I have no comment to make on the aesthetic merits of these verses. I have put them at the head of my discussion because they happen to introduce a cluster of concepts connected with forgiveness: pride, love, hate, God, friendship, goodwill, eternity, offence, condemnation, resentment, blame. We may think that some, but not all, of these have essential connections with the concept in which we are interested. And we may, of course, think that the list is incomplete. Other obvious candidates (...) spring to mind: pity, for example, repentance, compassion, punishment and pardoning. (shrink)

Aurel Kolnai; VI*—Forgiveness, Proceedings of the Aristotelian Society, Volume 74, Issue 1, 1 June 1974, Pages 91–106, https://doi.org/10.1093/aristotelian/74.1.

Aurel Kolnai; VI*—Forgiveness, Proceedings of the Aristotelian Society, Volume 74, Issue 1, 1 June 1974, Pages 91–106, https://doi.org/10.1093/aristotelian/74.1.

To forgive a person for a wrong he has done has often been valued as morally good and as indicative of a benevolent and merciful character. But while forgiveness has been recognized as valuable its nature as a moral response has largely been ignored by modern moral philosophers who work outside the confines of a religious context. 1 Where it has been discussed, forgiveness has been thought particularly difficult to define, and some have thought the forgiving response paradoxical or even (...) impossible. I shall discuss some of these difficulties and suggest firstly that the value of forgiveness lies in the fact that it essentially requires a recognition of the wrongdoer's responsibility for his action, and secondly that forgiveness typically involves an effort on the part of the one wronged: a conscious attempt to improve oneself in relation to the wrongdoer. (shrink)

There appear to be a number of general things which can be said about forgiveness. If these are left sufficiently vague they seem to be applicable to all the situations in which the term is used.First, there can be no question of forgiveness unless an injury has been inflicted on somebody by a moral agent. There must be something to forgive; and the injury that is to be forgiven must be one for which a moral agent can be held responsible. (...) One cannot forgive a rock for falling on one's foot or a cougar for attacking one's child—even though a child might kick the rock and a father might shoot the cougar. (shrink)

Lawrence Kohlberg's Approach to Moral Education presents what the late Lawrence Kohlberg regarded as the definitive statement of his educational theory. Addressing the sociology and social psychology of schooling, the authors propose that school culture become the center of moral education and research. They discuss how schools can develop as just and cohesive communities by involving students in democracy, and they focus on the moral decisions teachers and students face as they democratically resolve problems. As the authors put it: "...we (...) propose an educational renewal of our democratic society.... We have attempted to establish schools that do more than just teach about democratic citizenship, that are themselves democratic societies.". (shrink)

Nietzsche referred to his critique of Judeo-Christian moral values as philosophizing with the hammer. On the Genealogy of Morals (originally subtitled A Polemic) is divided into three essays. The first is an investigation into the origins of our moral values, or as Nietzsche calls them moral prejudices. The second essay addresses the concept of guilt and its role in the development of civilization and religion. The third essay considers suffering and its role in human existence. What might be of most (...) value to today's reader is not necessarily Nietzsche's views on particular ethical issues, but rather his encouragement to think independently and to actualize the self. (shrink)

Philosophers have sometimes drawn a distinction between supererogation and duty. This paper considers the possibility that a religious understanding of hu- man life and history may require what would otherwise be considered praise worthy but not obligatory. The specific example here is forgiveness. The paper sketches a view of forgiveness and suggests that forgiveness is not, at least in contemporary Western thought, considered to be a moral obligation. Several reasons why this might be the case are considered as well as (...) how par- ticular Christian beliefs about God's justice and mercy may transform this situa- tion. The paper concludes that given certain religious beliefs, forgiveness may be both moral prerogative and religious duty. (shrink)