February Resources Round-up

by Shelby Clark

Each month, we spend some time gathering and sharing some of the newsletters and podcasts that have kept us informed lately. Learn more below about new ways to keep up to date about the latest topics and issues related to social good, character, and education.

Newsletters you might want to sign up for… 

The Hechinger Report  (here)

The Hechinger Report offers newsletters such as “The Future of Learning,” which “follows education innovation in schools across the country,” and “Proof Points,” which “makes sense of education research with the most important takeaways for educators.”

The Jubilee Centre for Character and Virtue (here)

“The Jubilee Centre is a pioneering interdisciplinary research centre focussing on character, virtues and values in the interest of human flourishing. Launched in 2012, the Centre promotes a moral concept of character in order to explore the importance of virtue for public and professional life. The Centre is a leading informant on policy and practice in this area and through its extensive range of projects contributes to a renewal of character virtues in both individuals and societies.” Sign up for their newsletter above. 

Scientific American (here)

Sign up for Scientific American’s “Mind & Brain” newsletter to learn more about psychology topics such as “Why kids are afraid to ask for help” (here). Topics include behavior, cognition, consciousness, creativity, intelligence, memory, mental health, mental illness, neurology, neuroscience, psychology, sexuality, and sleep, amongst others. 

Podcasts that might interest you… 

Armchair Expert with Dax Shepherd (here)

Actor Dax Shepherd describes this podcast as a celebration of “the messiness of being human.” Expect authentic discussions, bad language, and experts from all different walks of life, including actors, psychologists, political scientists, and more. Recent guests include actor Nicholas Hoult (The Great), research professor and author Brené Brown, television producer Michael Schur (The Good Place), and political scientist Brian Klaas. 

Whistleblowers (here)

“Would you risk it all - your career, your life, even the lives of your family - for what you believe in? In Whistleblowers, we explore the biggest, most bizarre lies in history, through the eyes of those who risked absolutely everything to expose them. Every Tuesday, we delve into captivating stories of corruption. There are respected spiritual leaders who ask way too much of their followers. Doctors with sinister motives. Governments that value profit over all else. And at the heart of every tale is a whistleblower who put everything on the line to tell the truth, and paid the price. Whistleblowers is a Spotify Original from Parcast, hosted by Pat Rodriguez.”

Time for Kids Explains (here)

In this podcast, kids explain the news in an easy to understand manner, interview key figures, and answer the “who, what, when, where, why, and how” of key recent events. Visit Time for Kids (here) to find lesson plans related to several episodes. 

The Difference an “n” Makes: A Good Project Puzzle

The other day, I was speaking to a friend about what we, as older scholars, should be saying and doing at this time–a historical moment fraught with political, pandemic, and personal challenges, and, perhaps, with opportunities.

He began speaking, and said “As XX said…” As soon as he had enunciated XX, I had in mind one French person, but he was actually about to quote another one.

Person 1: Jean Monnet—was a French economist and political leader. He is one of my heroes; in fact in my book on Leading Minds, I devote a chapter to him.   

The First World War convinced Monnet that the centuries-long pattern of European nations (and then states) entering into predictable combat was extremely destructive; it ought not be allowed to continue. And so, for the next half century, he led the efforts to create a United Europe. And though Europe experienced another even more devastating war, and there continued to be opposition, Monnet was able to witness the creation of the European Union and to observe a peace that has held for more than half a century… alas, whether it will remain at peace is uncertain at this fraught moment.

Two quotations capture the thinking and the program of action of Jean Monnet:

“Europe has never existed. One must genuinely create Europe.”

“There will be no peace in Europe if the States rebuild themselves on the basis of national sovereignty, with its implications of prestige politics and economic protection... The countries of Europe are not strong enough individually to be able to guarantee prosperity and social development for their peoples. The States of Europe must therefore form a federation or a European entity that would make them into a common economic unit.”

But my friend actually had in mind Claude Monet, quite likely better known to the public-at-large. The great painter epitomizes the breakthrough that was Impressionism; he is probably more valued than any of his artistic colleagues. Like his younger namesake, Claude Monet was also tremendously upset by the warring countries. But— a generation older—Monet felt that his greatest contributions could be made by continuing to paint the way that he had, even when he became frail. And indeed, for well over a century, his artistry has given pleasure—and sometimes inspiration—to millions of viewers around the world. As Claude Monet put it,

”Yesterday I resumed work. It’s the best way to avoid thinking of these sad times…if these savages must kill me, it will be in the middle of my canvases, in front of all my life’s work.”

Those of us who are involved in the study and the stimulation of the good—good persons, good workers, good citizens—face a similar choice. We cannot delude ourselves into thinking that our efforts alone will have an effort on the larger scene—though that does not mean that we should not try. But it is legitimate for us to wonder—should we continue to carry out research and writing; should we drop our work and become political activists; or should we attempt to lead the life that we admire and respect and hope that our example will also influence others.

To make it more vivid, we can personify this dilemma: Does it make sense to devote our selves to a political activist life, like Senators John Kerry or John McCain; to the creation of powerful art, like novelist Toni Morrison or painter Helen Frankenthaler; to the improvement of world health, like the recently deceased Paul Farmer; or attempt to straddle between art and public life, like cellist Yo-Yo Ma?

We need to understand the world; but we also need to know ourselves.

Afterthought:

I felt a bit foolish that I was thinking of one Monnet, while my friend had in mind the other large personality—Monet. But I am not the only one who was confused. Decades ago, Pamela Harriman was being considered to be Ambassador to France. Senator Jesse Helms opposed the nomination because he thought that Harriman belonged to a political Society— the Jean Monnet Society that supported a united Europe; but actually Harriman belong to an artistic society that honored painter Claude Monet. She was confirmed (click here to learn more).

One “N” –or, in social science terms—an “N” of one—can make a big difference!

Reference

Gardner, H. (1995). Leading minds : An anatomy of leadership. Basic Books.

Winter Round Up: Five Articles Worth Sharing

The Good Project team has been sharing a lot of articles and tools with each other over the last few weeks. Below are our “Top 5” links for the last month–from bad actors to big laughs, well-being to future-thinking. We hope that you find something new here and that you enjoy them as much as we did!

  1. We talk a lot about promoting “good work,” but we don’t always dedicate quite as much time to the flip-side. Examples of bad work can show us exactly what we don’t want to do in our own lives. Dr. Gardner has written about “bad work” here and “compromised work” here. For some additional examples of unethical behavior, check out this round-up by NPR featuring series and specials on professional bad behavior–from Theranos to Uber (here). 

  2. Have you ever seen Michael Shurer’s The Good Place (available on NBC here and Netflix here)? A show about ethics and moral philosophy is admittedly not often a huge draw, but The Good Place, with its talented cast and hilarious writing, is the exception to the rule. Needless to say, we are fans! The show wrapped up a couple of years ago, but Shurer wasn’t yet done wrestling with these ideas. He’s just come out with a new book on moral philosophy here.

  3. When considering our "rings of responsibility", most don't typically think about future generations. This piece by Sigal Samuel at Vox calls on readers to be  "good ancestors" in the face of climate change, AI, and pandemics (here).

  4. Our colleagues at HGSE’s Making Caring Common recently released a survey developed through the Caring Schools Network to assess student well-being (here). This tool helps teachers to confidentially “take the temperature” of their class. Designed to be used either in-person or virtually, the current format in Google Forms is adaptable to your preferences–you can change or edit the questions and frequency to further customize the survey. 

  5. Over the last few years, we began a concerted effort to broaden the stories and perspectives represented in our dilemma database (here). As always, the stories are based on real-life experiences and difficult decisions. We are still actively seeking new stories. If you have faced an ethical dilemma in school or work please consider sharing your story anonymously (here). 

What have you been reading and watching? Have you recently come across any new and inventive resources or tools? If so, please share in the comments!

Values in the Pandemic: Have They Shifted, and if so, How?

by Lynn Barendsen

What do we value, and how do we spend our time?  Both are key topics on the Good Project; it’s my hunch that responses to both questions have been considerably impacted by the pandemic.  In what follows, I review some research evidence and share my own reflections.

In my analysis, perhaps not surprisingly, values HAVE shifted. Perhaps more puzzling is the nature of the relationship between our values and how we occupy ourselves.  As we all know, the past two years have seen a remarkable change in our daily activities as we’ve adjusted (and readjusted, and then readjusted again) to the realities of life during a pandemic. So: have our values evolved because our activities have changed, or have we changed our activities because of what we value?

How we spend our time is clearly related to what we value.  Perhaps we do what we do because of what we value, or alternatively, perhaps we recognize our values—and whether or not they are being honored-- because of how we’ve been spending our time.  As this (link here) New York Times article points out, during the pandemic, individuals spent far more time alone, or only with close family members.  For some, this may mean a renewed appreciation of solitude (what they have); for others it may mean a recognition of the value of spending time with other family and friends (what they can’t have).

Two studies help to unpack these issues a bit more. A study (link here) of over 1000 Australians, ranging in age from 18-75, was conducted over several years (both pre and post pandemic);  the study revealed two sets of contact post pandemic (one at the beginning, and one 8-9 months later).    Using Shalom Schwartz’s (link here) categorization of values, the authors cite four sets of values: conservation values, openness to change values, self-transcendence values and self-enhancement values.  Three of the four categories (all but self-enhancement values) changed during the pandemic.  Conservation values (keeping safe, preserving order, stability and tradition) all became more important at the beginning of the pandemic, and as time passed, remained consistent at their new level.  Perhaps in this case, the actions related to “staying safe” and positive results reinforced the importance of the value of stability.

Openness to change values (independence, seeking adventure, creativity, change) decreased at the beginning of the pandemic, but later, increased.  At the beginning of the pandemic, individuals had less opportunity for adventure, certainly outside their homes; as time went on, perhaps adventure and creativity became increasingly important as individuals sought alternative modes of entertainment.  

Self-transcendence values (caring for others and for the world) were initially stable, but later decreased.  The authors suggest that perhaps as a result of being so focused on self-preservation, individuals had little capacity left for empathy. Importantly, many countries were more severely impacted by the pandemic than Australia, so it’s crucial to consider alternative, more extensive studies. 

Another study (link here) was conducted by the research agency Glocalities. Investigators interviewed 8,761 individuals in 24 countries, 9 months apart, at the beginning and end of 2020. The study sought to understand how the pandemic impacted individuals’ beliefs and values.

Not surprisingly, individuals increasingly value health and precautions, or taking care. As freedoms became more limited (i.e., as a result of lockdowns), they became more valued.  Additionally, a heightened awareness of economic disparities has led to increased calls for equity. The report concludes that although individuals are increasingly pessimistic and worried, they are simultaneously revisiting their values and thinking more about others besides themselves.  Interestingly, this contradicts the Australian study (which found a decrease in caring for others and the world). 

These are just a few examples of what will likely become an ongoing investigation into the impact of these past two years on individual values.  Clearly there are ambiguities that need to be resolved. Whether these initial trends are short or long term, whether they hold true across racial, cultural, socio-economic and other differences, is still to be determined.  But these are important questions, and we will continue to look for any emerging patterns.

Closer to home, over the course of the pandemic, our GP Team has had many conversations with colleagues (and ourselves) about values.  We consider ourselves fortunate. Although each of us have been impacted both personally and professionally by the pandemic, unlike many around the world, we have been able to keep working and able to do so from the safety of our homes. Of course there have been challenges (juggling parenting responsibilities with work responsibilities, for example), but for the most part, we have all appreciated supportive colleagues and work that feels important and timely. 

Additionally, we’ve remarked upon the fact that ethical dilemmas (a core component of Good Project resources) are in abundance these days. Constantly struggling with the best decision (as it’s not always clear that there’s one “right” answer) is important and exhausting. Often it comes down to values, and what we value most.  Or, as Michael Rozier explains, “our choices, individually and collectively, reveal who we are and who we want to be.”  In an article (link here) written relatively early during the pandemic (May 2020), this scholar asserts that the pandemic offers an opportunity to embrace previously undervalued virtues such as self-sacrifice and prudence.

Curious to consider whether – and, if so, how-- our own values have shifted over the past two years, four of us recently revisited the value sort (link here). Interestingly, three of us rated “creating balance in one’s life” and “rewarding and supportive relationships” in our top four values.  Three of us also had either “understanding, helping, serving others” or “social concerns, pursuing the common good” as one of our top 4.

I don’t want to speak for others, but for me the exercise brought about some useful realizations. I recognized that balance feels more important than it has before because the line between my personal and professional lives feels more blurred. For the bulk of the past few years, both my husband and I have been working from home, and for some of that time, our two college-aged sons were also working at home. We tried hard, for example, to make weekends feel different from the week and to establish boundaries.  Now that our sons have returned to college and it’s just the two of us, it’s easier to just keep working well into the evening, and balance becomes increasingly important. This was exacerbated during the lockdown when our usual exercise (regular martial arts practice at our dojo) was impossible. I recognize that I value balance more because I’ve missed it, and because I realize how essential it is to my peace of mind.

Additionally, both the pandemic and our current fraught political climate have made me more aware than ever of economic disparities. Financial status has had a major impact on how individuals experience the pandemic, and economic divides - previously substantial - have only increased. I feel more responsibility than I ever have before: to do work that’s important, to think about my neighbors, to be careful and responsible in my actions.  The impact of everything we do, of all our actions, feels real, and I’m constantly examining my decision making.  This is why “understanding and helping others” and “honesty and integrity” are in my top four. 

To return then to one of my initial questions: have my values shaped how I spend my time, or is it the other way around?  I’ll hedge and say it depends. There are core values that will always be a part of how I approach the world - “rewarding and supportive relationships” come to mind. No matter what the current climate, these will always be something I place high on my list of values. But other values may shift in and out of the top four depending on events. The momentary pause to reflect is helpful and serves as a check in the midst of an otherwise uncertain time. Am I still acting in ways that are true to me?  What IS important right now?

Have a look at the value sort (link here) and our video (link here) which asks you to consider how you spend your time.  We’d love to hear if you’ve noticed any changes in your own perspective, and if not, why you think your views have remained consistent over time.

The Purpose and Power of a Mission

by Danny Mucinskas

In pursuing short or long-term goals, at the individual or organizational level, a clear understanding of your mission can be a powerful source of focus and motivation. The start of a new year is the ideal time to realign priorities and to reflect alone or open conversations with others about your shared and personal missions.

Institutional missions are “enduring statements of purpose that distinguish one organization from other similar enterprises” (David & David, 2003), and most large organizations today have mission or vision statements. Missions may serve multiple roles (Bain & Company, 2018; Bittencourt & Willetts, 2018), including:

  • To differentiate an organization within a field of similar ones.

  • To establish a visible purpose and describe the processes necessary to fulfill it. 

  • To provide a binding focus on common goals and a framework for shared behavior.

  • To attract support from others who share a complementary mission.

 In education, missions such as “lifelong learning,” “critical and creative thinking,” and “productive contributions to society” are common (Wiggins & McTighe, 2007). Mission statements of schools in particular have been linked to:

  • Values promotion among stakeholders and even improved relationships and student behavior (Lovat et al., 2010).

  • Character education outcomes, if the school is able to build an open climate, establish a shared vocabulary, and engage in role-modeling (Arthur et al., 2017; Berkowitz et al., 2017).

A recent study of secondary schools by The Good Project showed that schools with a strong mission-driven ethos are likely to attract like-minded individuals and that community members may use mission statements as a way of judging actions within the school context or beyond it.

Given what we know about mission statements, it is worthwhile for educators and students alike to take time to explore existing missions or to create a new one together.

The Good Project offers a few activities that can help identify a mission and how it intersects with values, role models, or “good work”:

  • School Mission (link) – Students write down their school’s mission statement or draft a new one, and then consider the values important to the community.

  • Group Brainstorm: Identifying Mission (link) – Students answer a series of questions about the school mission in small groups and identify someone who might exemplify the mission in practice.

  • School Mission Reflection (link) – Students brainstorm together about areas of agreement or disagreement about their school mission and what “good work” means at their school.

Additionally, a personal mission statement related to excellence, ethics, and engagement can help individuals do “good work” on a daily basis. The “What Is My Mission? (link)” activity guides users to set their own mission statement. This process may allow people to better see where their own mission diverges from the missions of those around them or the organizations that they are a part of.

As outlined in our video on the 3 Ms (Model, Mission, Mirror), the process of writing a personal mission statement may therefore open conversations about whether friends, colleagues, and others in communities share similar goals and how to better align perspectives.

We encourage all of our readers to take a moment to pause and consider your mission in the coming days. Additionally, think about how you can have conversations with those around you about your personal and institutional missions, where alignments can be strengthened, and where misalignments can be bridged.


References

Arthur, J., Kristjánsson, K., Harrison, T., Sanderse, W., & Wright, D. (2017). Teaching character and virtue in schools. Routledge.

Bain & Company (2018). Mission and Vision Statements. Retrieved from https://www.bain.com/insights/management-tools-mission-and-vision-statements/

Berkowitz, M.W., Bier, M.C., & McCauley, B. (2017). Toward a science of character education: Frameworks for identifying and implementing effective practices. Journal of Character Education, 13(1), 33-51.

Bittencourt, T. & Willetts, A. (2018). Negotiating the tensions: A critical study of international schools’ mission statements. Globalisation, Societies and Education, 16(4), 515-525. 

David, F.R. & David, F.R. (2003). It's time to redraft your mission statement. The Journal of Business Strategy, 24(1), 11-14.

Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: researching for effective pedagogy. Review of Education, 36(6), 713-729.

Wiggins, G.P. & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Association for Supervision and Curriculum Development.