Greater Good Education: Our Philosophy

The Greater Good Education program brings the science of a meaningful life into the lives of education professionals and the students they serve. We envision educators as architects of a compassionate society—shaping generations who understand that individual and collective well-being are inextricably linked.

Research suggests that developing students’ social, emotional, and ethical skills improves their academic achievement and overall well-being, and helps them to create flourishing lives. Our work goes one step further: We believe that cultivating positive qualities such as compassion, gratitude, and forgiveness will lead to a worldwide transformation, as children mature into young adults who place empathy and care for others at the center of their lives and society. Scientific studies show that the seeds of these qualities are present from early in life, and schools can do much to nurture these seeds by creating learning environments that honor the humanity of each student.

One of the most important factors is the presence of caring adults, who can model these qualities and weave them into both academics and the culture of the classroom and school. But the demands placed on education professionals by an often unsupportive education system can inhibit this process, and many are leaving the profession as a result. Supporting educators’ well-being, therefore, is essential. It not only helps them better model and teach social, emotional, and ethical skills, it also may counter the impact of teaching in a system that works against what gives educators meaning, purpose, and commitment towards their work, namely helping students become their best selves.

Yet many schools struggle to offer educators the training and support they need to meet this outcome.

We are helping to fill this gap.

The Greater Good Education program approaches this need in two ways: First, it uses a variety of methods to help education professionals understand and apply the science of social, emotional, and ethical development in their schools, classrooms, and other educational settings. Second, it supports educators in cultivating their own well-being to help them reconnect to their purpose and motivation for the work they do.

“The GGiE practices shared have changed my entire mindset and outlook. I have a much better understanding of my students and my colleagues. I feel more grounded. I spend time each day reflecting on my purpose and am more intentional in my interactions.”