# data[].attributes.attachment_link.title
Stevie Wonder - All About The Love Again

# data[].attributes.attachment_link.title
MACKLEMORE FEAT SKYLAR GREY - GLORIOUS (OFFICIAL MUSIC VIDEO)

# data[].attributes.attachment_link.title
American Bandstand 1976 – Let Your Love Flow, The Bellamy Brothers

# data[].attributes.attachment_link.title
You Are The Sunshine of My Life - Stevie Wonder

# data[].attributes.body
https://www.learn4good.com/games/multiplayer/ducklings.htm

# data[].attributes.attachment_link.description
www.learn4good.com needs to review the security of your connection before proceeding.

# data[].attributes.body
You may wonder if the most wonderful moments of your life are already behind you. Or you may think the happiest moment of your life is still to come. BUT this is the moment we have been waiting for.
- Thich Nhat Hanh

# data[].attributes.body
https://arcadespot.com/game/llama-leap/

# data[].attributes.attachment_link.description
Llama Leap is a vertical distance platformer game where you take control of a cute llama. The goal of the game is to reach new heights by jumping.

# data[].attributes.headline
Ethical Decision Making and Responsibility for Adults

# data[].attributes.subject
Ethical Decision Making and Responsibility for Adults

# data[].attributes.attachment_link.readable_text
If we as educators want to live lives of positive impact, and especially if we want to cultivate ethical growth in our students, we have to start with ourselves-by reflecting on our own values and behavior, understanding how we and others think about right and wrong, and always striving to live up to our moral principles. (Note: Though they sometimes have distinctions in meaning or connotation, the terms "ethical" and "moral" are generally used interchangeably.)

Educators are constantly communicating values and ethical messages to students, whether they mean to or not.

Though some people may feel that school is not the best place for students to learn about morality, the truth is that the work of teaching is inherently moral. Teachers inevitably serve as ethical role models for students, and schools and teachers convey moral messages (i.e., what is right vs. wrong) and other values (i.e., what is important, desirable, etc.) all the time, in both explicit and implicit ways.

The pattern of implicit ways in which schools socialize students and convey values-not through the academic curriculum, but through school policies, priorities, climate, interpersonal interactions, etc.- is known as the "hidden curriculum."

By explicitly addressing values and ethical issues with students, educators can be more intentional about the messages they convey; this also encourages students to consciously and critically reflect on their own values as well as the messages they receive.

When teachers understand and incorporate moral development principles into their classroom management and teaching, students respond better and show improved reasoning abilities.

Across cultures, when judging social situations, both adults and children (as young as three-year-olds) can distinguish between issues that are moral (inherently right or wrong, such as because they hurt people or are unfair) and aspects that involve other considerations (e.g., social norms, rules dictated by authority, personal choices, safety). When deciding what to do, we have to balance between these different domains of social knowledge.

Kids know that hitting someone else for no reason is wrong. Even if their teacher said it was OK, or if they went to a different school where everyone did it, it would still be wrong, they say. On the other hand, if asked whether it's OK to wear a swimsuit to class, they would likely say no-but if the principal allows it, or if it's the tradition in another school, then it's probably all right.

When teachers respond to student misbehavior in a way that matches the domain of the transgression-for example, responding to a moral transgression (e.g., hitting) by talking about the harm done, and responding to a breach of a norm (e.g., talking out of turn) by referencing the classroom rules and disruption to order-students rate the responses better, and rate the teachers as more knowledgeable and effective.

When discussion of social domains is integrated into the academic curriculum-such as by explicitly discussing which features of historical events had moral implications and which features had to do with social conventions-students show higher levels of reasoning and a greater ability to balance different considerations.

Strengthening moral identity (how important being a good person is to one's sense of self) encourages people to make ethical decisions.

Moral reasoning (figuring out what is right or wrong) and moral identity (wanting to be a person who does the right thing) are both important for ethical decision-making, especially in difficult situations.

Moral identity is linked to moral action, such as donating money to charity, and to moral emotions, such as caring about people different than oneself and feeling guilty after doing something wrong.

Simple cues, like reading lists of moral principles or writing stories using moral terms, can remind people of their moral identity and make them more likely to behave prosocially; on the other hand, performance-based incentives can turn people away from moral identity, making unethical behavior like lying or cheating more likely.

When people have a strong, internalized moral identity, they are more motivated to behave prosocially even when they don't get any recognition for it; one way to work towards this is by focusing on the internal (vs. external) rewards of doing the right thing.

Reducing moral disengagement (when people do things that they know are wrong, but distance themselves from the actions and consequences) helps people do the right thing more often.

Research has found that moral disengagement is less likely in people who are empathetic and have strong moral identities, and more likely when people are cynical and feel that what happens is out of their control.

Moral disengagement, unsurprisingly, is linked to unethical decisions and behavior.

Using ethical tools as simple as an honor code can remind people of their moral values and identities, and thus reduce moral disengagement and unethical behavior.

# data[].attributes.attachment_link.title
SEL for Adults: Ethical Decision Making and Responsibility | Greater Good In Education

# data[].attributes.attachment_link.description
If we as educators want to live lives of positive impact, and especially if we want to cultivate ethical growth in our students, we have to start with ourselves-by reflecting on our own values and behavior, understanding how we and others think about right and wrong, and always striving to live up to our moral principles.

# data[].attributes.attachment_link.description
Practices for cultivating the social, emotional, and ethical well-being of school staff members

# data[].attributes.attachment_link.readable_text
Instructions

For character education and other kinds of prosocial development initiatives to be optimally effective, school leaders need to make their own character development a personal priority. In this way, they encourage other adults at school to commit to their own self-examination and development-becoming models for students.

Before beginning

There are several ways the following questions can be used:

Simply answer them for yourself, as a self-reflection activity.

Rate yourself on each question and reflect on any patterns you see. (Here is a downloadable version):

Never or almost never

Sometimes but not often

Periodically, sometimes

Frequently

Always or almost always

Use them to assess another person, either by simply answering them or by using the rating scale.

Have a group of people, e.g., school staff, engage in a self-rating, and then discuss as a group the insights people gleaned from doing this. (If your time is limited, you might choose one quality to focus on at a time.)

Ask staff to rate you using the scale, and then compile the results. If you are very brave (courage is a leadership virtue), present the summed results to the staff and discuss them together.

Do a 360-procedure where you rate yourself, your supervisor rates you, and those you supervise rate you. Then compare the results, and ideally discuss them with others.

Use the results of any of these procedures to identify strengths and areas for growth. Then create a strategic plan for personal improvement based on the results. What specific characteristics do you want to work on? Create SMART goals (specific, measurable, achievable, relevant, and timely). Consider having an "accountability buddy" to check in periodically to help monitor your progress and keep you on track.

The Questions

Noble Purpose
Noble purpose is a purpose that seeks the good and looks beyond what is good for the self to good that serves others and the world in which we live.

Do you have a clear vision for the kind of school you want to shepherd?

Is your vision explicitly grounded in clearly articulated values that you consider important?

Is it focused on goodness, both at the individual level (moral character development of students, for example) and at the communal level (doing good in the world)?

Do you articulate and share the vision?

Are you open to feedback and improvement on your vision?

Humility
Humility entails understanding one's own strengths along with one's weaknesses, recognizing that we are all flawed and fallible. Humility allows leaders to serve because it provides the perspective and foundation to put others first rather than feeding one's own ego.

Do you put the good of the school before yourself?

Do you focus on others, i.e., do you listen to others, do you care about the well-being of others, etc.?

Do you admit your mistakes or lack of knowledge, or are you defensive and try to cover it up?

Do you tell the truth even when it puts you in a bad light?

Do you take responsibility for the consequences of your actions, policies, and decisions?

Do you seek help when you need it?

Do you recognize and rely on others for strengths that they have and that you do not?

Benevolence
Benevolence is a general feeling of care toward the well-being of others. A way of being in the world. To be an effective educational leader means to value and accept all others, including students, staff, and parents and caregivers.

Do you invest resources (time, money, policy, structures) into taking care of all members of the school community?

Are the feelings of others important to you?

Do you authentically care about others? Even the challenging and less likeable others?

Do you love kids? Even the "frequent flyers" who are often in trouble for misbehaviors?

Do you recognize that all of us are imperfect?

Can you avoid being judgmental of others who stumble? Do you see weakness in others as a failing?

Ethical
Moral identity is the degree to which being a morally good person is central to your sense of self. Another way to think of this is the moral compass.

Do you have a moral compass; is your life directed toward doing what is good and right?

Is being good more important to you than winning?

Do you follow the Golden Rule (or the Platinum Rule: Do unto others as they would want you to do unto them)?

Do you consider the consequences of your actions and decisions on others, particularly on their welfare and rights?

Do you intervene when you see a wrong being perpetrated?

Can you resist peer pressure, tradition, authority, and/or popular opinion to do what is right?

Moral Courage
Often there are obstacles to doing the right thing. Therefore, leaders also need the courage to do the right thing in the face of fear and threats and other obstacles.

When tough moral challenges are confronted, do you have the strength to take them on?

Are you willing to suffer for what is right?

Can you make the hard decisions, and own them and stick to them?

Does your staff feel that they can trust you to do what is right, when it is hard to do so?

Does your staff believe you will have their backs when they are right?

Do you speak your mind, your truth, even if it is not popular?

Are you willing to step out of your comfort zone, even put yourself at risk, to do what is right?

Gratitude
Gratitude is a sense of appreciation for what you have and what you have been given. It is the opposite of entitlement, a sense that you have a right to have whatever you have and have been given, which is coupled with a sense of resentment and a focus on what you do not have.

Do you feel grateful for your life?

Do you feel grateful for your job?

Do you feel grateful for the people around you?

Do you let people know you are grateful for them?

Do you see the glass as half full and not half empty?

Do you regularly send thank you notes to staff, students, parents, and others?

Do you make a daily list of things for which you are grateful?

Do you encourage others in the school to do likewise or even create structures and practices for them to reflect on and express their gratitude?

Honesty
Being a leader who speaks truth is foundational to so much of what a leader needs to accomplish in general and as a leader of a school of character.

Do you value truth over harmony and popularity?

Do you strive to tell what you believe to be true?

Is it important to you when others do or do not tell the truth?

Forgiveness
To forgive is more about one's inner self than it is about the person being forgiven. It is the motivation and capacity to give up one's anger at a real or perceived wrong, to unburden oneself of those poisonous feelings.

Do you recognize anger at others as an impediment to your well-being and your effectiveness?

Do you work to unburden yourself of anger at others?

Are you able to find constructive ways to move forward from injustices and unwarranted obstacles?

Can you have healthy relationships with people who have wronged you?

Source

Adapted from Primed for Character Education: Six Design Principles for School Improvement by Marvin W. Berkowitz. Copyright © 2021. Published by Routledge. Excerpted by permission of the publisher.

# data[].attributes.attachment_link.title
Eight Inner Strengths for Leaders | Greater Good In Education

# data[].attributes.attachment_link.description
For character education and other kinds of prosocial development initiatives to be optimally effective, school leaders need to make their own character development a personal priority. In this way, they encourage other adults at school to commit to their own self-examination and development-becoming models for students.

# data[].attributes.headline
Cultivating Social Awareness & Relationships Skills for Adults

# data[].attributes.subject
Cultivating Social Awareness & Relationships Skills for Adults

# data[].attributes.attachment_link.readable_text
According to the Collaborative for Academic, Social, and Emotional, Learning ( CASEL), social-emotional learning (SEL) is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

Social awareness and relationship skills are two of the five components that make up CASEL's model of SEL.

Social awareness involves the ability to understand and empathize with others, particularly with people from different backgrounds than one's own.

A white teacher whose students are from a different cultural background than her own makes an effort to get to know students' families and communities and their unique strengths. Recognizing that she is always in learner-mode, she practices cultural humility by questioning her assumptions about social and ethical norms, beliefs, and expectations.

Skills that develop social awareness include:

Showing understanding and empathy for others

Identifying social cues (verbal, physical) to determine how others feel

Predicting and understanding others' feelings and reactions

Practicing empathy, including perspective taking

Recognizing individual and group strengths and differences

Using reflective listening to understand and demonstrate respect for others

Recognizing and using family, school, and community resources

Demonstrating cultural humility

Awareness of inequities and privileges that affect individuals and groups

"Relationship skills" is the ability to build positive relationships, especially with diverse individuals and groups, using a variety of methods such as active listening, and communication and conflict resolution skills. These skills also include the ability to resist pressure and to seek out and offer help.

A middle school principal, knowing that a harmonious work environment will ultimately benefit the students who are closely watching how the staff interacts with each other, strives to build a supportive school culture. At staff meetings, she brings in practices that cultivate trusting relationships such as gratitude, conflict resolution, forgiveness, and play.

Relationship skills include:

Cultivating connection and friendship

Developing positive relationships with diverse individuals and groups

Practicing listening and communication skills

Working cooperatively

Resolving conflicts

Offering and seeking help

Applying appropriate uses of humor

Approaching relationships with positive presuppositions

Managing and expressing emotions in relationships, respecting diverse viewpoints

Resisting inappropriate social pressures

Ultimately, social awareness and relationship skills are closely linked. For example, resolving a conflict with a colleague (relationship skills) is made easier when both parties can empathize with each other (social awareness).

# data[].attributes.attachment_link.title
SEL for Adults: Social Awareness and Relationship Skills | Greater Good In Education

# data[].attributes.attachment_link.description
According to the Collaborative for Academic, Social, and Emotional, Learning ( CASEL), social-emotional learning (SEL) is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

# data[].attributes.headline
Cultivating Self-Awareness & Self-Management for Adults

# data[].attributes.subject
Cultivating Self-Awareness & Self-Management for Adults

# data[].attributes.attachment_link.readable_text
According to the Collaborative for Academic, Social, and Emotional, Learning ( CASEL), social-emotional learning (SEL) is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

Self-awareness and self-management are two of the five components that make up CASEL's model of SEL.

Self-Awareness is simply the ability to be aware of one's inner life -one's emotions, thoughts, behaviors, values, preferences, goals, strengths, challenges, attitudes, mindsets, and so forth-and how these elements impact behavior and choices.

A new teacher who is self-aware notices his fearful emotional response on his first day of teaching. He feels his heart beat faster and his stomach clench as he worries about making a good first impression on students. He wants to run out the door before the students enter the classroom, but then recognizes that this behavior is a result of his emotions and thoughts running amok, and he accepts that these reactions can occur when he experiences anxiety.

Skills that develop self-awareness include:

Labeling and recognizing one's emotions

Identifying what triggers own emotions

Analyzing emotions and how they affect others

Understanding the relationship between one's emotions, thoughts, and behaviors

Recognizing one's needs, values, judgments, and biases

Identifying personal strengths and areas for growth

Practicing self-compassion

Cultivating self-confidence, positive self-regard, a "growth" mindset, and optimism

Self-management is the ability to navigate and shift one's thoughts, emotions, and behaviors in a healthy way in order to make decisions and reach goals that benefit oneself and others.

A new teacher who was anxious about her first year of teaching remembered learning from her mentor that when she felt the terror of facing her students for the first time, she could change how she felt by thinking differently about the situation. So, instead of dreading her new profession, this teacher decided to look at it as an adventure-one that might bring her supportive colleagues, wonderful students, and exciting opportunities.

Self-management skills include:

Regulating and expressing one's emotions thoughtfully

Demonstrating perseverance and resilience to overcome obstacles

Sustaining healthy boundaries

Applying strategies to reduce personal and interpersonal stress

Setting and monitoring short-term and long-term goals

Advocating for oneself and one's needs

Maintaining attention

Using feedback constructively

Ultimately, self-awareness and self-management are closely linked. For example, being able to stop and calm down when one is upset (self-management), requires skills like recognizing and labeling the emotions that one is feeling and considering how they might be affecting one's behavior choices (self-awareness).
For a deeper dive into the science and practical school-based examples of this science in action, click on the following topics:
SEL for Adults: The Basics of Emotion
SEL for Adults: Emotions and Culture
SEL for Adults: Emotion Regulation

# data[].attributes.attachment_link.title
SEL for Adults: Self-Awareness and Self-Management | Greater Good In Education

# data[].attributes.attachment_link.description
According to the Collaborative for Academic, Social, and Emotional, Learning ( CASEL), social-emotional learning (SEL) is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions."

# data[].attributes.attachment_link.title
Jessica Darrow - Surface Pressure (From "Encanto")

# data[].attributes.attachment_link.title
FROZEN | Let It Go Sing-along | Official Disney UK

# data[].attributes.attachment_link.title
Defying Gravity - From "Wicked" Original Broadway Cast Recording/2003

# data[].attributes.attachment_link.metadata.title
Defying Gravity - From "Wicked" Original Broadway Cast Recording/2003

# data[].attributes.attachment_link.title
Earth Views: Earth From Space Seen From The ISS

# data[].attributes.body
https://www.youtube.com/watch?v=3AAH7vINhmQ

# data[].attributes.attachment_link.title
1 HR Bilateral Music Therapy - Relieve Stress, Anxiety, PTSD, Nervousness - EMDR, Brainspotting

# data[].attributes.body
https://www.allaboutbirds.org/cams/all-cams/

# data[].attributes.attachment_link.description
A virtual window into the natural world of birds

# data[].attributes.attachment_link.readable_text
Why You Should Try It

It's easy to feel bogged down by daily routines and mundane concerns, stifling our sense of creativity and wonder. Feeling awe can reawaken those feelings of inspiration.

Awe is induced by experiences that challenge and expand our typical way of seeing the world, often because we sense that we're in the presence of something greater than ourselves. Research suggests that experiencing awe improves people's satisfaction with life, makes them feel like they have more time, makes them feel less self-conscious, and reduces their focus on trivial concerns.

But in our everyday lives, we might not regularly encounter things that fill us with awe. That's where this practice comes in. It's a way to infuse your day with a dose of wonder even if you can't make it to an inspiring vista or museum.

Time Required

Four minutes

How to Do It

Set aside four minutes to watch the video below. Put the video in full screen mode and try to give it your full attention.

Note that this video is just one example of a visual experience that can elicit awe; there are countless others, and being exposed to them can have similar effects. The videos and other stimuli that inspire awe tend to share two key features:

1. They involve a sense of vastness that puts into perspective your own relatively small place in the world. This vastness could be either physical (e.g., a panoramic view from a mountaintop) or psychological (e.g., an exceptionally courageous or heroic act of conscience).

2. They alter the way you understand the world. For instance, they might make your everyday concerns seem less important, or they might expand your beliefs about the reaches of human potential.

Evidence It That Works

Rudd, M., Vohs, K.D., and Aaker, J. (2012). Awe expands people's perception of time, alters decision making, and enhances well-being. Psychological Science, 23(10), 1130-1136.

In three experiments, American university students were induced to feel awe-such as by watching an awe-inspiring video-as well as other emotions. People who experienced awe felt that they had more time available to themselves, were less impatient, were more willing to volunteer their time to help others, preferred having positive experiences over material products, and reported greater life satisfaction.
Who Has Tried the Practice?
While there is no demographic information in the study above, additional studies explore how the Awe Video benefits various groups:

European university students became more generous after watching an Awe Video, regardless of whether they were Catholic, Muslim, or non-religious.

Ethnically diverse college students in the U.S. spent five minutes watching an Awe Video, funny video, or emotionally neutral video before playing a partner-based game. Students who watched the Awe Video were the most generous toward their game partner.

American college students (mostly Latino or Asian) took an intelligence test and waited 10 minutes for their results. During that waiting period, students who watched an Awe Video experienced greater positive emotions and less anxiety than students who watched a neutral video on padlocks.

American and Chinese undergraduates who spent five minutes watching a nature Awe Video felt a stronger sense of vastness in the world and reported positive changes in their social connectedness. American students saw their social network as more expansive, while Chinese students felt more closely connected with others.

Chinese undergraduates became more tolerant of unpredictable situations and more likely to engage in thrilling, mentally beneficial activities (such as extreme skiing or waterfall kayaking) after watching an Awe Video.

Japanese university students who completed this practice felt more awe, became more generous while playing games, and increased in tolerance toward people who violated social norms. A brain imaging study showed that Japanese individuals experienced the two key features of awe (a small sense of self and a change in worldview) when watching an Awe Video.

More research is needed to explore whether, and how, the impact of this practice extends to other groups and cultures.

Why to Try It

Taking time out to experience awe can help people break up their routine and challenge themselves to think in new ways. Evoking feelings of awe may be especially helpful when people are feeling bogged down by day-to-day concerns. Research suggests that awe has a way of lifting people outside of their usual, more narrow sense of self and connecting them with something larger and more significant. This sense of broader connectedness and purpose can help relieve negative moods and improve happiness.

Sources

Melanie Rudd, Ph.D., University of Houston

# data[].attributes.attachment_link.description
Why You Should Try It It's easy to feel bogged down by daily routines and mundane concerns, stifling our sense of creativity and wonder. Feeling awe can reawaken those feelings of inspiration. Awe is induced by experiences that challenge and expand our typical way of seeing the world, often because we sense that we're in the presence of something greater than ourselves.

# data[].attributes.body
https://catanacomics.com/

# data[].attributes.attachment_link.title
Tom Holland's "Umbrella" | Lip Sync Battle

# data[].attributes.attachment_link.readable_text
How to Do It

With the right outlook, awe can be found in almost any environment, turning a mundane experience into a flight of inspiration and wonder. It is most likely to occur in places that have two key features: physical vastness and novelty. These could include natural settings, like a hiking trail lined with tall trees, or urban settings, like at the top of a skyscraper.

You're more likely to feel awe in a new place, where the sights and sounds are unfamiliar to you. That said, some places never seem to get old.

No matter where you are, the key is to be in the right frame of mind. This practice is designed to help you get there-to turn an ordinary walk into a series of awe-inspiring moments, filled with delightful surprises.

To get started, turn off your cell phone. Cell phones (and other gadgets) can be distracting and draw your attention away from what's happening around you. Even better, don't bring your phone with you at all so that you won't be tempted to check it.

During your walk, try to approach what you see with fresh eyes, imagining that you're seeing it for the first time. Then follow these steps:

1. Take a deep breath in. Count to six as you inhale and six as you exhale. Feel the air move through your nasal passages and hear the sound of your breath. Come back to this breath throughout the walk.

2. As you start to walk, feel your feet on the ground and listen to the surrounding sounds.

3. Shift your awareness now so that you are open to what is around you, to things that are vast, unexpected, things that surprise and delight.

4. Take another deep breath in. Again, count to six as you inhale and six as you exhale.

5. Let your attention be open in exploration for what inspires awe in you. Is it a wide landscape? The small patterns of light and shadow? Let your attention move from the vast to the small.

6. Continue your walk and, every so often, bring your attention back to your breath. Count to six as you inhale and six as you exhale. Notice-really notice-the multitude of sights, sounds, smells, and other sensations that are dancing through your awareness, usually undetected.

Once you get in the habit of taking walks like this, you may be struck by how frequently you have opportunities to experience awe-they are practically infinite.

As you move through your day, take note of the moments that bring you wonder, that give you goosebumps: These are your opportunities for awe. They may be in city areas, in front of art, listening to music, or connecting with others. Go out and find your awe moments and listen to them carefully; see where they guide you. As they stir humility and wonder, you may discover that they point you toward what you're supposed to do while you're here on Earth.

Here are some more specific ideas for where to take an awe-inspiring walk.
Natural settings:

A mountain with panoramic views

A trail lined with tall trees

The shore of an ocean, lake, river, or waterfall

A clear night when you can see the stars

A place where you can watch a sunset or sunrise

Urban settings:

The top of a skyscraper... or look up in an area dense with tall buildings

A historic monument

A part of your city that you've never explored before

A large ballpark or stadium

A city art walk and explore different galleries

Botanical gardens or a zoo to see plants and animal species you've never seen before

Walk around with no destination in mind and see where it takes you

Indoor settings:

A planetarium or aquarium

A historic mansion, cathedral, or opera house

Walk slowly around a museum, giving your full attention to each piece

For more guidance, check out this 360° guided Awe Walk practice through Muir Woods National Monument with the Greater Good Science Center's Dacher Keltner:

Why You Should Try It

Sometimes it can feel like we're at the center of our own universe, fixated on our personal concerns without much regard for other people. Experiencing awe can jolt us out of this self-focused mindset, stirring feelings of wonder and inspiration by reminding us that we're a part of something larger than ourselves.

Researchers define awe as a response to things that we perceive as vast and that transcend the way we understand the world. Research suggests that experiencing awe not only enhances happiness and physical health but also reduces feelings of entitlement and increases generosity.

Experiencing awe may seem like something that requires travel to distant lands, but there are many opportunities closer to home-we just need to seek them out and notice them. This practice helps you do just that.

Why It Works

Research suggests that awe has a way of lifting people outside of their usual routine and connecting them with something larger and more significant. This sense of broader connectedness and purpose can help relieve negative moods and improve happiness, and it can also make people more generous as they become less focused on themselves. Evoking feelings of awe may be especially helpful when you are feeling bogged down by day-to-day concerns.

Evidence That It Works

Sturm, V. E., Datta, S., Roy, A. R. K., Sible, I. J., Kosik, E. L., Veziris, C. R., Chow, T. E., Morris, N. A., Neuhaus, J., Kramer, J. H., Miller, B. L., Holley, S. R., & Keltner, D. (2020). Big smile, small self: Awe walks promote prosocial positive emotions in older adults. Emotion.

A group of mostly Caucasian, older adults took 15-minute Awe Walks every week for eight weeks. Compared to people who took normal walks, the awe walkers felt more joy, compassion, and appreciation during their walks and felt more compassionate and less distressed in daily life. Selfies they took during their walks indicated that they were happier but also exhibited a smaller self, which is associated with kind and helpful behavior.

Piff, P. K., Dietze, P., Feinberg, M., Stancato, D. M., & Keltner, D. (2015). Awe, the small self, and prosocial behavior. Journal of Personality and Social Psychology, 108(6), 883-899.

One group of American college students stood in a grove of towering eucalyptus trees and gazed up for one minute; another group looked up at a building (not a particularly awe-inspiring one). Afterward, someone working with the researchers "accidentally" spilled a bunch of pens on the ground. Those who had looked at the trees subsequently offered more help (they picked up more pens); they also seemed less inclined to behave in unethical ways and felt less strongly that they were entitled to preferential treatment. Around 30% of participants were white, 40% were Asian American, and 30% were African American, Latino, Indigenous American, or of another ethnicity.
Who Has Tried The Practice?
The 2015 study led by Piff included a racially diverse group of undergraduate students, and additional research on awe in nature has engaged members of other groups:

More research is needed to explore whether, and how, the impact of this practice extends to other groups and cultures.

Keep in Mind

Surveys in Japan and North America suggest that there are cultural differences in awe, specifically that North Americans experience awe more positively than Japanese people. In other words, the suitability of the Awe Walk may vary depending on your culture or other life circumstances.

References

Anderson, C. L., Monroy, M., & Keltner, D. (2018). Awe in nature heals: Evidence from military veterans, at-risk youth, and college students. Emotion, 18(8), 1195-1202.

Lopes, S., Lima, M., & Silva, K. (2020). Nature can get it out of your mind: The rumination reducing effects of contact with nature and the mediating role of awe and mood. Journal of Environmental Psychology, 71, 7.

Nakayama, M., Nozaki, Y., Taylor, P. M., Keltner, D., & Uchida, Y. (2020). Individual and cultural differences in predispositions to feel positive and negative aspects of awe. Journal of Cross-Cultural Psychology, 51(10), 771-793.

Could your life be more awesome? Take our Awe Quiz to find out:

# data[].attributes.attachment_link.description
With the right outlook, awe can be found in almost any environment, turning a mundane experience into a flight of inspiration and wonder. It is most likely to occur in places that have two key features: physical vastness and novelty.

# data[].attributes.attachment_link.title
Finding Awe in the Ordinary  | The Science of Happiness

# data[].attributes.attachment_link.readable_text
"The feeling of awe and sense of wonder arises from the recognition of the deep mystery that surrounds us everywhere." Anagarika Govinda

As social isolation continues, we at the Thrive Center want to continue to offer easy, free activities you can do at home-alone or with loved ones-to help you thrive. In previous posts, I wrote about activities that boost positive emotions, like happiness, as well as activities that buffer against stress and build resilience. Today, I want to talk about another important aspect of thriving: awe. While awe is considered a positive feeling, it's a specific one. We feel awe underneath a starry sky in the woods or when we look into the seemingly endless depths of the ocean. We can even feel awe when we learn an amazing new theory about the world or have a profound spiritual experience. Awe is that feeling of recognizing the vastness of the world around you, and noticing that you are one piece of a big, beautiful, and complex system.

We believe this experience of awe-often elicited by beauty in nature-is an important aspect of thriving. Not only is awe associated with all the same benefits of positive emotions (such as decreased stress ¹ and improved mental and physical health ²), but awe has a few of its own, specific benefits. For one, awe can act as a buffer in times of loss ³, something most of us wrestle with in this time of COVID-19. Awe may also help us reorder our priorities and recognize what is really important in our lives by connecting us to our own personal sense of spirituality and the world around us. This helps us feel more connected to the world, improves our sense of purpose ⁴, and allows us feel less focused on our daily troubles ⁵. This may be why awe also helps us feel more generous and willing to support those around us ⁶. Lastly-and perhaps most relevant today as cabin fever creeps in-awe can actually reduce feelings of impatience ⁷ and aggression ⁸. So, if you're feeling like you're at your wit's end, an awe activity may be just what the (academic) doctor ordered.

So, how can you create your own awe-full experiences at home? Here are 3 activities, backed by empirical research, that we think you should try:

Varies per day, 2 weeks

10-15 minutes, once a week

Wherever you are, however close or far from nature you may be, seek out those things that make you feel a sense of awe. Whether it's watching videos of the final frontier of space, the Irish cliffs of Moher, or walking down the street to look at the beauty of that old oak at the end of your block. When you take a moment to feel small, you may just find you also feel happy, connected, and more patient. In this time of COVID-19, we could all use a little more of that if we're going to not just survive, but thrive.

References

1. Gloria, Christian T., and Mary A. Steinhardt. "Relationships among positive emotions, coping, resilience and mental health." Stress and Health 32.2 (2016): 145-156;

2. Howell, R. T., Kern, M. L., & Lyubomirsky, S. (2007). Health benefits: Meta-analytically determining the impact of well-being on objective health outcomes. Health Psychology Review, 1(1), 83-136.

3. Koh, A. H., Tong, E. M., & Yuen, A. Y. (2019). The buffering effect of awe on negative affect towards lost possessions. The Journal of Positive Psychology, 14(2), 156-165.

4. Krause, N., & Hayward, R. D. (2015). Assessing whether practical wisdom and awe of God are associated with life satisfaction. Psychology of Religion and Spirituality, 7(1), 51.; Saroglou, V., Buxant, C., & Tilquin, J. (2008). Positive emotions as leading to religion and spirituality. Journal of Positive Psychology, 3, 165-173. doi:10.1080/17439760801998737

5. Shiota, M. N., Keltner, D., & Mossman, A. (2007). The nature of awe: Elicitors, appraisals, and effects on self-concept. Cognition and emotion, 21(5), 944-963.

6. Prade, C., & Saroglou, V. (2016). Awe's effects on generosity and helping. The Journal of Positive Psychology, 11(5), 522-530.

7. Rudd, M., Vohs, K. D., & Aaker, J. (2012). Awe expands people's perception of time, alters decision making, and enhances well-being. Psychological science, 23(10), 1130-1136.

8. Yang, Y., Yang, Z., Bao, T., Liu, Y., & Passmore, H. A. (2016). Elicited awe decreases aggression. Journal of Pacific Rim Psychology, 10.

9. Passmore, H. A., & Holder, M. D. (2016). Noticing nature: Individual and social benefits of a two-week intervention. Journal of Positive Psychology, 12(6), 537-546.

10. Rudd, M., Vohs, K. D., & Aaker, J. (2012). Awe expands people's perception of time, alters decision making, and enhances well-being. Psychological Science, 23(10), 1130-1136.

11. Rudd, M., Vohs, K.D., and Aaker, J. (2012). Awe expands people's perception of time, alters decision making, and enhances well-being. Psychological Science, 23(10), 1130-1136.

# data[].attributes.attachment_link.title
Finding Awe in Uncertain Times - The Thrive Center for Human Development

# data[].attributes.attachment_link.description
"The feeling of awe and sense of wonder arises from the recognition of the deep mystery that surrounds us everywhere." Anagarika Govinda As social isolation continues, we at the Thrive Center want to continue to offer easy, free activities you can do at home-alone or with loved ones-to help you thrive.

# data[].attributes.attachment_link.readable_text
Send Feedback

To save, right click the thumbnail and choose Save Image As....

Drag colors to blend.

Press Space to start anew.

Press Z to undo.

Try different colors and symmetries.

Sally forth, you weaver of wonder, sower of silken waves.

# data[].attributes.attachment_link.title
Yoga for Beginners: 30 Minute Vinyasa Flow (Day 1)

# data[].attributes.headline
10 Minute Guided Meditation for Beginners

# data[].attributes.subject
10 Minute Guided Meditation for Beginners

# data[].attributes.attachment_link.title
10-Minute Guided Meditation for Beginners to Clear Thoughts

# data[].attributes.attachment_link.description
As a child there is nothing I enjoyed more than escaping into a coloring page with my crayons. Now I want to share that experience with your children. Welcome to the world of super coloring pages. From your child's favorite animals, cartoon characters, and sweet treats to cars, airplanes, and spaceships they can find many pages to spark their creativity.

# data[].attributes.headline
Inspirational Quotes, Nature, and Soothing Music

# data[].attributes.subject
Inspirational Quotes, Nature, and Soothing Music

# data[].attributes.attachment_link.title
Inspirational Quotes & Amazing Iceland 4k Drone Footage & Ambient Music

# data[].attributes.body
7 tips on how to develop your sense of agency

# data[].attributes.attachment_link.readable_text
Leslie and Josh came to therapy to talk about their son's problems in school. But it soon became apparent that they had a different problem altogether-one common to working parents.

Their daily routine included a dizzying array of activities and responsibilities that kept them constantly stressed. Getting their kids out the door to school was an ordeal, involving much haranguing and eating on the run. After working long hours, they arrived home to a laundry list of other duties. Constant interruptions from electronic devices made them feel on call to their workplaces and disengaged from each other. Though unhappy, they didn't know what to do or how to make a change.

As an experienced child and family psychologist (Anthony) and a management psychologist who works with business leaders (Paul), we were struck by how common these concerns are. We hear the same thing over and over from the people who come to see us:

They feel overwhelmed by life.
They struggle to make choices and decisions.
They often feel stuck, adrift, or thwarted.

For many of us, the pace of life has accelerated to a level where we can't fully adapt. We exist in a buzz of worry that we're not doing what we're meant to do, and the anxiety we feel, in turn, makes it difficult to get things done, creating a spiral of inaction. What we need is more agency: the ability to cut through all of what pulls at us, find emotional and physical balance, think more clearly, and advocate for ourselves so we can take a course of action that makes sense. With agency, we can feel more in command of our lives.

In our new book, The Power of Agency, we outline seven steps to creating more personal agency, so that you can put yourself on a more powerful path-whether at work, in your relationships, or in life in general. Here is what we recommend.

Control stimuli

Agency begins with what you let into your mind-meaning what comes in from your environment. If you are lacking agency, it's likely your attention is being hijacked and you need to figure out how to restore it.

For example, research has shown that having a phone present while you work distracts you and interferes with your capacity to think. On the other hand, taking a walk ( especially outdoors) is a good way to restore depleted attention in your brain so you can concentrate better later.

To help you increase your agency, practice going to quiet and screen-free spaces to escape overstimulation. That may mean spending time in nature, turning off your phone notifications while at work, or avoiding eating in loud cafeterias.

Associate selectively

It's impossible not to be affected by those around us-it's easy to "catch" their emotions, for example, and our brains tend to synch up when we associate with other people. That means you should set boundaries with difficult people, disentangle yourself from negative online interactions, and be more conscious of how you might be vulnerable to "groupthink"-pressures to behave or think in ways that are contrary to your values.

Instead, surround yourself with friends, family, and communities who encourage you to reach your full potential, nurture your talents, affirm your values and difficult decisions, and give you a reality check when you've behaved badly or are stuck in negative thinking. You can also get involved with your community through volunteering or just chatting with local merchants or neighbors. These positive social interactions will improve your state of mind and physical health, two critical building blocks of agency.

Move

Physical movement, along with proper rest and nutrition, puts your body and mind into balance, giving you greater motivation, strength, and stamina. Research has shown that sitting a lot is dangerous for your health, and that even short breaks from concentrated periods of inactivity-like getting up to stretch or walking around the block-are good for you. Studies also suggest that exercise can lead to greater self-control-the ability to defer gratification, which is key to agency.

If you're in deep at work, set a timer to go off every hour and remind yourself to take a moment to assess your mood. If you're feeling stuck or overwhelmed, get up and move. And, if you're having any issues at work, discussing them in a walking meeting (instead of a sitting meeting) may help mitigate conflicts.

Position yourself as a learner

People with high levels of agency are continually learning more and expanding their capacity to learn by adopting a more open, collaborative approach to everything in life. This requires nurturing your curiosity and allowing yourself to explore new ideas, skills, and people.

You can take an interesting class, explore your world kinetically (through your hands or body), or spend time playing or using your imagination. Or you can learn from other people by staying curious and asking them open-ended questions, listening to gain understanding, and avoiding any quick judgments.

This isn't always easy. Practicing a growth mindset-where you recognize that you are a work in progress, capable of learning and changing-can help combat the fear of failure or judgment that often come with learning new things. If you have trouble letting go of perfectionism, it might help to practice mindfulness meditation, which has been shown to reduce self-judgment, or use cognitive-behavioral therapy techniques that help put mistakes in perspective.

Manage your emotions and beliefs

Too often, we operate from unconscious beliefs- I'm too old to learn a new job skill or No one will ever want to be in a relationship with me -without being aware of how they thwart us from even trying certain things. When we are driven by unconscious emotions like fear, sadness, or worry, it can lower our energy and make us feel doomed or overwhelmed, which also hurts our agency.

Increasing your awareness of how your emotions and beliefs drive your thinking, influence your behavior, and affect your judgment will help you navigate life with greater confidence. While uncovering these inner thoughts and emotions may take effort, being more self-reflective helps you keep grounded by slowing down your thinking process.

For example, try to catch yourself the next time you feel angry with yourself. Don't automatically accept that harmful emotion or, worse, dwell on it. Instead, pause and question it. Why am I feeling this way? Am I pressuring myself too much? Maybe my beliefs and expectations need some adjusting. Start by slowing your thinking down. Take slow deep breaths. Take yourself to a quiet place. Consciously let go of the tension building up in your muscles. These simple techniques will relax you and keep you more self-aware. This enhances your agency by putting you more in charge of what you feel and think.

By learning how to recognize our inner emotions and thoughts, name them, and let them pass through us, we can practice more self-control, which also helps build greater agency.

Check your intuition

Think of intuition as deep inner knowledge that is comprised of millions of data points that our brains have observed over the course of our lives. When used wisely, it can be a tremendous boost to our creativity and help us make important decisions, thereby increasing our level of agency.

Many of us are familiar with visceral, gut feelings about people or things-such as when you meet a new boss and sense right away that he's bad news. When you're in situations involving unclear social demands with few clues to navigate them, this type of intuition can be useful to you. However, you must be careful not to confuse intuition with bias and prejudice. In situations where emotions are running high-like during a job interview or when swiping on Tinder, for example-it's best to slow down, take a breath, check in with others, and get more information rather than relying exclusively on quick, automatic impressions.

Strategic intuition, a second type of intuition, is more intentional. For example, you decide to stop thinking about a particularly vexing problem at work and-while on a long run, in the shower, or after meditating-a solution avails itself.

Finally, "expert" intuition happens after long periods, sometimes years, of practice at a particular skill. Here, less conscious parts of your brain are able to take over, provided you stay calm. Think of a pilot handling an emergency landing who allows their mind and body to perform as needed, without consciously thinking through each and every step.

You can get better at using intuition to inform your decision-making if you learn to quiet your mind, develop a greater awareness of what you're thinking and feeling, and listen to your body.

Deliberate, then act

People with low agency experience common impediments when trying to make sound decisions. They may procrastinate, obsess over details, or worry excessively during the process; they may lack confidence and be risk-averse; or their thinking may be too fast and they act on impulse.

When making an important decision, like where to move or how to advance your career, it's helpful to stop and deliberate first. Put yourself in an environment conducive to reflection and exploration, and make sure you have time and your emotions are calm. Then, focus on the issue at hand enough to clarify your primary objective and what is at stake. Asking open-ended questions and gathering pertinent facts also helps.

It's good to generate lots of options at first, making sure that any strong emotions or biases aren't driving your thoughts. Then, you can draft a plan for yourself based on those options, putting your thoughts and decisions into writing. The plan should simplify your options and incorporate the most important facts. At this point, let your mind rest and allow any intuition to rise to the surface. Set your plan aside and come back a while later to reassess it, making changes as necessary.

Remember, taking action doesn't require 100 percent certainty. Higher-agency people will start to act if they are 80 percent sure or more. So, don't over-deliberate before acting. You can always reassess later if need be.

Having more agency means taking responsibility for your life. The next time you sense something happening around you-or within you-that doesn't feel quite right, don't ignore it and reflexively press on. Exercise the discipline to stop, pay attention, and work on finding a better path for yourself. By practicing more agency, you'll have more influence over your life and greater impact on the lives of others.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

# data[].attributes.attachment_link.title
Seven Ways to Feel More in Control of Your Life

# data[].attributes.attachment_link.description
Leslie and Josh came to therapy to talk about their son's problems in school. But it soon became apparent that they had a different problem altogether-one common to working parents. Their daily routine included a dizzying array of activities and responsibilities that kept them constantly stressed.

# data[].attributes.attachment_link.title
Sensory Magma relaxing digital lava lamp - a 5 minute relax

# data[].attributes.attachment_link.description
Fast drawing for everyone. AutoDraw pairs machine learning with drawings from talented artists to help you draw stuff fast.

# data[].attributes.attachment_link.title
India.Arie - Little Things (Official Music Video)

# data[].attributes.attachment_link.title
Connect Four (Online game for 2 players)

# data[].attributes.attachment_link.description
Connect Four - online game for 2 players. Play Connect Four with your friends or wait for a random opponent.

# data[].attributes.attachment_link.title
Soothing Campfire & Enchanted Chants for Deep Meditation and Relaxation, Stress Relief

# data[].attributes.attachment_link.readable_text
Sacramento City Unified School District - 5735 47th Ave, Sacramento, CA 95824 - (916) 643-7400 -
The Sacramento Unified School District prohibits discrimination, intimidation, harassment (including sexual harassment) or bullying based on a person's actual or perceived ancestry, color, disability, gender, gender identity, gender expression, immigration status, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or a group with one or more of these actual or perceived characteristics. For questions or complaints please contact the following staff: Title IX Coordinator & Equity Compliance Officer: Melinda Iremonger - 5735 47th Avenue, Sacramento, CA, 95824 - 916.664.7446 - melinda-iremonger@scusd.edu; Chief Human Resources Officer: Cancy McArn - 5735 47th Avenue, Sacramento CA, 95824 - 916.643.7474 - cancy-mcarn@scusd.edu; Section 504 Coordinator: Noel Estacio - 5735 47th Avenue, Sacramento CA, 95824 - 916.643.9412 - noel-estacio@scusd.edu.
Non-Discrimination Policy Contacts

# data[].attributes.attachment_link.title
Virtual Calming Room - Live Animal Cameras

# data[].attributes.attachment_link.description
Song Maker, an experiment in Chrome Music Lab, is a simple way for anyone to make and share a song.

# data[].attributes.headline
Teachers Playing "Would You Rather?" (Funny!)

# data[].attributes.subject
Teachers Playing "Would You Rather?" (Funny!)

# data[].attributes.body
https://www.youtube.com/watch?v=RyAlquXg64U

# data[].attributes.attachment_link.title
Teachers Playing WOULD YOU RATHER - The Gross Edition

# data[].attributes.attachment_link.title
Fireworks Game Two - online sensory early play and learning switch and touchscreen activities for special needs students developing fine motor skills.

# data[].attributes.attachment_link.description
Party Fireworks Game Two for the special needs classroom - online sensory early play and learning switch and touchscreen activities/games for students developing fine motor skills

# data[].attributes.attachment_link.description
Searched online jigsaw puzzles for: nintendo