ABSTRACT

Forgiveness is usually analysed in terms of the benefits to victims or perpetrators. When referring to victims, attention is focused on overcoming the negative emotions caused by harm or achieving good that is important to them. In this article, the issue of the victims’ responsibility for the personal and moral development of the perpetrators, as well as for building the community to which the perpetrators belong, has been addressed. We compare the relationship between a forgiving victim and a perpetrator to an educational relationship, to discover the educational dimension of forgiveness. We use one of the contemporary models of the educational relationship to check whether all subjects of this relationship and the references between them relevant to this relationship can be identified in that between the forgiving victim and the perpetrator. A critical issue for this reflection was the stereotypes concerning forgiveness. From the analysis, the conclusion can be drawn that the relationship between the forgiving victim and the perpetrator can meet the criteria of an educational relationship, if forgiveness is properly understood, i.e. it is expressed in actions adequate for the level of the perpetrators’ personal and moral development and is not reduced to merely cancelling their debt.

摘要

宽恕通常根据对受害者或肇事者的利益来分析。当提到受害者时，注意力集中在克服伤害造成的负面情绪或实现对他们来说很重要的好处上。在这篇文章中，受害者对肇事者的个人和道德发展以及建设肇事者所属社区的责任问题得到了解决。我们将宽恕的受害者和加害者之间的关系与教育关系进行比较，以发现宽恕的教育维度。我们使用一种当代的教育关系模型来检查是否可以在宽容的受害者和加害者之间识别出这种关系的所有主体以及它们之间与这种关系相关的参考。这种反思的一个关键问题是关于宽恕的刻板印象。从分析中可以得出结论，如果正确理解宽恕，宽恕的受害者和加害者之间的关系可以满足教育关系的标准，即它表现为足以满足加害者个人和行为水平的行为。道德发展，而不仅仅是取消他们的债务。