In this paper we explore two contrasting approaches to understanding and employing mindsets in education and training: the growth and fixed mindset used in formal educational settings, and the mindsets typically used for leadership development for adults. These different bodies of work (here termed pedagogical and andragogical respectively) have largely remained distinct bodies of work. The paper sets out their respective contributions, similarities and differences. It demonstrates that the pedagogical mindsets are implied in the andragogical mindsets and argues that the andragogical approaches – that typically require experienced participants, such as those on MBA programmes - are also of value for the younger (less experienced) learner. The paper also explores current developments in leadership theory that stress the need for a shift from competency and skill development, to mindset approaches in order to tackle the complexity of leadership challenges. Taken together, it argues that mindset approaches are highly relevant for tackling some of the managerial and leadership challenges we face and should be integrated into all levels of leadership development and not be reserved for the mature, experienced learner.

在本文中，我们探索了两种在教育和培训中理解和运用思维方式的对比方法：在正规教育环境中使用的成长和固定思维方式，以及通常用于成人领导力发展的思维方式。这些不同的工作主体（在这里分别称为教学法和人类学）在很大程度上仍然是不同的工作主体。本文阐述了它们各自的贡献，相似之处和不同之处。它证明了教学思想观念被隐含在了非教学思想观念中，并指出，通常需要有经验的参与者（例如MBA课程的参与者）的非教学方法对于年轻（经验不足）的学习者也具有价值。本文还探讨了领导力理论的最新发展，强调了从能力和技能发展转向思维定势方法的需要，以应对领导力挑战的复杂性。两者合计，它认为思维方式与应对我们面临的一些管理和领导力挑战高度相关，应该整合到领导力发展的各个层面，而不是为成熟，经验丰富的学习者保留。