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Kindness as the social bond and the education for the
future#
Monica Mastrantonio
School of Psychology, Arden University, United Kingdom.
Accepted 13 September, 2023
ABSTRACT
Kindness studies have been brought to attention and highlighted in new studies in the field of humanities as
the central social bond of humanity and much needed for future generations. Being so, an education that
reinforces this skill should be prioritized across disciplines and curriculums. In the Imaginable Futures survey
conducted worldwide with 313 responders, kindness was mentioned as one of the three most important
abilities for the future. Together with the importance of peace education and mental health, kindness needs
to be prioritized in education for the future. As the core aspect of social bonds, this skill acquisition requires
a new approach to education, rather than the past content acquisition that led school education for so many
years. Kindness is also deeply connected to happiness, well-being, empathy, and sociability, and it can
generate physical benefits, like low blood pressure, among other physical and mental health bonds. This
research concludes that kindness should be implemented as a key educational figure at this critical time of
the Anthropocene.
Keywords: Kindness, social bond, skill acquisition, education, future, peace, mental health.
E-mail: monicamastrantoniomartins@hotmail.com. https://orcid.org/0000-0003-1333-1741
#This article has been partially published as a book chapter in Value Education Book with IGI-Global.
INTRODUCTION
Kindness is a genuine concern, care, and consideration
for another person's wellness and well-being. As
kindness encompasses acts of compassion, empathy,
generosity, and respect, it also strengthens social bonds,
triggering positive emotions such as joy, gratitude, and
happiness. The future will certainly be brighter and more
welcoming within this cycle of kindness, social
connections, and a sense of belonging (Curry, 2020).
The cultivation of kindness and empathy has become
imperative for building better resilient societies in our
interconnected and digital world. Kindness has been
taken for granted across many generations, potentially
because it was passed from generation to generation.
With so many challenges and ruptures, this essential skill
is now at bay for various reasons, from an extremely
egocentric social-media-based society to the period of
lockdown that strengthened isolation. Therefore,
Kindness Studies are highly relevant in today's world due
to an increasingly interconnected and complex global
society (Post, 2018).
The exploration and understanding of kindness have
become crucial for promoting positive social interactions,
well-being, and community development. Here are some
key reasons why Kindness Studies are pertinent
nowadays. Kindness has been shown to have significant
positive effects on mental health, reducing stress,
anxiety, and depression. In the face of rising mental
health challenges worldwide, research on the
psychological benefits of kindness is essential to develop
effective interventions and support systems (Post, 2018).
Also, acts of kindness foster a sense of social
connection, trust, and cooperation among individuals and
communities. In a diverse and often polarized world,
understanding the role of kindness in promoting social
Net Journal of Social Sciences
Vol. 11(3), pp. 111-123, September 2023
DOI: 10.30918/NJSS.113.23.040
ISSN: 2315-9774
Full Length Research Paper
Net J Soc Sci 112
cohesion and harmony is critical for addressing societal
challenges and building inclusive societies (Seppälä et
al., 2018).
Kindness education has gained prominence as an
important aspect of character development in schools
and educational institutions. Research in this field helps
identify effective approaches to teach and cultivate
kindness in young people, shaping them into
compassionate and empathetic citizens (Nelson and
Shouse, 2019), and leading to less bullying and prejudice
actions (Nel et al., 2017).
Workplace and Organizational Culture show that
kindness in the workplace has been linked to higher job
satisfaction, improved employee well-being, and
increased organizational productivity. As organizations
recognize the significance of positive work environments,
Kindness Studies offer insights into fostering kindness
and compassion in the workplace. Moreover,
understanding the role of kindness in addressing social
issues, such as prejudice, discrimination, and conflict,
can lead to more effective interventions and initiatives.
Kindness can be a powerful tool for promoting
understanding and empathy across diverse groups
(Keltner et al., 2010). As technology continues to shape
human interactions, the study of kindness in virtual
spaces, social media, and online communities becomes
increasingly relevant. Understanding the role of kindness
in promoting pro-social behaviours and collective action
is vital for achieving sustainable development goals.
The field of Kindness Studies for the future is new and
has an interdisciplinary nature allowing researchers to
explore kindness from various angles, making it a
valuable area of study for creating positive societal
change that is requested to foresee the new generations
humanity aims. Rooted in compassion, empathy, and
goodwill, acts of kindness contribute to positive social
interactions, well-being, and the creation of harmonious
communities. The study of kindness, known as "Kindness
Studies," is an emerging interdisciplinary field that seeks
to explore, understand, and promote acts of kindness,
their psychological and physiological effects, and their
impact on individual and societal well-being.
Kindness Studies draws on various disciplines,
including psychology, sociology, neuroscience,
anthropology, philosophy, and education, to examine the
multifaceted nature of kindness and its significance in
different contexts. The field delves into the cognitive
processes, emotions, and motivations that underlie acts
of kindness, investigating how individuals perceive
kindness, how they choose to be kind, and the factors
that influence these decisions.
Researchers in this field utilize a variety of
methodologies, including laboratory experiments, field
studies, surveys, and qualitative analyses, to explore the
intricate nature of kindness and its far-reaching effects.
What are the psychological and physiological benefits of
receiving or performing acts of kindness? Can kindness
be cultivated and taught? If so, what are the most
effective methods for promoting kindness in educational
settings and beyond? What role do culture and social
norms play in shaping kindness behaviours and
attitudes? How can acts of kindness be utilized to
address social issues, such as prejudice, discrimination,
and conflict?
The cultivation of kindness and empathy has become
imperative for building better resilient societies and
human relations in an interconnected world (Noddings,
2013). Kindness has been taken for granted across many
generations throughout history, potentially because it is
passed from generation to generation. With so many
changes and ruptures going on, this essential skill for the
future of humanity seems to be now at bay.
As a social bond, kindness has the potential to bridge
worlds, include communities, and promote well-being
(Mathers, 2016). Recognized as having an immense
transformative power to well-being, the fact is that a smile
can brighten anyone's day. Kindness, from a scientific
perspective, can be defined as pro-social behaviour
characterized by acts of compassion, empathy,
generosity, and concern for the well-being of others. It
involves intentional actions or gestures aimed at
promoting the welfare and happiness of individuals or
communities (Lyubomirsky et al., 2011; Lyubomirsky and
Layous, 2013).
The scientific definition of kindness encompasses
intentional acts of compassion, empathy, and generosity
toward others, with research indicating positive effects on
well-being, relationships, physical health, and overall
happiness (Piff et al., 2015).
Numerous scientific studies have explored the effects
of kindness on both the giver and the recipient, shedding
light on its psychological, physiological, and social
benefits. These studies provide empirical evidence
supporting the notion that kindness contributes to positive
outcomes in various domains of life (Otake, et al., 2006).
One notable reference is a study published in the
journal Psychological Bulletin in 2018, titled "The Science
of Kindness." The researchers conducted a meta-
analysis of over 200 studies, examining the effects of
kindness on well-being, relationships, and physical
health. They found consistent and significant associations
between acts of kindness and enhanced subjective well-
being, improved relationship satisfaction, and even
improvements in markers of physical health, such as
lower blood pressure (Curry, 2020; Hui, 2020).
The profound impact of kindness on overall well-being
and mental health as acts of kindness do stimulate the
release of hormones, such as oxytocin and endorphins,
which can contribute to feelings of happiness, reduced
stress, and improved immune function. Moreover,
Mastrantonio 113
engaging in kind acts increases one's self-esteem, self-
worth, and life satisfaction. These positive effects do not
only benefit individuals but also affect communities and
societies.
Additionally, research in the field of social neuroscience
has revealed that engaging in acts of kindness activates
brain regions associated with reward, empathy, and
positive emotions. These neural responses indicate that
kindness is not only beneficial for the recipients but also
rewarding and fulfilling for the individuals performing the
kind acts (Post, 2005).
This way, kindness plays a vital role in fostering social
cohesion, which is essential for the functioning of any
society. Humans are social beings, and it is this that
encourages individuals to recognize and appreciate the
humanity in others, leading to trust and cooperation.
Krettenauer et al. (2014) suggest that moral emotions
serve as an important link between moral towards
decision-making processes and everyday moral behavior.
This way kindness can also be involved in moral
development.
Thus, the education of the future citizen should go far
beyond the transmission of knowledge and skills; and aim
to cultivate empathy, and compassion, and create
positive change (Malti, et al., 2009).
At the same time, the future may also bring many
challenges and difficulties, like the rise in anxiety levels,
the emergence of questioning, existential concerns, and
feelings of hopelessness. Resilience, kindness, and new
forms of being become important for mentally healthy
individuals (Weissberg and Cascarino, 2013). Future
orientation and sustainable practices are think-tank core
skills for a new education that puts mankind and its
survival at the centre of the world (Dovidio et al., 2006).
This means educating for the future needs to be at the
centre of our projects and planning. Together with it,
training for teachers and related professionals is
imperative, with a whole new role for schools worldwide.
To boost sociability, hope, and empathy by providing
individuals with a sense of Anthropocene purpose and
SDG's meaning to construct an equal and bright future for
all requires a new sociability, a sociability that takes
kindness as school syllabus (Eisenberg and Mussen,
1989; Knafo and Plomin, 2006).
However, excessive worry about the future can lead to
anxiety, uncertainties, and stress. All of this can deeply
affect mental wellness. For instance, anticipatory anxiety,
characterized by excessive worry about future events,
can significantly impact mental health (Durlak et al.,
2011). This way, providing the new generations with the
ability to deal with these sorts of challenges is not only
important to avoid mental occurrences, but it should be
highlighted and pursued in the promotion of healthy
living.
Moreover, the field of positive psychology, pioneered
by psychologists such as Martin Seligman
(https://ppc.sas.upenn.edu/people/martin-ep-seligman),
Director of the Positive Centre at Penn University, who
has extensively studied the concept of kindness and its
impact on overall happiness, and many other scientific
data worldwide have already proved the benefits of
engaging in positiveness. Apart from its critics as too
much positivity can be toxic, or unbeneficial, positive
reinforcement does promote self-confidence and self-
worth. As Positive Psychology became the area of
Psychology that emphasizes the cultivation of virtues,
kindness, well-being, and social relations, it should be
wise to promote these, rather later having to treat the
symptoms of these.
Nevertheless, the skills needed to educate the citizens
for the future are not static, and keep changing all the
time, even more, in a globalized-techno society.
Therefore, there is new demand and new challenges in at
the actual context. Now, new skills and needs are
challenging us on how we are all preparing the new
generations in a world that is under constant change and
threat. The Imaginable Future Survey intended to cover
this gap on what people were expecting the future to be
and if they felt they were prepared for it.
This article aims to present kindness as the one core
skill for the future of human cohesion and social bond
and to promote its education for the new generation in all
school curriculums across the globe. The answers from
the Imaginable Future Survey applied worldwide will be
presented and discussed below. This survey highlighted
a series of crucial aspects of the future humanity wishes
to accomplish and how imperative it is that it starts with
core human skills such as kindness.
Imaginable Futures Survey
The Imaginable Futures Survey had 40 questions with
multiple-choice and open questions. It was designed and
applied to anonymous people in all different parts of the
globe through the internet. It had 313 participants. As the
goal of this study was to focus on the Globalized Future
rather than on its local aspects, cultural variations, or
pinch personal and specific demographic details of the
responders, other personal data was not even inquired.
The main goal was to capture this multi-faceted and
imbricated Future thinking and Future imagining and how
comfortable or anxious people felt towards the future and
what they were expecting it to be like.
Imaginable Futures were understood as a composition
of foresight, expectations, scenarios, and visions, which
cross one's thinking and relations when dealing with the
future both internally and externally. This relation with the
future is not only cognitive, but emotional, social,
historical, and sensorial. For all of the above, the survey
Net J Soc Sci 114
had a variety of questions, which inquired about how
someone feels about the future, the impact of the future
on health and wellness, and inquiries about what each
person would do about the future, or how they thought
they could get ready for it.
The answers to the questions were either multiple-
choice or open. This article will focus on the open
answers and tabulate them according to quantitative and
qualitative textual analysis. The survey was developed in
Google Forms and shared worldwide through a call and a
link. All collected data was anonymous. The Survey was
shared through social media (Instagram, Facebook, and
Twitter), plus WhatsApp, and shared by some groups and
individuals. The spontaneous method of gathering
responders was effective as it provided wide participation
from all continents and age groups. The possibility to
access the results of the survey and receive a follow-up
of its application also generated positive feedback.
The Imaginable Future Survey was fully developed in
English, and responders filled it in English. Afterwards,
results were automatically generated by Excel Table for
figures and quantitative results, with the respective
percentages. The open questions were also tabulated
using Textual Analyzer Webto (https://www.webtools.
services/text-analyzer), which extracted meaning from
the open responses.
The whole procedure and research choices met its
objectives and goals and followed the standards of Open
Science, together with the anonymous treatment of
personal data. There were responders from all continents
and all age groups as stated in Figure 1.
Figure 1 shows that there were 32.2% of responders
between 15-25, followed by 19.5% who were 56-65, and
15.6% who were from the age group 36-45. Figure 2
shows the continent of each participant. The data shows
that there were 29% of responders from Asia, followed by
26.4% from Europe, 16.6% from the Middle East, and
10.7% were from North America. As can be seen in the
Figure, all continents were represented. The diversity in
the age groups and continents was important as the
objective was not to address a particular country or age
group in specific but to understand the globalized idea of
the future that is disseminated through media and
interactions. Despite cultural differences, there is an
enormous conversion of experiences that promote the
unification of narratives and answers towards the future.
Figure 3 shows the topics that were involved in future
thinking, which occupies their thinking from very often to
always. It showed that these topics, 1) a better tomorrow,
2) improvement, 3) climate change, 4) accomplishments,
and 5) war, are the most prevalent topics when thinking
about the future. By looking at Figure 3, climate change is
the topic that appears the most frequently throughout the
answer data. Natural disasters are also mentioned in
several responses, often in conjunction with climate
change.
Another very important cited topic is war, frequently
about climate change or as a crisis in itself. The crisis is
mentioned multiple times, both related to a global crisis or
an individual one, where the pandemic crisis is also
mentioned.
Figure 1. Age group of the 312 participants.
Figure 2. Continent of the 312 participant.
Mastrantonio 115
Figure 3. Topics involved in future thinking.
The next related theme is retirement and leisure time.
This shows responders are looking forward to a time out
of work. Retirement is mentioned in several responses,
often alongside topics like leisure time and a better
tomorrow. Furthermore, accomplishments appear in
several responses, often associated with a better
tomorrow and improvement.
Apocalypse and collapse are also mentioned in a few
responses. From planet overconsumption to a lack of
physical reality sense, together with uncertainty, chaos,
and civil unrest. All in all, there are more challenging
aspects than soothing ones.
Figure 4 inquiries about the emotions related to the
future. This way, the emotions related to the future are
interesting with 181 mentions, followed by happiness with
173 mentions. Then, tension is mentioned with 127
answers, apprehension with 89 answers, sadness with 88
responses, calmness with 85 answers, controlled with 61
mentions, and control and uncontrol with 71 responders
each. Other options received 1 answer only.
This data suggests a range of emotions associated with
thinking about the future, including positive emotions like
happiness, calmness, relaxation, and interest, as well as
negative ones like sadness, tension, and apprehension.
Some individuals also mentioned feelings of control or
lack of control. Although there is attribution of positive
and negative factors, it is possible that this attribution on
what they relate to. For instance, negative aspects can
be related to the climate crisis, meanwhile, calmness and
other positive factors are related to a desire rather than a
condition of the future. Each response is unique, but at
the same time, imbricated in a series of factors relating
both to the individual and the social.
Figure 5 corresponds to question 24, where it was
inquiring about what the future could bring. Based on the
given options, it seems that the future can bring a variety
Net J Soc Sci 116
Figure 4. Feelings involved in future thinking.
Figure 5. Aspects that the future can bring.
Mastrantonio 117
of possibilities and outcomes. These aspects range from
challenge (244 answers), difficulties (192), a new world
order (146), peace with 143, and relief with 111 answers,
followed by terror and apocalypse.
Again, it is possible that the desired outcome does not
correspond to the realistic reality in which challenges and
conflicts are present. A new world order can also lead to
different interpretations, and it may refer to a significant
shift in global power structures and governance. For sure
challenges, obstacles, and hardships are included in the
future, but are people ready and skilled to overcome
them? Aspects such as social, economic, or
environmental issues can have a great impact and
influence on what people desire for their future.
Threats imply potential dangers or risks that can
emerge in the future. These threats might be related to
security, climate change, pandemics, or other factors that
pose significant and demand solutions. There are threats
also related to terror, which is noted as extreme fear and
violence. This indicates the possibility of increased
security threats acts of terrorism, and war crises.
Hunger, floods, droughts, migration, despair... these
words highlight some of the potential negative
consequences that could happen in the future, such as
food shortages, natural disasters, mass migration, and
emotional distress. On the other hand, relief indicates a
sense of comfort or alleviation from difficulties,
suggesting that the future could bring relief from current
problems. Happiness and success suggest positive
outcomes and achievements in the future, indicating a
sense of fulfilment and well-being.
The answers mention the potential impact of advanced
technologies on governance and the possibility of new
forms of government or governance structures as well as
future uncertainty, which implies a lack of predictability or
clarity about the future, indicating that there may be
unexpected developments or outcomes.
Figure 6 presents the courses and training necessary
for being future-ready. By analyzing Figure 6, we can
observe several recurring themes such as mental health
with 216 responders, sustainable practices with 201
answers, and kindness with 194 responders. Survival
skills, future forecasting, and first aid knowledge came
next with over a hundred responses. The term
positive futurism is particularly interesting to
designate a positive approach towards the future, and
potentially, it can be very much well-aligned with Positive
Psychology.
Figure 6. Courses and Training for the Future.
Net J Soc Sci 118
The interesting mention of kindness as a top response
shows the gap that there is in the education process
nowadays and where it should be directed. Kindness is
indeed a popular topic, highlighting a desire for personal
and interpersonal growth. This may involve cultivating
empathy, compassion, and sociability, leading to the
construction of a harmonious and empathetic society.
Some of the other least mentioned topics were mental
health, indicating a growing recognition of the importance
of psychological well-being and the desire to build
resilience and promote mental wellness. The acquisition
of training in first aid skill practice to help in emergencies
can be explored through artificial intelligence, promoting
basic training, and leveraging social cohesion. Future
forecasting indicates a desire to understand and
anticipate future developments and trends, which if,
translated to Future Literacy can be so much more
explored.
War skills are also mentioned, suggesting an interest in
historical or military knowledge, together with equality
and social justice, internet privacy, and, safeguarding
personal information in the digital era. Altruism is also
mentioned as the cultivation of collective responsibility
together with spirituality and religious thinking. The
diversity of interests highlights the multifaceted nature of
individual learning, needs, and aspirations.
Figure 7 shows the completion of the sentence as what
humans will be like in the next ten years. The answers
are completely free. Looking at Figure 7, the results show
the same with the most responses at 36.20%, followed by
manipulated at 35.50%, then happier at 30.10% and
controlled at 29.80%, sadder at 23.70%, and no idea had
15.40% of the choices, followed by obsolete with 7.40%
and unsure with 0.60%.
Figure 7. How humans will be in the future.
By comparing the results above, it is possible to notice a
greater presence of answers that foresee a sadder,
controlled, and manipulated human being in the future.
This can impact other aspects of one's life, from mental
health to hope for the future. Also, aspects that relate to
emotional and social intelligence are not mentioned, but
the consequences of a rather controlled society.
Tables 1, 2 and Figure 8 refer to the imagination
(image) of the future for the participants. So, they
described in a few sentences what the year 2050 would
look like. Table 1 shows the word density for this
question, it was generated by the Data Analyzer Tool.
Word Cloud is a powerful data visualization tool, made
by a collection of words and symbols depicted in different
sizes and colors. The bigger and bolder a word appears,
the more often it is mentioned within a given text and the
more relevant it is. This format is useful for forming a
summary by quickly identifying the prominent ideas
(Figure 8).
From Tables 1, 2 and Figure 8, it is possible to
understand that the future is a lot based on our own will,
it involves thinking – climate – change, people, thinking,
and life; otherwise, the world will continue the same. It is
interesting to see how the visualization of the data from
responders can be summed up in a picture that uncovers
the meaning of the global future, which demands actions
from everyone. Even further, it is possible to connect and
make sense of these words listed in Figure 8. The future
Mastrantonio 119
Table 1. Word density for the image of the future.
Word
Frequency
Percentage (%)
Will
271
8.15
Technology
51
1.53
People
50
1.50
World
44
1.32
Life
41
1.23
Future
33
0.99
Think
32
0.96
Change
24
0.72
Climate
19
0.57
Same
18
0.54
Table 2. Phrase density for the image of the future.
Phrase
Frequency
will be
128
we will
35
it will
30
be more
29
will be more
25
I think
22
the future
21
it will be
21
the world
21
of the
20
Figure 8. Data Visualization of what the future will be like.
can change according to our will, which involves people,
climate, and change; if nothing is done, the world will
remain the same.
Figure 9 shows who is involved in constructing the
future and it is important to point out how clear the
responders 78.20% were on mentioning that everyone is
responsible for the future, followed by the government
with 49.40%, and big corporations with 41%. This is very
explicit in showing what shares hold the highest
responsibilities. It is crucial to note that everyone is
responsible for constructing the positive futures that are
aimed at. Therefore, every single human being is
implicated to promote the necessary changes so
everyone can have better futures.
The selected answers to the survey to compose this
article do show that many skills need to be urgently
addressed by educators worldwide. Humanity seems not
to be prepared for the future and the view of it, although
bearing many possibilities, is still encapsulated in
controlled by uneven relationships. New educational
systems, curricula, and methods are necessary to tackle
the challenges mentioned in Figure 9.
Kindness is directly linked to positive social interactions
and the development of healthy relationships, leading to
a deeper understanding of diverse viewpoints and a
sense of social responsibility. By engaging in acts of
kindness, children learn to recognize and manage their
emotions effectively, leading to improved self-control,
Net J Soc Sci 120
Figure 9. Responsibility to construct the future.
conflict resolution, and overall emotional well-being as
stated in the cited references.
The results of this research foresee that it is urgent to
reimagine education and pursue new skills and activities
that are going to be needed in the future. It is, thus,
urgent to review school curriculums and explore new
demands and connections to the education of future
citizens. By using research data from the Imaginable
Futures survey, some issues become central in preparing
the new generations for the future, and by all means,
kindness is one of them. There will continue to be war
and hopelessness if kindness and connections are not
reinforced and praised from a young age, and
competitions continue to rape human bonds.
However, many questions arise. How do we prepare to
integrate kindness into the school curriculum? What is
required to build approaches that go beyond occasional
random acts of kindness? How do we promote kindness
within the school educational system? How do we create
pathways to kindness measure? How do we train
teachers for all of these?
To effectively promote kindness among students,
educators, and policymakers, a set of changes is
required and that is part of the discussion and importance
of pursuing kindness as the core skill that brings humans
together.
DISCUSSION AND CONCLUSION
Kindness, as a social bond, has the power to transform
individuals and societies by fostering social cohesion,
enhancing well-being, and promoting inclusive
communities. By recognizing its significance, educational
institutions can reimagine their role in nurturing the
citizens of the future in a novel way. To integrate
kindness into the school curriculum and prioritize social
and emotional learning, educators can equip students -
with the necessary tools - to navigate an interconnected
world based on ethical and wellness principles.
Empathy, compassion, and the commitment to create
positivity can be a change to promote hope and social
justice. Embracing kindness as a fundamental value in
education can contribute to the development of a more
just, equitable, and harmonious society. Nevertheless, a
lot more is needed to implement that.
Educators play a vital role in fostering kindness and
empathy in students. They can employ various strategies
such as modeling kind behaviour, facilitating discussions
on kindness and its impact, and incorporating storytelling
and literature that emphasize kindness. Cultivating
empathy requires exposure to diverse perspectives and
experiences, promoting dialogue, and encouraging active
listening. By creating a safe and supportive learning
Mastrantonio 121
environment, educators can nurture students' emotional
intelligence and social competence, empowering them to
become compassionate, kind, and responsible citizens.
Thus, to educate the citizens for the future means to
integrate kindness from the beginning of the school
curriculum system – at the age of six and beyond.
Incorporating kindness into other contents such as core
subjects, like literature, or mathematics, will help students
to better understand the real-world implications of a
future that needs being kind more than ever. Additionally,
opportunities for service-learning projects, community
engagement, and inclusive classroom environments can
contribute to the development of more empathetic and
emotionally intelligent individuals. All of that can surely be
exploited through AI in a variety of ways. After all, to
imagine a future where human relationships are kind-
based is also to create a brave new world.
All of this can be achieved by a set of resources. For
instance, by incorporating Social-Emotional Learning
(SEL) Programs that explicitly teach empathy,
compassion, and kindness. These programs can be
integrated into daily classroom activities and focus on
developing students' emotional intelligence, conflict
resolution skills, and pro-social behaviours. Research has
shown that SEL interventions can lead to improvements
in social behaviour and academic performance (Durlak et
al., 2011).
Creating a school environment that values and
celebrates kindness can be achieved through the
recognition of kind acts, establishing peer support
networks, and fostering a sense of community and
belonging. Schools can organize kindness-themed
events, assemblies, or campaigns to raise awareness
and promote a culture of kindness. It shall also be
necessary to infuse kindness-related themes and
activities into the various subjects, such as literature,
history, and science. This interdisciplinary approach can
help students understand the historical and cultural
significance of kindness and its relevance in a diversity of
contexts.
Students can also be incentivized to engage in
volunteering activities within their communities that
directly involve acts of kindness. These experiences can
help students develop empathy and a sense of
responsibility toward others (Schreier and Schonert-
Reichl, 2019).
Teachers and instructors may deeply benefit from
professional development that emphasizes the
importance of modeling kindness in their interactions with
students and colleagues. Teachers can serve as powerful
role models for students, demonstrating the value of
empathy and compassion in daily interactions.
Technology cannot be left out, and for example, digital
platforms can be used to highlight and share stories of
kindness, encourage online discussions on empathy, and
facilitate peer support networks. New assessment tools to
measure students' kindness and pro-social behaviours
need to be developed and can work out as trackers for
the effectiveness of kindness initiatives and help to
identify areas for improvement.
Some of the topics that can be introduced and
integrated into this new educational system are:
• Futuristic Thinking: to encourage children to
imagine and explore different future scenarios.
• Emerging Technologies: to introduce children
to emerging technologies like artificial
intelligence, robotics, and virtual reality and
discuss their impact on future society.
• Sustainability: to highlight the significance of
sustainable practices and environmental
stewardship for a better future.
• Global Awareness: to discuss global issues,
cultural diversity, and the importance of
collaboration in a globalized world.
On top of all that, kindness and these co-related topics
will require new methods of teaching like, curriculum
integration, Project-Based Learning, Future-Oriented
Skills Development, engaging resources, and new syllabi
from books to games, and online platforms.
For all of the above, some of the benefits of adding
kindness in children's education can be 1) enhanced
preparedness, 2) increased motivation, 3) sense of
belonging, 4) emotional intelligence, 5) diversity of career
paths and opportunities, and 6) cohesion in humanity.
CONCLUSION
It is now crucial that parents, educators, and
policymakers join forces to create a supportive
environment for children's education in the very near
future. Encouraging partnerships with local businesses,
governments, and organizations is the first step in
creating needed real-world experiences. It is the answers
to this survey that bring insights, answers, and
suggestions. Naturally, these are challenging times, but
together with it, lies great opportunities. Creating healthy
bonds among human beings may be by far one of the
greatest ones that humanity has ever achieved. It is high
time that it should be part of everyone's education as well
as happiness (Salzberg, 1995), and even mindfulness
(Nelson and Shouse, 2019).
This would also mean achieving something we have
never achieved as humanity, an education for happiness
(Froh and Bono, 2019).
"Kindness in words creates confidence.
Kindness in thinking creates profoundness.
Net J Soc Sci 122
Kindness in giving creates love." - Lao Tzu.
This quote is attributed to Lao Tzu, an ancient Chinese
philosopher and the reputed author of the Tao TeChing, a
foundational text of Taoism. While specific references to
Lao Tzu's original writings can be challenging due to the
historical nature of the texts, this quote has been widely
attributed to him and is celebrated for its timeless wisdom
on the transformative power of kindness.
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111-123.
Mastrantonio 123
KEY TERMS AND DEFINITIONS
Kindness: Kindness is the quality of being considerate, compassionate, and altruistic, demonstrating genuine care and
empathy towards others, often resulting in positive actions and behaviours that promote well-being and harmony. It is a
fundamental aspect of human interaction that fosters a sense of connection and support in diverse social contexts.
Social Bond: A social bond refers to the emotional and interpersonal connection between individuals or groups,
characterized by feelings of trust, mutual support, and shared identity, leading to the formation of cohesive social
relationships and communities. It plays a vital role in maintaining social stability and fostering cooperation among
members of society.
Social Psychology: Social Psychology is the scientific study of how individuals' thoughts, feelings, and behaviours are
influenced by the presence and actions of others, exploring topics such as attitudes, group dynamics, and social
cognition. It examines the impact of social interactions and societal factors on human behaviour and mental processes.
Education for the Future: Education for the Future is a dynamic and forward-looking approach that equips students
with adaptable skills, critical thinking, and creativity, preparing them to thrive in an ever-changing and technologically
advanced world. It emphasizes collaboration, problem-solving, and a deep understanding of global challenges to foster
responsible global citizenship and sustainable development.
School child: A child aged from 6-7 to 18 years old who is studying in a general education institution (secondary
school).
