New Dilemma: The Pediatric Protector

by The Good Project Research Team

Have you ever felt torn between your professional responsibilities and your friends and family? Perhaps you are one of the 56% of American adults who find it difficult to balance work and family responsibilities. Or perhaps you’re a student who struggles to balance your responsibilities to school while also finding time to hang out with your peers--how much time do you have to spend on homework, and how much time is it okay to spend texting with friends? 

At The Good Project, we talk about this balancing act between professional and more personal responsibilities as a balance between neighborly morality and ethics of roles. Neighborly morality refers to how an individual might show kindness and respect to those in their immediate social circles; it includes behaviors such as honesty and other prosocial actions. In contrast, ethics of roles refers to the standards, norms, and regulations expected of those acting in a professional capacity (including students); one might think of the Hippocratic Oath for those in the medical field.

A new dilemma posted on our website deals with this tension between wanting to maintain one’s duty to one’s profession versus wanting to uphold one’s responsibilities to one’s neighbors. Please keep in mind that this dilemma deals with the sensitive topic of child abuse. Entitled The Pediatric Protector, it reads: 

Eliza is a retired former pediatrician who now works as a private language tutor. She often spends time bringing her grandchildren, ages eight and five, to their nearby playground. Her grandchildren recently struck up a friendship with a new six year old girl on the playground, who told them that her mother had “banged her up” at her home for playing on the stairs, so much so that she was in pain on the playground. After hearing about this from both her grandchildren, Eliza is not sure what to do. As a pediatrician, she was a mandated reporter, required to report any child abuse to the appropriate authorities. But she also knows that children can exaggerate or make mistakes; perhaps the mother was trying to keep the child safe, or she had fallen on her own. Eliza is told by a child welfare hotline that it is her decision whether to report or not. Her pediatrician friends urge her to report, and she feels obligated to as a former doctor. But Eliza worries the child could end up in a foster home where she might not be cared for.

The full dilemma can be read here. How would you describe the tension between the ethics of roles and neighborly morality Eliza is feeling? If you were in a similar situation, is there someone you would consult for advice?

On the one hand, as a former practicing pediatrician, Eliza is dealing with the requirements of her former responsibilities as a mandated reporter, an ethics of roles issue. On the other hand, Eliza cares for the children involved and is worried about their welfare should they end up in poor care, an issue of neighborly morality. What decision should she make, and what factors should she weigh in her decision making?

Read the Dilemma Here

January Round-Up: Top 5 Articles

by Danny Mucinskas

The Good Project team wishes all of our visitors a happy and healthy start to 2021! We are hopeful that the year ahead will provide everyone with opportunities to do “good work” as the world continues to confront many challenges, from the COVID-19 pandemic to political division to climate change. With greater attention to the interconnections between us, and a commitment to collaborative and innovative problem-solving, we believe that humans can overcome these hurdles for the common good.

Below, we are sharing a few articles and resources that caught our attention this month, which we hope you also find thought-provoking and helpful.

  1. Why Your Sacrifices Matter During the Pandemic: The global threat of COVID-19 has now lasted nearly a full calendar year, and many people are feeling fatigued and letting their guards down. However, Greater Good Science Center summarizes why it is important to continue to be vigilant: the disease is serious, lives depend on our behavior, and the decisions we make today have the potential to affect others. As in our rings of responsibility, by considering how our actions affect others both near and far from us, we are motivated to make more ethical choices.

  2. The Hope and Fragility of Democracy in the United States: The riot at the United States Capitol on January 6 has provoked anxiety in many people about the future of democracy within America and abroad. Facing History and Ourselves responded to the moment with a teaching tool that explores the tension between democratic impulses and anti-democratic reactions in U.S. history, using the Reconstruction period as an example. This is an applicable resource that may be useful to teachers who are trying to find a way to explore recent events in their classrooms.

  3. How to Talk To Your Kids about the Capitol Riots: Our HGSE colleague, Rick Weissbourd of Making Caring Common provides some advice in the Harvard Gazette about navigating conversations with children about the events at the U.S. Capitol. His tips include leveraging historical context, avoiding demonizing one side or another, reassuring safety, and using this as an opportunity to discuss structural problems like racism and the vulnerability of democracy itself.

  4. A New Educational Ethics Curriculum: The Center for Ethics and Education has released a set of lesson plans focused on real-world educational issues, including the role of charter schools and how higher education is a force for social mobility, as a way to apply philosophical ideas for students. Each of the lessons is based on a podcast episode from the Center and includes specific instructions for teachers and resources for further reading.

  5. Google hired Timnit Gebru to be an outspoken critic of unethical AI. Then she was fired for it.: The power and wealth of technology giants like Apple and social media companies like Facebook has exploded over the past decade, and the ethical implications of the technologies that we use every day are numerous. The Washington Post reported on the recent termination at Google of an expert on ethics and artificial intelligence, raising questions about the degree to which tech companies can be trusted to self-monitor and regulate their products to ensure no harm is done.

Teaching Good Work in the Classroom

by Lynn Barendsen

In late October, Shelby Clark and I co-taught two sessions of an online course titled Teaching Good Work in the Classroom. Each two-hour course was designed to offer educators an introduction to materials from The Good Project for classroom use. The syllabus included a brief overview of our research, an introduction to a Good Work activity and dilemma, and an overview of the Good Project Resource Center. Participants included classroom teachers and school heads from public and private schools from around the U.S., as well as attendees from Australia, Brazil, Hong Kong, Italy, Morocco, the Netherlands, Panama, Poland, and Singapore. 

The Good Work activity introduced during these sessions asked participants to think of someone they consider to be a “Model Good Worker.” In small groups, educators considered the qualities or attributes that might be used to describe the individuals they had in mind, which included co-workers, family members, and paragons they may have never have met. 

Here are a few sample responses:

  • “Finds purpose in their work. Their work enriches rather than exploits.”

  • “Shares expertise freely with humility.”

  • “Is curious, asks clarifying questions to understand, not convince.”

  • “Is reflective and invested.”

  • “An advocate for others, they stand up for what is right.”

  • “Treating all people with dignity, being unafraid to speak out against injustices.”

Many of these responses  are ones we have heard in previous sessions; for example, educators used words such dedicated, honest, passionate, persistent, and fair. In addition, however, we noted  a social justice and advocacy focus present in some of the above comments that is less typical of our previous Good Work sessions. Although just one indication, participants’ comments were, not surprisingly, reflective about both the current political climate and the racial justice movement (internationally as well as within the U.S.).

During this course, educators also had the opportunity to consider an ethical dilemma—one that emerged from one of our research subjects.. This conundrum describes a high school science student who fabricated how she gathered her data because she believed it would give her a better chance at winning a prestigious prize. In small group discussions, participants discussed the dilemma using a “See, Think, Wonder” thinking routine. 

In writing about what they “saw” in this dilemma, some participants wrote that they recognized that this student had worked hard, and they empathized with her situation; others saw that she was hiding the truth; a number saw that she asserted that she had strong values. Many explained that they thought the student believed she was justified in her actions, and some explained that they had been in similar situations with their own students.  When asked what this dilemma made them “wonder,” educators asked what they might say if they were really in the student’s or her teacher’s shoes. Additionally, some wondered about the consequences of having people in powerful roles who are continuing to deviate away from the rules; yet others wondered about issues of equity and access in education. Although these last two considerations have come up in previous discussions about good work, they are not “typical” and have not come up in previous discussions of this particular dilemma.

This session felt notably different than other Good Project workshops I’ve led. Certainly, we were online rather than in person, but that is the nature of most of our work these days.  Educators are experiencing tremendous pressure: within the U.S. and beyond, their work is being viewed under a microscope, and they are constantly asked to adapt and change their plans at a moment’s notice. I, for one, anticipated that participants might be exhausted and negative. Instead, both groups were fully engaged, looking for new ideas, and seemed to enjoy the collegiality of working with like-minded peers—most of whom were unknown to them and may have come distant societies.. As described above, our shared conversation about what is and isn’t “good work” was impacted and deepened by #BLM and the pandemic.

We have also created an asynchronous version of the course, which we have posted in the Good Project Resource Center. Depending on what we hear from educators and researchers, we anticipate creating additional webinars in the future. These might include: introductions to Good Work dilemmas and activities for classroom use with different age groups; an overview of the Good Work lesson plans and suggestions for implementation;, professional development activities for teams of educators or other workers, and more. 

Please have a look and let us know about your interests and needs. We welcome your feedback.

On American Presidents: Rings of Responsibility and Irresponsibility

by Howard Gardner

Caption: Image of Rings of Responsibility: Inner to Outer rings are: Self, Others, Workplace, Domain, Society

Caption: Image of Rings of Responsibility: Inner to Outer rings are: Self, Others, Workplace, Domain, Society

In the first months of life, we are necessarily in the midst of a small circle of relatives and friends.  Throughout history (and presumably pre-history) most of us have remained within those confines. But it is possible to broaden one’s circle—and to be involved, for better or worse, with a much larger world.

In the original Good Work Project, we developed the concept and image of Rings of Responsibility. The basic idea: As we grow and venture forth from home, we can begin to relate to larger entities and groups—to our neighborhood, our school, our community, our workplace. Ultimately, we may relate to the nation, the region, the wider world—indeed to the whole earth. As researchers seeking to understand good work, our focus was on positive relations to this ever wider set of concentric circles. But, of course, there can be less positive relations as well—one can carry out compromised or patently bad work in these several widening circles of responsibility.

Of late, I’ve been contemplating the lives of individuals who have chosen to exert responsibility with respect to the outer circles: individual who have attained powerful leadership roles in government (or other sectors), as well as individuals who have chosen to address issues of global significance—climate change, nuclear arms control, a pandemic.

For the most part, we should probably assume a default sequence of events unfolding over the course of a lifetime. That is, we should assume that even powerful leaders began with relatively small spheres of responsibility and gradually expanded to regional, national, or even global spheres of influence. Perhaps the most familiar example comes from the life of Abraham Lincoln: born with modest means in the legendary log cabin, and gradually working his way westward to Illinois and to local politics, and then eastward to the White House and national (and to some extent) international relations.

Whatever the validity of this default assumption—which accords with common sense—it is instructive to consider cases which apparently violate the canonical sequence of rings. Recently, I’ve considered the unusual sequence of events surrounding the rise of John F. Kennedy to become the youngest elected president in American History.  Kennedy was the offspring of parents who were worldly: his maternal grandfather was the mayor of Boston and a major political figure in the Democratic party. His father, also from an influential family in the Boston area, became a major business, financial, and government figure, with international as well as national credentials.  While still a youth, John Kennedy had the rare opportunity to meet with American presidents, British royalty, and the Pope—and so it was natural for him (and his siblings) at an early age to feel a relationship to, and perhaps a responsibility for, individuals who lived well beyond the neighborhood.  A similar story could be told about British Prime Minister Winston Churchill (much admired by the young Kennedy), whose family was part of an international “jet set” before that phrase had been coined. Here, we behold a textbook contrast to the Lincoln saga.

Enter President Barack Obama, who has recently authored a fascinating account of his early life and the first years of his presidency in his A Promised Land. On one imaginable account, Obama would seem to have been a textbook case of someone who had to work his way over the decades through the rings of responsibility—culminating at the height of his career in nomination and election for the Presidency. And yet, as I connect the dots, Obama’s case is as similar to Kennedy’s as it is to Lincoln’s. Moreover, it may exhibit some of the same deficiencies as well as the same assets.

Of course, it’s only one case, but it can stimulate hypotheses that could be tested.

Several aspects of Obama’s background are rare in U.S. presidential biographies:

  • Absence of a father: While his father was alive during the first years of the future president’s life, young Barack essentially never knew his father. Accordingly, he was free of any constraints that the father might have imposed on him while also being able to imagine him as he wished him to be. Other figures in history without father figures have described both the freedom and the burden of this familial constellation.

  • A mother with a career of her own: Most American’s presidents have had powerful and influential mothers, perhaps more often than they have had potent father figures.  But Stanley Ann Dunham was unusual in that she was a working anthropologist, who traveled, taught, advised, wrote and juggled. Much of Barack’s childrearing was presided over by his maternal grandparents, two attractive figures.

  • International travel: Though of modest means, young Barack had the opportunity to travel—notably to Indonesia, where he lived for awhile as a child. He also travelled around the US and lived for years in Hawaii, to which his grandparents had retired.

  • Bi-racial parentage: Obama was able to move within and across groups but perhaps never felt like he belonged to either group—the delineation and scope of the ring was unclear.

Clearly very gifted and with an attractive personality, Obama had the usual uncertainties about career and life choices. As he reflects in the memoir:

I understood the absurdity of my vision, how wide the gap was between my grand ambitions and anything that I was actually doing in my life. I was like a young Walter Mitty, a Don Quixote with no Sancho Panza…my preference for navel gazing over action.

But once he had decided to go into electoral politics, his rise was meteoric—at least as swift as John Kennedy’s—and perhaps swifter. Kennedy was elected to the U.S. House of Representatives in 1946 and to the presidency in 1960. Obama was elected to the Illinois Senate in 1997, the United States Senate in 2004, and the Presidency in 2008.

I am content to leave it to historians to judge the success of the Obama presidency. But his recent memoir reveals what was long suspected: that he gladly grasped for the wider rings of responsibility, but (like future President John Kennedy), he was not particularly interested in or adept at the intermediate rings.

Evidence:  

  • While pleased to have been elected easily to the Illinois Senate, Obama did not find the work of much interest. He was glad that the sessions were short and pleased whenever he could leave Springfield and return to his family in Chicago.  As he reflects

A state senator wasn’t a glamorous post…on the other hand I had start somewhere and pay my dues…Also the Illinois state legislature was in session only a few weeks out of the year.

His election to the US Senate was triumphal and tremendously important. But in the Senate, which proceeds so much by seniority, it would ordinarily have taken decades for Obama to reach a position of power and influence.

Instead, almost from the time of his election—even more than John Kennedy, who had been interested in the Vice presidency in 1956—Obama was talked about as a future presidential candidate. He was an immediate media sensation at a time when media was extraordinarily powerful and influential. And when Senate majority leader Harry Reid told Obama that he was a strong  potential candidate, and that powerful Senator Charles Schumer concurred, Obama ceased active involvement in senatorial affairs and began to run the presidency. We might contend that he catapulted from being an Illinois representative directly to being a presidential candidate.

Once elected president, Obama moved easily and readily into being a global figure. In his first year in office he gave a historic speech in Egypt to the Muslim world; he won the Nobel Prize for Peace; he travelled around the globe and had reasonably effective relations with the gamut of world’s leaders.

But at home there was much essential work to do—to repair the economy after the fiscal crisis of 2007-2008; to make health care available and affordable; and to attempt other national initiatives, ranging from higher wages to better highways.

Obama had good ideas, capable advisers, and the ability to speak knowledgeably in many forums.

But like his predecessor, John Kennedy, Obama did not like the wheeling and dealing that is required if one is pass legislation in a government composed of three equal branches. Put sharply: he did not fully understand that making law was, in Bismarck’s immortal analogy, like “making sausage.” One had to be willing to speak to everyone tirelessly, and to make compromises widely and predictably, if one wants to get legislation passed.

Consider Obama’s own reflections. To get TARP relief, he had, to his own distaste, bargain with four senators—Collins and Snowe from Maine, Nelson from Nebraska, and Specter from Pennsylvania. 

None of these senators were shy about charging a hefty toll… even as their priorities added billions, the group insisted that the overall bill had to come in under $600 billions, because any figure higher than that just seemed too much …some went so far as to suggest that I barnstorm against Snowe, Collins, Specter, and Nelson in their home states…I told them this wouldn’t happen.

To be sure: it is not essential that the President always get involved in the making of political sausage. If you have a supermajority, it’s not necessary.  If you have Lyndon Johnson as your vice president (which JFK did), you have someone who can not only bargain with the opposite party, but who actually enjoys the give-and-take. Or, if you do not like the bargaining with individual legislators yourself, you can form a relationship to the leader of the opposition—which is what Republican Ronald Reagan did with “Tip” O’Neill, a fellow Irishmen and the Speaker of the House of Representatives.

And whatever you do, don’t make fun of the leader of the Opposition—which is what President Obama did at the 2013 White House Correspondents meeting, where he quipped,  “Would YOU like to have a drink with Mitch McConnell?”

On reflection, Obama came to realize what he may have lacked:

FDR would never have made such mistakes…He’d known that in a crisis people need a story that makes sense to their hardships and spoke to their reactions… a morality tale with clear good guys and bad guys and  a plot they could easily follow… governance could not be so antiseptic that it set aside the basic stuff of politics: you had to sell your program, reward supporters, punch back against opponents, and amplify the facts that helped your cause while fudging the details that didn’t… whether trapped in my own high-mindedness, I’d failed to tell the American people a story they could believe in, and whether, having ceded the political narrative to my critics, I was going to be able to wrest it back.

So much for Barack Obama—and the costs for not having navigated mid-level rings of responsibility.

What about his successor?

Donald Trump was elected as essentially a political novice. It’s difficult to think of any president who arrived in the White House with so little experience in the give-and-take of electoral politics—the closest examples would be those Presidents who had previously been generals—Eisenhower, Grant, Taylor, Jackson come to mind. And so, Trump had to improvise his mode of dealing with legislation.

Essentially he didn’t. Instead, he dealt directly with his fans and public—those to whom he tweeted, or spoke directly through Fox News and Talk Radio. 

If he felt responsible to anyone beside himself, it would have been to these constituents.

And so it is worth asking about his own family background. Unlike that of most other presidents, Trump’s relationship with his mother is clouded in mystery. Our only clues come from the memoir of niece Mary Trump. On the memoirist’s account, Trump’s mother was distant and ill—her relation to her five children is unknown. Donald Trump was essentially raised by—or at least imprinted on—a self-made millionaire who was extremely tough-minded and who skirted the law for most of his life.  One might say that Fred Trump went through the rings of irresponsibility and that his son followed his examples. But this is not the occasion for further speculation.

© Howard Gardner 2021

THE IMPORTANCE OF TEACHING MI THEORY IN CONJUNCTION WITH THE GOOD PROJECT: LESSONS FROM GREECE

INTRODUCTION BY HOWARD GARDNER

I’m pleased to be able to post this guest contribution from my colleague, Georgios Flouris. Professor Flouris has been instrumental in bring “MI” theory to the attention of his educational colleagues in Greece. He has just published a book on the educational implications of multiple intelligences theory.

The posted essay touches on two very important points. First of all, while “MI” theory was developed as a theory of the human mind, with certain educational implications, it has been used in many places—indeed, in too many places—as a quick way to make a profit, even when the claims cannot possibly be substantiated.  

Second, and relatedly, intelligences are not benign in themselves—they can be developed and mobilized for positive or for destructive purposes. Accordingly, MI theory should be wedded to a conception of good work.

In some sense, these ideas are new ones, but they can be traced all the way back to ancient Greece, where interest in the mind and in ethics were first written about, by Plato, Artistotle, and their students. And, of course, no one embodies the ethical and reflective life more than Socrates, whose courageous example has inspired human beings over the millennia.

GUEST POST BY GEORGE FLOURIS

I welcome the earlier blogs about BLACK LIVES MATTER, the GOOD PROJECT and COVID 19 as well as the linking of MI THEORY with the GOOD PROJECT. Congratulations to Howard Gardner and associates for the above blogs and links; there is an urgent need for all of them.

I share Howard Gardner’s frustrations regarding malpractices of MI theory. There have also been some not so good uses of MI theory in Greece. The most common malpractices that I have noticed include the following:

  1. Some agencies charge students for testing their intelligences. The tests used to tap students’ profiles numbered 9, 10, or even 11 types of intelligences; no source is indicated for this proliferation of intelligences.

  2. Some private organizations test students to match their intelligences with a prospective profession—MI theory is used as a counseling, career guidance, and job orientation tool.

  3. Tutoring based on MI theory is claimed to prepare students for entrance to tertiary education.

  4. Claims are also made to enhance students’ intelligences in order that they perform better in various school tests, in learning foreign languages, etc.

Note: all these malpractices require payment to private organizations.

There is no doubt that MI theory has the potential to develop all types of intelligences in students; the theory has been a great contribution for people across the whole planet. Gardner’s original work has persuaded people around the world that “we are all intelligent in different ways.” This plurality of intelligences is based on several values, including equality, justice, freedom, rights, democracy, etc., and has brought many positive changes and benefits in the educational systems of different countries.

In addition to helping us to think more broadly about human intellectual capacities, MI theory has created a new vision for future schools. Thus, it is of utmost importance to safeguard the theory and keeps it intact—protecting it from candidates who aspire to put it into untested or unethical uses in order to make profit. 

All these reasons lead to the conclusion that MI theory ought to be taught in conjunction with the “Good Project,” as well as Gardner’s work “the five types of mind for the future.” Being intelligent does not give one the right to apply his/her intelligences to engage in unethical or immoral practices. Parents, schools and society need to develop an “ethical” and “respectful mind” in children of all ages. In addition, educators have to explore new ways of cultivating individuals holistically by emphasizing values and character so that individuals may become balanced. In this respect I agree with the Good Project’s “ethics of roles” as well as its views on “dilemma, discussion, debate, decision, and debriefing.

In parallel to teaching values to students, we ought to revamp the philosophy of “Character education” in order to socialize and educate youth meaningfully and ethically. Other educators have joined Gardner’s efforts to support MI at another level by emphasizing the concept of “intelligent schools” (McGilchrist, B., Myers, K., Reed, J., 2004)[1]. According to these educators, schools will be “intelligent” if teachers enhance their own intellectual profiles. To this end, such scholars propose several types of intelligences for teachers—including “pedagogical intelligence,” “emotional intelligence,” “reflective intelligence,” “spiritual intelligence,” and “ethical intelligence,” etc.

Educators around the world ought to put an emphasis on the subjects of humanities and humanistic values. These types of values are exemplified in the stance Socrates kept while in prison. Even though his disciples could have helped him escape, he freely and deliberately chose to stay. He wanted to support the “truth” and face the judges of ancient Athens—thereby exemplifying his obedience to the Athenian laws. His death taught the world that there are eternal values such as truth, commitment, and obedience to laws. In this manner, Socrates set a memorable example: his physical existence was less important than the truths that he valued and wanted to preserve. As Emerson has stated—and Gardner wholeheartedly agrees— “Character is higher than intellect.” Socrates also demonstrated that character is above intellect, even though he possessed both of these properties.

Kazamias (2020) endorses the above views and supports that education should shift from the model of forming an entrepreneurial, market-driven, profit–driven, homo economicus or homo barbarus, to the formation of a homo humanus with a cultivated mind and soul. To this end, liberal arts education, aesthetic knowledge, ethical dimensions, civic virtues and “Paideia of the soul,” a quintessential attribute of being “wholly human” are needed (Kazamias, 2020)[2]. This type of education and living leads to what Aristotle called “eudemonia” or “euzein”—the “good life.”

 © George Flouris

George Flouris is an Emeritus professor of Curriculum and Instruction at the University of Athens in Greece. He has written extensively in education on topics including curriculum theory and development, instructional design, teaching strategies, teacher education, and conceptions of the self improvement of educational practices, and many others.  His most recent book is entitled: Multiple Intelligences and Education: Theory-research-applications. Athens: Grigoris, (2020).

 [1]McGilchrist, B., Myers, K., Reed, J. (2004). The Intelligent school. London: Sage Publications.

 [2]Kazamias, A. (2020).O Sokrates kai he Anthropistike Paideia stin Neoterikotita: Krise Paideias kai Demokratias (Socrates and Humanistic Education in Late Modernity). Athens: Ion Publishing Company.