The image above is part of a wider message about what a TGS can do! If teaching good is integral to a curriculum, then imagine the impact it can potentially offer in terms of crime reduction, better policing, or welfare policy that is in fact a shift, from Dickensian good to c2025 good, post pandemic and realistic, which has a measure. A rise tGS says isn’t based on a notion of transformation either - ie changing class, but good as you are, where you are. And better4U(s). Am l making sense? “Upward mobility”? Why? You can be better where you are can’t you? Isn’t that better for U(s) if you don’t have to be something or someone you’re not? Or pretend?
Please read past posts and think about how a school curriculum with good in it might realise what sounds like a dream - crime reduction/belonging and better civil responsibility, using resources we already have, but smarter. See/visit the link below, from the Met, to dream bigger, which is why our tGS vision is more than just a flash in the pan concept about hearts and minds. It’s that and then some!