Educator Spotlight - Katerine Hurtatiz Espinosa

Katerine Hurtatiz Espinosa

Saint George's School

Bogotá, Colombia

About Katerine Hurtatiz Espinosa

My name is Katerine Hurtatiz Espinosa and I am an educator whose passion lies in exploring new horizons, constantly challenging myself to step outside my comfort zone, and fostering a keen curiosity about education's impact on the global stage. I firmly believe in the power of empathy and collaboration as foundational values for driving meaningful societal transformation. 

For nearly 18 years, I have been teaching at Saint George's School, a renowned bilingual private institution in Bogotá, Colombia. My teaching journey has covered a variety of subjects including Geography, Economics, Business, Entrepreneurship and most recently, Global Perspectives. Over the past two years, I have specifically focused on teaching Global Perspectives to seniors, using The Good Project lesson plans to enhance their understanding of critical values by analyzing dilemmas.

In addition to my teaching duties, I serve as the Head of the Global Studies Department, leading the development and design of study plans aligned with the Cambridge curriculum, ensuring our educational standards meet the diverse needs of our students, as well as fostering a collaborative environment that encouraged innovation and the sharing of best practices in our department team.

As the Educational Coach at the SGS Innovation Center, I provide comprehensive support and guidance to teachers and department heads in creating effective and engaging lesson plans, by adopting innovative teaching strategies and aligning the school’s pedagogical approaches across various departments and sections. I also assist students in preparing for their Cambridge AS & A Level Exams, particularly in developing their metacognitive skills.

What I love most about teaching is the genuine connection I build with my students. This relationship allows me to engage deeply with their personal development, understanding their fears, insecurities, and aspirations. My approach goes beyond traditional academic instruction, aiming to support their overall growth and respond to the evolving challenges that impact their lives. This engagement is incredibly rewarding and continually enriches my teaching journey. 

How did you learn about The Good Project lesson plans? 

I was casually exploring the internet, particularly on the Project Zero website, finding new and innovative thinking routines, and then I saw the global call to participate in the research study. After reading about it, I felt captivated by the core of the lesson plans, which is to give specific support to schools in terms of soft skills such as values and principles to prepare students when in the future they will perform a professional role. I found the concept of framing actions within the '3Es': excellence, ethics, and engagement, profoundly meaningful. Additionally, I felt compelled to incorporate another 'E' for Empathy, believing it to enrich the framework. The approach seemed both simple and achievable, further sparking my interest.

Photograph: Cube of perspectives for Lesson 4.1 - Dilemma discussion

Photograph: Cube of perspectives for Lesson 4.1 - Dilemma discussion

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?

My senior students, aged 17 to 19, are joyful, caring, attentive, supportive, and committed. They consistently work hard, actively participate in discussions, and complete their assignments with outstanding dedication. They put great effort into their work and genuinely share their thoughts and questions, enriching the learning environment for everyone. 

I recognized the potential of the syllabus for my students in Global Perspectives at this fundamental phase in their lives as they decide on their future careers. This critical phase requires a deep understanding of their personal preferences, strengths, and areas where they may feel insecure. As we progress through the lessons, it becomes evident how they are encouraged to reflect on their principles, values, and self-perceptions. For many, this course marks the first time they have engaged in such introspection, making these sessions particularly valuable for their current stage in life.

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

One of the most memorable aspects of teaching these lesson plans has been witnessing the reflective moments when my students connect deeply with their innermost thoughts and ideas. For example, there was a particular lesson during which students were asked to recall teachings from their role models. It was incredibly moving to see my students form a connection with these mentors, for most of them were their parents, who had significantly influenced their character, often without the students' full realization.

Another heartwarming moment occurred when reading the students' personal reflections. They demonstrated an ability to recognize their strengths and acknowledge their uniqueness, effectively building their self-esteem. Witnessing these moments of personal growth and self-discovery among my students has been truly unforgettable.

One pager activity - Lesson 3.2 Top and Challenging values

What do you think are the main things your students are gaining or learning from their experiences with the lesson plans?

My students are on a path to uncovering their true selves and building self-confidence as they acknowledge their values and recognize their weaknesses. They are learning the importance of seeking help when needed and practicing self-compassion. They also understand that their character is shaped by the values instilled by their families and schools, as they realize they have built a toolkit during their school life, which will be their support to make assertive decisions in their professional studies. They are learning that those values are the ones that will guide their actions to contribute to a better world.

What do you think other teachers should know before they begin teaching the lesson plans?

Firstly, teachers should be aware that self-reflection on one’s journey and motivations as an educator is crucial, and sharing these reflections with students can foster a deeper connection and understanding.

Teachers should know that the lesson plans are flexible and can be adjusted to better suit the context of their classroom and current events, ensuring relevance and engagement. Incorporating reflective discussions on important life topics, such as career choices, encourages students to think critically about their futures.

Additionally, creating an environment where there are no "right" or “wrong” answers allows for open exploration of diverse perspectives, fostering a classroom culture that values curiosity and critical thinking without judgment. Understanding these aspects can help teachers create a more meaningful and impactful learning experience for their students.

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 life?

One of the most significant learnings that students carry with them is a deep understanding of themselves. They become aware of their values and principles and understand the influences that have shaped their character. This self-awareness is crucial as they frame every decision within the '3Es' framework—Ethics, Engagement, and Engagement, which we emphasize throughout our lessons.

I've observed a clear reflection of family values in their choices, demonstrating that the principles imparted by their parents and families resonate deeply with them. Their decisions are not only assertive but also coherent with these values. The lesson plans encourage students to actively reflect on these aspects, heightening their responsiveness and helping them articulate how these values influence their actions.

Furthermore, when faced with personal dilemmas, I've noticed that students tend to align their responses within the 3Es framework, even outside the classroom. This alignment is not superficial; rather, it's a testament to their genuine engagement with the values we teach. Many students also acknowledge the role of the school’s mission in shaping them, not just as students but as individuals. Over their 14 years here, they recognize the enduring impact of these lessons, suggesting that the values learned at school have become integral to their identity and decision-making processes.

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

My educational philosophy is deeply rooted in fostering empathetic relationships, demonstrating trustworthiness, and setting a strong example through well-prepared lessons. I prioritize values such as empathy and integrity, which are integral to how I conduct my classes and engage with students.

The skills and competencies developed in my classroom, particularly metacognition, are largely facilitated by The Good Project's carefully designed lessons. These lessons help students to reflect into their thinking processes, recognize their strengths and weaknesses, and cultivate self-compassion, extending their learning beyond academic achievements to enrich their personal and social lives.

In addition to leveraging The Good Project’s resources, I adapt these lessons to align with our school’s methodological approach and incorporate innovative strategies from our global community of practice. This includes integrating success criteria with learning objectives and applying class strategies such as hexagonal thinking, reciprocal teaching, or one-pager format, fostering a structured learning environment.

My teaching methods support students' emotional and social development by creating a trusting, respectful classroom environment. We avoid judgmental questions, encouraging authentic discussions and reflective thinking. This approach, enriched by regular curricular adaptations, ensures responsiveness to student needs and current educational practices.

Real-world applications of our lessons are visible as students engage with various dilemmas that mirror complex life situations, including those involving their parents, friends, or school rules. They not only explore personal challenges like career insecurities and team issues but also relate these to vivid experiences and struggles with loved ones, learning to balance personal values with external expectations. This practical approach, coupled with fostering a mindset of 'good work,' equips them to make assertive decisions, helping them navigate real-life scenarios effectively and shaping them into well-rounded individuals.

Reflection is central to our learning process, with students spending significant time articulating their thoughts on both hypothetical and personal dilemmas. This reflective practice enhances their learning and contributes profoundly to their personal growth, teaching them to listen to and trust their inner voice, which is invaluable for their long-term development. 

I think all these elements of my teaching provide a holistic educational experience that significantly contributes to my students' growth as thoughtful, introspective, and resilient individuals.

One - pager activity - Lesson 3.2 Top and Challenging values

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

Understanding "good work" is fundamental in our teaching, and we often begin or end our sessions by reviewing the concept of the three Es: Ethics, Engagement, and Empowerment. This framework helps students continuously reflect on their decisions and align their actions with these principles. 

The concept of "good work" plays a crucial role during students' school years by shaping more than just academic outcomes. It teaches them the importance of ethics—considering how their choices affect others including their community and broader society. It also emphasizes commitment, not merely in terms of intelligence or skills, but as a dedication to effort and teamwork. This understanding aligns closely with our school’s Coexistence and Human Development Program, enhancing both academic performance and classroom behavior.

Looking ahead, the principles of "good work" that students embrace now will carry over into their future academic, professional, and personal lives. While our school environment may seem controlled, the values they've internalized will guide their decision-making as adults. They'll be equipped to tackle complex societal issues and lead as change agents, setting examples through ethical behavior, commitment, and excellence. Their actions, big and small, will have personal, local, and global impacts, proving that the influence of "good work" is truly limitless.

What’s next?  

I believe that all schools should embrace the opportunity to teach these carefully designed lesson plans, which are universally applicable and resonate with fundamental values across educational institutions. Additionally, as educators who have witnessed firsthand the positive impact of these lessons on our students' agency, it is our responsibility to share these outcomes with our local and national communities. By doing so, we demonstrate that despite differing perspectives, it is entirely feasible to foster an empathetic community. 

This project is not merely a series of classroom lessons; it is a set of tools, also known as soft skills, that our boys and girls learn to ensure their personal, professional, and work-related decisions are consistent with universal human values. In doing so, we are not only fostering their individual development but also promoting their global citizenship.

Educator Spotlight - Dee Schultz

Dee Schultz

Osseo-Fairchild High School

Osseo, Wisconsin, USA

About Dee Schultz 

My name is Dee Schultz and I am a high school English teacher living in the state of Wisconsin in the United States. Reading has always been an important part of my life, as has spending time with family. As of December 2023, learning how to crochet has become a new way for me to relax and regulate. I’m enjoying expanding my knowledge and skills by creating special gifts for friends and family. 

In 1993, my teaching career started in Florida where I first taught English at a private school. Two years later, I fulfilled my dream of becoming a full-time college English Education professor at the University of Central Florida. That opportunity allowed me to travel the country providing literacy instruction workshops to teachers of all subject areas; I also worked closely with Dr. Janet Allen and edited several of her literacy textbooks. In 2002, I left the higher education world and moved to Wisconsin where I have been teaching high school English along with dual-credit and online college writing classes ever since. 

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

During the summer of 2023, I spotted a Facebook post that Harvard University was looking for teachers to participate in a grant specifically looking at values and the definition of “good work” and how it connects to our daily lives. After a quick perusal of the proposed curriculum, it seemed as if it might be a good fit for the students at our high school. Character education isn’t something required in our district, and it seemed as if I could easily pair it with the readings and lessons we were already doing in my classes. 

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? 

At first, the plan was to incorporate the lessons with all of my twelfth-grade classes and my advanced tenth grade class. However, I learned very quickly that it worked more seamlessly with the sophomore curriculum. Two lessons in, I switched gears and completed the lessons solely with the sophomores. 

The students in my sophomore class were receptive to the material, our class is naturally conducive to discussion in small groups and students are accustomed to sharing their feelings and opinions in this class. The Good Project lesson plans provide plenty of opportunities for discussion and constructive debate, along with internal reflection, which is exactly what my course needs. 

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

One of the previous Good Project instructors provided an alternative video lesson to elicit student reaction. Students watched the Prince EA video called “What is School For.” After the video, students were told to think about what the video had to say and to be prepared to discuss it the next day (without sharing their thoughts with their classmates). The next day, I put students in two groups and they brainstormed on poster board what they believed the purpose of school might be.  

The student responses to the question “What Is School For” were honest and truly reflective. Many of their answers were negative, such as: I don’t know, stress, sleep deprivation, tears, my parents not to be disappointed in me, NOT handwriting, etc. But, they also had answers all educators want to hear: situational awareness, team building, communication skills, opportunities, finding what you love and hate, social and life skills, learning to work with those you don’t like, etc. 

Seeing these 15 students come together to talk about school and their experiences with no filter was eye-opening. We often forget that they carry so many weights in addition to school. School can make or break teens and as educators, we need to be mindful of students’ perceptions of school and education.  

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

The Good Project lessons provide experiences for students to evaluate the personal skills and attributes they possess and to determine how best to use them in their lives. 

Students described the Unit One Value Sort Activity as “difficult.” It proved to be eye-opening when they were able to see the tallied class results and learn how others’ values compared to their own. After lengthy discussion, students realized that the activity helped them begin to learn where their strengths and weaknesses appeared which gave them a goal to work toward. With that early objective, students were able to individually focus on their personal growth goals. 

Each step and lesson along the way helped them look internally and determine how they would react in a given situation, and how the situation might lead to their personal growth now and in the future.

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

Teachers shouldn’t feel restricted by the lessons. The lessons are guides and can be tweaked and manipulated to fit each teacher’s and each class’s needs, time constraints, abilities, etc. There were times we did the activities out of order because of something that might have popped up in our curriculum, or our community, and a later lesson went hand-in-hand with what we were doing. There were even times I didn’t give students the prompts for situational experiences and I let students take the wheel in terms of their discussions. Their conversations became organic, rich, and more honest, which was refreshing.  

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? 

After re-taking the Value Sort six months later, students were surprised to see how their answers changed. I’m not sure if that’s because of their maturation, which tends to happen quickly during their sophomore year, or because of the Good Project discussions and lessons. But, I definitely noticed deeper reflections in their responses to the exit ticket responses, and as they began to consider how their personal choices affected others in their lives. 

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

Because my subject area is English, I’m privileged to have the opportunity to prompt students to participate in discussions about life, literature, and choices daily. We laugh, problem-solve, and sometimes cry together. My students know that I have their best interests at heart and that I’m always honest with them. The trust and bond we share are special and last well into the future. 

By adding the Good Project lessons to the sophomore English curriculum this year, it also provided me with more insights into where students believe they fit into the cast of characters in their personal lives and their roles and responsibilities in those relationships.

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

For students to begin to recognize and assess their values during their teenage years is critical. At this time in their lives, teens are pressured by so many outside influences—family, friends, culture, religion, social media, and school to name just a few. Those pressures don’t subside as they age. If we can equip them to recognize what they value and understand how their values play out in their lives, I think we have done our job. They have the power to question whether a situation is good for themselves and assess the consequences of their actions from multiple points of view. Being equipped with that knowledge can only be helpful to them in the future. The Good Project lessons provide a glimpse into how students value sports, music, spirituality, and other outside obligations, which will possibly affect their choices and work in the future.

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.

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(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?). 

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(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…”

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(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.” 

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(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. 

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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.