How to Become a Better Forgiver
We all know that forgiveness is neither simple nor easy. It can be a challenging process. But new tools are being developed that can help you cut through the clutter, sharpen your “forgive-ability” skills, and become a better forgiver. One of those tools was recently released by the
Greater Good Science Center (GGSC), a California organization that sponsors groundbreaking scientific discoveries.
“Eight Essentials When Forgiving“ is a simple practice technique that provides concrete guidelines while breaking down the forgiveness process into easily manageable components. The 8-step exercise is based on the “backed-by-science” work of pioneering forgiveness researcher Dr. Robert Enright, a University of Wisconsin-Madison educational psychology professor and co-founder of the International Forgiveness Institute (IFI).
Specifically, the exercise focuses on Dr. Enright’s basic forgiveness principles in order to help you:
- narrow and understand whom to forgive;
- name and describe your pain;
- understand the difference between forgiving and excusing or reconciling;
- think about the person who has caused you pain in a novel way so you may begin to feel some compassion for them and reduce the ill will you hold toward that person.
The GGSC forgiving exercise also attunes users to residual pain from their experience and encourages them to find meaning and some positivity in it. Step-by-step instructions are included along with scientific evidence that forgiveness works. GGSC also cautions that in certain cases it may help to consult a trained clinician, especially if you are working through a significant traumatic event.
The Greater Good Science Center is part of the University of California, Berkeley. It not only studies the psychology, sociology, and neuroscience of well-being but also “teaches skills that foster a happier life and a more compassionate society–the science of a meaningful life.”
Other practice exercises and forgiveness-related resources available on the GGSC website include:
- Introducing Kids to Forgiveness
- Nine Ways to Help Siblings Get Along Better
- 8 Keys to Forgiveness
- A Different Way to Respond When Kids Do Something Wrong
- Forgiveness Quiz: How Forgiving Are You?
What is the evidence that children can be taught to forgive? Is there any evidence that when children learn about forgiveness that they actually begin to forgive those who have hurt them?
Yes, there now are scientifically-based forgiveness programs, many of which focus on stories and story characters who experience conflict and learn to resolved those conflicts. The research shows that children and adolescents, when given a sufficient amount of time (12 or more weeks) to think about forgiveness, actually forgive to a deeper level than before they had these programs. Here is a reference to a journal article showing this to be the case: Rapp, H., Wang Xu, J., & Enright, R.D. (2022). A meta-analysis of forgiveness education interventions’ effects on forgiveness and anger in children and adolescents. Child Development.
A Reflection on the International Educational Conference on Agape Love and Forgiveness, Madison, Wisconsin, July 19-20, 2022
Main Point 1: Despite cross-cultural differences, forgiveness has a common meaning across historical time and across cultures.
Main Point 2: To my knowledge, there never has been a conference on agape and forgiveness before this one.
Main Point 3: It is time for modern culture to reawaken the ancient moral virtues of agape and forgiveness for the good of individuals, families, and communities.
After over a year of detailed preparation by Jacqueline Song and the dedicated team, the agape love and forgiveness conference is now history. That history is preserved in the videos which have captured each talk presented at the conference (the videos are available here: Agape Love and Forgiveness Conference Videos).
I have at least three take-away points as I reflect on this conference:
- The cultural diversity was strong, with presentations by people from Israel, Northern Ireland, the Philippines, Taiwan, and the United States. Despite the wide cultural differences, one thing was clear: The meaning of both agape and forgiveness do not change as we get on an airplane and visit cultures that are far away from one another. Instead, the core meaning of agape remains in that as a person loves in this way, it is for the other person(s) and the expression of this love can be challenging for the one who willingly offers it. The core meaning of forgiveness remains as a person, unjustly treated by others, a) makes the free will decision to be good to those who acted unfairly, b) sees the inherent worth in those others, c) feels some compassion for them, d) willingly bears the pain on those others’ behalf, and e) offers goodness of some kind toward them. Yes, those who forgive may not reach all five of these characteristics, but they remain the goal, that to which we want to strive if excellence in forgiveness is our end point. Yes, there are important cultural nuances as one Islamic educator introduced forgiveness to the students with quotations from the Qu’ran and as an educator from a Christian school opened the New Testament to the students. The rich diversity had a glue that bound all together—-the objective reality of what these two moral virtues mean across historical time and across cultures. Objective meaning met cultural nuance at the conference.
- Unless I missed something in my travels with forgiveness over the past 37 years, I do not think there ever was an international conference that focused specifically on the moral virtues of agape and forgiveness. If this is true, why is it the case? What has happened within humanity so that these two key moral virtues, so prominent for example in Medieval times, would be characteristically ignored in educational contexts with children and academic contexts in university settings? I think the transition from accepting objective truth about moral virtues (for example, justice is what it is no matter where we are in the world even when there are cultural nuances) has given way to an assumption that relativism is the new truth and so we all can choose the virtues we like and define them as we wish. Do you see the contradiction in such a statement? In the abandonment of objective reality that there is a truth, the new thinking is that relativism (in which there is no truth) is the new objective truth. It is time to reintroduce communities to the moral virtues, which we all share as part of our humanity. We need to know what these virtues are by definition and how we can give them away to others for their good, for our good, and for the good of communities.
- When I look across the globe at communities that have experienced conflict, that now carry the weight of the effects of decades and even centuries of conflict, I have come to the conclusion that a reawakening of the moral virtues of agape and forgiveness is vital if we are to heal from the effects of war and continued conflict with all of its mistrust and stereotyping of the human condition. Agape and forgiveness challenge us to see the personhood in everyone with whom we interact, even those who are cruel to us. This does not mean that we cave in to injustices because the moral virtue of justice requires fairness from all. The healing of hearts, families, communities, and nations will be better accomplished if people now can shake off the dust from agape and forgiveness, that have been so ignored in modernism, and find a new way with the old virtues. It seems to me that agape and forgiveness, as a team, is a powerful combination for the healing of trauma for individuals and relationships. I fear a continuation of the same old conflicts in hearts and in interactions if we do not go back and rediscover the life-giving virtues of agape love and forgiveness and bring them forward now in schools, families, houses of worship, and workplaces.
So, Then, What Has Changed in These Past 10 Years?
I re-read one of our posts here at the International Forgiveness Institute. It was dated February 29, 2012. What surprised me is this: It was as if I were reading a contemporary news item from 2022.
As you read the 10-year-old essay below, consider asking yourself this: Has anything changed for forgiveness within societies in that timespan? What must we do so that in 2032 the news is not a repetition of the past 20 years?
Here is that essay from 2012:
Peter Maurin of the Catholic Worker Movement is alleged to have said that a good society is one in which it is easy to be good. I write this blog post today as I reflect on some recent news stories (posted in our Forgiveness News section of this website). We have the shooting of innocent teenagers in Ohio and we have the murder of a 4-year-old. Anger can sometimes be deadly for the other person who just happens to be in the angry one’s way.
I wonder what those outcomes would have been had those with the weapons been bathed in forgiveness education from age 5 though 18. I wonder what those outcomes would have been had the weapon-carriers, as they grew up, practiced forgiveness in the home. I wonder.
The wounds in the world are deep and everlasting, it seems. What we do here at the International Forgiveness Institute, Inc. (helping people if they so choose to learn to forgive and then practice forgiveness) will never be out of date. Yet, my big worry (yes, it is a big worry) is this: Will there be sufficient laborers in the forgiveness vineyard to bring the virtue of forgiveness to children so that they can become fortified against the grave injustices that come to too many too often as adults?
I worry about those 6-year-olds, sitting now in classrooms, learning their mandated ABCs, without also learning the ABCs of how to deal with injustice. You see, society is not emphasizing forgiveness. We are not being taught forgiveness on a regular basis. We are in a society where it is not easy to be a good forgiver. And so too many of those who are bullied in school do not even think to forgive those who perpetrate the bullying. In Ohio this week, one bullied student’s response was a gun and then murder.
So much pain in the world and yet too many societies do not have the vision and the resources to bring forgiveness education far and wide. Question for those who are listening: The next time a city wishes to build a $250 million complex for athletics or entertainment or whatever, who has the persuasive skills and accompanying wisdom and courage to ask that one half of one percent of that be siphoned off to forgiveness education? If we could go back and ask the deceased students in Ohio or the innocent 4-year-old what is the higher priority….what do you think they would say to us?
Society, what do you think?
Perseverance versus Novelty in Establishing Forgiveness Programs
What is one of the biggest impediments to forgiveness interventions in schools, homes, and organizations?
Having implemented research-based and service programs of forgiveness since about 1990, I can say that one of the most significant challenges is the quest for novelty, for that new, cutting edge activity that fills people with a short-term rush of enthusiasm. When novelty becomes an end in and of itself, it is then that it becomes an impediment to the slow and steady build up of the moral virtue of forgiveness in hearts, homes, and communities. This is the case because the newly popular can extinguish that which has been there for years.
The philosopher Blaise Pascal emphasized that one of the major distractions to growing as persons is what he called diversion. In his book, Pensees, Pascal spends a lot of time discussing this issue of diversion, or being so busy with whatever is preoccupying the person at present that there is no time to contemplate what is important in life.
Consider this quotation from #171 in the Pensees: “The only thing which consoles us for our miseries is diversion, and yet this is the greatest of our miseries. For it is this which principally hinders us from reflecting upon ourselves and which makes us insensibly ruin ourselves. Without this we should be in a state of weariness, and this weariness would spur us to seek a more solid means of escaping from it. But diversion amuses us, and leads us unconsciously to death.”
So, even if a family or an organization or even a community discovers the beauty of forgiveness and implements it, then the challenge is this: How do we keep forgiveness present to us instead of latching on to the newest fad, the newest game, the newest social cause that will fade when the next newest-whatever emerges in about a year or two?
This idea of persevering in forgiveness is vital according to Aristotle, who reminds us that it takes much time and effort to grow in any of the moral virtues. We start with questions about what it even means to forgive. As we work out our misconceptions (it is not excusing or automatically reconciling with someone who is harmful), we then begin to practice forgiveness, applying it to those challenging situations in which we are treated unjustly. This can occur in schools as well. Yet, once the new mathematics textbook appears, or the new anti-bullying approach, or the new field trip guidelines, forgiveness as a part of schooling can quietly fade away, as a rowboat does, from the dock, as the moorings are slowing and imperceptibly loosened from the wooden piling. Forgiveness can slowly drift out to sea without anyone even noticing.
The first step in persevering with forgiveness once it is planted in a group is to realize that it could very easily fade away. This kind of consciousness must not be lost. As a second strategy, we all need to take a lesson from Pascal and know that diversion is not necessarily our friend, especially when it comes to growing courageously in the moral virtues and then persevering in practicing them.
Long live forgiveness, even in the face of the temptation of adding more and more diversion into our lives.