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Current Areas of Study by Team Members

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What do humility and gratitude do in schools?

Elke Van dermijnsbrugge and Stephen Chatelier

This project is focused on researchers and practitioners working together to critically and creatively examine how it is that the concepts of humility and gratitude work within a particular international school in Hong Kong. We are interested in foregrounding the question: what do humility and gratitude do in schools? Working very closely with one international secondary school, we as researchers are guided by the school leaders' desire to think about humility and gratitude differently, and to therefore respond to the enactment of these practices differently. The principles of relationality, interconnectedness and solidarity are central to our way of working and are underpinned by a commitment to make changes right here and now, bottom-up. In practice, this means that researchers and school-based practitioners work together on a series of initiatives that are co-constructed as the project progresses. As such, this research is not rigidly planned and nor does it work towards pre-determined and specific intended outcomes (more details about this type of practice can be found below).

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Humility in Educational Philosophy and Theory

Liz Jackson and Jae Park

Humility is regarded as beneficial for individuals, relationships, and society. It is believed to increase personal well-being and tolerance of difference, and enhance interpersonal relationships. Scholars recommend that schools educate young people for “cultural humility”, “democratic/civic humility”, and “intellectual humility”. Cultural humility involves self-reflection when interacting with individuals from different cultural backgrounds.  Intellectual humility refers to accurate and sincere recognition of epistemic limitations of oneself and others. Educating for humility could be regarded as an important element and goal of education as it helps students realise their limitations and consider different (even opposite) perspectives. However, as with other virtues, humility may be conceptualised and expressed differently across diverse cultural communities. In relation, how to educate for humility may look different in schools around the world. Meanwhile, some evidence suggests that education actually decreases people’s level of humility, particularly in western societies, at odds with the goals of those interested in moral and values education.
This call for papers invites explorations of the philosophical and theoretical roots underpinning different conceptions of humility, and their implications for education.

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