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.

Gabbing About Good Teaching: Some Reflections from TikTok

by Shelby Clark

As the COVID-19 pandemic enters its third year, teachers everywhere are feeling overwhelmed and burnt out. We sympathize, want to help, and in our work with educators we’re doing a lot of listening. Some of the questions we all are asking include:

  • What does it take to be a good teacher during a pandemic? 

  • Are teachers able to be engaged, ethical, and excellent during a time of immense pressure, while at the same time encouraging their students to be good workers? 

  • What are the non-negotiables that teachers must focus on with their students this year? What can they let go of in recognition of how difficult this time has been? 

  • What resources and support do teachers need to help them be good workers, and who is best suited to provide this support? What are the roles of administrators, fellow teachers, parents, community members, students, and the government in ensuring success? 

These are some of the questions we would like you to consider as you watch the below videos from a set of teachers who are active on social media. These teachers speak to some of their experiences as educators during the current pandemic and share ideas with insight and humor to give us all a sense of how they are doing their work right now. 

Teacher @socteacher007 discusses how The New York Times may be doing an injustice to teachers and students by writing about children “lagging” behind this year, when today’s students are working in a very different social context to pre-pandemic students. 

@jack.of.all.learning discusses the “burden of labor” for teachers that comes with “identifying a need, articulating a need, and then advocating for that need to be addressed.” He urges administrators and others to take on some of this burden with classroom teachers.

@ms.m_closet, a purveyor of comedic videos for educators, role-plays a staff meeting where she desperately tries to set the boundaries she’d been told by administrators to set at another recent self-care staff meeting. She provides a cheeky take on the need for more time for teachers facing a high workload. 

@drzeisner, a principal educator, describes her thoughts on teacher timetables, noting that, although teachers should work full time, their schedule should ideally include a half-time course load. The other half of teacher time can then be filled with crucial non-academic elements such as mentoring, team teaching, observations, and more. 

What do you think about the ideas represented here? What do you think makes a “good teacher” at this moment in time?

Learn more here (links in titles): 

You Told Us, We Listened: New Video Dilemmas!

In our work with educators, we hear it’s become increasingly difficult to engage students in discussions. In a recent conversation, teachers told us that it might be helpful if there were more video dilemmas available on our website to help spark these conversations. Just in time for 2022, we now have two new video dilemmas [link here] available! 

For those working with The Good Project Lesson Plans [link here], these new dilemmas are drawn from Lesson 1.2, which asks students to use a “See, Think, and Wonder” routine to learn how to differentiate and understand the relationship between “good work” and just “work.”

The first dilemma, “The Meaning of Grades [link here],” explores a Professor of Engineering’s relationship with grade inflation and its impact on his students’ future prospects. The second dilemma, “When in Doubt… Make it Excellent [link here],” tells the story of a high school student who turns around his school’s journalism club’s culture of making things up.  

Take some time to review the dilemmas and try engaging in the See-Think-Wonder routine on your own. 

  • What do you see in these narratives? What do you notice? How do you see these narratives relating to the 3 Es?

  • What do these narratives make you think about? Do they relate at all to your own life? 

  • What do these narratives make you wonder? Do you have unanswered questions?

Video Dilemmas on The Good Project Website

The Good Project Website Video Dilemmas

Thanksgiving Resources

The holiday season is a time of reflection for many.  As we prepare to gather (or not gather) with family and friends, many of us are asking, where are we as compared to where we were last year at this time?  Things certainly aren’t back to “normal,” but for some, the situation is much improved as compared to Thanksgiving 2020.  How we respond to this question is dependent upon so many factors: how we’ve experienced the pandemic, where we are in the country, our financial situation, our political, social and cultural beliefs, and our values.  In many cases, personal perspectives may be different from those of our family and friends, and these differences may indeed come to a head over Thanksgiving dinner.  Some are asking, is it safe (link) to gather?  Others are wondering, how can we reinvent this holiday (link) and honor historical truths?  Meanwhile, still others are wondering how to best budget (link) for the holiday during a time of economic hardship.

With that in mind, we thought we’d share some resources that might help:

  1. Arguments happen. The Better Arguments Project (link) tells us not to avoid them and asserts that “we don’t need fewer arguments, we just need better ones.” Explore their methods here (link).

  2. Perhaps the disagreements have to do with items in the news, and trying to discern facts from fiction. You might try using this (link) thinking routine from our colleagues at Project Zero.

  3. Try one of our Good Project frameworks (like the rings of responsibility (link)) to unpack differences and try to find points of commonality.  For an example, here’s (link) how TGP team member Shelby Clark used an exercise about values (link) in thinking about familial differences at this time last year.  

  4. The Family Dinner Project (link) offers resources, advice, discussion starters and games to help approach the “new normal” of Thanksgiving gatherings.

Are there resources you’ve found especially helpful in facing some of these challenges, either in your classrooms or at your tables?  Share them in the comments below!