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Education Sciences
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Forgiveness Education around the World: Considerations, Benefits, and Approaches
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Forgiveness Education around the World: Considerations, Benefits, and Approaches

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (1 April 2024) | Viewed by 5130

Special Issue Editors

Prof. Dr. Suzanne Freedman

E-Mail Website
Guest Editor
Department of Educational Psychology, Foundations, and Leadership Studies, University of Northern Iowa, Cedar Falls, IA 50614, USA
Interests: forgiveness education; intervention; counseling with children, adolescents, and adults
Prof. Dr. Radhi Al-Mabuk

E-Mail Website
Guest Editor
Department of Educational Psychology, Foundations, and Leadership Studies, University of Northern Iowa, Cedar Falls, IA 50614, USA
Interests: psychotherapeutic and educational applications of forgiveness

Special Issue Information

Dear Colleagues,

Research on the psychology of interpersonal forgiveness has been increasing, with forgiveness education garnering recent attention. Forgiveness education has been investigated as an approach to decrease anger, enhance emotional development, increase psychological well-being, and improve interpersonal relations in adolescents and children alike (Enright et al., 2007, Hui & Chau, 2009; Shechtman et al., 2009).  Forgiveness education can serve as a form of social emotional learning, as well as character education and/or peace education. Although worldwide research on forgiveness education with children, adolescents, and young adults is increasing (Rapp et al., 2022), more is needed to determine what is most effective when incorporating forgiveness education into the school curriculum and other educational and therapeutic settings. Additionally, it remains to be seen how differences in effectiveness may be related to duration, content, and setting of the education/intervention. Gaps in the current literature include, but are not limited to, how best to teach students of different ages and cultures about forgiveness, differences between research and educator led forgiveness education, how duration of the education/intervention impacts results, the benefits of offering forgiveness education to students’ parents, educators’ and mental health professionals’ knowledge of forgiveness, and how results are maintained over time.

Currently, much of the work on forgiveness focuses on adults. Therefore, more research is needed on the applications of forgiveness education for children and adolescents as a form of SEL and/or character education in the school environment and other contexts. In this Special Issue, we welcome both theoretical and empirical research papers that examine the impact of forgiveness education on students’ understanding and practice of forgiveness; the development of forgiveness as a moral virtue; the effectiveness of forgiveness education and intervention with children, adolescents, and young adults in different grades, cultures, and educational and therapeutic settings; and issues related to infusing forgiveness education into the school curriculum and other contexts of youth development.

Potential topics include, but are not limited to:

  • Educational and psychotherapeutic and applications of forgiveness across cultures
  • Children’s, adolescents’ and young adults’ perspectives on forgiveness
  • Development of forgiveness as a moral virtue in children, adolescents, and young adults
  • MTSS and Forgiveness Education
  • Teachers and mental health professional’s knowledge of forgiveness
  • Forgiveness education as SEL and/or character education

The deadline for manuscript submissions is 31 December 2023.

Aim & Scops of our Journal Education Sciences: https://www.mdpi.com/journal/education/about.

Prof. Dr. Suzanne Freedman
Prof. Dr. Radhi Al-Mabuk
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • educational and psychotherapeutic applications of forgiveness
  • cross-cultural research on forgiveness education
  • social–emotional learning
  • character education
  • forgiveness intervention
  • forgiveness as a moral virtue

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Published Papers (7 papers)

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Research

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19 pages, 809 KiB  
Article
Forgiveness Education in Fourth- through Eighth-Grade Classrooms: Development and Evaluation of a New Forgiveness Curriculum
by Loren Toussaint, Angela Kueny and Allison Stevens
Educ. Sci. 2024, 14(9), 928; https://doi.org/10.3390/educsci14090928 - 23 Aug 2024
Viewed by 736
Abstract
The purpose of this study was to examine the efficacy of a new middle-school-classroom forgiveness curriculum in promoting forgiveness and reducing anger. The students in this study were 153 fourth through eighth graders in three regional parochial schools. The students were assigned to [...] Read more.
The purpose of this study was to examine the efficacy of a new middle-school-classroom forgiveness curriculum in promoting forgiveness and reducing anger. The students in this study were 153 fourth through eighth graders in three regional parochial schools. The students were assigned to forgiveness education or control groups in the fall semester and reassigned to the opposite group in the spring semester. Before-and-after assessments of forgiveness and anger were collected in both the fall and spring semesters. The quantitative results showed that levels of forgiveness increased as expected in both semesters, but anger did not change in expected ways. The qualitative results showed that the children’s conceptualizations of the forgiveness process aligned closely with the core forgiveness curriculum content. The results suggest that meaningful work can be accomplished to promote forgiveness in the middle school classroom using this newly developed, efficient, and effective curriculum that can be implemented by teachers and staff. Full article
(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)
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17 pages, 292 KiB  
Article
Exploring Forgiveness through Theologically Informed Education: Lessons from Judaism
by Yitzhak Ben Yair, Sarel Ohayon, Natti Ronel and Suzanne Freedman
Educ. Sci. 2024, 14(9), 926; https://doi.org/10.3390/educsci14090926 - 23 Aug 2024
Viewed by 553
Abstract
Education serves as the primary line of defense against crime and other psychological difficulties. Children exposed to adversity and emotional challenges may be susceptible to various risks, potentially leading to criminal activities. Forgiveness has been demonstrated as a healing influence in the lives [...] Read more.
Education serves as the primary line of defense against crime and other psychological difficulties. Children exposed to adversity and emotional challenges may be susceptible to various risks, potentially leading to criminal activities. Forgiveness has been demonstrated as a healing influence in the lives of individuals who have experienced hurt and accumulated negative emotions due to life events. Understanding forgiveness from a young age, in both theory and practice, may facilitate improved relationships and psychological well-being. This article underscores the significance of forgiveness education, advocating for a culturally and theologically sensitive approach. In this article we will offer an example of integrating forgiveness education principles with insights from Judaic sources. The aim is to generate insights regarding theologically sensitive forgiveness in general by focusing on Judaism. As we demonstrate, the implications of this approach extend beyond the Jewish context, and our conclusions and recommendations are applicable to diverse cultures and religions worldwide. Full article
(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)
13 pages, 654 KiB  
Article
A Qualitative Exploration into How Teachers Understand and Practice Forgiveness
by Corinne DenHartog
Educ. Sci. 2024, 14(9), 923; https://doi.org/10.3390/educsci14090923 - 23 Aug 2024
Viewed by 439
Abstract
Forgiveness, though hard for many to simply define in concrete terms, is not necessarily a foreign concept or practice for the average individual. In an attempt to further understanding of forgiveness, the present study gathered the thoughts, opinions, and experiences of a specific [...] Read more.
Forgiveness, though hard for many to simply define in concrete terms, is not necessarily a foreign concept or practice for the average individual. In an attempt to further understanding of forgiveness, the present study gathered the thoughts, opinions, and experiences of a specific community of individuals, public school teachers. Using a series of six focus group interviews, analysis of data produced insights and conclusions related to how teachers understand forgiveness in theory and practice, how they practice forgiveness within their jobs, and their thoughts on forgiveness or virtue education within schools. Thematic analysis is presented with quotational support and a discussion of application to both forgiveness theory and future forgiveness education pursuits is offered in summation. Due to the many mental, emotional, and physical health benefits associated with forgiveness, the value of exploring forgiveness and forgiveness education is readily evident. This study provides a glimpse into the experiences of a community of individuals who practice forgiveness regularly within the context of their jobs as public school educators. Full article
(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)
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9 pages, 190 KiB  
Article
Forgiveness Education from an Aristotelian Realist Perspective: Can We Determine a Good Forgiveness Education Program?
by Jichan J. Kim and Robert D. Enright
Educ. Sci. 2024, 14(2), 155; https://doi.org/10.3390/educsci14020155 - 2 Feb 2024
Cited by 2 | Viewed by 1202
Abstract
If there is no Essence of forgiveness that cuts across many religious and philosophical traditions, forgiveness psychology becomes a cultural product with no implications beyond our confined time and space. In this article, we discuss forgiveness as a moral virtue from an Aristotelian [...] Read more.
If there is no Essence of forgiveness that cuts across many religious and philosophical traditions, forgiveness psychology becomes a cultural product with no implications beyond our confined time and space. In this article, we discuss forgiveness as a moral virtue from an Aristotelian realist perspective. We first attempt to define the Essence of forgiveness that centers on beneficence that develops within and flows to others for their good. We also discuss essential components of forgiveness that should be well captured in a good forgiveness education program. Then, we present two approaches to forgiveness education, the process- and story-based approaches, and show how they provide good applications of the Essence of forgiveness with specific qualities that cannot be reduced to its parts or confused with its Accidents or Properties. Finally, we provide practical implications with a focus on how cultural applications of the approaches presented are compatible with an Aristotelian realist view of forgiveness and, in fact, enrich the practice of forgiveness. Full article
(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)

Review

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16 pages, 264 KiB  
Review
Forgiveness Psychoeducation with Emerging Adults: REACH Forgiveness and Community Campaigns for Forgiveness
by Everett L. Worthington, Jr.
Educ. Sci. 2024, 14(9), 927; https://doi.org/10.3390/educsci14090927 - 23 Aug 2024
Viewed by 440
Abstract
Much attention has been devoted to the effectiveness of forgiveness interventions in children and adolescents featuring two premier programs by Enright and his colleagues. Little attention has been given to psychoeducational forgiveness interventions with emerging adults. This is a narrative review of REACH [...] Read more.
Much attention has been devoted to the effectiveness of forgiveness interventions in children and adolescents featuring two premier programs by Enright and his colleagues. Little attention has been given to psychoeducational forgiveness interventions with emerging adults. This is a narrative review of REACH Forgiveness studies with emerging adults (ages 18–25). The life tasks of emerging adults justify offering psychoeducational interventions to emerging adults. Research studies on REACH Forgiveness (k = 17), non-REACH Forgiveness studies (k = 4), and community campaigns at universities (k = 4) with emerging adults are summarized. Effect sizes per hour (d/h) for REACH Forgiveness studies (k = 13 for psychoeducational groups; k = 4 for self-administered workbooks) are reported. The proto-REACH groups (k = 5) had mean d/h = 0.104; REACH groups (k = 9) had d/h = 0.101; self-administered workbooks (k = 3) had mean d/h = 0.15; non-REACH Forgiveness studies (k = 4) had d/h = 0.09. All studies were from the USA, and most were from universities. However, a recent article reported randomized controlled trials in five non-USA samples of adults (N = 4598). A 3.34-h workbook had d/h = 0.16, suggesting that the workbook might be effective with emerging adults around the world. Finally, three USA Christian universities had public health immersion campaigns to promote forgiveness, and a community psychoeducational campaign in 2878 secular university students in Colombia (of ~9000 total) allowed choices among 16 psychoeducational activities. The number of activities used was proportional to forgiveness experienced. For forgiveness, d = 0.36 plus substantial reductions in depression and anxiety, indicating strong public health potential of forgiveness psychoeducation in emerging adults worldwide. Full article
(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)

Other

Jump to: Research, Review

12 pages, 260 KiB  
Perspective
Incorporating the Developmental Considerations in a Proposed Forgiveness Education Intervention for Suicidal Adolescents
by Jiahe Wang Xu, Shih-Tseng Tina Huang and Robert D. Enright
Educ. Sci. 2024, 14(9), 925; https://doi.org/10.3390/educsci14090925 - 23 Aug 2024
Viewed by 406
Abstract
This paper first explores the risk factors associated with adolescents’ suicidal thoughts, attempts, and behaviors within different developmental domains and in the environment, using the developmental systems theory (DST). The most frequently identified risk factor for suicide, psychological pain, is examined in terms [...] Read more.
This paper first explores the risk factors associated with adolescents’ suicidal thoughts, attempts, and behaviors within different developmental domains and in the environment, using the developmental systems theory (DST). The most frequently identified risk factor for suicide, psychological pain, is examined in terms of its nature, expression, and possible cause. This paper criticizes the current empirical research of suicidal adolescents’ interventions on two issues: (1) lack of concern for fundamental issues in lifespan development and (2) inadequate treatment of the emotional needs resulting from the psychological pain in adolescents. Finally, this paper proposes forgiveness education intervention as targeting the emotional needs, particularly psychological pain, for suicidal adolescents. Full article
(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)
11 pages, 181 KiB  
Perspective
Ten Years of Teaching Forgiveness Education in the Schools of Greece: Looking toward the Future
by Peli Galiti
Educ. Sci. 2024, 14(9), 924; https://doi.org/10.3390/educsci14090924 - 23 Aug 2024
Viewed by 513
Abstract
This article presents the accumulated experience and outcomes after ten years of forgiveness education (FE) in the schools of Greece. The author implemented the program throughout Greece by publishing new books on FE adapted to the Greek culture and training an interdisciplinary team [...] Read more.
This article presents the accumulated experience and outcomes after ten years of forgiveness education (FE) in the schools of Greece. The author implemented the program throughout Greece by publishing new books on FE adapted to the Greek culture and training an interdisciplinary team of educators through both in-person and online workshops in several Greek cities. Using feedback from the experiences of the trained teachers and the participating students, a lot of valuable information was obtained for the future expansion of forgiveness education programs. Our objective is to provide a conceptual map for educators so that they may be better equipped when designing their own implementation plans for forgiveness education programs in other schools and countries. Dissemination practices and innovative methods are suggested. Recommendations for the future also include steps for the development and growth of FE in institutions and settings outside the school environment, thus spreading FE concepts and the resultant new ways of thinking and practices throughout the community. Full article
(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)
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