Much has been written about random acts of kindness – acts performed spontaneouslyudand often to strangers. The topic of kindness and the benefits arising from performingudkind acts holds both empirical and applied interest in the fields of education andudpsychology. Encouraging students to reflect upon and perform intentional acts ofudkindness develops perspective-taking, increased social membership, and a structuredudway of encouraging kindness within the school context. This paper provides an overviewudof kindness research and argues for the need to promote intentional acts of kindness byudproviding a framework for teachers to support students in the performance of intentionaludkindness.
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