The open-ended nature of "also" allowed RITB to support inquiry into students' exchanges that unearthed cultural differences and acknowledged diverse understandings of care.
With RITB, cross-cultural norms could be discovered and appreciated.
The teachers also described how the open-ended nature of RITB could increase the responsibility to gain awareness of one's feelings, to reason, and to intentionally choose to act with care.
Oliver said the lack of specific rules and spontaneity in RITB leads him to recognize the consequences of his thoughts on his actions.
In RITB, student dialogue renders the students themselves the namers and models of caring.
RITB includes not only teachers' metacognition, as Kohn suggests, but also students' own backstage thinking, which may involve even more "debunking.
The dialogic dimension of RITB puts students at the center of their own moral learning.
RITB was a platform for inducing students to notice and reflect about caring actions.
RITB serves to symbolically underscore acts of caring that could easily go unnoticed; in noticing them, students can learn from them.
Fifth-grader Shia described a characteristic situation in which RITB helped make her friend notice the moral motive underlying Shia's choice:
However, RITB seems to have afforded a space for Mara to transcend judging Shia, because Mara was poised to look for ways to appreciate her and to confirm what could be caring.
Although RITB is not to be conflated with a gold star for a spelling test, the following example shows how a teacher confirmed one English language learner's care for her schoolwork.