Blog

By Shinri Furuzawa

Audiences around the world have been charmed—but occasionally horrified—by the hit Netflix show, Old Enough. In this show from Japan, parents send children as young as two years old to complete various errands outside the home. These errands sometimes involve crossing busy traffic, walking distances of up to two miles, or taking a bus or ferry. The children, unbeknownst to them, carry hidden microphones which record their voiced thoughts. They are also trailed by a camera crew, disguised as passersby or workmen, to film them and ensure their safety.

In Japanese, the show translates to My First Errand

In every episode there is some dramatic tension as things inevitably go wrong. The children get scared; forget which items they are sent to buy; and/or can’t find what they’re looking for. A four-year-old girl in one episode takes so long completing her errand that the sun goes down and the production team has to light her way home. Presumably most members of the audience root for these very young children to complete their tasks successfully; indeed some viewers are moved to tears as the youngsters face and typically overcome various challenges.

Dangerous and irresponsible?

In the United States, a common reaction to the show is “That could never happen here, parents would be arrested!” It’s true that American police have been called on parents who allow their children out unaccompanied to play in the park, or walk the dog. Minority and low-income parents are particularly vulnerable to this intervention by the law. Fears about child safety, however, may well be  misplaced—the US is not a dangerous place for children, and abduction by a stranger, perhaps a parent’s greatest fear, is only 0.1% of FBI missing children cases.

That said, compared to many other developed societies, Japan is a safer country for children to roam. Urban planning means, for example, that residential streets are usually narrower with rare on-street parking. There are also fewer sidewalks. One might expect this geographical layout to be more dangerous, but actually in Japan cars are expected to watch out for and avoid pedestrians with the onus on drivers to be careful rather than the other way around. Mixed zoning also allows neighborhoods to include small businesses in residential areas—meaning children often don’t have far to go if they are sent to run errands. 

In comparison with the United States, which my colleagues and I consider to be a very egocentric (or “I-oriented”) society, Japan has a decidedly communal approach to childrearing. Indeed, “it takes a village,” with adults in the neighborhoods looking out for the local children. Contrary to expectation, Japanese cities can have closer communities than smaller towns as people live in greater proximity. Japanese parents are most likely to agree that they know people who would help their children if needed and this number rises in more urban communities.

The true goal of interdependence

Admirers of Old Enough see what these Japanese children are able to achieve; and many worry that children in their own countries don’t have enough autonomy or independence. But what Old Enough actually demonstrates is the Japanese value of interdependence. In this East Asian collectivist culture, the objective is not to achieve self-efficacy and achievement of personal goals. The aim is rather to nurture children to be responsive to the social needs and expectations of others while avoiding tension and conflict. Eminent social psychologists, Hazel Markus and Shinobu Kitayama, describe this as being “harmoniously connected to others.” The tasks assigned to children on Old Enough are tasks that will presumably help and benefit others—be it their family members or others in the community. The children are being asked to contribute and not just to benefit themselves. Sample errands include buying food for a sick sibling, picking up firewood for a cookout for friends and family, and delivering juice to thirsty fruit pickers. 

Boy aged 2 years 10 months, given candy before being sent on errand to dry cleaner (Originally broadcast by Fuji TV, 2017)

An example conveys this tension: In one episode, a two-year-old boy initially refuses to go out on his errand to pick up dry cleaning for his father, the owner of a sushi restaurant. His mother sternly tells him that his father will not be able to work if he doesn’t have his clean chef whites and they would have to close the restaurant if he can’t work. The responsibility of the family business is thus placed on the shoulders of the two-year-old son. Accordingly, for the benefit of his family, with a hug from his mother (and a treat in mouth), he sets off to the dry cleaner located about 60 yards away. He manages to do the errand and return home—though the dry-cleaning drags on the ground behind him as he is too small to lift it!

Children on the show generally feel a sense of duty to complete the tasks to help their family or community in some way. After successfully achieving their tasks, the children therefore feel proud of themselves and valued, they receive due praise and appreciation and are celebrated for their contribution. As an example, parents tell them that thanks to the groceries they brought home, dinner will taste more delicious.

The pattern I have described is not restricted to Japan. While visiting her family in Taiwan—an East Asian country with a similar collectivist culture to Japan—my colleague Yvonne Liu-Constant went to pick up her 3-year-old nephew, Joshua, from preschool. He was excited to see her (a cherished aunt visiting from America) and began running around everywhere. Suddenly, his teacher approached him and said something quietly. Joshua immediately went to his cubby and, to Yvonne’s surprise, returned with a well-organized backpack that he had neatly packed all by himself. Yvonne was impressed Joshua had managed this feat. His mother explained that all year, the children had been trained on how to organize their backpacks through step-by-step homework which built on skills to teach this responsibility. The reason? For children to be helpful to their parents. Increased independence and personal responsibility may be the result, but benefiting others is the supervening goal. 

AN Inspiring lesson

We may all have something to learn from this Japanese approach of encouraging children to think beyond themselves through errands or responsibilities which are acts of service. With proper guidance from caring adults and a supportive community, even very young children are capable of more than we might believe. Perhaps this Japanese TV show provides some insight on how we can all learn to think less about “me” and more about “we.”

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

I’d like to thank Howard Gardner, Mara Krechevsky, and Yvonne Liu-Constant for their valuable comments on an earlier draft.

By on Jun 18, 2024

By Martha Ramirez, Fabián Dulcé, Isabel Tejada, Paula García, Jimena Alviar on Feb 20, 2024

By Megan Siwek on Dec 22, 2022

By Megina Baker on Sep 10, 2022

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

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.

By Jimena Alviar, Fabián Dulcé, Paula García, Martha Ramirez, & Isabel Tejada-Sánchez on Mar 07, 2022

by Danny Mucinskas

Throughout our lives, we will meet countless individuals and be exposed to the stories of thousands of other people through mass media. The relationships that we develop, whether direct interpersonal relationships (such as a deep friendship or family bond) or parasocial relationships (such as being a fan of a celebrity) can have profound effects on our values, identity development, decisions, and actions. Consider:

• What types of relationships in your life have influenced you in positive and negative ways? 

• Is there a particular person or persons who shaped who you are today? 

• Have you held this role for someone else in your life? Do you think you’ve helped shape who they are in positive ways? 

In various lines of qualitative work carried out by The Good Project, related to both the way that adolescents navigate the world and how adults conduct their professional lives, we have often focused on two specific types of influential relationships. Research participants have spoken about:

1. Role models. These are people who others often seek to imitate or emulate based on some characteristic, behavior, or set of achievements in a particular field. People often find them to be inspiring and to represent something that they seek to accomplish themselves and are described as “looked up to.” While people often have a direct relationship with their role models (e.g., an older sibling), it is also frequently the case that role models are widely recognized individuals who may not know the people who are emulating them (e.g., a widely known author).

2. Mentors. These are people who others look to for guidance. Unlike role models, mentors (e.g., a teacher or a close colleague in a leadership position) are by necessity always known well to those they are advising, who are often seeking to follow in their footsteps. Mentors are often people who have experience or knowledge of a particular domain and can provide their mentees with support or feedback that can be actively used towards achieving the goals or ambitions of the mentee.

From research, we know that having role models is important for a variety of reasons. For example, role models are often responsible for increasing motivation towards goal achievement (Morgenroth et al., 2015), for setting examples of how one wants to work (particularly in parental role modeling; Wiese & Freunde, 2011), and can even inspire others to make bold decisions like starting a company (Bosma et al., 2012). Role modeling is also potentially associated with the development of character strengths (Johnson et al., 2016), with advancement of values like multicultural harmony (Onyekwuluje, 2000) and has been found to influence certain health outcomes (Yancey et al., 2011). 

Similarly, mentorship is also tied to a variety of positive outcomes and is often important in directly transmitting interpersonal support. In the health professions, mentorship models are relied upon for the sharing of knowledge, values, and emotional encouragement between older and younger members of the workforce (Henry-Noel et al., 2018), while mentors who embodied a “Close Connector” relationship model were found in one study to be most beneficial for youth outcomes (Austin et al., 2020). In the business world, 75% of executives say that having a mentor has been important to their careers, and 90% of workers with professional mentors are happy at work. It is clear, then, that across the lifespan, a relationship with a mentor can assist people in growing their skills and reaching their potential.

The demonstrated benefits of finding role models and mentors prompts all of us working in education to help young people to cultivate and maintain these types of relationships. From The Good Project’s years of investigating and speaking to individuals about these relationships, we have developed several insights which may not only be helpful for educators but also for adults as they do their work across the lifespan.

• We are all members of a multitude of communities, whether the city or town where we live, schools, families, workplaces, hobby groups, and more. We can each find and connect with mentors or role models in any one of these environments or circumstances. In an educational context, by allowing students to choose personally meaningful role models or mentors from any arena of life, the likelihood increases that students will make choices that represent a diversity of voices and identities. Thinking expansively about who might be a role model or mentor reduces the reliance on easy answers or moral paragons who might often be held up as exemplars but who may seem one-dimensional or out of reach (e.g., Mother Teresa, George Washington).

• No mentor or role model is perfect, and there may be a temptation for all of us to find one singular individual who possesses a multitude of admirable qualities or who is in exactly the right position to provide future career advice. Instead of looking for one individual, we have learned that it is possible for people to engage in “frag-mentoring.” Frag-mentoring is the concept that we can have several mentors at once, dependent on their qualities and their areas of expertise. For example, one might choose a senior colleague at work as a mentor for their tenacity and wisdom, even if they aren’t always someone who displays warmth as a friend, and also have a religious leader as a mentor for their spiritual devotion and community leadership, even if they aren’t always organized. The counsel or example of each one of these individuals might serve different purposes in particular circumstances, dependent upon one’s needs.

• Negative examples can be equally as powerful as positive ones. While the definitions of role models and mentors we offered above presuppose positive interactions or a desire to mirror, the opposite may also be true. People who don’t embody the expectations or qualities we value in others, such as a micromanaging boss or a noncommittal family member, can still be instructive from an opposite vantage point. What is it about these individuals that encapsulates what we don’t want to be like, and could their example serve as an “anti-mentor”?

• Concrete and direct action can come from mentorship or role model imitation with planning. Identifying individuals worth emulating as role models or interacting with as mentors is a first step, but the qualities or goals that make these people inspiring and worthwhile exemplars should be specifically named. Naming the qualities of a role model specifically or the goals that a mentor can support can be a tool for intention-setting and getting down to the particulars of what might be productive and life-changing about these relationships. For institutions like schools and workplaces, defined programs can also make mentoring concrete, such as a guest speaker series or a peer mentoring program.

While these insights may help a general audience think about mentors and role models, it can simultaneously be difficult to identify boundaries on who is a suitable individual to fulfill those roles. Notably, in forthcoming data collected by The Good Project, students (primarily secondary schoolers) were asked in an at-home reflection activity to identify multiple exemplars of “good work.” Analysis of their responses revealed that youth are already drawing on both close (e.g., family) and distant (e.g., celebrity) role models and that the qualities they admire in these individuals also cross a variety of complex dimensions of character strengths, including intellectual, moral, and performance character. Yet while these findings are encouraging, students often spoke of business leaders who have questionable scruples (e.g., Elon Musk) as people worthy of imitation as role models. 

While we believe in the idea identified above (that no mentor or role model candidate is perfect), every individual represents a complicated totality of decisions, experiences, and interactions with others and the world. As a project that believes in excellence, engagement, and ethics in human pursuits, The Good Project’s stance is to encourage the choice of mentors and role models who embody convictions and virtues with universal appeal, including common good, equity, empathy, perspective-taking, and sustainability. To complete the three-dimension framework of “good work” that is at the center of our project, leaders who are excellent and engaged in their pursuits must also be ethical.

Some further resources related to role models and mentors that you could explore are:

• Our sets of activities related to mentors and role models.

• Nobel Prize in Mentorship?, a blog post by Lynn Barendsen about the power of mentoring relationships.

• The Making of a Professional, a blog post by Howard Gardner that touches upon the way that models can assist professional development.

• Good Work and How It Happens, a blog post by Arlene Pang about becoming a teacher and how mentorship played a role in her experience.

• This list of role model resources compiled after conversation with teachers. 

• Two dilemmas touching on mentorship: Mentorship at a Distance and What’s a Mentor?. 

By Danny Mucinskas

Every day, many of us are confronted with numerous responsibilities and decisions. In addition to the professional obligations, personal care needs, and family relationships we prioritize, today’s media and information environment is saturated and pervasive, driven by devices and social platforms. A 2022 survey of American adults by the American Psychological Association showed that a full 27% of respondents were feeling so stressed that they could not function. In the working world, Gallup has found that only a third of workers feel engaged in their work in 2024, while 1 in 6 are actively disengaged, largely due to a lack of clarity about roles, little feedback, and profound ongoing changes in working patterns. We might ask ourselves:

• When we might feel overwhelmed, what practices can help each of us feel more grounded and prepared to take on new challenges? 

• When seeking to do “good work,” what day-to-day habits can support us in making ethical decisions with high standards? 

• How can we take advantage of “down-time” to pause, center ourselves, and prepare for the road ahead?

Learning to reflect more fully can help to answer these questions and more. As a practice, reflection allows us to take advantage of opportunities to stop and think introspectively, to develop connections, and to construct a path forward. Defined as “the process of engaging in attentive, critical, exploratory and iterative interactions with one’s thoughts and actions, and their underlying conceptual frame, with a view to change” (Nguyen et al., 2014), reflection can help people conceptualize and achieve goals, become aware of themselves as learners (Kiaei & Reio, Jr., 2014), and reinforce a sense of purpose (Kosine, Steger, & Duncan, 2008). Reflection is related to and overlaps with metacognition, or “thinking about one’s thinking” (Chick, 2013).

Much of The Good Project’s work has focused on cultivating a habit of reflection related to work, whether that is a profession, a hobby, a community position, or another role that we may hold. We know from research that reflection in the workplace is not only beneficial but necessary. Schools, companies, and other institutions involve people collaborating together. Because human behavior and organizations are complicated and multilayered, deep reflection is required by all of us in order to develop professional competence (Cattaneo, 2020) and to make career decisions (Bassot & Reid, 2013). Reflection can also support people in becoming self-aware, effective leaders (Kontostavlou & Drigas, 2021). In his book The Reflective Practitioner (1983), focused on professionals at work, Donald Schön proposed a dual nature of reflection for workers: reflection-in-action, which occurs within situations and involves immediate reaction and testing, and reflection-on-action, which involves revisiting an experience after it has taken place to understand what happened and what could have gone differently. The benefits of worker reflection are therefore manifold.

Students who are not yet workers also benefit from reflective practices. Activities that ask adolescents to reflect upon their future careers promote both career adaptability and well-being (Ran et al., 2023). A meta-analysis has further found strong evidence of metacognition’s positive effect on direct student outcomes in school (Perry, Lundie, & Golder, 2019). 

Reflective capacities, then, are important for young people and older working professionals alike. Reflection allows each of us to build on our rich history of experiences through continuous consideration of our thoughts and actions, in the moment and retrospectively. Reflection reinforces the idea that we are all lifelong learners with room to grow as we come to understand ourselves more deeply.

The Good Project’s focus on reflection has also aimed to help people reflect consistently as a habit, or a regularly practiced routine, as opposed to occasionally or when it suits them. Regular reflection can become automatic when it is tied to a habitual ritual. For instance, actions like taking just a few minutes for daily individual journaling, or specific methods of debriefing in teams at the end of a meeting (to talk about what went well, what did not, and plans for the future) can become routine. These practices facilitate “thinking about thinking” in critical and attentive ways that meet the standard of reflection. Other habitual actions that support reflection may include use of mindfulness apps, reflective writing assignments in classrooms, or Socratic seminars that routinely ask learners to be intentional about how their ideas, thoughts, and behaviors are changing.

Furthermore, we have often spoken of the idea of reflection simply as a “Mirror Test,” or a chance to look at oneself in a hypothetical mirror, asking, “What do you see?” The answers to this question may vary widely from one person to another, involving aspects of identity, values, community affiliations, and life experiences that have influenced work. But collectively, thinking about each of these aspects of who we are and what we see when we examine ourselves can put our thoughts and actions into sharper focus, highlighting what we appreciate and what we would like to change by setting new goals or ideals. 

Because The Good Project has focused so intently on cultivating reflective abilities, our curricular materials and lessons rely heavily on thought-provoking questions to encourage learners of all ages to reflect individually and in groups. For example:

• In our lesson plans, we ask students to complete self-reflections that ask them to think metacognitively about their learning over the course of each one of the units.

• Our dilemmas are intended as opportunities for people to work together to dissect a particular set of circumstances faced by another person before turning the lens inward to one’s own circumstances.

• Our activity database contains a variety of journaling exercises asking people to write about situations in which they faced dilemmas or made a decision that they would like to change.

When we have used these materials with learners, or teachers have used them with students, we have often witnessed reactions that express appreciation for the chance to be introspective and to develop new insights. These reactions indicate not only that reflection is beneficial but can also be enjoyable and enriching. However, it is worth noting that reflection overload may be possible. For example, Tasha Eurich suggests that highly reflective people can sometimes experience negative emotions caused by constant and unproductive introspection that does not lead to any new insights. In such cases, we may need to shift from asking ourselves “Why?” questions to “What?” questions during reflective moments. This shift can lower stress and result in more solution-oriented thinking.

The ultimate goal of encouraging people to reflect, specifically on their working lives, is that they will hopefully be equipped with the ability to slow down, strategize, and make thoughtful decisions in their professional lives. In order to prioritize reflection, we must shift our mindsets and begin to view metacognitive practices not as a luxury but rather as a necessity for personal growth. The ability to reflect thoroughly is particularly crucial when circumstances become difficult or challenging, such as when our values are challenged or we feel torn between conflicting responsibilities. Too often in the rush of life, especially in today’s pace of quick attention spans, there is a temptation to make quick decisions. As an alternative, we advocate  slowing down to take the time necessary to deeply reflect, practicing both reflection-in-action and reflection-on-action.

Through reflection, we hope that people will be able to do “good work” aligned with The Good Project’s framework that is excellent, ethical, and engaged for themselves and others. As author and educator Margaret J. Wheatley has said, “Without reflection, we go blindly on our way, creating more unintended consequences, and failing to achieve anything useful.”

Below, we share some resources related to the concept of reflection and its practice:

• Project Zero’s Thinking Routines, many of which are intended to help people to be metacognitive (e.g., “I Used to Think… Now I Think…”).

• Shari Tishman and David Perkins’ episode on “The Power and Pleasure of a Pause,” which may be an opportunity to reflect, from the Thinkability podcast.

• These activities specifically focused on reflection.