Tagged: “Forgiveness Education”
Forgiveness Education: Example of the Second-Grade (Primary 4 in Belfast) Curriculum
A 17-lesson curriculum guide was written by a licensed psychologist 
and a developmental psychologist for the teachers’ use. Each lesson takes approximately 45 minutes or less and each occurs approximately once per week for the entire class. Additional activities in the guide are provided if a teacher wishes to extend the learning.
In the early years of the program, the teachers were introduced to the ideas of forgiveness and the curricular materials in a workshop directed by the authors of the curriculum or others associated with the project. We envision other methods as the work expands. Audios of the workshop, for example, may become available for download.
Forgiveness is taught by the classroom teachers primarily through the medium of story. Through stories such as Disney’s The Fox and the Hound, Cinderella, Dumbo, and Snow White, the children learn that conflicts arise and that we have a wide range of options to unfair treatment.
The curriculum guide is divided into three parts:
- First, the teacher introduces certain concepts that underlie forgiveness (the inherent worth of all people, kindness, respect, generosity, and moral love), without mentioning the word forgiveness.
- In Part Two, the children hear stories in which the story characters display instances of inherent worth, kindness, respect, generosity, and moral love (or their opposites of unkindness, disrespect, and stinginess), toward another story character who was unjust.
- In Part Three, the teacher helps the children, if they choose, to apply the five principles toward a person who has hurt them.
Throughout the implementation of this program, teachers make the important distinction between learning about forgiveness and choosing to practice it in certain contexts. The program is careful to emphasize the distinction between forgiveness and reconciliation. A child does not reconcile with someone who is potentially harmful, for example. The teachers impress upon the children that the exercises in Part Three of forgiving are not mandatory, but completely optional.
The first-grade curriculum is similar to this one with the exception of the choice of stories. In first grade, the centerpiece stories are from Dr. Seuss.
Robert
From Enright, R.D., Knutson, J, & Holter, A. (2006). “Turning from hatred to community friendship: Forgiveness education in post-accord Belfast” – Presented at the 20th Anniversary Conference of the Joan B. Kroc Institute for International Peace Studies, University of Notre Dame, November 7, 2006.
The Eight Principles Underlying Forgiveness Education
We considered eight principles when devising forgiveness education:
- The learning should take place in a non-stressful environment, such as a family setting or a classroom.
. - What is discussed initially does not center personally on the child but instead on story characters. The child sees first that story characters have conflicts. Next, the child sees that there are many ways to solve and deal with conflicts and that forgiveness is one of those ways. Next, the child sees that forgiveness does not directly solve a situation of injustice. Instead, forgiveness is one way of dealing with the consequences of injustice.
. - Once a child understands what forgiveness is and what it is not and understands the nature of interpersonal conflict (when one person acts badly, others can be hurt), he or she is ready to explore the pathway of forgiveness, the “how to” of forgiveness. This, again, is best taught by having the child first see others (story characters) go through forgiveness as a way to model it.
. - Then it is time for a child to start trying to forgive someone for a real offense against the child. This is best accomplished initially by choosing a small offense (e.g., being pushed on the playground) and only later building up to more serious injustices.
. - As children learn about forgiveness, the instruction should be developmental.By this we mean that at first the child can see a story character forgiving one other story character for one offense. Then the child should begin to reason that if a story character can forgive one person for one offense, maybe that story character can forgive that same other person again and again, learning to generalize forgiveness across situations.
. - Next in the developmental sequence, the child learns that the generalization can occur across divergent other people so that he or she can forgive a variety of people for a variety of offenses.
. - Then in adolescence comes the more mature idea that “I can be aforgiving person.” In other words, forgiveness is not just something that one does in a behavioral sense, but instead forgiveness can go beyond actions to an internalized response that is part of the self, part of one’s identity as a person. It is here that the desire to forgive becomes more stable and enthusiasm for this moral virtue begins to develop. It is what Aristotle called “the love of the virtues.”
. - Finally, the developmental pathway leads to a motivation of giving forgiveness away to other people in the community. The adolescent, as part of a class assignment, might, for example, consider talking with counselors or families to introduce them to what forgiveness is, how people forgive, and the benefits for self and others when forgiveness is properly understood and practiced.
Robert
Enright, Robert D.; Fitzgibbons, Richard P.. Forgiveness Therapy (Kindle Locations 4377-4399). American Psychological Association (APA). Kindle Edition.
How can you create a forgiving community for oppressed people? Don’t you first have to validate the injustices by solving them? Forgiveness without such validity seems weak.
One can validate oppression by acknowledging it and calling it what it is: unfair. One can own one’s legitimate anger over the oppression. Yet, if one waits to actually solve the injustice before forgiving, then those who are oppressing win twice: once with original and ongoing oppression and second by having the oppressed people living under a constant state of unhealthy anger or resentment. That resentment, over time, might be so strong as to destroy individuals and families within that oppressed community. Forgiveness without a correction of the injustice at the very least solves that one problem of destructive resentment.
Learn more at Healing Hearts, Building Peace.
I have noticed that some of my friends just are angrier than others. They do not seem to show this anger only when recently treated unfairly by others. They are just angry people. Why do you think this would be?
Without knowing the person’s history, it is not possible to know for certain why one of your friends is consistently showing anger. I suspect two issues. First, the display of anger in the home, when your friend was growing up, might have been high. In other words, angry behavior was demonstrated in the home and implicitly approved as a norm. In other words, the friend learned anger by observing it being modeled in the home. Second, the friend may have been hurt by the anger displays in the home and so there is resentment from the past that is affecting the person now, in the present. If this second scenario is correct, then the friend might benefit from forgiving one of the parents who might have displaced the anger onto your friend while growing up.
Learn more at Family Forgiveness Guidelines.
Do children really understand what forgiveness is? If they do not, then can they really forgive?
We have been helping teachers set up forgiveness education programs since 2002. In our experience, children as young as age 6 can understand the worth of people, including the built-in worth of all people. This is a foundational step in forgiving. Even though young children may not understand the moral virtue of love (serving others for the others’ sake), they nonetheless can see that to forgive is to see the worth in the other and to offer kindness of some kind to the one who offended. As forgiveness education occurs on higher grade levels, then students’ understanding of forgiving as an expression of mercy can become more sophisticated.
Learn more about Forgiveness Education for Children at: Curriculum
