or approach.
If you want to grow your branches high and wide as a mindset practitioner, it is important you develop a deep system of roots in the origins and history of mindset psychology. However, opportunities to study the history of mindset tend to be few and far between. This paper presents a short history of mindset from the perspective of the many people who have explicitly used the term, alongside people who have studied similar ideas, and the fields supporting lineages and traditions. You are invited to study this history, as well as to contribute to a shared and ongoing process of making the history of mindset more visible for all to see and learn from.
Mindset is a term that many people are quick to use, yet few define what they mean by the term. The small few that do define the term, often do so in ways that differ from other definitions that exist. Consequently, it can be difficult to discern precisely what a mindset is, and why it is an important dimension of our lives and the life of society. This paper critically reviews 100 diverse definitions of mindset alongside one another, and it shares the authors journey of learning how to embrace a broader and more inclusive understanding of mindset. You are invited to study these definitions so you can broaden and deepen your understanding of mindset from multiple perspectives.
A mindset type refers to the classification of a specific type of mindset. This systematic review and meta-analysis investigates all of the different mindset types that have been named throughout history in the title of scholarly publications. It was found that 1,882 different mindset types have been named, with a small number of those types becoming quite dominant in the field. It was also found mindset types seldom acknowledge the existence of one another, and they also seldom study how all mindset types are interrelated. It is recommended everyone in the field of mindset works together to break down scholarly silos, and widens their circle of acknowledgement, so they can embrace a diverse and comprehensive view of mindset theory that is inclusive of all mindset types.
Mindset history is an important area of study for anyone who works with or refers to mindset in their life or work. Yet, mindset history is an area of study where little peer-reviewed research exists. This paper aims to address this gap by being the first peer-reviewed study to inquire into the origins, history, and lineage of mindset, to gain a broad understanding of some of the various mindset psychologies that have been developed over time and across generations, as well as to gain a sense of the collective wisdom that is present in the field as a whole. This review found that mindset psychology has a diverse, century-long history of explicit research and practice, with its origin phase taking place between 1908 and 1939, early inquiries occurring between 1940 and 1987, and contemporary bodies of work emerging in, and beyond 1988. This review also identifies some of the lineages of research and practice that are closely related to the origins and history of mindset psychology, some of which span back hundreds and thousands of years. The paper concludes with a reflection on my lived experience as a mindset practitioner and the journey of transformation I moved through to embrace a more holistic and intergenerational understanding. You are invited to become part of the future of mindset psychology by deepening your understanding of its history, and by grounding your work in a comprehensive understanding of the entire field.
Dominant policy approaches have failed to generate action at anywhere near the rate, scale or depth needed to avert climate change and environmental disaster. In particular, they fail to address the need for a fundamental cultural transformation, which involves a collective shift in mindsets (values, beliefs, worldviews and associated inner human capacities). Whilst scholars and practitioners are increasingly calling for more integrative approaches, knowledge on how the link between our mind and the climate crisis can be best addressed in policy responses is still scarce. Our study addresses this gap. Based on a survey and in-depth interviews with high-level policymakers worldwide, we explore how they perceive the intersection of mind and climate change, how it is reflected in current policymaking and how it could be better considered to support transformation. Our findings show, on the one hand, that the mind is perceived as a victim of increasing climate impacts. On the other hand, it is considered a key driver of the crisis, and a barrier to action, to the detriment of both personal and planetary wellbeing. The resultant vicious cycle of mind and climate change is, however, not reflected in mainstream policymaking, which fails to generate more sustainable pathways. At the same time, there are important lessons from other fields (e.g. education, health, the workplace, policy mainstreaming) that provide insights into how to integrate aspects of mind into climate policies. Our results show that systematic integration into policymaking is a key for improving both climate resilience and climate responsiveness across individual, collective, organisational and system levels and indicate the inner human potential and capacities that support related change. We conclude with some policy recommendations and further research that is needed to move from a vicious to a virtuous cycle of mind and climate change that supports personal and planetary wellbeing.
The practice of management for sustainability is characterized, like much in the realm of social science, by its inherent complexity (Lissack, 1999) and messiness (Sayer, 2000). The lack of data and slow discovery of systemic interconnections fill the domain with paradoxes, ambiguities, uncertainty, and a welter of complex variables that go beyond the traditional scope of business. Our increasingly unsustainable civilization calls for wiser decisions, yet the rational arguments do not deliver engaged actions. Thus, the authors present a novel model of ‘Sustainability Mindset’ that can help current and future leaders in developing a Sustainability Mindset through which to analyze these complex challenges and create innovative solutions. The Sustainability Mindset breaks away from traditional management disciplinary silos by integrating management ethics, entrepreneurship, environmental studies, systems thinking, self-awareness and spirituality. The authors also reflect on how educators are facilitating this mindset in the context of management education and leadership development.
Executive Overview
The economic landscape of the world is changing rapidly and becoming increasingly global. For virtually every medium-sized to large company in developed as well as developing economies, market opportunities, critical resources, cutting-edge ideas, and competitors lurk not just around the corner in the home market but increasingly in distant and often little-understood regions of the world as well. How successful a company is at exploiting emerging opportunities and tackling their accompanying challenges depends crucially on how intelligent it is at observing and interpreting the dynamic world in which it operates. Creating a global mindset is one of the central ingredients required for building such intelligence. In this article, we address the following issues: why mindset matters, what a global mindset is, the value of a global mindset, and finally, what companies can do to cultivate a global mindset.
Subjects completed a contingency learning task that involved estimating the degree of personal control exerted over target light onset. In Experiment 1, subjects worked on two identical apparatuses in an attempt to turn on the target light by pressing or not pressing a button. Both apparatuses produced noncontingent onsets of the target light either frequently or infrequently. Half of the subjects were told to alternate working on the two apparatuses before deciding on which apparatus they would be more successful in achieving target light onset. The other half were asked to first decide on a particular sequence of alternation between the two apparatuses and then try to achieve as many target light onsets as possible. The former showed rather accurate control judgments for both frequent and infrequent light onset conditions, whereas the latter subjects showed accurate control judgments in the infrequent light onset condition but inaccurate illusionary judgments in the frequent light onset condition. In Experiment 2, the first experimental group was asked to complete a mental exercise that requested the deliberation of an unresolved personal problem, whereas a second experimental group was requested to plan the implementation of a personal goal. Subjects in both groups were then asked to find out how to turn on the target light on an apparatus that produced frequent noncontingent outcomes. A control group worked on this contingency task without any pretreatment. The control judgments of the first experimental group were much more accurate than those of the second experimental group or the control group. Overall findings suggest that people who are trying to make decisions develop a deliberative mind-set that allows for a realistic view of action-outcome expectancies, whereas people who try to act on a decision develop an implemental mind-set that promotes illusionary optimism.
This book presents a new perspective on adaptation to climate change. It considers climate change as more than a problem that can be addressed solely through technical expertise. Instead, it approaches climate change as an adaptive challenge that is fundamentally linked to beliefs, values and worldviews, as well as to power, politics, identities and interests. Drawing on case studies from high-income countries, the book argues that it is time to consider adaptation to climate change as a challenge of social, personal and political transformations. The authors represent a variety of fields and perspectives, illustrating the importance of interdisciplinary approaches to the problem. The book will be of interest to researchers, policy makers and advanced students in the environmental sciences, social sciences and humanities, as well as to decision makers and practitioners interested in new ideas about adapting to climate change.
Wise world-shaping and problem-solving requires that we and our children think in decidedly different, integral and wise ways. This transformation requires a fundamental shift in consciousness and the emergence of global minds that can creatively live into a new worldview of an interconnected planet and a sustainable and interdependent human family. "The fullness of our humanity and the sustainability of our planet rest with the nurturing of decidedly different minds."
This volume presents the results of psychological studies of human learning and organizes and interprets them for students' use. It is not a complete summary and criticism of the experimental work on this topic; for such a summary and criticism would be too heterogeneous and too complicated by intricacies of method and argument. On the other hand it is not a dogmatic account of the facts as I myself see and judge them; for such an account, though of merit in respect to clearness, brevity and straightforwardness, would not supply the training in first-hand examination of quantitative methods and results which advanced students of educational psychology need. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Recognition memory was tested on five Ss. Twenty words were presented to the Ss who were then asked to recognize them from a second presentation of 40 words. Thirteen different intervals of time were used between the first and second presentations, ranging from immediately after exposure, to seven days later. When recognition was allowed immediately after presentation, 84% of the words were correctly identified, while only 11% were recognized after an interval of seven days. The curve relating memory to length of time interval was similar to the Ebbinghaus curve. Very few incorrect recognitions were made as compared with the total number of correct recognitions, and this did not vary with time interval. Increasing the difficulty of the task by increasing the length of series and the time interval, resulted in a decrease in recognition ability. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
With the goal of examining sustainability through a new lens and uncovering how business organizations are reconciling their role in the world today and into the future -- and what it will take to realize that future -- Avastone Consulting conducted the Avastone Corporate Sustainability Study (ACSS). The ACSS draws on investigations with ten prominent corporations, each with substantial sustainability experience and varying degrees of achievement. The study report charts progress of the ten companies across five stages or gears, with the most advanced stage (5th Gear) extending further than other models. The 5th Gear vision and activity required -- and the current chasm in organizations' attention to 5th Gear -- is a significant finding important to the future of sustainability. The report also explores the untapped realm of leader mindsets, including the nature of their development and the correlation between leader mindsets and realization of complex sustainability goals. It synthesizes the information from the ACSS and related research to discern what is required for organizations to activate and successfully power up the gears of sustainability.
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