New study yields instructive results on how Mindset affects Learning

BY LISA TREI

Stanford Report, February 7, 2007

When psychology Professor Carol Dweck was a sixth-grader at P.S. 153 in Brooklyn, N.Y., she experienced something that made her want to understand why some people view intelligence as a fixed trait while others embrace it as a quality that can be developed and expanded.
Dweck's teacher that year, Mrs. Wilson, seated her students around the room according to their IQ. The girls and boys who didn't have the highest IQ in the class were not allowed to carry the flag during assembly or even wash the blackboard, Dweck said. "She let it be known that IQ for her was the ultimate measure of your intelligence and your character," she said. "So the students who had the best seats were always scared of taking another test and not being at the top anymore."
Asked what seat number Dweck occupied during that memorable year, the professor paused, and silently raised her right index finger. "But it was an uncomfortable thing because you were only as good as your last test score," she said. "I think it had just as negative an effect on the kids at the top [as those at the bottom] who were defining themselves in those terms."
From that experience, Dweck became fascinated with intelligence, convinced that IQ tests are not the only way to measure it. "I also became very interested in coping with setbacks, probably because being in that classroom made me so concerned about not slipping, not failing," she said.
Dweck, a soft-spoken, elegantly attired woman, joined Stanford's faculty in 2004 as the Lewis and Virginia Eaton Professor. Before that, she taught at Columbia for 15 years, as well as at Harvard and the University of Illinois. A native New Yorker, Dweck earned a bachelor's degree from Columbia and a doctorate in psychology from Yale.
According to Dweck, people's self-theories about intelligence have a profound influence on their motivation to learn. Students who hold a "fixed" theory are mainly concerned with how smart they are—they prefer tasks they can already do well and avoid ones on which they may make mistakes and not look smart. In contrast, she said, people who believe in an "expandable" or "growth" theory of intelligence want to challenge themselves to increase their abilities, even if they fail at first.
Dweck's research about intelligence and motivation, and how they are variously influenced by fixed and growth mindsets, has attracted attention from teachers trying to help underperforming students, parents concerned with why their daughters get turned off math and science, and even sports coaches and human-resources managers intent on helping clients reach higher levels of achievement.
The journal Child Development is releasing a paper Wednesday, Feb. 7, co-authored by Dweck titled "Implicit Theories of Intelligence Predict Achievement Across Adolescent Transition: A Longitudinal Study and an Intervention." The research shows how at one New York City junior high school students' fixed and growth theories about intelligence affected their math grades. Over two years, she said, students with a fixed mindset experienced a downward academic trend while the others moved ahead.
The psychologists then designed an eight-week intervention program that taught some students study skills and how they could learn to be smart—describing the brain as a muscle that became stronger the more it was used. A control group also learned study skills but were not taught Dweck's expandable theory of intelligence. In just two months, she said, the students from the first group, compared to the control group, showed marked improvement in grades and study habits.
"What was important was the motivation," Dweck said. "The students were energized by the idea that they could have an impact on their mind." Dweck recalled a young boy who was a ringleader of the troublemakers. "When we started teaching this idea about the mind being malleable, he looked up with tears in his eyes, and he said, 'You mean, I don't have to be dumb?'" she said. "A fire was lit under him."
Later on, the researchers asked the teachers to single out students who had shown positive changes. They picked students who were in the growth mindset group, even though they didn't know two groups existed. Among them was the former troublemaker, who "was now handing in his work early so he could get feedback and revise, plus study for tests, and had good grades," Dweck said. The research showed how changing a key belief—a student's self-theory about intelligence and motivation—with a relatively simple intervention can make a big difference. Since then, Dweck and her colleagues at Columbia have developed a computer-based version of the intervention, dubbed "Brainology," that has been tested in 20 New York City schools.
Although "Brainology" is not yet commercially available, Dweck has brought her work to public attention with her latest book, Mindset: The New Psychology of Success. The author of many academic books and articles, Dweck noted Mindset was her first foray into mainstream publishing. "My students [at Columbia] kept saying to me, 'You write for these professional journals and that's important, but what about people in the world?' We are in a profession that talks to each other and writes for each other. That's what we're rewarded for. But my students kept saying, 'Everybody should know this.'"
Mindset certainly resonated with Ross Bentley, a world-renowned car racing coach based in Seattle. Unlike coaches who stress technical skills, Bentley focuses on teaching mental competitiveness. He said great drivers strive to attain "a state of flow—a moment when you lose yourself in the act of driving, when it becomes effortless and time slows down. When you get into the flow, or the zone, you're at your peak."
Bentley was thrilled to learn that Dweck's research confirmed his personal approach to coaching. "One of the things that's fascinating for me is that someone with her knowledge has verified things I've known," he said. "She brings a scientific approach and we're able to give her real-world experience. The majority of champion racing drivers have a growth mindset."
This month, Dweck and Bentley are launching a study of about 40 racing-car drivers to learn how applying a growth mindset approach improves their speed times during the 2007 racing season. Bentley explained that car races can last hours and drivers may lose their concentration at pivotal points, making it possible to lose a race by only a few seconds. The objective of coaching is to help drivers recover quickly and maintain an optimal state of flow, he said. The research, carried out by psychology graduate student Fred Leach, will use surveys to gauge the mindset of drivers before, during and after races to see if there is a correlation with their race results, Bentley said. "The goal is to build a growth mindset," he said.
In addition to sports coaches, parents and teachers have written to Dweck to say that Mindset has given them new insight into their children and students. "One very common thing is that often very brilliant children stop working because they're praised so often that it's what they want to live as—brilliant—not as someone who ever makes mistakes," she said. "It really stunts their motivation. Parents and teachers say they now understand how to prevent that—how to work with low-achieving students to motivate them and high-achieving students to maximize their efforts." The point is to praise children's efforts, not their intelligence, she said.
Last year, Dweck taught a freshman seminar based on Mindset. She chose 16 students from more than 100 who applied, selecting those who expressed personal motivation rather than intelligence. "You can impress someone with how smart you are or how motivated you are, and I picked students who expressed their motivation," she said.
It turned out that embracing a growth mindset was critical to the students' transition to Stanford. The freshmen loved being on campus and quickly became involved in activities, Dweck said, but failed to anticipate the approach of midterm exams. "They were just really overwhelmed," she said. "How did they deal with it? They told me they would have dealt with it poorly, thinking they weren't smart or were not meant to be at Stanford. But knowing about the growth mindset allowed them to realize that they hadn't learned how to be a college student yet. They were still learning how to be successful as a Stanford student." Dweck described the seminar as a "peak experience" in her long teaching career. "The students were fantastic," she said.
Dweck continues to conduct research into what motivates people and what holds them back. Based on the success of Mindset, which is being published in nine countries, Dweck has been asked to collaborate on other non-academic projects involving business and sports. "I'm such an egghead," she said with a smile. "My book was my first foray into the real world. Articles go out into the [academic] field and it's very gratifying, but a book goes to all corners of the earth. People take a lot from it, and they introduce themselves into your life."
Dweck's work is to be featured on National Public Radio and in New York magazine. She also will present her research at the upcoming annual meeting in San Francisco of the American Association for the Advancement of Science.
Related Information
Psychology professor discusses 'growth' versus 'fixed' mindsets
Carol Dweck's Website
Contact
Directories
Maps & Directions
Printable Version
When psychology Professor Carol Dweck was a sixth-grader at P.S. 153 in Brooklyn, N.Y., she experienced something that made her want to understand why some people view intelligence as a fixed trait while others embrace it as a quality that can be developed and expanded.
Dweck's teacher that year, Mrs. Wilson, seated her students around the room according to their IQ. The girls and boys who didn't have the highest IQ in the class were not allowed to carry the flag during assembly or even wash the blackboard, Dweck said. "She let it be known that IQ for her was the ultimate measure of your intelligence and your character," she said. "So the students who had the best seats were always scared of taking another test and not being at the top anymore."
Asked what seat number Dweck occupied during that memorable year, the professor paused, and silently raised her right index finger. "But it was an uncomfortable thing because you were only as good as your last test score," she said. "I think it had just as negative an effect on the kids at the top [as those at the bottom] who were defining themselves in those terms."
From that experience, Dweck became fascinated with intelligence, convinced that IQ tests are not the only way to measure it. "I also became very interested in coping with setbacks, probably because being in that classroom made me so concerned about not slipping, not failing," she said.
Dweck, a soft-spoken, elegantly attired woman, joined Stanford's faculty in 2004 as the Lewis and Virginia Eaton Professor. Before that, she taught at Columbia for 15 years, as well as at Harvard and the University of Illinois. A native New Yorker, Dweck earned a bachelor's degree from Columbia and a doctorate in psychology from Yale.
According to Dweck, people's self-theories about intelligence have a profound influence on their motivation to learn. Students who hold a "fixed" theory are mainly concerned with how smart they are—they prefer tasks they can already do well and avoid ones on which they may make mistakes and not look smart. In contrast, she said, people who believe in an "expandable" or "growth" theory of intelligence want to challenge themselves to increase their abilities, even if they fail at first.
Dweck's research about intelligence and motivation, and how they are variously influenced by fixed and growth mindsets, has attracted attention from teachers trying to help underperforming students, parents concerned with why their daughters get turned off math and science, and even sports coaches and human-resources managers intent on helping clients reach higher levels of achievement.
The journal Child Development is releasing a paper Wednesday, Feb. 7, co-authored by Dweck titled "Implicit Theories of Intelligence Predict Achievement Across Adolescent Transition: A Longitudinal Study and an Intervention." The research shows how at one New York City junior high school students' fixed and growth theories about intelligence affected their math grades. Over two years, she said, students with a fixed mindset experienced a downward academic trend while the others moved ahead.
The psychologists then designed an eight-week intervention program that taught some students study skills and how they could learn to be smart—describing the brain as a muscle that became stronger the more it was used. A control group also learned study skills but were not taught Dweck's expandable theory of intelligence. In just two months, she said, the students from the first group, compared to the control group, showed marked improvement in grades and study habits.
"What was important was the motivation," Dweck said. "The students were energized by the idea that they could have an impact on their mind." Dweck recalled a young boy who was a ringleader of the troublemakers. "When we started teaching this idea about the mind being malleable, he looked up with tears in his eyes, and he said, 'You mean, I don't have to be dumb?'" she said. "A fire was lit under him."
Later on, the researchers asked the teachers to single out students who had shown positive changes. They picked students who were in the growth mindset group, even though they didn't know two groups existed. Among them was the former troublemaker, who "was now handing in his work early so he could get feedback and revise, plus study for tests, and had good grades," Dweck said. The research showed how changing a key belief—a student's self-theory about intelligence and motivation—with a relatively simple intervention can make a big difference. Since then, Dweck and her colleagues at Columbia have developed a computer-based version of the intervention, dubbed "Brainology," that has been tested in 20 New York City schools.
Although "Brainology" is not yet commercially available, Dweck has brought her work to public attention with her latest book, Mindset: The New Psychology of Success. The author of many academic books and articles, Dweck noted Mindset was her first foray into mainstream publishing. "My students [at Columbia] kept saying to me, 'You write for these professional journals and that's important, but what about people in the world?' We are in a profession that talks to each other and writes for each other. That's what we're rewarded for. But my students kept saying, 'Everybody should know this.'"
Mindset certainly resonated with Ross Bentley, a world-renowned car racing coach based in Seattle. Unlike coaches who stress technical skills, Bentley focuses on teaching mental competitiveness. He said great drivers strive to attain "a state of flow—a moment when you lose yourself in the act of driving, when it becomes effortless and time slows down. When you get into the flow, or the zone, you're at your peak."
Bentley was thrilled to learn that Dweck's research confirmed his personal approach to coaching. "One of the things that's fascinating for me is that someone with her knowledge has verified things I've known," he said. "She brings a scientific approach and we're able to give her real-world experience. The majority of champion racing drivers have a growth mindset."
This month, Dweck and Bentley are launching a study of about 40 racing-car drivers to learn how applying a growth mindset approach improves their speed times during the 2007 racing season. Bentley explained that car races can last hours and drivers may lose their concentration at pivotal points, making it possible to lose a race by only a few seconds. The objective of coaching is to help drivers recover quickly and maintain an optimal state of flow, he said. The research, carried out by psychology graduate student Fred Leach, will use surveys to gauge the mindset of drivers before, during and after races to see if there is a correlation with their race results, Bentley said. "The goal is to build a growth mindset," he said.
In addition to sports coaches, parents and teachers have written to Dweck to say that Mindset has given them new insight into their children and students. "One very common thing is that often very brilliant children stop working because they're praised so often that it's what they want to live as—brilliant—not as someone who ever makes mistakes," she said. "It really stunts their motivation. Parents and teachers say they now understand how to prevent that—how to work with low-achieving students to motivate them and high-achieving students to maximize their efforts." The point is to praise children's efforts, not their intelligence, she said.
Last year, Dweck taught a freshman seminar based on Mindset. She chose 16 students from more than 100 who applied, selecting those who expressed personal motivation rather than intelligence. "You can impress someone with how smart you are or how motivated you are, and I picked students who expressed their motivation," she said.
It turned out that embracing a growth mindset was critical to the students' transition to Stanford. The freshmen loved being on campus and quickly became involved in activities, Dweck said, but failed to anticipate the approach of midterm exams. "They were just really overwhelmed," she said. "How did they deal with it? They told me they would have dealt with it poorly, thinking they weren't smart or were not meant to be at Stanford. But knowing about the growth mindset allowed them to realize that they hadn't learned how to be a college student yet. They were still learning how to be successful as a Stanford student." Dweck described the seminar as a "peak experience" in her long teaching career. "The students were fantastic," she said.
Dweck continues to conduct research into what motivates people and what holds them back. Based on the success of Mindset, which is being published in nine countries, Dweck has been asked to collaborate on other non-academic projects involving business and sports. "I'm such an egghead," she said with a smile. "My book was my first foray into the real world. Articles go out into the [academic] field and it's very gratifying, but a book goes to all corners of the earth. People take a lot from it, and they introduce themselves into your life."
Dweck's work is to be featured on National Public Radio and in New York magazine. She also will present her research at the upcoming annual meeting in San Francisco of the American Association for the Advancement of Science.
Related Information
Psychology professor discusses 'growth' versus 'fixed' mindsets
Carol Dweck's Website
Contact
Directories
Maps & Directions

HINDARI “MOVE CONFLICT”

Oleh Aminuddin Siregar

Soedjatmoko (Alm), dalam buku “Menjelajah Cakrawala : Kumpulan Karya Visioner Soedjatmoko” --disunting oleh Kathleen Newland dan Kemala Candrakirana Soedjatmoko-- menganjurkan agar kita bisa memahami “dinamika kekerasan dan mencari sarana-sarana penyelesaiannya secara damai”. Tentu saja anjuran itu bukan cuma sekedar himbauan belaka, melainkan berisi ajakan moral agar kita dapat menyikapi berbagai persoalan yang mengemuka, sembari berpikir secara jernih dan merenungkan kembali, untuk menemukan modus baru, misalnya penyelesaian konflik secara rujuk dan bisa diterima oleh semua pihak.

Sebab hingga sekarang-sekarang ini, kita masih tetap diliputi kerisauan, lantaran pemerintah kita belum bisa menuntaskan berbagai persoalan yang muncul baik di pusat, --seperti masalah krisis ekonomi, atau serangkaian konflik yang terjadi-- maupun masalah di beberapa daerah, misalnya pemekaran propinsi Riau, konflik Maluku, Nangro Aceh Darussalam, kesemua itu belum sepenuhnya dapat dikatakan pulih. Sebagai akibat dari kemungkinan munculnya berbagai bentuk, motif, dan modus konflik yang tidak bisa dideteksi sedini mungkin, sehingga dari hari ke hari, fenomena kemunculan konflik yang menjurus pada kekerasan kian beragam.

Fenomena kemunculan konflik itu tentu saja akan membawa dampak terhadap hampir semua segi kehidupan kita, baik politik, ekonomi, maupun sosial, budaya. Kemudian akan merongrong kewibawaan negara dan wibawa bangsa kita. Secara politik mungkin saja bangsa Indonesia dianggap sebagai bangsa yang mudah dipicu oleh semacam provokasi agar bangsa Indonesia tercerai berai.

Lalu secara ekonomi bangsa kita ini mungkin dianggap, bangsa yang mudah diombang ambing, dipermainkan, dan secara ekonomis bangsa kita menjadi bangsa yang tertindas, hingga tidak punya daya saing dan keunggulan di mata internasional. Sedangkan secara sosial barangkali bangsa kita dianggap tidak bisa hidup rukun secara bersama, hingga demikian mudahnya muncul demoralisme.

Sementara secara kultural mungkin saja dianggap bahwa “kebudayaan telah meninggal dunia” –meminjam ungkapan Emha Ainun Nadjib, yang akrab disapa Cak Nun, ketika memberi penjelasan atas penyelenggaraan “Takziah Kebudayaan” yang diselenggarakan sekelompok mahasiswa yang tergabung dalam Persatuan Mahasiswa Islam Indonesia (PMII) pada tahun 1996 silam.

Padahal, semua aspek itu, apakah itu politik, ekonomi sosial dan budaya adalah sarana-sarana strategis paling mungkin digunakan untuk mengantisipasi meluasnya konflik yang tidak kita inginkan. Bahwa penyelesaian strategis sangat diperlukan dalam menghadapi berbagai situasi sulit. Bukan saja dalam upaya melakukan perdamaian, dan mengelola konflik itu sendiri, melainkan juga ketika kita mengadaptasi perbedaan dan menghargai semangat keragaman budaya yang ada di tengah masyarakat..

Persoalannya, langkah apa yang dapat dilakukan untuk menghindari “move conflict”, dalam menyelesaikan masalah, apabila tidak ditemukan sarana dan modus baru penyelesaian konflik secara damai ? Bahwa menghindari move conflict atau langkah konflik, adalah lebih baik ketimbang menyelesaikan konflik dengan sarana konflik pula. Sebab, penyelesaian strategis ialah kemampuan kita untuk menghargai dan menghormati perbedaan pendapat orang lain, adat istiadat orang lain, budaya. Begitu juga perbedaan suku, ras, agama dan bahkan keyakinan politik orang lain. Termasuk segala sesuatu kelebihan dan kekuarangan orang lain. Ini menjadi amat penting untuk memelihara perdamaian.

Menyegani Perbedaan

Bagaimanapun juga sikap menghormati dan menyegani perbedaan, merupakan langkah awal menghindari munculnya kegaduhan, seteru, permusuhan, dengki dan dendam. Termasuk menghindari fitnah dan prasangka buruk. Sikap seperti inilah yang oleh Ashadi Siregar disebut sebagai semangat menghargai perbedaan, sekalipun dengan latar belakang yang berbeda.

Kalau saja semua kita-kita ini, sipapun saja, baik secara individual maupun kelompok punya kemampuan untuk menahan diri, maka kita akan dapat memelihara persambungan di antara sesama kita. Usaha ini bukan cuma memberi sentuhan manusiawi, melainkan juga mempererat tali persambungan-persambungan yang akan melahirkan wujud nyata daya saing kultural kita.

Dengan kata lain, bangsa kita sendirilah yang akan memelihara komunitas masyarakat bangsa kita sendiri dalam Negara Kesatuan Republik Indonesia (NKRI). Itu. artinya kita punya mutu mampu memelihara kedamaian di semua aspek kehidupan kita. Sehingga, campur tangan negara-negara lain untuk urusan dalam negeri kita, agaknya bisa dikurangi intensitasnya. Apalagi kalau bantuan pihak luar itu misalnya, justru menimbulkan luka yang kian dalam.

Tentu saja, saya tidak punya resep apa pun untuk memulihkan keadaan yang katakanlah sedemikian kacaunya, apalagi untuk mengatasi persoalan yang sedemikian rumit dan sangat ruwet di tengah krisis multidimensi seperti sekarang ini. Hanya saja dalam setiap usaha penyelesaian perseteruan, hanya dapat diatasi apabila setiap unsur dalam masyarakat dilibatkan. Tidak bisa sendiri-sendiri, atau sepihak.

Maka itu diperlukan kerjasama mencari solusi, menemukan sarana dan modus baru penyelesaian secara damai. Dalam konteks itu, perlu bagi kita untuk memunculkan sosok dan orientasi persambungan kultural yang berbasis jaringan etnis dengan menjunjung tinggi martabat manusia.

Dengan begitu, sense of belonging, yakni perasaan bersatu dengan lainnya sangat diperlukan. Jika nilai ini tertanam disetiap diri kita, setiap orang, setiap individu manusia Indonesia, tiap kelompok apapun saja, maka bangsa ini akan dapat membendung ancaman arus perpecahan. Setidaknya mengurangi kemungkinan timbulnya konflik baru.

Keragaman Budaya

Adalah tugas dari semua kita-kita ini, semua orang dan semua kelompok yang ada dalam masyarakat untuk menumbuhkan semangat menghormati perbedaan, tanpa melihat perbedaan latar belakang budaya setiap kita. Ini barangkali saja merupakan kebutuhan moral khalayak ramai. Tetapi dibalik itu, nilai yang terkandung di dalamnya ialah memungkinkan kita hidup secara rukun dan damai, hidup berdampingan secara bersama.

Sisi paling positif dari keragaman budaya ialah menjadikannya sebagai kekuatan daya tangkal terhadap arus budaya politik kekerasan, misalnya. Dilihat dari kekinian kita, maka penyelesaian strategis itu mesti berorientasi pada keragaman budaya. Ini juga bisa diasumsikan sebagai kekuatan daya tangkal dimaksud. Sebab dalam setiap masyarakat yang memiliki nilai tertentu dalam keseharian hidup mereka, akan dapat merasa sangat dihargai dan dijunjung tinggi martabat kemanusiaannya apabila seluruh aspek budaya yang ada dalam kehidupan mereka sehari-hari dihormati.

Sebaliknya keragaman budaya bisa jadi ancaman, apabila kita mengabaikan rasa solidaritas terhadap sesama, mengabaikan kebersamaan, dan apabila kita mengabaikan nilai-nilai yang dianut di lingkungan suatu masyarakat. Bahwa lingkungan hidup sebagaian besar bangsa Indonesia akan diserbu oleh multidimensi kultural yang sangat aneka ragam. Bukan saja karena jumlah penduduk yang bertambah, tetapi juga sebagai akibat dari mudahnya melakukan berbagai persambungan dan kemampuan teknologi yang digunakan, memungkinkan setiap orang untuk akses ke berbagai kultur baru.

Dalam konteks inilah agaknya kita perlu memahami dinamika kekerasan yang disertai dengan berbagai motif baru pula. Karena itu, kembali yang perlu kita tanamkan ialah menyebarluaskan makna perlunya hidup bersama dengan semangat kebersamaan dalam keragaman. Bahwa menghindari langkah konflik dalam penyelesaian konflik, berarti menghindari tindakan kekerasan.

Akhirnya, untuk mencapai penyelesaian damai dan mengatasi persoalan krusial yang kini tengah dihadapi bangsa Indonesia. Perlu pengembangan model persambungan yang sifatnya human interest, yakni dengan sentuhan perasaan. Bila hal ini dilihat dari mendesaknya penyelesaian damai dan perlunya segera diatasi. Maka peranan pemerintah,dengan demikian menjadi kata kunci, tatkala penyelesaian berbagai kasus dan tuntutan masyarakat yang mengemuka terus menajam.

Karena itu pula, peran aktif pemerintah mengajak semua komponen dan setiap unsur masyarakat untuk menjalankan fungsinya, yang antara lain ialah memberi pengertian-pengertian kepada pihak yang bertikai, berseteru, atau apapun saja bentuk pertentangan yang terjadi dalam kehidupan mereka. Dalam kontek inilah agaknya perlunya kehadiran public philosophers, tokoh panutan, tokoh politik,dan tokoh-tokoh lainnya di tengah masyarakat. Ini sangat penting artinya dalam upaya penyelesaian damai atau rekonsialiasi. Apalagi bila pertentangan yang terjadi merupakan ancaman bagi kewibawaan bangsa dan negara. Begitu pula dalam penyelesaian konflik secara damai. Selebihnya, Wallahua’lam.

Harian Analisa, Medan. 12 Mei 2002

KLUB HAUS BUKU: Forum Diskusi

KLUB HAUS BUKU: Forum Diskusi

Forum Diskusi

SELAMAT DATANG!

Pertama kami memanjatkan puji syukur kehadirat Tuhan Yang Maha Esa yang mengajarkan kepada manusia apa yang tidak diketahuinya. Dia telah menganugerahkan berbagai karunia dan nikmat keapda hamba-Nya, di antaranya menurunkan berbagai kitab suci dan mengutus para rasul as. 
Seperti kita ketahui. dewasa ini berbagai pemikiran dan informasi sedemikian cepatnya tersebar hingga tidak sedikit pun yang tidak diketahui oleh orang-orang yang mencari dan membutuhkannya. Karena itu siapa pun saja dari kita mesti siap menyesuaikan diri dengan ledakan percepatan informasi itu sendiri.

Klub Haus Buku ini menghadirkan Forum Diskusi Onlina yang bisa diikuti oleh siapa saja dalam mendiskusikan berbagai buku, baik yang menyangkut isi maupun yang berkaitan dengan dunia perbukuan dewasa ini. Baik sebagai anggota maupun sebagai pengunjung situs Klub Haus Buku ini.

Forum ini mencoba untuk menghadirkan kembali spirit masyarakat untuk menjadikan buku sebagai gerbang ilmu pengetahuan melalui budaya baca. Setiap anggota diharapkan dapat menyesuaikan diri dengan minatnya terhadap buku bacaan yang ia baca dan akan didiskusikan, mulai dari memilih, menetapkan, menelaah, membedah dan menyimpulkannya.

Melalui forum ini kami mengajak masyarakat untuk mengungkapkan pikiran dan menyumbangkan berbagai saran agar dengan kegiatan gemar-membaca mengasyikkan dan lebih bermakna. Terima kasih.

Selamat Bergabung