Education Sciences

Research

16 pages, 624 KiB

Open AccessArticle

Forgiveness Education in Conflicted Societies: The Lived Experiences of Arab and Jewish Fifth-Grade Children in Israel

by Laiki Saban, Tali Gal, Jiahe Wang Xu, Jacqueline Y. Song, Hannah Rapp, Moon Evans, Danielle Lee and Robert Enright

Educ. Sci. 2024, 14(12), 1300; https://doi.org/10.3390/educsci14121300 - 27 Nov 2024

Viewed by 519

Abstract

This research examines the subjective experiences of 10–11-year-old students participating in a social-emotional Education Program on Forgiveness and Agape Love (EPFAL) in Israel. The EPFAL is designed to help students acquire a social-emotional tool to help them deal with the wrongs, vulnerabilities, and [...] Read more.

This research examines the subjective experiences of 10–11-year-old students participating in a social-emotional Education Program on Forgiveness and Agape Love (EPFAL) in Israel. The EPFAL is designed to help students acquire a social-emotional tool to help them deal with the wrongs, vulnerabilities, and injustices they will likely experience later in life. The EPFAL took place as part of a larger international research project evaluating the program’s effectiveness in enhancing students’ well-being and improving the class environment in Northern Ireland, Taiwan, and Israel. The present article presents findings from qualitative, semi-structured interviews of forty students and thirteen teachers who participated in the study in Israel and field notes of class observations conducted during data collection for the larger study. A thematic analysis of the findings suggests that students found the EPFAL interesting, enjoyable, and valuable. The participants experienced cognitive, emotional, and behavioral changes, including changes in the perception of forgiveness. They experienced a sense of empowerment and openness, reduced anger and empathy, and learned to talk about their feelings. This study demonstrates how emotional, behavioral, and cognitive transformations promoted by the EPFAL affect children’s relationships with friends and family and improve the classroom atmosphere. Full article

(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)

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19 pages, 809 KiB

Open AccessArticle

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 1261

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

Open AccessArticle

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 983

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

Open AccessArticle

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 841

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

Open AccessArticle

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 4 | Viewed by 1463

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

Jump to: Research, Other

23 pages, 1224 KiB

Open AccessReview

Maximize the Impacts of Forgiveness Education with Moral Agency Development

by Lai Yung Wong

Educ. Sci. 2024, 14(12), 1346; https://doi.org/10.3390/educsci14121346 - 9 Dec 2024

Viewed by 440

Abstract

Forgiveness education is more than the teaching of forgiveness. Since forgiveness education cultivates virtuous characters and the best self as the moral self, it sets the foundation for moral agency development. Based on a review of research and the literature about the psychological [...] Read more.

Forgiveness education is more than the teaching of forgiveness. Since forgiveness education cultivates virtuous characters and the best self as the moral self, it sets the foundation for moral agency development. Based on a review of research and the literature about the psychological processes of forgiveness and moral agency, this article illustrates how the forgiveness virtue and moral agency operate and enhance each other for their common roots in the moral self. Due to their symbiotic relationship, promoting moral agency development in forgiveness education is beneficial for the cultivation of mature forgivers, mature moral agents, and good citizens with virtuous characters. To maximize the effectiveness and the impacts of forgiveness education, the GMIRA method is proposed. That is, setting the learning goal of living and being the best self; social modeling towards the goal, and blending the holistic moral agency concept into the existing forgiveness curriculum using the IRA (invitation, reflection, and assessment) strategies. Since moral agency is adaptive, the IRA methods can be flexibly applied to fit individual developmental needs across time and social-cultural contexts in all types of education. This novel idea is open for future research. Full article

(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)

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16 pages, 264 KiB

Open AccessReview

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 1025

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

Open AccessPerspective

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 676

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

Open AccessPerspective

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 937

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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