Shifting from ‘I Can’t’ to ‘I’ll Learn’: Shannon Smith, J.D., M.S. on Overcoming Perceived Limita…

In a recent LinkedIn post, Shannon Smith, J.D., M.S. explores the powerful psychological shift required to overcome what many perceive as insurmountable limitations. Rather than being genuinely “stuck,” Smith, J.D., M.S. argues, individuals often find themselves trapped by a habitually rehearsed mindset of helplessness. The key, according to Smith, J.D., M.S., lies in transitioning from a fixed “I can’t” mentality to a growth-oriented “I’ll learn” perspective.

The Neuroscience of Mindset

Smith, J.D., M.S. grounds this perspective in neuroscience, explaining how the brain responds differently to perceived dead ends versus possibilities. The phrase “I can’t” effectively closes off cognitive pathways, signaling an end to problem-solving. In contrast, “I’ll learn” prompts the brain to remain engaged in a search for solutions. This distinction is crucial because, as Smith, J.D., M.S. points out, learning itself is dependent on attention, repetition, and the brain’s capacity for neuroplasticity.

“I can’t” closes the loop.

The more an individual practices a new skill, the more efficient their brain becomes at building and reinforcing the neural pathways associated with that skill. Therefore, Smith, J.D., M.S. advocates for treating ability not as a fixed trait, but as a problem for the brain to actively solve.

Practical Strategies for Cultivating a Learning Mindset

To help individuals practically implement this mindset shift, Shannon Smith, J.D., M.S. offers three actionable strategies:

1. Add ‘Yet’

This simple yet profound technique involves reframing negative self-statements. Instead of declaring, “I’m not good at this,” the suggestion is to add the word “yet,” transforming the statement into “I’m not good at this yet.” As Smith, J.D., M.S. explains, this single word “turns a verdict into a process,” signaling that current ability is not a final judgment.

2. Make the Next Step Tiny

Smith, J.D., M.S. advises against overwhelming oneself by asking “How do I master this?” Instead, the focus should be on smaller, more manageable questions, such as, “What can I learn in the next 20 minutes?” This approach, according to the post, allows for “small wins” that provide the brain with tangible evidence of progress, reinforcing the learning process.

Small wins give your brain evidence of progress

3. Track Proof of Improvement

Finally, Smith, J.D., M.S. recommends actively documenting progress. This could involve writing down one thing the individual can accomplish today that was impossible a month ago. The rationale, as detailed in the post, is that the brain naturally tends to focus on failures more readily than successes. Making progress visible helps to counterbalance this tendency.

Your brain tends to notice failure faster than progress

Ultimately, Shannon Smith, J.D., M.S. concludes that the obstacle is not a lack of inherent ability, but rather the belief in one’s capacity to learn. The core message is to “believe you can learn the next part. Then teach your brain that you were right.” This perspective empowers individuals to actively engage with challenges, fostering a continuous cycle of learning and growth.

You don’t need to know how. You need to believe you can learn the next part.