Danny Mucinskas
Educator Spotlight: Mahesh Kumar
Educator Spotlight: Mahesh Kumar
Danny Mucinskas
Educator Spotlight: Lety Esparza
Educator Spotlight: Lety Esparza
Shelby Clark
From Discord to Discourse: Embracing ...
From Discord to Discourse: Embracing Differences in Group Conversations
Core Concepts
Shelby Clark
Releasing The Good Project Core Concepts ...
Releasing The Good Project Core Concepts Packet: All 10 Core Concepts Together!
Core Concepts
Lynn Barendsen
The Good Project Core Concepts: Values
The Good Project Core Concepts: Values

Educator Spotlight: Mahesh Kumar

Mahesh Kumar

Legacy School Bangalore

Bangalore, India

The Educator Spotlight Series highlights teachers from around the world who have joined The Good Project Community of Practice implementing The Good Project Lesson Plans as part of a research study funded by The John Templeton Foundation.

About Mahesh Kumar

My name is Mahesh Kumar M and I am a passionate Chemistry educator born into a family of farmers in the serene countryside of Kerala, India. Having grown up surrounded by natural beauty and a supportive community, I was inspired to explore and learn about the intricacies of nature at the molecular, atomic, and elementary particle levels. 

I have had the privilege of teaching Chemistry in both national and international curricula for more than 15 years. My foremost goal is to foster a scientific mindset among my learners, particularly with respect to Chemistry, and make a positive impact in their lives. Currently, I am serving as a faculty member and Head of the Science Department at Legacy School in Bangalore, India. I am passionate about devising innovative teaching and learning methods that enable learners to become independent and life-long learners.

How did you learn about The Good Project lesson plans?  What made you interested in using the lesson plans? 

I came across The Good Project research through a social media post from the Project Zero. I felt inspired to contribute to educational research based on the work of Howard Gardner. Upon examining the lesson plans, I was intrigued by the potential of these activities to empower learners to reflect and gain a deeper understanding of their values. Our school's vision enables teachers to try activities that enable learners to become leaders who make a positive impact on the world through meaningful, reflective learning experiences.

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes them a good fit for your learners?

I specifically chose to work with the grade 12 A-level students because I could allocate 20 hours from their Chemistry curriculum mapping. Additionally, these students only had 4 subjects, meaning that good project work would not interfere with their study schedule, and they could dedicate quality time to it. The certificate of participation that the students received from completing this project was also valuable in supporting their university applications. 

What has been a memorable moment from your teaching of the lesson plans?

As part of the first unit, I assigned my students to engage with various individuals within the school and inquire about their definition of good work. One of my students had the opportunity to speak with the school janitor and kindly asked for her opinion about good work. The janitor expressed her enthusiasm towards supporting students' learning by providing a safe and clean environment to study. However, she also shared her concerns about the disrespectful behavior shown by some students, which sometimes even resulted in verbal abuse. The incident triggered an emotional breakdown from the janitor, which was witnessed by the student. The student came back and shared the experience with the whole class. 

Upon learning about this unfortunate event, the entire class took it upon themselves to express their gratitude towards the janitor by creating a heartfelt thank-you card. In addition, the student council organized an assembly to acknowledge and appreciate the efforts of all the support staff in the school.

Two of my colleagues were then inspired to join the research study of the lesson plans and created a Good Project Corner for our school, where we display our students' exemplary work.

What are students gaining or learning from their experiences with the lesson plans? 

These students have truly blossomed into reflective thinkers with the ability to see a difficult situation or dilemma from multiple perspectives. They have learned the key elements that contribute to producing high-quality work and how to approach tasks with purpose. They understand that having a clear vision for their future and being intrinsically motivated are crucial to achieving their goals. Most importantly, they have developed a deep appreciation for the values and beliefs of their peers. It's truly remarkable that, at their age, they have surpassed expectations and are able to view dilemmas from a multitude of perspectives.

Through their participation in diverse activities, students have gained invaluable skills that will stay with them for a lifetime. They have learned how to thoughtfully reflect on a variety of topics and engage in meaningful discussions with individuals from all walks of life. This experience has also fostered a greater sense of accountability for their own learning and helped them gain a deeper understanding of their academic goals.

What advice do you have for other educators before they begin teaching the lesson plans? 

For these lessons to be effective and engaging, it is essential to establish clear classroom expectations and ensure that students understand that there is no right or wrong answer to any of the activities in this project. Teachers should carefully review each activity and have a clear understanding of them. The lesson plans provided are simply guidelines, and teachers should use their creativity to come up with their own activities.

How do you view the relationship between what you teach in the classroom and your students’ overall development as people?

As previously mentioned, my students have developed a reflective mindset. The debating and discussion skills they acquired have proved useful in our Chemistry classroom discussions. One of the great debate topics in the Redox Reactions unit is the comparison of the sustainability and eco-friendliness of electric cars versus petroleum-based cars. I strongly believe that the good project lessons have motivated my students to become more purpose-driven.

Why is it important for your learners to understand the meaning of “good work” for themselves, now and in the future?

It's remarkable to see that students today understand the importance of having an ethical mindset when it comes to doing good work. What's even more inspiring is that most students believe that enjoying their work is key to achieving excellence. It's wonderful to witness the passion and dedication they bring to their work.

Educator Spotlight: Lety Esparza

Lety Esparza

Lomas del Real

San Luis Potosí, Mexico

The Educator Spotlight Series highlights teachers from around the world who have joined The Good Project Community of Practice implementing The Good Project Lesson Plans as part of a research study funded by The John Templeton Foundation.

About Lety Esparza

I am Lety Esparza, a passionate educator, tireless learner and mother of five. I love to read in almost every format and about lots of subjects.

I am the academic coordinator at Lomas del Real, a K-12 school for girls located in San Luis Potosí, Mexico. I have been teaching here for 25 years. I have had the opportunity to teach English as a Foreign Language, Theology, Social Science, History and Ecology. For the past 8 years, I have been teaching Philosophical Anthropology, therefore, The Good Project was a great program to enhance my teaching. I love to design lessons that help my students learn about human nature and themselves. I am convinced it is essential to get to know yourself thoroughly to be able to accept yourself as you are, and then value yourself to finally love yourself in order to be capable of giving yourself to another person as you receive them.

How did you learn about The Good Project lesson plans? What made you interested in using the lesson plans? 

During the pandemic, I had the opportunity to connect with teachers from around the globe through different groups of educators online. We shared our experiences, mistakes and discoveries. When the pandemic was over, we continued sharing the questions and resources we stumbled upon during our job. In a publication, they shared information about the research study of The Good Project Lesson Plans, and I started reading the lessons; I found them very interesting, complete and up-to-date. Something I considered very attractive was their relation with Project Zero, which has given us many teaching resources backed by Harvard investigations. I saw a way of giving back to all the materials we have benefitted from over many years.

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes the lessons a good fit for your learners?

I have been using the lessons with 10th grade students in the class of Philosophical Anthropology. In this subject, students get to explore the characteristics of the nature of humans. They study perception, emotions, imagination, intelligence, will, etc., and take advantage of this knowledge to improve their habits, decisions, relationships and themselves. Even though the lessons do not cover any explicit objectives of the curriculum, they help students to develop reflection, dialogue, argumentation and role play. Students get to see human characteristics and behaviors, analyze them through different lenses and then use them to reflect upon their own personal lives.

What has been a memorable moment from your teaching of the lesson plans?

Last year, when the girls discussed a dilemma about taking different roles, they were surprised to see how their personal perception of the same dilemma changed a lot when they saw it from a different character’s perspective. I loved to see their perplexed faces and hear their laughs as they realized how much they changed during a single class. I believe those “AHA” moments will be with them in difficult times, helping them to be open and empathetic. 

Having the opportunity to meet the research team in person while on a school trip was an unbelievable experience for all students, even the ones who did not go to Boston. They were happily surprised that “Harvard researchers” are so nice, welcoming, patient, humble and open.

What are students gaining or learning from their experiences with the lesson plans? 

The girls have improved their writing and debate skills. Having to write 5-sentence-long responses, support their opinions, listen carefully to build their answers on the previous ideas from a classmate and reflect after each lesson, has been a great opportunity for them to practice those skills. Another thing they get to practice is “putting on someone else's shoes” and “what would you do…”; therefore they can “experiment” and gain experience without waiting for difficult situations to actually happen to them.

What advice do you have for other educators before they begin teaching the lesson plans? 

Other teachers should know the lessons have been created by experts and based on research.  Each lesson is completely planned, with all the resources and suggestions to enrich them. Although they are planned for 45 minutes, students' reflections and participation can be so lively and interesting it can take longer, around 60 minutes—even more if you have the time for it. It is very important to go through the plan and resources before facilitating the lesson to make sure of the timing and to properly adapt any details to your cultural setting.

What are students learning that you feel will stick with them? What changes, if any, do you see in the way they approach certain choices or situations in school or in life?

I feel after completing the course they will be able to pause before reacting, think about consequences and decide with responsibility and empathy as they now are aware of their choices having consequences for themselves and others. They will also consider other people's point of view, now knowing it may be quite different from their own. I see that they no longer rush their answers. Rather, they stop and think, as well as elaborate from previous answers.

How do you view the relationship between what you teach in the classroom and your students’ overall development as people?

The possibilities of impacting their development at 15 years old, with the situations we try to create for the class is unlimited. When teenagers have the opportunity to see what other people do and how they think, while getting to reflect about themselves, the self knowledge they acquire is extremely valuable, empowering them to develop in the personal areas they discover as opportunities while taking advantage of the aspects of themselves they identify as strengths.

Exercising the habit of thinking before acting gives them the opportunity to create the life they want, while keeping in mind the impact of their actions on their community and the world around them.

Why is it important for your learners to understand the meaning of “good work” for themselves, now and in the future?

Understanding the meaning of Good Work will allow students to think about their daily choices and reflect upon their actions. The students analyze other people's choices and their consequences, and also think about the things they would have done or would do if they faced the same situation. Now, when facing difficult situations, they have tools and “material” to use to their advantage. Since they have had the opportunity to talk about other people's choices regarding their work and the consequences those persons have faced, it is not going to be the same for these students if they submit a mediocre homework assignment, or use IA when prohibited.

From Discord to Discourse: Embracing Differences in Group Conversations

By Shelby Clark

Throughout The Good Project’s lesson plans, we encourage teachers to use groups to engage students in discussion—and for good reason. Research shows (link here) that group discussions engage students in learning, and we’ve heard time and time again that students prefer learning this way.

Sometimes when we engage in discussions with others, it can be easy to come to an agreement. With peers, maybe we all agree that we liked the new Barbie movie better than Oppenheimer. With family, maybe we can agree that Grandma’s apple pie is better than her pumpkin. In a classroom, maybe we can all agree that, in fact, we’d really rather not be stuck on that island in Lord of the Flies.

However, more often than not, we disagree with one another. Oftentimes our values, beliefs, and attitudes come into tension, and we’re not always sure how to have a productive conversation with one another—or whether we even want to have a conversation at all. As our world has become even more global, and we’re able to reach out to people beyond the confines of our homes or classrooms, these tensions can become even more prominent in our global discussions on Instagram, Reddit boards, TikTok comments, Zoom webinars, and more.  

What have we learned about important elements of discussion from research on communication and civil discourse? While we certainly cannot cover the wide gamut of research on civil discourse here, we’ve attempted to pull together some of the key take-aways for you to consider.

(1) Be mindful of your emotions. People who are entering into a conversation with people who may disagree with them should be prepared for uncomfortable or disagreeable emotions to arise; such a discussion often asks individuals to question their beliefs, values, or even identities. In such discussions, you should be aware of what types of emotions this type of potentially threatening conversation might raise for you. Consider using mindfulness practices to label, take care of, and accept your emotions. Don’t allow your emotions to guide you towards snap judgments, biases, and unwarranted criticisms. Instead, remind yourself of your own values and what is meaningful in your life in order to help yourself “cool down” potential defensiveness. 

Check out the following for more information: 

(2) Check your “meta-perceptions” and biases at the door. “Meta-perceptions” refer to how we think the other side thinks about us. Research indicates that most people think they are perceived more negatively by the “other side” than they actually are. For example, one study led by Samantha Moore-Berg found that both Democrats and Republicans overestimate how negatively the other party feels about their own group. Consider looking at the “Dignity Index” to think about how you’re thinking about the “other side.” Do you want to fully engage with them? Or do you see them as promoting evil? Similarly, civil discourse research encourages us to engage curiously with the “other side”—for example, rather than assume your friend ditched your movie plans because they dislike you, ask them out of curiosity what happened. 

Check out the following for more information: 

(3) Establish mutual respect and common ground. A key element of civil discourse is showing common respect amongst the parties. One suggestion to achieve respect includes trying out the “garden salad” effect—effectively trying to imagine a person’s vegetable preference (broccoli or carrots?). You could try this with any food or preference (Vanilla or chocolate? Dogs or cats?). Focusing on these individual elements helps us to see our “opposition” as individual people rather than as “the other side.” Another key tactic for building respect is focusing on stories over reasons (e.g., “How did you come to see the issue this way?”) and sharing personal experiences. As a group, learning about one another and fostering a sense of common understanding and respect are invaluable. Stories, and, moreover, personal stories, allow members to be vulnerable with one another and to begin building empathy and perspective-taking abilities. Reminders of shared common ground are not only an important step in establishing respect, but also help to keep the conversation civil when parties disagree (e.g., “We might disagree about politics, but how ‘bout them [insert sport team name here]!”).

Check out the following for more information: 

(4) Acknowledge power dynamics. The Better Arguments Project notes that all civil dialogues are informed by historical context and are shaped by power dynamics. In their framework, they suggest that conversation participants recognize power, highlighting that “power impacts conversation dynamics. In many spaces of civil discourse, participants are reckoning with imbalances, real or perceived.” They suggest consideration of questions such as “What are the power dynamics related to the question at hand?” or “What role does each person play in contributing to the power dynamics at play?”

Check out the following for more information: 

(5) Engage in active listening. You know that feeling when you’re in a discussion waiting for your turn to talk so you start tuning out everything else that’s being said? The problem is that this is the opposite of what you want to do to promote civil dialogue; instead, experts suggest that taking an active listening approach can help you achieve the best outcomes. Some key elements of active listening during civil discourse can include: 

  1. Looping: listening attentively, summarizing what you understood was important to the other person, checking if what you understood was right with the person, correcting your interpretation, and then checking again;

  2. Paraphrasing: summarizing what you heard and checking in if you heard it correctly;

  3. Expressing empathy: attempting to understand another’s feelings and responding with support and understanding to their feelings, regardless of your own emotional response. Heterodox Academy suggests using language such as “What is it like for you to feel so…” or “That must be difficult to feel so… how does it affect your life?” to help further explore each other’s feelings and emotions within a conversation; 

  4. Body language: demonstrating you are listening through head nods, eye contact, turning your body towards the person, a relaxed posture, a lack of distractions and open facial expressions.

Check out the following for more information: 

(6) Hedge your claims. Even when you’re certain about your beliefs, present your claims and beliefs as changeable at the start. By doing so, Monica Guzman articulates, this “gives you room to revisit and rearticulate them as you let them mingle with others’ beliefs… and encourages others to loosen up, as well.” What does hedging look like? Hedging words include those such as “can,” “could,” “may,” “might,” “seem,” tend,” “likely,” “generally,” “seldom,” “often,” “occasionally,” “presumably,” “probably” “some,” and “others.” Essentially, hedging words indicate that you recognize that there is the possibility that there might be some cases where your beliefs might not be true or in which valuing the other side’s belief could be understandable or even valid (see what I did there?). 

Check out the following for more information: 

(7) Make the goal about understanding and learning, not about winning. Key ideas here are that rather than aiming to “win” a debate, discussion, or argument, we must change our goal towards trying to better understand the perspectives of those we’re debating, discussing, or arguing with. Certainly this is not an easy task, and a good dose of curiosity, open-mindedness, and intellectual humility are needed.

  1. Open-mindedness: be willing to investigate and take on the opposing perspective. The Dignity Index suggests using key phrases to try to help draw out another person’s perspective, such as: 

    1. “Can you tell me more about that?”

    2. “Let’s figure out what we disagree on; it can’t be everything.”

    3. “I want to hear what you think.”

    4. “Can you tell me what I’m not getting?”

  2. Curiosity: ask questions, particularly follow up questions. People who ask questions are more liked by their conversational partners, and questioning makes conversation partners more willing to listen to you. The Constructive Dialogue Institute suggests three types of questioning: 1) questions to help understand (e.g., “What is the heart of the matter for you?”); 2) questions that seek out unexpected answers (e.g., “What surprised you most about [topic]?”); and 3) questions that ask about a person’s thought process (e.g., “I’m curious about what led you to that idea. Can you explain?”). When all else fails, a simple “What did you mean?” said with curiosity can help the conversation to continue flowing. 

  3. Intellectual humility: practicing intellectual humility means questioning your own opinions and viewpoints, accepting that you might be wrong, and being willing to change your opinions. Someone who is intellectually humble says they don’t know if they don’t know. How can you become more intellectually humble in conversations? Actively try to prove yourself wrong. Play Devil’s advocate. Argue against yourself. Acknowledge the complexity of an issue, noting that an issue is not black and white, but perhaps shades in between. Intellectual humility might sound like: 

    1. “I don’t know.” 

    2. “I truly feel pulled in different directions about this issue…”

    3. “This is a tough one for me. Sometimes I think… and sometimes I think…”

Check out the following for more information: 

(8) Focus on issues, not individuals. The more a person engages in specifically calling out other individuals, the more likely they are to become defensive and to dig into their pre-held assumptions and beliefs. The goal is to avoid making people feel shamed and to instead focus on criticizing and critiquing people’s arguments and ideas, rather than individuals themselves. The Starts With Us movement refers to this idea as being “soft on people” but “hard on issues.” 

Check out the following for more information: 

(9) Embrace ambiguity. Civil discourse requires us to accept that no one group has all the answers. The Ohio University Center for Ethics and Human Values notes, “Civil discourse requires that we acknowledge that the truth can be many-sided and elusive: we often disagree about what key concepts mean, how to evaluate the relevant evidence, and how to weigh competing values against each other. Civil discourse therefore requires that we embrace the principles of fallibilism—that human beings often get things wrong—and pluralism—that people of good will often reach different conclusions.” Again, Starts With Us describes this process of discussion and problem solving as building a bridge– everyone must contribute building blocks to make the bridge stand. 

Check out the following for more information: 

Together, we hope that these resources and guidelines can help you have civil discussions in difficult circumstances. We know, though, that we’ve only touched the tip of the iceberg. If you have other tips, please leave them in the comments section below.

Releasing The Good Project Core Concepts Packet: All 10 Core Concepts Together!

10 Core Concepts to Support Good Work

Lynn Barendsen

What types of support do students need to be able to do good work in the classroom, in their efforts outside the classroom, and eventually, in the workplace? What skills and strategies will most prepare students for our rapidly evolving working world?

The Good Project Team has been studying good work for three decades and our current definition includes three key elements. Good work is excellent (high in quality), ethical (sensitive to impact and socially responsible) and engaging (meaningful and purposeful). 

However, the world of work is changing all around us. New categories of work (for example, gig workers) have emerged, technologies such as AI are impacting how work gets done, inequities are increasing. It’s important to consider these contexts and continually revisit our understandings and terminology. 

Our definitions are only useful if they continue to evolve; as a result we’ve recently examined all of our core good work concepts and worked to update our understandings in this blog series.

In addition to the three Es (excellence, ethics and engagement), we have identified seven concepts that are key to supporting good work in the classroom and beyond. Below, we provide a brief overview of each of these concepts and their relevance to good work. 

Let’s begin by unpacking the three core elements of good work. 

  • The concept of excellence remains key - excellence as an ideal to strive for - we want to understand why some individuals want to carry out high quality work and are able to sustain that excellence over time. Excellence in work is about more than simply meeting a particular benchmark (like a grade). Instead, excellence is related to the particular qualities, or behaviors, we work to cultivate in ourselves, setting and meeting personal standards. Excellence involves growth, is supported by insight and reflection and guided by personal values (more on those below). But, considering today’s mental health crisis, specifically in youth, we’ve learned to modulate our discussions about excellence. Depending on the context and particulars, always striving for excellence or “best” isn’t necessarily a good thing; some days, and in some contexts, “really good” might well be enough.

  • Ethics are perhaps more relevant than ever before. We need individuals who care about the consequences of their work and who strive to have a positive impact on the world. Ethics, like excellence, are informed by values and are often considered when we’re unsure about our decision-making. Often described in the context of a choice (or an ethical dilemma), ethics are usually understood as “right” vs. “wrong”, yet it’s rare that choices are that straightforward or clearcut. Difficult ethical decisions can be helped by frameworks, reflection and mentors.

  • The concept of engagement has to do with finding meaning or purpose in work. Individuals may find it impossible to continue to push for high quality, ethical work if they aren’t deeply engaged in their efforts. Often, people will have more energy when they’re engaged in their work. Connected to the concept of flow, we think about engagement as also connected to commitment, happiness, or satisfaction in work. It’s also possible to be over engaged, and issues of work/life balance are important considerations and something that can vary quite a bit depending on cultural contexts.

Our understanding of good work includes several additional core concepts, key in the development of skills and strategies to support good work in practice.

  • Values guide and define us. 

  • Responsibilities help us to understand ourselves, where we fit within our various communities and the world.

  • Models and Mentors inspire and support us.

  • Reflection is a crucial life and work skill for processing and learning.

  • As we reflect and consider our values, we may also consider our long term goals, or mission. Mission can be considered at an individual level or as part of a school, organization, or workplace. 

  • We can also consider the mission of the organization(s) we exist within. If we find we share major goals or share a common mission, we’re in alignment. 

  • If not, when various stakeholders are in pursuit of different goals, misalignment occurs.

  • Like reflection, recognizing, unpacking, and ultimately, solving dilemmas are critical skills in support of good work.

As should be clear by now, these ten concepts are interdependent. In other words, it is difficult, if not impossible, to consider responsibilities without some understanding of values. The concepts of alignment and misalignment make very little sense without the additional context possible with an understanding of mission. These concepts evolve not only as a result of context and culture, but as a result of this interdependence. As a team, we’ve recognized that we must continue to examine and update our definitions; in other words, we must establish our own habits of reflection in our efforts to research, understand and encourage good work.

All 10 Good Project Core Concepts

The Good Project Core Concepts: Values

by Lynn Barendsen 

Values are principles or beliefs that we find important, that can guide us in our attitudes, and can influence our actions and our decision-making. They help to direct us, shape who we are and how we interact with the world around us, and do so across many areas of our personal and professional lives. Ask yourself: 

  • What are your personal beliefs? 

  • Do they support you in your work, or do they create obstacles for you? 

  • Have your values contributed to or hindered your accomplishments?

  • Do you feel that your values are the same as or different from those of your colleagues?

  • Think about times in your life when you were happy, most proud or fulfilled. What were you doing, and what values might have contributed to you feeling this way? 

Sometimes, when we’ve asked young people “What do you value?”, they’ve told us about particular possessions or family members; in fact, we’re actually asking instead about the personal beliefs that they hold most dear. So, if an individual were to mention “a laptop” as a “value,” we might press a bit and ask what that laptop makes possible: is it efficiency in work, enjoyment, independence? If someone were to mention a particular family member (“I value my mom”) we might ask instead what about that relationship is most valued. Are there particular characteristics about their mother (e.g. her humor, her curiosity, her courage) that are most valued, or is it the close and loving relationship they share? In other words, when we discuss “values,” we’re not referring to possessions or particular individuals, but rather concepts. Notably, while values drive peoples’ goals and serve as “guiding principles” in peoples’ lives, character strengths and virtues are how people express and pursue moral values via their thoughts, feelings, and actions. Values help motivate us to have experiences that will deepen our character strengths and virtues (Crossan et al., 2013; Lavy & Benish-Weisman, 2021).  

Values are formed by a variety of influences and experiences, including but not limited to family, culture, religion, education, other personal experiences, and more. ;Although many of the values people tend to hold remain stable as time passes, many also evolve or shift slightly with time, or in different contexts. While we are still developing our beliefs and opinions (for example, in youth), values are more likely to shift slightly. Several studies nonetheless point to the stability of values, even in younger years, including an 8-year longitudinal study of young adults (Vecchione et al., 2016). Additionally, an extensive review of values research argues that values formed early in life remain reliably steady in future years (Sagiv and Schwarz, 2022). 

Knowing what we value most and least in our personal and work lives—being aware of our values—makes it easier to react when opportunities arise and when conflicts happen. And yet, taking the time to pause and consider our values is the exception rather than the norm. On The Good Project, we believe the process of reflection is a key component of “good work,” and the consideration of our values is especially important. The value sort exercise is a way to reflect about what is most and least important to us personally and may also offer a great starting point for conversations amongst students, family members, or colleagues. 

Interestingly, the value sort is far and away our most popular resource on our website: at this writing, over 107,000 people have completed the online version of this activity. What is it that most people value? The top five values selected are: 1) personal growth and learning; 2) honesty and integrity; 3) rewarding and supportive relationships; 4) creating balance in one’s life; and 5) understanding, helping and serving others. It is important to note that the sample of individuals using this tool is not necessarily representative of the general public; they have of course found this resource because they are interested in the concept of “good work.” Nonetheless, some of these values remain consistent with values selected as most important during our original good work study of professionals in the mid 1990s, including honesty and integrity and rewarding and supportive relationships. 

Whereas the value sort enables conversation about individual values (what we ourselves value), of course none of us lives in a vacuum, and it’s important to also consider how our values may differ from those around us, whether they be family members, work colleagues, or members of other communities to which we belong. When our values differ from those around us, we may find ourselves in conflict with colleagues or supervisors, family or friends. In other writing we outlined the key good work concept of alignment (when the various stakeholders in a particular profession share goals) and misalignment (when their goals are in conflict). We may also be aligned or misaligned in terms of values; clearly, what we value in work (and in life) impacts our goals. For example: someone who values creating balance may seek a professional position that enables clear boundary-setting; someone who values independence may look for work that offers opportunities for autonomy. 

Some values are readily connected to the framework of the three Es of excellence, ethics and engagement. Excellent, or high quality work, might be accomplished by an individual with a strong work ethic, or someone who is diligent. Ethical work is often associated with honesty and integrity. Someone who values gaining knowledge would be engaged in work that allows them to continually learn.  

And yet, the relationship between values and good work is not as straightforward as it might seem. Imagine two co-workers tasked with completing a shared project; one values curiosity, the other diligence. It’s not difficult to envision a conflict of interest, even if both were determined to do “good work.” This is one example of how our values may come into conflict with the values of others. There is not necessarily one “right” answer in this situation; however, if these two colleagues were able to realize why they were in conflict with one another, resolving the conflict might be a bit easier. 

Values are one frame to approach ethical dilemmas—we have developed additional frames useful in these circumstances, including responsibility, roles and alignment. Of course, our value sort is not the only readily available resource to help individuals consider what’s most important to them and help them to navigate their decision-making process. See, for example, the Valued Living Questionnaire, The 4 Values Framework, or Schwartz’s Theory of Values. There are also more historical considerations (see, for example, Benjamin Franklin’s virtues), as well as numerous examples of important non-Western perspectives (such as the Japanese concept of Ikigai). 

When we share values with those around us, our communities tend to be more harmonious. We should be mindful, however, of the potential for creating “echo chambers” when we work (or live) without a diversity of perspectives. Although it may be more straightforward to work alongside colleagues who share our values, it is important to seek out those who offer alternative viewpoints. When individuals feel that their values are not shared by the majority, they often feel excluded and lack a sense of belonging. An inclusive workplace - indeed, any inclusive community - seeks out and honors multiple points of view. Our values may link us to our cultural heritage, give us a sense of purpose, guide our decision-making and more. Whether or not we realize their influence, our values play a significant role in defining us as individuals, as members of our communities, and as part of the wider world.  

Resources

Blogs: 

Changing Values in the Pandemic

Family Ties and Differing Values

A Consideration of Free Speech and the Role of Values

Value Sort Professional Development video

Activities:

The Value Sort Tool

Identifying Mission (shared values)