A THINKING ROUTINE FROM PROJECT ZERO, HARVARD GRADUATE SCHOOL OF EDUCATION

Think, Feel, Care

A routine to foster perspective taking within a system.

Step inside a system:

Choose a variety of people within a system and then step inside each person’s point of view. As you
think about what you know about the system, consider what each person might think, feel, and care
about:

Think: How does this person understand this system and their role within it?

Feel: What is this person’s emotional response to the system and to their position within it?

Care: What are this person’s values, priorities, or motivations with regard to the system? What is
important to this person?

For more information about the Agency by Design project, as well as additional resources, please visit agencybydesign.org.
Share your experience with this thinking routine on social media using the hashtags #PZThinkingRoutines and #ThinkFeelCare.

This thinking routine was developed as part of the Agency by Design project
tat Project Zero, Harvard Graduate School of Education.
HARVARD GRADUATE SCHOOL OF EDUCATION
Explore more Thinking Routines at pz.harvard.edu/thinking-routines
© 2019 President and Fellows of Harvard College and Project Zero. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND). This license allows users to share this work
with others, but it cannot be used commercially. To reference this work, please use the following: The Think, Feel, Care thinking routine was developed by Project Zero, a research center at the Harvard Graduate School of Education.
 A THINKING ROUTINE FROM PROJECT ZERO, HARVARD GRADUATE SCHOOL OF EDUCATION

Think, Feel, Care, cont’d

A routine to foster perspective taking within a system.

Purpose: What kind of thinking does this routine encourage?

This routine encourages learners to consider the different and diverse perspectives held by the various people who
interact within a particular system. The goal of this routine is to help learners understand that the variety of people who
participate in a system think, feel, and care differently about things based on their positions in the system. This routine
fosters perspective taking, raises questions, and surfaces areas for further inquiry.

Application: When and where can I use it?

This thinking routine can be used to explore the perspective of any person within a particular system. This routine can
be used on its own, or in combination with another routine. Here are some ideas and considerations for putting this
thinking routine into practice:

• Working individually or in small groups, it may be helpful for you to have students sketch out a small monologue
or scene that contains some of the different people who participate in a particular system. They can then assume
the role of various people in their system, and act out the scene, with each student portraying a different person’s
perspective.

• Once students portray a person in their system in one way, ask them how they might portray the same person in an
entirely different way. This will prompt your students to understand that even within particular groups of people,
there is no one perspective, but rather an array of perspectives that different and unique people may hold.

• Learners should be encouraged to consider how what people think, feel, and care about may be in alignment within
a particular system, or misaligned. When misalignments emerge, ask your students how these tensions are dealt
with or negotiated within the system? Discussions about unequal power structures within a system may arise.

• While this routine asks learners to step inside the role of a character and to imagine how they may think, feel, and
what they might care about from that point of view, it is important to remember that students can never really
know and understand someone else’s perspective. When engaging in this thinking routine, it is important for
students to push beyond stereotypes and to try to imagine the lived experiences of particular people. Encourage
your students to develop specific people to play (e.g., Julia, a migrant worker, John, a used car salesman, and Martin,
a Republican senator) as opposed to types of people (e.g., a migrant worker, a used car salesman, and a Republican
senator).

• When perspective taking, learners will likely draw on assumptions about the types of people represented in their
system. As they do so, you may lead students in a discussion that addresses where these assumptions come from.
You can encourage students to challenge their assumptions by asking them what they really know about someone
else’s perspective, and what they may need to do (e.g., conduct interviews, speak with a grandparent, etc.) in order
to find out about someone else’s perspective.

For more information about the Agency by Design project, as well as additional resources, please visit agencybydesign.org.
Share your experience with this thinking routine on social media using the hashtags #PZThinkingRoutines and #ThinkFeelCare.

This thinking routine was developed as part of the Agency by Design project
tat Project Zero, Harvard Graduate School of Education.
HARVARD GRADUATE SCHOOL OF EDUCATION
Explore more Thinking Routines at pz.harvard.edu/thinking-routines
© 2019 President and Fellows of Harvard College and Project Zero. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND). This license allows users to share this work
with others, but it cannot be used commercially. To reference this work, please use the following: The Think, Feel, Care thinking routine was developed by Project Zero, a research center at the Harvard Graduate School of Education.