In education we do not escape from the fads. This sometimes implies that we focus on some aspects and forget other experiences which should also be educated. One of these experiences, that we consider neglected in current trends, is forgiveness. On the contrary, other relevant concepts such as assertiveness, tolerance and solidarity are not absent in the educational context.
A common characteristic of these three elements is that they all are in vogue. Any school project contains them, any self-respecting professional frequently talks about them. But… are not fads dangerous in education? We do not think that assertiveness, solidarity and tolerance, if they are well understood, are dangerous. Nonetheless, we do consider dangerous that fads could hide the real educational needs of persons.
Philosophers like Arendt, Jankélévicht, Levi or Derrida have written philosophical reflections on forgiveness and its possibility, need, difficulty and unconditionality. We have marveled at literary works that had forgiveness as their main protagonist. And even in recent decades we have become accustomed to seeing it on the political sphere (cfr. Lefranc, 2004; Bilbao et al, 1999).
However, we have seldom brought it to the daily school context. It is true that we can find it in the kindergarten, when those marvelous educators ask a child: come on, go with that one you bit or hit, apologize and kiss him/her. But we never again dare bring forgiveness to school, because when children grow up we often think that their rhythm and interiority have to be respected, and we only dare ask for respect, tolerance, solidarity or assertiveness. In this situation, the question is clear: is forgiveness something exclusive of infants? Rather, we would say that its complexity is such that only a child´s simplicity knows how to live with it naturally.
Nevertheless, we know that forgiveness can report us physical and emotional healthy benefits (McCullough, Worthinton & Rachal, 1997; Toussaint & Webb, 2005; Witvliet, Ludwig & Vander Laan, 2001). Moreover, it is a good opportunity to advance in personal development (Enright, 1994; Wolberg, 1973), and forgiveness deficits may increase psychopathology levels (Mauger et al, 1992). That is, forgiveness not only promotes more supportive social relationships but it is also a health source.
Despite this, one could not assert that education of forgiveness is a priority in current educational research. In the best cases, forgiveness is conceived as a learning of good manners (Pareja Salinas & Álvarez Teruel, 2003), or as part of the religious education (Díaz, 2002). However, although this concept has deep religious roots, it does not mean that it is not relevant in a secular context (Arendt, 1998). Furthermore, its importance in the intra and interpersonal spheres implies that it should not be excluded from education in a general sense.
Therefore, the aim of this article is to approach the process of forgiveness, to show how it has to be properly developed, and its possible application to education.
