Tagged: “Enright Forgiveness Process Model”
Is it possible that the expression of forgiving can cause the person who originally acted unjustly to feel annoyed? If this happens, does this make the act of forgiving wrong?
If the one who acted unjustly is annoyed at the genuine expression of forgiveness by the offended person, this is not the fault of the forgiver. Why? It is because the forgiver is giving something good, love, to the other. Rejection of that love does not make love bad. As an analogy, if a parent gives a birthday present out of love to a child and the child does not like the present and yells, is this the fault of the parent or of the act of gift giving?
My adult grandson keeps asking me for a loan of money. I give it, he does not pay it back, and then he says that he “forgives” himself for the lack of payment. He then asks me for more money. Is self-forgiveness really this kind of illusion?
While genuine self-forgiveness can be helpful when people break their own moral standard, in the case of false self-forgiveness, the person may “self-forgive” as an excuse to remain in inappropriate and hurtful behavior. In such a case as your adult grandson, the false forgiveness might reduce guilt, freeing the person to continue the lack of payment with the resultant wasting of your funds. I think it is time for a heart-to-heart talk with him. He is fooling himself (but he is not fooling you) regarding what self-forgiveness actually is. In genuine self-forgiveness, there is an inner remorse, a genuine repentance to you, and reparation, in this case repaying the debt.
I want to teach my 8-year-old child about forgiveness. I notice that you talk about the inter-relationship between forgiving and seeking fairness. Should I teach one of these moral virtues first (forgiveness first or justice first), or should I teach them at the same time?
The teaching of forgiveness already has embedded within it the theme of justice, particularly as the child sees story characters being treated unjustly and then forgiving. So, the child, in being introduced to forgiveness, is also examining justice. You can and should point this out; being fair with one another is very important; it is when justice breaks down that people get hurt and then need to forgive. A more complicated issue is this: Should you teach a child to forgive and to seek justice at the same time? The answer is yes. For example, if a child is being bullied by another child on the playground, the one being treated unjustly needs to protect the self by letting a teacher or the principal know of the injustice. Forgiving the one who was bullying also is a good idea, but only if the child is ready and is not pressured into it.
Which of the 20 units of your Process Model do you think hinders people the most?
I think a difficult unit is the decision to go ahead and forgive. Because forgiveness may be new to people, they have a certain and understandable apprehension about starting what is unfamiliar to them. Also, the idea of giving a gift of some kind to the one who was unjust can sound unfair and unreasonable. Yet, forgiveness, being centered in its deepest essence in mercy and love toward the other, is about such gift-giving.
Thank you for answering my question about getting to know what forgiveness is. I have another question for you: Is it possible for most people to go through the forgiveness process (your 20-unit Process Model) in a genuine way and to the full extent of forgiving?
I again, will refer to Aristotle and his wisdom about becoming perfected in the moral virtues. According to Aristotle’s observations, all people have the potential for perfection in the moral virtues, but we do not reach that highest level of perfection because we are imperfect beings. This actually keeps life interesting. As we strive to get better in forgiveness or justice or love, we always have room for more improvement. Yes, we do get better with practice, but no matter what our age or experience, we can look forward to more insights, surprises, and growth.
