Growth and learning are facilitated by both our experiences and interactions with the external environment as well as our internal belief systems. Since the potential for cognitive development depends on the "zone of proximal development“ (Vygotsky), environment is an essential learning component. For example, in order to build stronger muscles for creativity, the environment should support experimentation and risk-taking, require elaboration and promote resilience and a healthy relationship with failure, Also, at the same time, the child should believe that creativity is a worthy endeavor.
Curiosity is a measure of how actively and independently one seeks new informatio. Our cognitive abilities process the information we receive and relate it to what we already know. These are the basic mental process that maintain and process different types of information. Each of us has our own distinct moral compass and it is our empathy that enables the valuation of the information we process, often from multiple perspectives. This valuation helps us judge between different possibilities. This skill is essential, for example, for social interactions and emotional regulation. Ambition is our potential to stretch our abilities and pursue one or more of the possibilities offered by our judgment. In other words, one needs the skills to set goals, deprioritize distractions and boredom (gratification deferment) and overcome obstacles with perseverance (grit). Creativity, on the other hand, takes us beyond known possibilities and entices us to march ahead in new directions even when there is no clear solution or an inkling of a solution to the problem at hand. Since true empowerment requires metacognition and a deep awareness of this learning process, communication skills are essential for building such awareness around our accomplishments, failures and the opportunities between them. The ability to reflect, elaborate, document and then relay these ideas is vital for accelerating one's growth and learning.