Joshua Greene receives Faculty Prize for Excellence in General Education

Harvard’s Program in General Education has awarded Joshua Greene ’97, Alfred and Rebecca Lin Professor of Civil Discourse, the 2026 Faculty Prize for Excellence in General Education. Established in 2025 to recognize outstanding course design and teaching in Gen Ed, the annual prize honors the lead instructor of a course who exemplifies the program’s pedagogical aims.

Greene was announced as this year’s recipient during a reception for Gen Ed faculty on May 4.

“Josh is an exceptional teacher, and his course shows what makes Gen Ed such an essential part of a Harvard education,” said Fiery Cushman, co-chair of the Standing Committee on Gen Ed, at the reception. “[The] kind of integrative thinking [in his course] ... is how a Harvard education prepares students to serve the world as citizens and leaders.”

The professor of psychology examines morality through the lens of biology, cooperation, culture, and technological change. His course, “Evolving Morality: From Primordial Soup to Superintelligent Machines,” begins with the evolution of cooperation among early life forms, moves through major traditions in moral and political philosophy, and ends with contemporary debates about artificial intelligence and the future of human society. Greene has taught the undergraduate psychology course since 2017, and it has been offered through the Program in General Education since 2020.

“This is one class where I really feel like I’m at Harvard,” wrote one student in a course evaluation. “[It] really makes you think about how you want to approach life. [Professor] Greene will challenge any assumptions most people take for granted.”

Robust discussion, a defining feature of the course and frequently praised by students, appealed to the selection committee. Cushman highlighted Greene’s “outstanding pedagogy,” describing lectures filled with “philosophical repartee” in which students are encouraged to challenge both one another and Greene himself. Students also complete regular assessments tied to course readings, workshop papers through multiple drafts with extensive feedback, and deliver oral presentations designed to push them to “think on their feet — and without generative AI.”

For Greene, it’s important to make complex ideas accessible and design assignments that move beyond simple recall.

“I try to think like I’m talking to me at age 19,” said Greene. “I try to tie things together and make connections across disciplines and ideas. I give assignments that are not just ‘Show me that you learned what I said,’ but rather, ‘Apply what you’ve learned in a new context.’”

Looking ahead, Greene hopes students gain perspective from the course and leave “with the cognitive tools and moral clarity they need to make better decisions.”

Judging from student responses, many already do. Said another student, “This course fundamentally changed how I view morality both within myself and the broader world.”