From Theories to Ideas and Practice: Stories of Good Doings by UWC Short Course Students

by Doing Good Alumni 2024, edited by Thanh Nguyen

In Summer 2024, “Doing Good: A UWC Short Course,” inspired by The Good Project’s Good Work curriculum, welcomed its first cohort of students. Over 2.5 weeks, 35 students from 12 countries connected both online and in Binh Dinh, Vietnam, exploring the Good Work framework while engaging with local partners on real-world impact projects. Our greatest pride isn’t just the meaningful experiences we shared, but the inspiration and learning that students carried forward to fuel their own social initiatives. In this blog, we’re excited to share some of their Doing Good stories, in their own voices.

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1. Seohyeon Kim (Elin): Doing Good Holistically for Underserved Communities

Pictures from Growth Link's Christmas celebration on December 21, 2024.

“Doing Good inspired me to found Growth Link, an organization that promotes financial literacy and equitable education in underserved Southeast Asian communities. The program taught me the importance of making a big impact through small, meaningful steps -- this principle motivated me to organize various initiatives over the months.

First, we’ve conducted our first donation event in Cavite, the Philippines, in collaboration with a local missionary. Through fundraisers, we’ve gathered over $2,500, which was used for educational supplies, event logistics, and other community engagement activities. Our efforts culminated in an “Under the Sea” event, where we distributed essential educational resources for 100+ children and 50+ families.

Second, we organized a Christmas celebration for the same community; by transforming a small outdoors area into a festive space, we allowed more than 100 community members to bond. With personalized gifts for children and a feast (which was wanted by all members), we ensured that no one was left empty-handed. Three families with children were each given $200 to meet their immediate needs, and an elderly couple -- with the grandmother recently blinded in an accident -- was given $200 to assist with medical and daily expenses.

Last, we established and taught a financial literacy curriculum, teaching students in Cavite to understand money, banking, saving, borrowing, and smart spending. This effort is ongoing.

My project reflects the pillars of good work -- excellence through thoughtful planning and sustained efforts; ethics through an emphasis on equity, social responsibility, and long-term empowerment; engagement through active community involvement and personalization.”

2. PK Nguyen (PK): “How Do I Want to Do Good?” & The Important First Step

PK (in white shirt on the right) and her friends performing at Nguyen Nga Center during Doing Good 2024.

“Growing up, art was always an outlet for me to communicate emotions that I couldn't articulate. It allowed me to be myself, express my emotions, feelings, and I want to help other children experience the same freedom.

I first thought of Art Across Boundaries before Doing Good, but it wasn't until the short course and more specifically our visit to the Nguyen Nga Center that I realized its importance. Seeing the children's joy and excitement while we shared stories and created art made me certain that I wanted to make "something" that would allow every child to express themselves freely, as art should never be a privilege, it should be as free, as limitless as our imagination.

Doing Good also made me reflect on how I want to make change, not only in my own community, but also on a larger scale: our world. It demonstrated how tiny gestures can make a significant impact, and that change begins with people who are willing to take the first step. Art Across Boundaries would be that first step: a project that connects artists and students from big cities with children in disadvantaged regions, providing creative workshops in painting, storytelling, traditional crafts, and so on.

To gain more insight and help make this project a reality, I interned at a kindergarten, where I taught in three different languages. Now, I want to share my vision to gain the support I need to start this initiative. Art Across Boundaries is about art, connection, and ensuring that every child’s creativity and imagination are seen and celebrated.”

3. Abdalrahman Mohamed (Mekkawy): Putting Doing Good Theories to Action

Mekkawy performing in a cultural activity at Doing Good 2024.

“After the Doing Good short course, I had this whole new idea of what “doing good” really meant. It was about actively making a difference. I started thinking, “I want to be a global citizen, making good work wherever I go.'' That's what pushed me to pack my bags and head to Cape Town, South Africa for an apprenticeship at Cape Town TV.

All the way from Egypt to South Africa, stepping outside my comfort zone. I joined the ''Cape Town Daily News Show'' as a news reporter, and it was intense. I was all in on advocating for human rights. I teamed up with over 30 international journalists and 15+ NGOs, and together, we put out more than 40 news segments. We reached 1.5 million viewers across South Africa.

But it wasn't just about the numbers. I also got to create two of my own segments. I focused on issues I cared about -- social and environmental problems, freedom of expression, giving local voices a platform. It was my chance to really put those 'Excellent, Ethical, Engaging' principles into action.

This whole experience totally changed me. It was a journey where I discovered a whole new dimension to 'doing good.' It's about being active, it's about being ethical, and it's about making a real, tangible difference. It's about seeing the world as your home and using your skills to make it better.”

4. Nguyễn Phan Trà Giang (Giang): Recognizing the Internal Transformation in Doing Good

Giang (in white T-shirt on the left) & Co-Founders at ArtSci’s first comics exhibition.

“With my two best friends, Bội Trân and Bảo Anh, in July 2023, I founded ArtSci – a community initiative – to bridge the gap between art and science. We wanted to create a space for those who never knew if they were artists or a scientist -- so we chose to embrace both. Through original bilingual scientific comics, we make complex concepts engaging for students. But ArtSci is more than just education, it’s a platform for impact.

So far, we have created 11 comics, reaching 540+ followers and bringing science to life through exhibitions, including one at Wellspring Saigon Bilingual School with 800+ visitors. Recently, we expanded from 3 to 8 members, growing our creative and outreach efforts. Every success came with sweat, tears, and countless hours perfecting details.

Beyond education, ArtSci fuels real-world change. We sold comics to fund INSPIRE Eco-Empathy, a campaign supporting pediatric patients with educational gifts, medical devices, and eco-conscious learning, having sold 570+ copies. By turning learning into action, we bridge education with social good.

But impact isn’t just external -- this journey has changed us too. We’ve evolved in how we see the world, bonded over meaningful work, and navigated the chaos of being full-time students with a passion project. We lost our way at times, argued, laughed, and figuratively died -- but we persisted. And there’s strength in that.

To us, Doing Good isn’t about grand gestures. It’s about creating, sharing, and letting impact grow. Through Excellence, Ethics, and Engagement, ArtSci is making science come alive -- not just on paper, but in the real world.”

5. Thân Minh Nhật (Nhật/William): Doing Good as Part Of One’s Core Values 

William at Cultural Night - Doing Good 2024.

“Since the short course, I have been working on a project called PlastiTrade Ecosystem, and it has changed me a lot. 

I launched PlastiTrade Ecosystem with the aim to change community perceptions about disability. The center of this project is a marketplace that buys plastic from households, collects processed waste from MRF (materials recovery facility) stations. We partner with the Centre for People with Disabilities in Binh Dinh to recycle and sell recycled products, as well as provide tutorials on waste segregation. 

This circular economy approach not only encourages public participation for waste disposal but also provides employment opportunities for people with disabilities. Recently, we have extended this project to collaborate with Den Cafe, where the staff are people with physical disabilities and hearing impairments. In addition, we’ve also established a series of innovative educational campaigns and conferences, hoping to elevate the voices and roles of young people in protecting the environment and building a sustainable green community.

Attending Doing Good made me realize that these initiatives aren’t just about helping the vulnerable. They are also a medium through which we can create strong connections, deep understanding, and systemic & sustainable change in society. It was at the Doing Good family that I came to understand how much I care about addressing social issues. It's a core part of my values and a way of showing who I truly am.”

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We hope that students' stories from the “Doing Good” short course have highlighted the impact of the Good Work curriculum and the incredible potential of our generation to create meaningful change in their own unique ways.

After the priority deadline on April 6, Doing Good: A UWC Short Course 2025 is still accepting applications. Late applications will be reviewed on a rolling basis, while spots remain.

Help us expand the reach by sharing Doing Good: A UWC Short Course with your networks: 

• Website & FAQs: https://www.forgood.education/doing-good 

• Facebook: https://www.facebook.com/uwcshortcourses.educationforgood

• Two-pager: https://bit.ly/Doing-Good-Two-Pager 

• Email: doinggood@uwc.vn 

You can also support students in financial need through donations. Every contribution makes a difference, and we deeply appreciate your support!

The Good Project’s Value Sort: Then and Now

by Danny Mucinskas

The Good Project is excited to announce that the Value Sort activity, which has for many years been our most popular reflection tool, has been revamped with the inclusion of a new values list, as well as new formatting that allows for easy sorting and event code creation on web and mobile. View and take the new Value Sort yourself here.

The Value Sort activity is an exercise that asks users to sort a set of unique values, such as “Honesty,” “Power,” and “Faith,” according to their relative importance to one another, similar to a q-sort methodology used in the social sciences. The user must make forced choices between the significance of the values to them personally by limiting the number of items that can be placed under five headings: Most Important (limited to four values), More Important (six values), Neutral, Less Important (six values), and Least Important (four values).

Then: A Research Tool

During The Good Project’s initial investigation of the meaning of “good work” across various professional and working domains, which began during the late 1990s, the Value Sort was developed by Dr. Jeanne Nakamura (Claremont Graduate University). She developed a comprehensive set of 30 value items that she found in a survey of the literature to be important to American employees and professionals in their working lives. The Value Sort was then provided as a reflection prompt to research interviewees, including doctors, lawyers, educators, actors, and journalists, as a way for them to identify the most significant guiding principles in their working lives. These interviews ultimately led to the creation of The Good Project’s framework of “good work” consisting of excellence (technical proficiency), ethics (social responsibility), and engagement (meaning, enjoyment, and purpose).

Interviewees in the original investigation of “good work” overwhelmingly reported that they appreciated the chance to pause and consider their personal values. In subsequent years, the Value Sort became an integral part of the educational and curricular materials created by The Good Project for use by teachers and adolescents. As the focus of The Good Project shifted from qualitative interviews with workers to pedagogical practices that could share the ideals of “good work” with an audience of diverse young people, preparing them for the complex decisions they would make in their work, the Value Sort remained a key exercise. Both the original GoodWork Toolkit (The Good Project’s first foray into the creation of educational materials) and the project’s more recent comprehensive lesson plans have included the Value Sort as a key way to prompt learners to consider their underlying guiding ideals, with over 125,000 individual completions of the older online Value Sort that was active from December 2019. People have also used the Value Sort comparatively to consider the values important to their colleagues and organizations, looking at areas of alignment and misalignment.

Review and Updates

Yet in 2022, as we embarked on a study of the impact of our lesson plans on teaching and student learning, particularly how ideas of “good work” might affect student character growth, we realized that the Value Sort was in need of an update. Our Community of Practice, made of around 100 international educators, remarked that the values list may not have been entirely representative of the full range of values important to their students. Wide cultural differences were apparent between the population that the Value Sort was originally intended to be used with (American professionals taking part in a research study at the turn of the millennium) and the learners that the tool was now being used with (adolescents in many countries over 20 years later). In particular, we observed that the list of 30 values included on the original value sort were individualistic, Western values, and primarily related to professional environments (e.g., “professional accomplishment”) as opposed to more general circumstances. We therefore decided to adapt the Value Sort to be more current to our needs and constituencies.

From 2023-2024, our team spent time reviewing a variety of values taxonomies and lists, with a particular focus on identifying possible values that had not been represented in the original items on the Value Sort. We compiled a set of 58 synthesized values from non-academic and academic sources, and using the list, we then performed a survey with an international population of nearly 300 respondents from 13 countries, with the largest groups coming from Argentina, Australia, India, Poland, South Africa, Thailand, United Arab Emirates, United Kingdom, and United States. Respondents were asked to complete the Value Sort exercise, to define each of their top and bottom values in their own words, and then to recommend values that should be added to or eliminated from the exercise in open-ended responses.

Our survey results showed that:

• The values most often chosen as among respondents’ four “Most Important” values were as follows (all of which have been preserved in the updated version of the Value Sort):

• Confidence

• Creativity

• Honesty

• Balance

• The values most often chosen as among respondents’ four “Least Important” values were as follows:

• Power

• Wealth

• Frugality

• Tradition

While Power remains on the value sort, Wealth, Frugality, and Tradition were subsumed by other new items (namely Security and Loyalty).

Based on our analyses of the survey results, we pared down further and edited the grouping and phrasing of each of the values in our list, ultimately landing on a set of 35 values for inclusion in the updated version of the Value Sort that has now been made public. The values within the new set are now more representative of collective or relational aspects (e.g., Love, Loyalty) that were absent from the original list, as well as values that may be more common to personal or non-work circumstances (e.g., Achievement, Fairness), which will help people consider how their values cross multiple aspects of their lives. Each value now also includes a brief explanation or connotation (which users can toggle on or off) to help users understand the meaning of each of the value items. We found that this would be particularly helpful for non-native English speakers or for translation of the Value Sort into other languages, since single English words may not have exact or similar translations into other (even closely-related) languages. 

The New Value Sort

The new set of values and their definitions is visible in the list below.

• Achievement: reaching goals, gaining recognition from peers, supervisors, or field

• Balance: in life, in work, between the two

• Collaboration: working with others in depth

• The Common Good: working towards the benefit of all

• Confidence: belief in oneself

• Creativity: thinking outside the box, beyond or transcending the “norm,” originality

• Curiosity: a strong desire to know or to learn

• Diligence: being hardworking, stick-to-itiveness, constant effort, persistence

• Diversity: difference or variety of opinions, of perspectives, of backgrounds

• Efficiency: accomplishment with minimal amount of effort or time

• Enjoyment: pleasure, satisfaction, engagement

• Fairness: freedom from bias, justness

• Faith: belief or trust in something, not based in proven fact

• Forgiveness: willingness to pardon someone or something

• Gratitude: being grateful or thankful

• Growth: not stagnant, the process of growing

• Health & Wellbeing: physical, emotional and mental well-being

• Helping Others: doing for other people

• Honesty: truthfulness, sincerity

• Hope: belief in positive possibilities

• Humility: modesty

• Independence: freedom to act, think, etc. on one’s own

• Introspection: looking inward, examining one’s own thoughts, beliefs, or emotions

• Kindness: goodness, benevolence, thoughtfulness towards others

• Knowledge: well-versed familiarity with a particular subject

• Love: presence of deep, affectionate relationships

• Loyalty: being faithful to someone or something

• Openness: receptive to new ideas, experiences

• Patience: meeting difficulties or obstacles with calm and resilience

• Peace: a state of harmony, tranquility, and absence of aggression, hostility

• Positive Relationships: healthy, sustaining relationships with friends, family, coworkers

• Power: strength, control, authority, ability to get things done

• Respect: to hold in high regard, esteem

• Security: freedom from anxiety, such as about finances, safety, etc.

• Trust: belief in reliability, truth, or abilities of someone or something

It is our hope that the current Value Sort will allow people of all ages to engage with an expanded set of value items that is more representative of the full set of possible life values across the world and that the tool remains a popular way of reflecting on what is important to each of us. In this way, the Value Sort continues to fulfill its original research purpose: to help people think about where we each derive meaning and how we understand the standards that drive our thoughts and actions.

Please visit our Value Sort landing page for more information and complementary materials that will guide you in using the Value Sort and reflecting upon your answers. We welcome our readers’ thoughts and reactions to the updated Value Sort.

Educator Spotlight - Shafaq Irshad

Shafaq Irshad

Beaconhouse Jauhar Campus Karachi

Karachi, Pakistan

About Shafaq Irshad                                                               

I am Shafaq Irshad, an experienced educator specializing in O & A levels Global Perspectives and Research. My career bridges both the IT and educational sectors, granting me a comprehensive understanding of technology and pedagogy. I hold an MPhil in Educational Leadership and Management, which has equipped me with the expertise to lead and innovate within the educational landscape. For the past seven years, I have been associated with the Beaconhouse School System.

Throughout my professional journey, I have had the privilege of working in all provincial capitals of Pakistan, gaining a wealth of diverse experiences and insights into the nation's educational dynamics. I am deeply passionate about making a positive societal impact, as reflected in my dedicated work on projects for acid burn survivors, visually impaired students, environmental concerns, and advocating for street children. These initiatives are particularly close to my heart and underscore my commitment to fostering inclusive and supportive educational environments.

With a profound passion for education and advocacy, I strive to inspire and empower my students, encouraging them to embrace a global perspective and engage in meaningful research. My goal is to nurture thoughtful, informed individuals who are prepared to make a difference in the world.     

How did you learn about The Good Project lesson plans? 

Beaconhouse School System, known for its pioneering initiatives in the educational sector in both Pakistan and internationally, decided to engage in a research program. They offered an equal opportunity to all teachers within their network to participate. Among numerous applicants, I was one of the ten teachers selected from across Pakistan to take part in this research endeavor. Our school showed its support by announcing our selection on its official website.

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?

Together with my Principal, Dr. Nadia, we decided to introduce lesson plans in the Grade 9 Global Perspectives classroom. A group of 15-17 students enthusiastically participated in this research, demonstrating their commitment to the project.

As the research progressed, the students began to find enjoyment in exploring topics related to their values and beliefs. They started to distinguish between mere work and impactful work, delved into concepts like the 3Es, Rings of Responsibilities, and Dilemmas, and actively engaged in selecting their mentors. Most importantly, they grasped the profound significance of ethical responsibilities on a deeper level.

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

Several memorable moments unfolded in the classroom during our project. The dilemma discussions stand out as some of the most profound conversations the students engaged in. Another impactful activity was the "Value Sort" exercise conducted in the computer lab. Initially perceived as a quick task, it turned into a reflective journey for the students as they earnestly evaluated their values, prioritizing which ones were most significant to them.

The "Mentor and Mirror" activity was equally thought-provoking. Through this exercise, students identified the attributes of their mentors and contemplated how they could embody those qualities themselves. These moments sparked deep reflection and introspection among the students, fostering personal growth and development.

Finally, students began to reflect on whether their efforts in the classroom constituted "good work" or if they were merely going through the motions of completing tasks. They pondered whether their work aligned with the principles of the 3Es - excellence, ethics, and engagement. This introspection encouraged them to strive for meaningful contributions and to understand the significance of ethical responsibility in their academic endeavors.

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

From their experiences with the lesson plans, my students are gaining a multitude of valuable insights and skills. Firstly, they are developing a deeper understanding of their own values, beliefs, and ethical responsibilities. Through activities such as dilemma discussions and the value sort exercise, they are learning to critically evaluate their priorities and make informed decisions based on ethical considerations.

The lesson plans are fostering a sense of empathy and social responsibility among the students. Activities like the mentor and mirror exercise prompt them to consider the attributes of exemplary individuals and reflect on how they can embody those qualities themselves, thereby nurturing their capacity for empathy and leadership.

Overall, the lesson plans are providing my students with a holistic educational experience that goes beyond academic knowledge, equipping them with essential life skills, ethical principles, and a sense of social responsibility that will serve them well in their future endeavors. 

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

Before other teachers begin teaching the lesson plans, it's essential for them to familiarize themselves thoroughly with the curriculum and objectives of the Good Project Lesson Plans. This includes understanding the key themes, concepts, and learning outcomes that the lesson plans aim to address.

Additionally, teachers should be prepared to create a supportive and inclusive classroom environment that encourages open dialogue and critical thinking. The lesson plans often involve discussions on complex topics such as ethics, values, and social responsibility, so it's crucial for teachers to facilitate these discussions respectfully and effectively.

I would advise teachers to join the Community of Practice on Slack and thoroughly review all supplementary materials provided there. Teachers can connect with fellow educators who have successfully implemented these lesson plans in their classrooms. Additionally, the Good Project team offers exceptional support and guidance, both collectively and on an individual basis, ensuring teachers have the necessary assistance to effectively implement the lesson plans.

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?

The students are learning valuable lessons that I believe will stay with them long after they leave the classroom. One significant change I observe is in the way they approach choices and situations, both in school and in their personal lives. Through discussions and activities focused on ethical responsibilities, values, and critical thinking, students are developing a heightened awareness of the impact of their decisions on themselves and others.

I see them becoming more thoughtful and deliberate in their actions, considering not only the immediate consequences but also the broader ethical implications. This newfound awareness influences their behavior in various aspects of school life, from how they interact with classmates and teachers to the choices they make in their academic pursuits.

Furthermore, I notice a shift in their approach to challenges and dilemmas. They are more inclined to engage in constructive dialogue, seek multiple perspectives, and consider ethical considerations when confronted with complex situations. This enhanced critical thinking and ethical reasoning not only benefit them academically but also equip them with valuable life skills that they can apply in their future endeavors and contribute positively to society.

What is good work for students?

Understanding the concept of "good work" is crucial for my learners both now and in the future for several reasons. Firstly, it fosters a sense of personal responsibility and accountability. By discerning what constitutes "good work" and striving to achieve it, students learn to take ownership of their actions and understand the importance of integrity and excellence in everything they do.

Moreover, grasping the meaning of "good work" helps students develop a strong work ethic and a commitment to quality and excellence. Rather than merely completing tasks for the sake of completion, they learn to approach their work with diligence, intentionality, and a desire to make a meaningful contribution.

Understanding the concept of "good work" also cultivates a sense of purpose and fulfillment. When students recognize the value of their efforts and the positive impact they can have through their work, they are motivated to pursue endeavors that align with their values and passions, leading to greater satisfaction and fulfillment in their personal and professional lives.

Furthermore, in an increasingly complex and interconnected world, the ability to discern "good work" becomes essential for navigating ethical dilemmas and making responsible decisions. By internalizing the principles of ethics, integrity, and excellence, students are better equipped to address challenges and make ethical choices in both their personal and professional lives.

Overall, understanding the meaning of "good work" empowers my learners to lead purposeful and ethical lives, make meaningful contributions to their communities, and thrive in an ever-changing world.

What’s “Fair” in Children’s Play? The Development of I, we, and they in Different Cultures

By Yvonne Liu-Constant

Children all over the world play together, and more often than not, they fight over toys. What do adults do when conflicts arise, and how do they teach children to resolve them? How does the teaching and learning of conflict resolution shape young children’s understanding of themselves in relation to others in the group, and foster their sense of “I” “we”, and “they”?

In early childhood classrooms in the US, children are typically encouraged to “share” and “be fair.” To resolve conflicts, adults teach children to talk and negotiate about ways to divide toys, take turns, or trade one preferred toy for another. The underlying value is that “fair” means “equal rights” – each individual child gets a say in how to share the toys equally.

Children's understanding of fairness evolves over time and is influenced by both cognitive development and sociocultural contexts. As children’s cognitive abilities develop, so does their moral reasoning. Piaget’s stages of moral development and Kohlberg’s stages of moral reasoning are the most widely recognized efforts to document how children’s understanding of rules and fairness becomes more sophisticated with age. The ability to take the perspective of others, which typically develops during the preschool years, is crucial for understanding fairness. Children who can better consider others’ feelings and viewpoints are more likely to act fairly. In other words, as young children develop beyond the “I” perspective into “you” and “we,” they are more capable of being fair. 

In addition, the way children perceive and practice fairness is significantly shaped by their interactions with parents, teachers, and peers, as well as by cultural norms. While fairness is valued in most, if not all, cultures, there are differences in what is considered “fair” based on cultural emphases of “I” and “we.” Individualistic cultures emphasize personal autonomy, individual rights, and self-reliance. Members of such cultures often prioritize personal goals over group goals and value independence and personal achievement. In the individualistic culture of the US, when conflicts arise during children’s play, adults help children negotiate fair shares that respect the equal rights of individuals.

In comparison, collectivistic cultures emphasize group harmony, family and community cohesion, and interdependence. Members of such cultures are more likely to prioritize group goals over personal goals and value cooperation and social relationships. At the Good Starts project, we have been consulting with people from different cultures in an effort to understand how children develop a sense of self in relation to others in groups. Here are three anecdotes about conflict resolution that offer cultural insights.

The older child yields to the younger

In China and Taiwan, the concept of 讓 rang or yield is the default strategy for conflict resolution. When children fight over toys at home, adults would typically say to the older child, “You’re older, you need to yield to the younger and let them have the toy.” According to Sing-ying Chung, an early childhood educator in Taiwan, the strategy of yielding is also commonly applied in mixed-age classrooms, where the teacher would further explain to older students, “You are the big sister and big brother in this class. You are more capable, so you are responsible for taking care of the little brothers and sisters.” 

Xin Xiang, a Harvard Graduate School of Education graduate, currently a faculty member at Beijing Normal University, shared an experience of her daughter who, as young as 2.5 years of age, could follow rules of turn-taking and sharing when adults around her share the expectation. However, when extended family members with more traditional values are around, her daughter learned to take advantage of being the youngest, grabbing toys without asking and expecting others to yield to her. These outcomes often counteracted Xin’s attempt to raise her child to negotiate for fair share and turn-taking.

Rang, or yielding, is rooted in Confucian philosophy. This long-surviving system of thought and action emphasizes that everyone occupies a specific role in the hierarchy, beginning with the family. Those in the lower ranks of the hierarchy (son/daughter, younger sibling, student, employee) respect the higher ranks (parent, older sibling, teacher, boss), while the higher ranks strive to be benevolent leaders (仁君 ren jun) and take care of those in the lower ranks. Being a big sibling is, developmentally, one’s first task in life of being benevolent, and yielding is taught as the strategy. The idea is: you were once the youngest and everyone yielded to you. Now that you are older and more capable, you have the responsibility to yield and take care of those who are younger. This is considered “fair” because the older care for the younger while the younger respect the older, and the harmonious “we” is more valued than the equal rights of “I.” The structure of the collective is maintained, where all the individuals behave according to their roles in the hierarchy based on benevolence.

The One Child Policy in China resulted in a generation without siblings, limiting opportunities for children to learn and practice yielding at home. To counteract these effects, early childhood educators in China have taken on the mission of teaching young children how to share and interact with peers, placing an emphasis on social development at school. The One Child Policy ended in 2015, and its long-term effects are still being observed.

One big bucket

Iris Ponte, an early childhood educator in the Boston area, shared an observation she made while conducting research at a Japanese preschool. The sandbox in the preschool’s playground was a popular spot to play, but the toys were a source of conflict. One boy in particular was often at the center of conflicts - he demanded the best toys and grabbed what he wanted from others. To help resolve the conflicts, the teachers offered more toys so that the children did not have to share, yet they continued to find new things to fight over. Observing the situation, a veteran teacher offered her advice, “One big bucket is what they need.”

The next morning in the sandbox, all the toys were put away except for one big bucket. As the children arrived, the boy who was usually the center of conflict immediately declared, “This bucket is mine!” He kept the bucket to himself and went to work, filling it with sand using his bare hands. Soon he realized he couldn’t do it alone, and so he asked other children for help. Before long, a group of children worked on filling the bucket together, and when they succeeded, they cheered! Then it came time to tip the bucket over. The boy exclaimed, “I will do it by myself!” yet he was not able to. Again, he had to ask other children for help, and when they succeeded in tipping over the heavy bucket together, they erupted into another big cheer!

By taking away all the toys and leaving only one big bucket, the thoughtful veteran teacher fostered a sense of group by creating a need for “we,” which helped each “I” find their purpose in the group effort. Fairness is not about each individual having an equal share, as the less experienced teachers tried to do by offering more toys, but about the group uniting under a superseding goal and forming a bond as a collective. 

What do you need the toy for?

The Opal School, a charter school in Portland, Oregon, collaborated with Project Zero on the Inspiring Agents of Change project. A goal of this work was to identify the learning conditions that support inventiveness in early childhood and primary schools. The project explored inventiveness in social-emotional as well as other realms of development. In a learning moment documented on video, a small group of young children were engaged in pretend play using pebbles, loose parts, and little plastic frogs at the water table. One of the children had fewer frogs than others and complained, “Not fair!”

As is typical in schools in the US, the children negotiated. What differed was the  response of the Opal School teacher – instead of guiding the children towards equal shares, she encouraged the child who complained to talk to his peers and ask: What do you need the frogs for? What are you planning to do? The questions got the children talking about their ideas for playing. When one of the children explained that he was planning to build an underwater playground for all the frogs, the children got excited! As they each pushed frogs into the middle of the water table, they happily collaborated on this new idea.

Here each “I” was respected, their ideas fully heard, eventually forming a “we” with a negotiated, shared purpose. Teaching practices like these created a culture in the Opal School that went against the grain of the mainstream, individualistic culture of the US, valuing the relationships built in the collective as well as the individual rights of children.

Conclusion

Children develop their sense of self in relation to others in a group in the contexts of their school and home cultures. The cultures we happen to have grown up in likely have an emphasis on individualism or collectivism, but the cultures we foster for children as educators and family members do not have to be limited as such. What can we learn from other cultures’ values on individuals, relationships, and groups?  How can we foster a new, inventive perspective of “I”, “we”, and “they” in young children, so that the  next generation can think, feel, and act beyond the “I”? These are some of the questions we ponder at the Good Starts project. We would love to learn about your experiences and ideas. Please comment below!

The Good Starts Project is generously funded by the Saul Zaentz Charitable Foundation.

Educator Spotlight - Iwona Piecyk

Iwona Piecyk

33 Liceum Ogólnokształcące Dwujęzyczne im. M. Kopernika w Warszawie

Warsaw, Poland

About Iwona Piecyk

My name is Iwona Piecyk, and I live and work in Warsaw, Poland. Originally, I come from the north-west part of Poland called West Pomerania, but I moved to Warsaw to pursue my Master’s Degree in American Studies. I love Warsaw for its atmosphere of opportunity and openness, but I also have a deep passion for travel. So far, I have mostly travelled in Europe and the United States, but I have also ventured to Oman. What fascinates me most is how people live in other countries and what their values are. I always find common ground and shared values with people from different nationalities, which enriches my understanding of the world.

For the past 10 years, I’ve been teaching at the 33 Copernicus Bilingual High School in Warsaw. Our school provides bilingual education in Polish and English through the Polish National Programme, as well as the IB Middle Years Programme (MYP) and IB Diploma Programme (DP). I teach various subjects, including English as a Second Language, IB English Language and Literature, and Theory of Knowledge. I am also responsible for incorporating the Approaches to Teaching and Learning skills into the classroom reality.

One of the greatest joys of teaching is building meaningful relationships with my students and colleagues. I believe that creating a safe and supportive environment is essential for effective learning and helps students become lifelong learners. I cherish the unique qualities that each student brings to the classroom and strive to build on their strengths rather than focusing on what might be lacking. This philosophy not only enriches their learning experience but also fosters a sense of confidence and belonging.

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

I first came across The Good Project in May 2023, while exploring Project Zero Visible Thinking Routines. I stumbled upon an advertisement for The Good Project and was immediately intrigued by its focus on "Good Work." As I read more about the project's objectives, I was fascinated by the emphasis on ethical considerations, responsibility, engagement, and reflection. These themes resonated deeply with the Approaches to Learning Skills we emphasize in the IB Program at my school. The overlap between these skills and those highlighted in The Good Project sparked my enthusiasm to integrate the lesson plans into my teaching. I envisioned how these lessons could complement and enhance our existing curriculum, providing students with invaluable skills for their future.

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?

Initially, I planned to teach The Good Project lessons both to my homeroom group of 30 seniors as well as to my 10th graders, a smaller group of 15 students. I believed that the seniors would benefit from examining their value systems and understanding the "3Es" (Excellent, Engaging, Ethical) framework to help them navigate future career choices. However, I quickly realized that my senior students, immersed in the demanding IB Diploma Program, were overwhelmed with coursework and deadlines. They needed our homeroom sessions to focus on well-being, stress management, and study planning techniques. Despite this, I managed to incorporate some lesson plan ideas, such as the value sort activity, which provided great insights into their personal values.

Ultimately, I decided to implement The Good Project lessons with my IB MYP year 10 students. This group was particularly enthusiastic about the project, displaying a keen interest in discussions, debates, and dilemmas. Their active participation and honest reflections made them an ideal fit for the lessons. They engaged with the ethical and reflective aspects of the lessons, often extending discussions beyond class time.

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

One memorable moment that stands out occurred during a value sort activity in lesson 1.8. I was eagerly anticipating this lesson because it aimed to help students identify which values guide their decisions and life choices. As we began the activity, we encountered technical difficulties accessing the online tool on mobile phones. Luckily, I had printed copies of the activity, and we proceeded with the paper version in the classroom and the students were to complete the online version at home.

The next day, we reviewed the online results and group statistics, leading to a lively discussion about the difficulty of distinguishing the most important values from merely important ones. This activity revealed common values shared among the students and prompted a deeper conversation about the implications of different guiding principles on good work.

Revisiting the value sort results in lesson 3.2 a few months later allowed my students to reflect on their growth and evolving understanding of core values. Their enthusiasm during these discussions, which often spilled over into break times, was a joy to witness and highlighted the profound impact of the lessons.

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

Through The Good Project lessons, my students are gaining a deeper appreciation for multiple perspectives and the importance of reflection. While they have always enjoyed discussions, these lessons present dilemmas and scenarios that compel them to consider the broader impact of their decisions on themselves, their peers, families, and the wider community. The "rings of responsibility" activity was particularly eye-opening, as it helped them realize the far-reaching consequences of their actions. This newfound awareness has fostered maturity and compassion, as they now approach dilemmas with a greater sense of ethical responsibility and empathy towards others.

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

Teachers planning to work with The Good Project lesson plans should embrace the flexibility the plans offer. The lessons can be tailored to fit the needs and dynamics of their students, serving as inspiration for discussions and projects or as detailed guides with rich resources and alternative paths. It’s important to remember that initial reluctance or confusion from students is natural, but with time and encouragement, most will engage deeply with the dilemmas and activities. Teachers should also be prepared for the lessons to evolve beyond the initial plans, as new ideas and opportunities for deeper learning often arise during the process. The key is to create a supportive environment where students feel comfortable sharing their thoughts and reflections.

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?

One of the most impactful lessons my students are learning from The Good Project is the significance of ethical considerations in their decision-making processes. The discussions around values, ethical dilemmas, and the concept of "good work" have deeply influenced their understanding of what it means to act with integrity and responsibility. For instance, during our sessions on the 3Es—Excellent, Engaging, Ethical—they have understood the importance of striving for excellence not just academically, but in all aspects of their lives. They are also learning to engage with their schoolwork and to approach tasks with enthusiasm and dedication.

Moreover, the emphasis on reflection and the rings of responsibility has encouraged them to think about the broader impact of their actions. They now recognize that their decisions can have far-reaching effects, not just on their immediate surroundings but also on their community and beyond. This holistic approach to understanding consequences is something that I believe will stay with them long after they leave the classroom. It has equipped them with a framework to navigate complex situations thoughtfully and with empathy.

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

Since integrating The Good Project lessons into my teaching, I have observed a noticeable shift in the way my students approach both academic and personal decisions. They have become more deliberate and reflective, taking the time to weigh the ethical implications of their choices. For example, I’ve seen students who once rushed through assignments now taking the time to consider how their work can contribute positively to the classroom environment and their learning community.

In group projects, there is a newfound sense of collaboration and mutual respect. Students are more willing to listen to diverse perspectives and work towards solutions that are inclusive and fair. This change is particularly evident in their interactions during debates and discussions, where they exhibit greater patience and interest in understanding different viewpoints.

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” is crucial for students as they prepare to enter a rapidly changing job market. In the next 5-10 years, as they transition into their careers, the ability to do good work—work that is excellent, engaging, and ethical—will be essential for personal fulfilment and professional success. Teaching these values now helps them develop a strong moral compass and a sense of purpose. If students around the world are taught the value of good work, they will not only find joy and meaning in their careers but also serve as mentors and role models for future generations, fostering a culture of ethical and impactful work.