4.1 & 4.2

Students will understand the value of intrapersonal resources (e.g., personal values, habits of reflection and contemplation) in achieving good work.

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Reflection values refer to the principles and beliefs that guide an individual's or group's self-examination and critical thinking processes. These values are crucial in understanding one's actions, thoughts, and experiences to foster personal growth, ethical behavior, and meaningful engagement with the world. Key reflection values include:

1. Honesty: Being truthful with oneself and others when reflecting on experiences and behaviors.
2. Humility: Recognizing one's limitations and being open to learning and growth.
3. Empathy: Understanding and considering the perspectives and feelings of others.
4. Responsibility: Acknowledging the impact of one's actions on others and taking accountability.
5. Open-mindedness: Being willing to consider new ideas and viewpoints.
6. Critical Thinking: Analyzing and evaluating information objectively to form reasoned judgments.
7. Self-awareness: Recognizing one's emotions, biases, and motivations.
8. Integrity: Upholding ethical principles and consistency in actions and reflections.

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in the same context, contemplation refers to the deep, focused, and prolonged thinking about one's thoughts, experiences, and actions. It involves a quiet and introspective process where an individual or group takes time to reflect on their inner life and external circumstances, often leading to greater self-awareness, insight, and understanding.

Provide each student with a copy of the “An Appropriation of Identity” dilemma when they enter class.

Divide the class into groups of 4 to 6 and assign each person in the group a “part” to play from the list below [2 minutes]. [Note: there are intentionally more roles than group members, so not every group will have one of each person represented.]

Sofia

Jenny

Jenny’s Husband

One of Jenny’s Customers

Another neighbor of Sofia and Jenny’s

Another friend of Sofia’s

Another friend of Jenny’s

Allow the students to discuss and debate the dilemma with one another from the perspective of their assigned parts. [10 minutes]

Shuffle the students and have them assemble in new groups with new parts. Allow them to discuss and debate again with their new roles. [10 minutes]

Class Discussion

• What did you notice in your role play? Did you all agree (alignment)? Were there disagreements (misalignment)?
• Did your perspective change between your first and your second role?
• What does Sofia value? What is important to her?
• What are the ways that the situation could end? Does one ending feel more “just” to you than another?

SURVEY:

What do you think Sofia should do???

What Advice Would You Give?

Offering Advice - Role Play

Divide the students into pairs, making sure each student is paired with someone considering a different dilemma from the “What Advice Would You Give” handout.

Instruct the students to describe their dilemmas to one another, including their understandings about the 3 Es.

Role play: instruct each student to take on the role of the protagonist in their story, while their partner takes on the role of that students’ mentor. As a mentor, students should answer the following:

What are the potential outcomes of the scenario? What actions or outcome do you recommend most?

Who or what will be affected by your suggestions? What consequences do you see?

What alternatives did you consider, and why didn’t you follow them?

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