Tagged: “Communities”
How can forgiveness fit into contemporary society, such as schooling?
Parents can use teachable moments when watching films or reading stories. We have forgiveness education in schools in over 30 countries. Books on forgiveness, magazine articles, newspaper articles on forgiveness can engender a curiosity about what forgiveness is and is not. A key issue is to begin conversations deliberately focused on the moral virtue of forgiveness. I have observed that such deliberate conversations are rare. It is my hope that they become more common in families, schools, workplaces, and other areas of communities.
New Manual for Mental Health Professionals Recommends Use of Enright Forgiveness Therapy
A hot-off-the-press instructional manual recommends that mental health professionals adopt and employ the Enright Process Model of Forgiveness when counseling individuals who profess Pentecostal and Charismatic Christian beliefs. Those two movements together make up about 27% of all Christians and more than 584 million people worldwide, according to the Pew Research Center.
The new book, Counseling and Psychotherapy with Pentecostal and Charismatic Christians, was written by Geoffrey Sutton, a licensed psychologist and prolific author who has experience providing services to Christians from many traditions. Born in London, England, Sutton is a Professor of Psychology (Emeritus) at Evangel University in Springfield, MO, who has 14 books available on amazon.com.
“Clinicians would be advised to learn a specific approach such as the Enright Model. . .” Sutton recommends in his book. “Both of the major forgiveness intervention programs (Enright and REACH) are supported by scientific evidence of effectiveness.”
Sutton’s endorsement of the Enright Model of Forgiveness is actually a complete turnaround from his earlier positions on Christian counseling. For example, Sutton wrote a paper for the Christian Association for Psychological Studies that said a “well -articulated, comprehensive, and integrated approach to Christian counseling does not exist today.” That was at the organization’s 2015 annual meeting.
In his latest book, Sutton begins by providing an overview of religion, spirituality, and Christianity before focusing on the Pentecostal-Charismatic Christian movement that he traces back to the early 1900s. He then provides six chapters on patient assessment, counseling techniques, and interventions with special emphasis on the forgiveness interventions he now embraces because he believes they are adequately supported by empirical evidence.
“For committed Christians, spiritual identity is a substantial component of the self,” Sutton writes. “The purpose of this book is to help mental health professionals increase their cultural competence to better serve Pentecostal and Charismatic Christians who are congregants in the world’s fastest-growing religious movement.”
Learn more:
- Christian Movements and Denominations Defined
- Read selected portions of Sutton’s new book
- Pentecostal Cultures: Classic, Evangelical, Progressive, Renewal – Geoffrey Sutton Slide Presentation
The Common Good of Communities and the Need for Forgiveness: A View from Classical Greek Philosophy
A community is a single, whole entity, with a common purpose, made up of persons, each of whom is a single, whole entity (Maritain, 1994). A community is not simply the sum total of the individuals in the community (a nominalist view). Think of a symphonic community of musicians. There is a harmony of persons performing different activities and with different talents in the orchestra. The group transcends any given part of the group (Wild, 1948). A symphony orchestra is more than the violin section only. Communities differ in their norms, beliefs, and actions (what Aristotle calls accidents).
Aristotelian realist philosophy states that communities have a common good (Aristotle, 1999/340 B.C.). A common good is defined by Plato (2015/330 B.C.) in The Republic as persons growing in the Cardinal Virtues of justice, courage, wisdom, and temperance with these emphasized within the group. These four virtues, in Plato’s view, are not generated by opinion or feelings, but they naturally apply to all persons and all communities. These are understood by reason and chosen by the free will of each person. In other words, the Cardinal Virtues are not forced upon us.
Let us, then, define these Cardinal Virtues: 1) Justice is offering one’s best to others and the community. Kreeft (1992, p. 60) describes Platonic justice through the poetic image of music: one strives to be in harmony with others as all cooperate and play a beautiful societal tune. This is the central virtue according to Plato in The Republic.
2) Courage
is going ahead despite fear so that one can do one’s best even when it is difficult to do so. 3) Wisdom is knowing the right response at the right time without having a rule-book nearby. 4) Temperance is balance, avoiding too much or too little in all we do, including practicing the virtues, in pleasure seeking, and work. In Book IV of his Republic, Plato (2015/330 B.C.) defends the view that all four of these Cardinal Virtues, together, help to mature individuals and to have a well-functioning community in which the greater good then benefits all.
As Wild (1948, p. 185) clarifies, the goal of the common good is human perfection for all in the community. The common good of the community, which includes the good of each person, is considered higher than the individual good. In other words, individuals can be in service to one another for the good of the other person and the good of the group.
Now, and importantly for how forgiveness fits into the common good of the community, when people are treated unjustly by others, anger can ensue, which can develop into irritability (Stringaris, Vidal-Ribas, Brotman, & Leibenluft, 2017) and even to hatred. Forgiving those who are unjust, then, can first reduce the anger, which in turn can reduce the desire for excessive recompense (in the case of justice), and the desire for reckless bravado (in the case of courage). Without hatred, temperance can be restored, and the clear, rational thinking of wisdom can once again be present. If the common good is to be just, to work in harmony with others, then forgiveness can keep justice in balance, by first reducing toxic anger, and thus preserving the central Cardinal Virtue (justice) in communities. If this is true, then forgiveness needs to play a central part in the common good of communities.
If this is true, then forgiveness needs to be fostered in individuals, families, schools, workplaces, and places of worship……now.
Robert
- Aristotle. (1999/340 B.C.). Nicomachean ethics. Cambridge, MA: Harvard University Press.
- Kreeft, P. (1992). Back to virtue. San Francisco: Ignatius Press.
- Maritan, J. (1994). The person and the common good. South Bend, IN: University of Notre Dame Press.
- Plato, translated by B. Jowett (2015/approximately 330 BC). The complete works of Plato/ the republic. Hastings, East Sussex, United Kingdom: Delphi Classics.
- Stringaris, A., Vidal-Ribas, P., Brotman, M.A., & Leibenluft, E. (2017). Practitioner review: Definition, recognition, and treatment challenges of irritability in young people. Journal of Child Psychology, 59, 721-739.
- Wild, J. (1948). Introduction to realistic philosophy. New York: Harper & Row.
Beirut Explosion Levels Forgiveness Structure
Beirut, Lebanon – A massive explosion in Beirut’s port on Tuesday killed at least 135 people, injured more than 5,000, and displaced some 300,000 others from their homes. At least 100 people remain missing following the explosion that damaged more than 50% of the city. Debris from damaged buildings litters the streets of Beirut following the Tuesday explosion that has been called “one of the world’s largest non-nuclear detonations.” Beirut is home to 2 million people. (Ramy Taleb photo)
According to the Lebanese government, the source of the explosion was 2,750 tons of ammonium nitrate, an explosive chemical often used as fertilizer and sometimes in bombs, which had been stored in a port warehouse after being confiscated from an abandoned Russian-owned ship in 2014. Unconfirmed reports also indicate that the warehouses were storing more than 200 surface-to-air missiles.
The blast destroyed or damaged most structures over an area of about 160 acres (larger than the entire Disneyland Park in Anaheim, CA) including a building that served as a headquarters and operations base for Forgiveness Education projects in Lebanon. The Foundation for Forgiveness and Reconciliation in Lebanon (FFRL), a Beirut non-profit organization, was using the building as the center for its “Play for Peace” program.
Play for Peace is part of FFRL’s Forgiveness and Peace Curriculum that is designed to build bridges between participants from diverse backgrounds–Lebanese, Palestinian, Syrian, Muslim, Christian and others–through football (better known elsewhere as soccer, the world’s most popular sport). The program operates in partnership with Al Shabab Al Arabi Club Beirut, a 40-year-old Lebanese football club. Watch a 3:36 Play for Peace video.
“Yesterday we were in Bourj Hammoud checking on our Play for Peace families who live there,” says Ramy Taleb, founder and director of FFRL. “Most of their houses are gone or broken, just like our building. These families are now in desperate need of support for medical and general humanitarian assistance.“
Bourj Hammoud is a municipality about a kilometer east of Beirut’s port area (where the explosion occurred) and one of the most densely populated districts in the Middle East that includes large numbers of refugees. According to Mercy Corps (a global team of humanitarians working in Beirut), refugees now account for about 30% of Lebanon’s population.
“Today we went back to Bourj Hammoud with our youth group from Saida (a city in southern Lebanon also known as Sidon). We listened, we wept, we began to clean up so families can somehow rebuild,” Taleb said. “Many of these families were in need of assistance even before the explosion. Lebanon has always been a country of great resilience, but when is enough, enough?”
Ramy and Roula Taleb operate the Foundation for Forgiveness and Reconciliation in Lebanon. With their two children, the couple live south of Lebanon’s capital of Beirut.
Taleb’s frustration reflects the complexity of the situation in Beirut. While searchers are still pulling bodies from the rubble, the explosion destroyed the country’s main grain silos, spilling and contaminating 15,000 tons of their contents. That, together with the COVID-19 pandemic, is pushing Lebanon toward a major food shortage.
“We desperately need help,” Taleb says. “Our families need help. Our children need help. We always appreciate any support that we can get and now is when we need it most just to survive.”
Please support the people in Lebanon who survived the horrific explosion. Watch a 56-second video of the destruction in Bourj Hammoud as described by Ramy Taleb then click the picture above to let those in Lebanon know they are in your heart.
Learn More:
- Visit The Foundation for Forgiveness and Reconciliation in Lebanon website.
- Watch a short 3 min. 17 sec. video about the FFRL.
- Review the Grade 6 FFRL Forgiveness and Reconciliation Curriculum.
- Donate to help FFRL build a generation of future Middle-East peacemakers.
Photos and Media Coverage of the Beirut Explosion:
I notice your interest in forgiveness education. If others such as myself were interested in starting forgiveness education in our own area of the world, what would be some of your key suggestions?
Anyone can help to start forgiveness education in their own community. If you visit our Store section of this website, you will see that we have professionally-produced curriculum guides for teachers from pre-kindergarten (age 4) through grade 12 (using United States language here) (grade 12 includes students at age 17-18). We also have an anti-bullying guide for middle school and high school. These guides can be used effectively by teachers who are motivated to spend up to one hour a week for about 12-17 weeks instructing students. Each teacher guide (up to high school) uses stories (many by Dr. Seuss) that are appropriate for the grade level. If the books that are recommended in each guide are too expensive, we have professionally-produced book summaries of each one. The summaries are about 2-3 pages long and get at the gist of the stories (as far as forgiveness is concerned).
In impoverished and conflict-zones of the world, we give all of the above materials away for free—no charge and no hidden costs. For others, we ask that they purchase the materials so we can continue serving contentious regions of the world.
You also can access teacher evaluations of these programs in the Education section of the website and you will see that teachers are very favorable to these programs.
Consider taking courage in hand and bringing a sample of the teacher guides to a local school (along with the teacher-evaluation information and perhaps the Basic Description of the Guides). Tell the principal or teacher about the objective of forgiveness education: to help children grown in the virtues of love, mercy, and forgiveness, which can reduce student anger and increase academic achievement. Tell the principal or teacher that we provide free materials (if they are in an impoverished or contentious region).
For additional information, see Forgiveness Education: Curriculum.
