It is perfectly legitimate to forgive someone who hurts a family member when you have been hurt by that action. You need not wait until your brother forgives because you are free to offer forgiveness whenever you are ready. Your forgiving the teacher may show your brother that it is possible.
This depends on what the child, who now is an adult, has learned from what was observed about the parents. It is possible that the person might gain wisdom from the parents’ fighting and realize that such a pattern is not healthy. Thus, the person may deliberately commit to not following the parents’ behavior. In contrast, if the person does not reflect on the potentially destructive pattern, then, yes, the person may grow up to show bullying behaviors in school and to repeat the pattern of a conflictual relationship with a partner. In other words, insight along with a commitment to not imitate the conflictual behavior might spare the person from repeating the parents’ behavioral pattern.
You are free to choose forgiveness in this case. Even though your son’s ex-spouse did not hurt you directly, she did hurt you in a secondary sense in that she hurt your loved one. Forgiving in this context is appropriate. You are not being disloyal to your son if you choose to forgive to rid yourself of resentment. You need not, then, go to your son and proclaim your forgiveness and then pressure him now to do the same. You can forgive without discussing this with your son. If and when he is ready to forgive, then you can share your insights about the forgiveness process with him.
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.
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.
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 a
forgiving 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.
Enright, Robert D.; Fitzgibbons, Richard P.. Forgiveness Therapy (Kindle Locations 4377-4399). American Psychological Association (APA). Kindle Edition.
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.
The Arts @ First United Methodist Church, Madison presents…
Live on Stage from Around the World: 90 Minutes of World Class Performances
Sunday, November 11, 2018
First United Methodist Church
203 Wisconsin Avenue
Join us for a live concert featuring these internationally-respected performers:
The Kat Trio, formally known as The Ekaterinburg (Russia) Classical Trio, is composed of Victoria Gorbich (violin), Vladislav Gorbich (Clarinet), and Joseph Ross (pianist). The trio’s unique Russian arrangements and seamless transcriptions of timeless melodies feature classical works, well-known inspirational songs, and even American pop standards, including Scott Joplin’s rags.
The Varshavski-Shapiro Piano Duo is comprised of pianists Stanislava Varshavski (born in Kharkov, Ukraine) and Diana Shapiro (born in Moscow, Russia), who began playing together in 1998 after meeting at the Jerusalem Rubin Academy in Israel. After studying in Israel and the US, both pianists completed Doctoral degree studies at the University of Wisconsin-Madison in 2011. . Click here to listen to The Varshavski-Shapiro Piano Duo perform three of their piano classics.
Miles McConnell is a classical guitarist from central Florida who has studied and performed around the world and who is now based in Madison, WI, where he earned the Doctor of Musical Arts degree in Classical Guitar Performance in 2010. Miles has just returned from his performance at the Classical Guitar Retreat at the Cathedral of the Isles, on the isle of Cumbrae, in Scotland. Click here to see and hear Miles play six of his classical arrangements. ..
Concert Master of Ceremonies will be Norman Gilliland who began hosting classical music broadcasts on Wisconsin Public Radio in the mid-1970s. Gilliland has also been the narrator for the Wisconsin Chamber Orchestra’s popular summer series “Concerts on the Square” for the past 28 years.
Meet the artists at a hospitality reception following the concert.