Education is a hopeful endeavour of striving and improvement, with students encouraged to adopt a gritty mindset to pursue future goals. The concept of Grit has become the new standard by which to measure a given student’s ability and to succeed over the long term and reach their desired goal. Duckworth (2017) has popularised this concept with the release of her book “Grit”. Within her research Duckworth presents this the “gold standard” that all should strive for if they are to become successful in their field, whilst ignoring deeper questions of hope, motivation, the meaning of success and character. Whilst Grit may be new terminology, it is not a new concept. This paper examines thought around Grit within the context of transcendent hope through the centuries, from the Jewish Miqra, Plato, Aquinas, in Medieval thinking through to liberal western academics such as Nietzsche within the context of transcendent hope.

It argues that, when Grit is detached from a sense of transcendent hope, it can become toxic and destructive, even if one achieves their desired goal. Grit must be developed within a framework of transcendent hope of the individual, allowing them to strive for their goal but also being kept accountable in their for their moral character. The foundation for education must not be the pursuit of academic results but the realisation that one has purpose. This foundational belief leads in turn to one seeking to improve and to live a successful life rather than a life of success. True Grit, as seen through centuries of thinking, is when one takes the natural gifts they are given, and develops them for the bettering of oneself, those around them and of the world. It is seen when one embodies the virtues of humility, justice and mercy.