Gratitude and Compassion in Catholic Education Emotions in

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Gratitude and Compassion in Catholic Education: Emotions in Education Dean Sarnecki dean@acsta. ab. ca

Gratitude and Compassion in Catholic Education: Emotions in Education Dean Sarnecki dean@acsta. ab. ca

Gratitude and Compassion in Catholic Education Karen Klein

Gratitude and Compassion in Catholic Education Karen Klein

Gratitude and Compassion in Catholic Education Introduction to Changes in the Education Act 2015

Gratitude and Compassion in Catholic Education Introduction to Changes in the Education Act 2015 “Students are better able to achieve success and a positive sense of self when schools are inclusive, welcoming, caring, respectful, and safe. These environments support students in building healthy relationships with others, value diversity and demonstrate respect, empathy, and compassion. ” -- Alberta Education

Gratitude and Compassion in Catholic Education A Curriculum of the Heart With utmost concern

Gratitude and Compassion in Catholic Education A Curriculum of the Heart With utmost concern take care of your heart” (Proverbs 4: 23) Thoughts: “Moreover, for our own mental health, we need to be able to recognise, analyse, acknowledge, ‘own’ and express our emotions in authentic yet morally acceptable ways. ” Carr proposes we seek to come to a deeper understanding in education of the relationship between sentiment or emotion and reason (2015). Defining emotion: Very complex term with no single, universally accepted definition. Usually a natural instinctive state of mind deriving from one's circumstances, mood, or relationships with others. n Often seen as something we have and express. Ahmed: rejects inside-out model of emotions (“things” we have). Instead emotions “surface” at the point of contact between ourselves and the world. The skin mediates emotions and serves as the point of contact for emotionsand creates a space for exchange and movement that reconciles an understanding of both individual and communal expressions of emotions. The Enlightenment’s focus of reason and logic left the impression on people that the emotions were unstable and difficult to rely on. In education this led many to ignore the emotional development of students in schools and question the role of emotions in culture and society in general.

Interesting perspective

Interesting perspective

Gratitude and Compassion in Catholic Education Can You Educate the Heart?

Gratitude and Compassion in Catholic Education Can You Educate the Heart?

Gratitude and Compassion in Catholic Education Most teachers realize that spirituality and emotions are

Gratitude and Compassion in Catholic Education Most teachers realize that spirituality and emotions are at the centre of their work How much of our time with students spent discussing emotions? Do we give emotional intelligence the same due as intellectual? For Durka (2002) all education is from the heart. The “curriculum” is just a starting point for the work and life of the teacher. It is in the formation and sharing of the heart – emotions such as love, hope, joy, happiness and thankfulness -- that bring true learning and teaching. Ultimately for Durka teaching is a vocation, a call from the divine responded to not just by the head but the heart and soul. She says it is the “sense that one can make a difference, and that one can shape the world and not just be shaped by it (p. 10)” that calls forth the work of the soul, the emotions, and the heart.

Gratitude and Compassion in Catholic Education Palmer (1997) writes, “Teaching, like any truly human

Gratitude and Compassion in Catholic Education Palmer (1997) writes, “Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject and our way of being together”. Palmer believes that there are three important paths in teaching: intellectual, emotional and spiritual. None can be ignored. Teaching solely to the intellect, reduces teaching to cold abstractions; only to the emotion leads to narcissism; and limit education to the spiritual and you lose your tether to the world. All three, head, heart, and soul, are important and necessary. A curriculum of the heart joins the emotions to the head and the soul, and all three play vital roles in education. Emotions are the way that teachers and students “feel” as we teach and learn and these feelings can either enlarge or diminish the exchange or relationship between us. Spiritual for Parker is the plurality of means by which we answer “the heart's longing to be connected with the largeness of life-a longing that animates love and work, especially the work called teaching. ”

Gratitude and Compassion in Catholic Education Context for Gratitude and Compassion Again very difficult

Gratitude and Compassion in Catholic Education Context for Gratitude and Compassion Again very difficult to define and categorize. • Some call gratitude and Compassion compound emotions(composed of simple emotions): Gratitude: Admiration+Joy (gratefulness + thankfulness) Compassion: Pity+Justice (Empathy in Motion) • Others suggest that they are spiritual emotions: Compassion, gratitude and contrition. • Or spiritually positive emotions: Awe, compassion, gratitude, love, joy, and trust

Gratitude and Compassion in Catholic Education Defining Compassion

Gratitude and Compassion in Catholic Education Defining Compassion

Gratitude and Compassion in Catholic Education Defining Compassion In classical Latin the term originally

Gratitude and Compassion in Catholic Education Defining Compassion In classical Latin the term originally used for compassion was misericordia. Over time compassion from Late Latin compassionem (nominative compassio) "sympathy, " noun of state from past participle stem of compati "to feel pity, " from com- "together" + pati "to suffer". Misericordia (literally miser wretched; cordia - heart) has been translated into English as a combination of pity, mercy, and compassion. In mid-14 c from Latin to Old French compassion meaning "sympathy, pity". Online Etymology Dictionary: http: //www. etymonline. com/index. php

Gratitude and Compassion in Catholic Education Jean Vanier-A Compassionate Society 1. What sort of

Gratitude and Compassion in Catholic Education Jean Vanier-A Compassionate Society 1. What sort of society do we want? There are, for me, a few principles. A society that encourages us to break open the shell of selfishness and selfcentredness contains the seeds of a society where people are honest, truthful, and loving. A society can function well only if those within are concerned, not only with their own needs or the needs of those who immediately surround them, but by the needs of all, that is to say, by the common good and the family of nations. Each one of us, I believe, is on a journey towards this openness where we risk to love. ---Jean Vanier, Becoming Human, p. 34

Gratitude and Compassion in Catholic Education A Compassionate Society 2. Growth toward openness means

Gratitude and Compassion in Catholic Education A Compassionate Society 2. Growth toward openness means dialogue, trusting in others, listening to them, particularly to those who say things we don't like to hear, speaking together about our mutual needs and how we might grow to new things. The birth of a good society comes when people start to trust each other, to share with each other, and to feel concerned for each other (compassion). ---Jean Vanier, Becoming Human, p. 34

Gratitude and Compassion in Catholic Education Jean Vanier

Gratitude and Compassion in Catholic Education Jean Vanier

Gratitude and Compassion in Catholic Education Two weeks after the Pope moved the world

Gratitude and Compassion in Catholic Education Two weeks after the Pope moved the world when he embraced victim of terrible disease, his compassion brings a moment of joy to another disfigured man http: //www. dailymail. co. uk/news/article-2510595/Pope. Francis-compassion-brings-joy-disfiguredman. html#ixzz 42 q. DQy. W 66 Follow us: @Mail. Online on Twitter | Daily. Mail on Facebook Papal Audience November 2012 (Luke 8: 40– 56)

Gratitude and Compassion in Catholic Education Teaching Emotions - Context Important “The essential point

Gratitude and Compassion in Catholic Education Teaching Emotions - Context Important “The essential point here is that whatever the school and the public determine to be appropriate for the schools’ education responsibilities must be addressed in such a way as to express our mythic goals, our sacred aspirations, and moral commitments. . . concerned with a society and an economy that is committed toward justice and dignity for all” (p. 126). ---Purpel & Mc. Laurin, 2004

Gratitude and Compassion in Catholic Education In recent years compassion has attracted attention as

Gratitude and Compassion in Catholic Education In recent years compassion has attracted attention as a means of healing and reconciliation in a world of separation and parochialism. Compassion (and other emotions of the heart) can engage empathy and encourage action in drawing persons closer together through shared experiences, human suffering and justice. The school (and education in general) through modelling (act of justice and compassion), practices (for example contemplation and mindfulness), structures (policies and climate of the school), can utilize compassion to create a larger community of care and concern.

Gratitude and Compassion in Catholic Education Why is is important to look at compassion?

Gratitude and Compassion in Catholic Education Why is is important to look at compassion? 1. First, compassion, in the philosophical tradition, is a central bridge between the individual and the community; it is conceived of as our species' way of hooking the interests of others to our own personal goods. It would therefore be a good thing to think hard about the structure of this moral sentiment, so that we might understand better how to produce it and how to remove obstacles to it. 2. Second, some modern moral theories — liberal and individualist moral theories in particular — have treated compassion as an irrational force in human affairs, one that is likely to mislead or distract us when we are trying to think well about social policy. Once again, it would behoove us to scrutinize this claim by investigating the structure of compassion. 3. Third, this simple opposition between emotion and reason has also been invoked by communitarian critics of liberalism, who have suggested that if we are to make room for sentiments such as compassion, which do not seem to be much honored in liberal theory, this will mean basing political judgment upon a force that is affective rather than cognitive, instinctual rather than concerned with judgment and thought. ---Nussbaum, 1996.

Gratitude and Compassion in Catholic Education Aquinas suggests that pastorally we require an accurate

Gratitude and Compassion in Catholic Education Aquinas suggests that pastorally we require an accurate perception and guidance of prudential judgement about the truly good action. Lack of basic compassion can dehumanize us. On the other hand, identifying the pain of another in feelings that overwhelm us can either impede action or undermine its effectiveness. Aquinas’s focus on compassion as desire moving towards action - to alleviate another's distress prompted by fellow feeling. ---Ryan, 2010

Gratitude and Compassion in Catholic Education

Gratitude and Compassion in Catholic Education

Gratitude and Compassion in Catholic Education Charter For Compassion Karen Armstrong Our Vision

Gratitude and Compassion in Catholic Education Charter For Compassion Karen Armstrong Our Vision

Gratitude and Compassion in Catholic Education Compassion in Literature (Sample) Anne Frank’s Diary. Dir.

Gratitude and Compassion in Catholic Education Compassion in Literature (Sample) Anne Frank’s Diary. Dir. Julian Wolff. Associated Studios Global Toon Network, 1999. Chinn, Kevin. Sam and the Lucky Money. New York: Lee&Low Books, 1995. Print. Cherry, Lynne. The Great Kapok Tree. London: Harcourt, 2000 Print. Coles, Robert. The Story of Ruby Bridges. New York: Scholastic, 1995. Print. Di. Camillo, Kate. The Tale of Despereaux. Waterville: Thordike Press, 2004. Print. Frank, Anne Frank: The Diary of a Young Girl. Parmaus: Globe Fearon, 1995. Print. Gordon, Sheila. Waiting for the Rain. New York: Orchard Books, 1987. Print. Hawthorne, Nathaniel. The Scarlett Letter. New York: Godalming, 2009. Print. Keller, Helen. The Story of My Life. N. p. : Signet Classics, 2010. Print. Lowry, Lois. Number the Stars. Boston: Houghton Mifflin, 1989. Print Manson, Ainslie. Ballerinas Don’t Wear Glasses. Custer, Orca Book Publishers, 2000. Print. Moss, Peggy. Say Something. Me: Gardiner, 2004. Print. Philbrick, Rodman. Freak the Mighty. New York: Blue Sky Press, 1993 Print. Polacco, Patricia. Chicken Sunday. New York: Scholastic, 1997. Print. Speare, Elizabeth George. The Witch of Blackbird Pond. Boston: Sandpiper, 2011. Print. Stockett, Kathryn. The Help. New York: Putnam, 2011 Print. Swope, Sam and Barry Root. The Araboolies of Liberty Street. New York: Distributed by Crown, 1989. Print. Williams, Laura E. The Can Man. New York: Lee & Low Books, 2010. Print.

Gratitude and Compassion in Catholic Education Compassion in Films • • • Charlotte’s Web.

Gratitude and Compassion in Catholic Education Compassion in Films • • • Charlotte’s Web. Dir. Gary Winick. Paramount, 2006. DVD. The Tale of Despereaux. Dir. Sam Fell and Robert Stevenhagen. Universal Pictures, 2008. DVD. To Kill a Mockingbird. Dir. Robert Mulligan. Universal International Pictures, 1962. Videocassette. The Help. Dir. Tate Taylor. Dreamworks, 2011. DVD, The Miracle Worker. Dir. Arthur Penn. Playfilm Productions, 1962. Videocassette. The Outsiders. Dir. Francis Ford Coppola. Zoetrope Studios, 1983. Videocassette. The Lorax. Dir. Chris Renaud and Kyle Balda. Universal Pictures, 2012. DVD Horton Hears a Who. Dir. Jimmy Hayward and Steve Martino. Twentieth Century Fox Corporation, 2008. DVD. The Scarlett Letter. Dir. Rick Hauser. WGBH, 1972. Videocassette.

Gratitude and Compassion in Catholic Education Compassion Books and Websites Compassionate Kids. www. compassionatekids.

Gratitude and Compassion in Catholic Education Compassion Books and Websites Compassionate Kids. www. compassionatekids. com. Compassionate Kids Inc, n. d. Web. 3 Dec. 2012. Schwartz, Linda. Taking Steps Towards Tolerance and Compassion: Creative Projects to Help Kids Make a Difference. N. p. : Learning Works, 2002. Print. Kielburger, Craig and Marc and Shelley Page. The World Needs Your Kid: Raising Kids Who Care and Contribute. N. p. : Greystone Books, 2010. Print. “Dear Bully: 70 Authors Tell Their Stories. ” www. dearbully. com. N. p. , N. d. Web. 3 Dec. 2012. Vestuto, Rhoda Orszag and Doris Larsen. Kids Can Share: Creative Lessons for Teaching Compassion, Respect and Responsibility. Dayton: Teaching & Learning Company, 2003. Print. Compassion Education. compassioneducation. com/ The Center for Compassion And Altruism Research And Education. Stanford School of Medicine: ccare. stanford. edu Kemmerer, K. &Nocella II, A. J. (2011). Call to Compassion : Reflections on Animal Advocacy in

Gratitude and Compassion in Catholic Education Ten Ways to Show Active Compassion - Education

Gratitude and Compassion in Catholic Education Ten Ways to Show Active Compassion - Education World http: //www. educationworld. com/a_admin/compassion-empathy-school-climate. shtml#sthash. LEir. Ii 3 W. dpu ● ● ● Provide encouragement all the t ime. Cultivate positive expectations for others and share these with them. Smile, and mean it, and hug appropriately, then couple this with words of encouragement or positive reinforcement. Be courteous to all your students all the time, and promote courteous behavior in the classroom and school. Do whatever is necessary to make each student feel safe in your room and with you. For example, leave a door open or be careful not to sit too close. Allow your students to take ownership of their learning, that is, involve them in decisions that affect them. Don’t be afraid to take a risk by giving them the “power” to make decisions. Cultivate a deep appreciation of others by taking time to get to know them, asking carefully thought-out questions, and listening carefully to their answers. Develop the ability to sense how others are feeling by closely studying body language. Maintain your temper and a calmness of mind even when faced with chaos or an explosive situation. Respect students’ friendships. Allow friends to sit together at least some of the time or make positive comments about the friendships. Keep an eye out for anyone who seems to be suffering in any way, perhaps a student looking unhappy or a colleague looking stressed. Try to help, perhaps by being an active listener. Examine all situations, such as playground squabbles or in-class disagreements between peers, as objectively as possible; then make a decision based on the best interests of all.

Gratitude and Compassion in Catholic Education Defining Gratitude… the quality of being thankful; readiness

Gratitude and Compassion in Catholic Education Defining Gratitude… the quality of being thankful; readiness to show appreciation for and to return kindness.

Gratitude and Compassion in Catholic Education Gratitude is the active and conscious practice of

Gratitude and Compassion in Catholic Education Gratitude is the active and conscious practice of giving thanks. It finds true expression in the way one lives one’s daily life rather than as a thought or an emotion. It is an inner attitude that is best understoodas the opposite of resentment or complaint. Gratitude is usually expressed towards someone or something. (Howells, 2014) Most scholars see gratitude as a social emotion, existing within the interpersonal relationships, and as a prosocial emotion. From a theological perspective, gratitude can also be seen as our response to divine grace. For others who are not religious, gratitude can be a social function that strengthens “the interconnectedness of human life and the responsibility of commitment to others”

Gratitude and Compassion in Catholic Education Seriously, gratitude is complicated! Psychology/Philosophy: Is gratitude an

Gratitude and Compassion in Catholic Education Seriously, gratitude is complicated! Psychology/Philosophy: Is gratitude an emotion (and/or virtue)? A duty? An obligation? The word gratitude has its roots in Latin. Gratia means favour andgratus means pleasing. Essentially to please would imply to please another and not just ourselves. “Gratitude includes us in a particular kind of relationship with others – in giving, in returning thanks”. Gratitude can be seen as a moral force that connects us to something or someone outside of the self. It is an emotion but can be seen as more than an emotion; it call us to action, to do something as gratitude without action would be simple thankfulness. Not all would agree on the role of gratitude in our lives and the idea of gratitude as a “happy” emotion. Aristotle considered gratitude as leaving us in debt to others and an obligation that we cannot ever repay; Epicurus believed it was a vice that led to weakness and neediness

Gratitude and Compassion in Catholic Education The sense of being grateful is not just

Gratitude and Compassion in Catholic Education The sense of being grateful is not just a positive feeling but a feeling toward or directed to someone. For example the sense that, “I am grateful it didn’t rain during our picnic” is more gladness than gratitude. Sometimes people claim or feel a sense of gratitude to non-personal causes such as luck, fate, or good fortune that fall outside of the three-term model of benefactor (person offering good or thankfulness) , beneficiary (receiver of good), and benefice (the good) necessary for gratitude. While harmless to equate with luck or fate, it is important to know the difference. Necessary to point out the relationship between resentment and gratitude. Resentment has opposites with each having a similar three–term model. For resentment this would entail malefactor, malefic and “maleficiary”. If gratitude is a pleasant, positive prosocial emotion, resentmentwould be the opposite: unpleasant, negative, antisocial emotion (Roberts, 2004). And just as a cycle of gratitude and thanks can be created in individuals and communities, so too can “cycles of malevolence and mutual thwarting” occur. Gratitude tends to bind communities in relationships of thanks and affectionate reciprocity, whereas resentment binds us in bitter hostility and social isolation.

Gratitude and Compassion in Catholic Education Gratitude as a Spiritual and Religious Emotion/Virtue It

Gratitude and Compassion in Catholic Education Gratitude as a Spiritual and Religious Emotion/Virtue It is truly right to give You thanks, truly just to give You glory, Father, most holy, for You are the one God living and true, existing before all ages and abiding for all eternity, dwelling in unapproachable light; yet You, who alone are good, the source of life, have made all that is, so that You might fill Your creatures with blessings and bring joy to many of them by the glory of our light. (Preface, Eucharistic Prayer IV Roman Liturgy) Unlike social science theory which places gratitude within an interpersonal and social relationship context, spiritual and religious worldviews consider gratitude as an individual and/or relational virtue between self and a divine other. Within the Christian tradition, gratitude is “the affirmation of a bond between giver and receiver, is central to the human-divine relationship. ”

Gratitude and Compassion in Catholic Education The heart of the Gospel, the central teaching

Gratitude and Compassion in Catholic Education The heart of the Gospel, the central teaching of Christianity, is gratitude. If God is the ultimate foundation of thankfulness, Christians gratefully acknowledge dependence on God and the blessing only God can provide. “Christian gratitude is not merely a sentimental feeling in response to a gift, but is a virtue that entails an obligation or sense of indebtedness” (Eamon and Kneezel, 2005). This indebtedness is not only to God but to all who form part of the common creation of God and is more that thoughts and feelings but found in actions and deeds by those who believe. Roberts describes gratitude as one of the spiritual emotions, along with joy, peace, and love among others that, for many, are informed by their Christian beliefs (2007). He suggests that these are not different mental events or emotions but wishes to distinguish between the gratitude one has for a raise or getting a good parking spot from the gratitude one receives and gives to God through the emotion and virtues of the Spirit. He argues that the way Christian psychology sees gratitude is not the same as the “positive psychologies” offered by mainstream personality theories and psychotherapies of today. Roberts believes that his three-term construal includes God the ultimate benefactor. For if God is good and always well-meaning, we should above all feel “grateful to God for the gift of his Son, at all times” which opens Christians to a disposition toward gratitude and ordinary blessings of our daily life

Gratitude and Compassion in Catholic Education Brother David Steindl-Rast See gratitude as having two

Gratitude and Compassion in Catholic Education Brother David Steindl-Rast See gratitude as having two distinct aspects of phases: gratefulness and thankfulness. Gratefulness is the overwhelming feeling of wholeness, at-one-ness and fullness one feels in recognizing the wonder and awe of life. It is the appreciation that all this, creation, life, is unearned and entirely gratuitous or freely given. This gratitude for life is then overtaken by an incredible sense of thanksgiving, says Steindl-Rast. You now begin to think of the giver, the gift and the recipient. Gratitude has given way to thankfulness, a different fullness. “Gratefulness is full awareness; thankfulness is thoughtfulness. ” Gratefulness is the recognition of the gift, thankfulness of the emotional response. Gratitude does not happen alone, only in a social context; it is an exchange between beings. It is reciprocal with the receiver receiving kindness and the giver getting back kindness in return (Steindl-Rast, 2000). Steindl-Rast believes that gratitude is absolutely essential to the notion of belonging: belonging to God, and belonging to each other. He quotes a Buddhist prayer before meals that begins, “Innumerable beings brought us this food. We should know how it comes to us”. There is in interconnectedness to all, a sense of belonging between all living and non-living parts of creation, an interdependence that binds us and we are grateful. Want to be Happy? Be Grateful! (Tedtalk): https: //www. ted. com/talks/david_steindl_rast_want_to_be_happy_be_grateful? language=en

Gratitude and Compassion in Catholic Education Father Henri Nouwen A central part of gratitude

Gratitude and Compassion in Catholic Education Father Henri Nouwen A central part of gratitude is not in the giving but the receiving. Nouwen writes that "It is hard for me to accept that the best I can do is probably not give but receive. By my receiving in a true and open way, those who give to me can become aware of their own gifts. After all, we come to recognize our own gifts in the eyes of those who receive them gratefully. Gratitude thus becomes the central virtue of a Christian” The central ritual in celebration in Catholic Christianity is the Eucharist, Greek for thanksgiving, a “grateful acknowledgement to the Creator” for the gift of life and the promise of eternal love (Catechism of the Catholic Church, #1334, 2000). The Greek word charis which is at the heart of Eucharist means 'gift' or 'grace. ' Nouwen believes that the Eucharistic life is fundamentally a life of gratitude for Nouwen says that "Gratitude is at the heart of celebration and ministry” Gratitude is more than an occasional “thanks be to God. ” Gratitude is the attitude that enables us to let go of anger, receive the hidden gifts of those we want to serve, and make these gifts visible to the community as a source of celebration. It is through spiritual formation, Nouwen believes, that we transform from lives of resentment to lives of gratitude. The spiritual practice of letting go, the letting go of jealousy and bitterness, and turning to forgiving and affirming others is the way to true greatness he says. We must humbly recognize that our lives are not our own to be defended but more a gift to be shared. “All we have has been given to us. Our part is to be grateful and to give thanks”

Gratitude and Compassion in Catholic Education Gratitude and Education Joy springs from a grateful

Gratitude and Compassion in Catholic Education Gratitude and Education Joy springs from a grateful heart. Truly, we have received much, so many graces, so many blessings, and we rejoice in this. It will do us good to think back on our lives with the grace of remembrance. Gratitude and hard work: these are two pillars of the spiritual life. Perhaps we need to ask ourselves: are we good at counting our blessings? Pope Francis, NYC, September 24, 2015

Gratitude and Compassion in Catholic Education Should we be promoting gratitude? Yes and No

Gratitude and Compassion in Catholic Education Should we be promoting gratitude? Yes and No Researchers suggest there advantages and disadvantages to encouraging and teaching gratitude. The “duty to be grateful” is a somewhat difficult concept to accept. We teach children to say please and thank-you and often force them (and ourselves) to write cards expressing gratitude in situation where we may not feel thankful or appreciative. An ugly sweater from your grandmother or thank-you for doing your job may call for gratitude to be offered (a thank you card for example) but while this may be socially polite and expected often it is not heartfelt or meaningful. Some fear “forced gratitude” can encouragea sense of duty that limits the freedom of the individualto discern when and what context gratitude is discerned. In regarding the timing involved in insisting children offer gratitude, “there are times when it is right to insist that children do give thinks – whether they like it or not – and times when it may be psychologically more prudent to leave it to the child”. Children need to be taught that gratitude can be a “context-sensitive judgement” in when and how to express gratitude in daily situations without the “burdensome social constraints”and must not promote indiscriminate gratitude(Morgan, Gulliford, & Carr, 2015).

Gratitude and Compassion in Catholic Education Just because studies indicate positive effects of teaching

Gratitude and Compassion in Catholic Education Just because studies indicate positive effects of teaching and forming children in gratitude, is it educational? Can you teach gratefulness and thanks-giving? Gratitude may be emotionallycongenial and prosocial but that doesn’t mean the teaching of gratitude belongs in schools. Carr, Morgan, and Gulliford question if an educational context would be the best circumstances for learning and teaching gratitude (2015, p. 769). Teaching prosocial skills, values and emotions in schools should be done carefully as the question arises regarding what skills, morals, emotions, and values are the social skills the school should be involved in teaching. They suggest maybe discernment about gratitude, encouraging reflection on the meaning of gratitude, would more important than exercises in promoting gratitude. (p. 778; see also Jonas, 2012). The authors suggest better means of promoting positive interpersonal skill may be educating for justice or benevolence (Carr, Morgan, and Gulliford, p. 770).

Gratitude and Compassion in Catholic Education Short Videos on Importance of Teaching Gratitude: 2.

Gratitude and Compassion in Catholic Education Short Videos on Importance of Teaching Gratitude: 2. The Gratitude Program for Kids: 1. Wall Street Journal: http: //www. wsj. com/video/is-itpossible-to-teach-kids-gratitude/F 3684 AA 3 -50 A 2 -40 C 28318 -F 4 B 9733 CC 644. html

Gratitude and Compassion in Catholic Education Religious Education and Gratitude Thomas Lickona believes that

Gratitude and Compassion in Catholic Education Religious Education and Gratitude Thomas Lickona believes that gratitude can only be taught within the context of religious faith. He says that some virtues, like prudence, justice, fortitude, and temperance are human virtues and can be taught anywhere. However transcendentalvirtues such as prayer, love of God and all God's children including our enemies, gratitude for our blessings, humility before our Creator, and suffering for the sake of our sanctification are grounded in religious faith and can be taught only in a religious context.

Gratitude and Compassion in Catholic Education Resources on Teaching Gratitude Giacomo Bono Video -

Gratitude and Compassion in Catholic Education Resources on Teaching Gratitude Giacomo Bono Video - How Can we cultivate Gratitude in Schools (17 min): Gratitude Journal:

Gratitude and Compassion in Catholic Education Two Key Educational Researches are Jeffrey Froh, Giacomo

Gratitude and Compassion in Catholic Education Two Key Educational Researches are Jeffrey Froh, Giacomo Bono Website, including lesson plans, called the Greater Good: http: //greatergood. berkeley. edu/article/item/how_to_foster_gratitude_in_schools Their research suggests that gratitude education not only makes kids feel better about themselves but “it also improves their mood, mental health, and life satisfaction, and it can jumpstart more purposeful engagement in life at a critical moment in their development, when their identity is taking shape. ” Gratitude Journals(regular writing by students expressing their own experiences of thankfulness and gratitude in their lives) Gratitude Visits(students write a letter to someone who had helped them but whom they’d never properly thanked; the students read their letter to him or her in person, then later discuss their experience with others who also completed a gratitude visit. )

Gratitude and Compassion in Catholic Education Examples from Froh and Bono’s website Notice intentions.

Gratitude and Compassion in Catholic Education Examples from Froh and Bono’s website Notice intentions. Try to encourage students to appreciate thought behind gifts they receive—to consider how someone noticed their need and acted on it. Research suggests this goes a long way toward cultivating “an attitude of gratitude” among children and adults alike. To get students to reflect on the intentions behind the gifts they receive, teachers can prompt them with a question such as, “Can you think of a time when a friend (or parent, teacher, or coach) noticed something you needed (e. g. , lunch), or remembered something you care about (e. g. , collecting feathers) and then provided you with those things? ” Appreciate costs. We also find it important to emphasize that when someone is helpful, that person usually sacrifices time or effort to provide the help. For example, teachers could ask, “What are some things your friend gave up to help you with that project? ” Playground aids could say, “Wow, for your friend to come play tag with you, he had to stop playing soccer, which I know is his favorite game. ” Recognize the value of benefits. Teachers can also foster gratitude by reminding students that when others help us, they are providing us with “gifts. ” It is important that we prompt students to focus on the personal value of the kind acts of others. For example have students complete the sentence stem “My day (or life) is better because…” and give examples such as, “… my teacher helped me when I didn’t understand something” or, “… my coach showed me how to be a better basketball player. ”

And more: Health and Happiness Specialist: http: //healthandhappinessspecialist. com/ Gratitude: A Powerful Tool in

And more: Health and Happiness Specialist: http: //healthandhappinessspecialist. com/ Gratitude: A Powerful Tool in Your Classroom: http: //www. edutopia. org/blog/gratitude-powerful-tool-for-classroom-owen-griffith List of Movies That Inspire Gratitude (including Charlie Brown, How the Grinch Stole Christmas, and Elf among many!) https: //www. commonsensemedia. org/lists/movies-that-inspire-gratitude List of TV Shows that Inspire Gratitude (including Arthur, Ducktales and Gilmore Girls!) https: //www. commonsensemedia. org/lists/tv-that-inspires-gratitude Excellent Resource! 25 Activities To Inspire Gratitude: http: //rachelktutoring. com/blog/activities-to-inspire-gratitude/

Gratitude and Compassion in Catholic Education Final word to Brother Steindl-Rast (2016) says on

Gratitude and Compassion in Catholic Education Final word to Brother Steindl-Rast (2016) says on growing in gratitude: “there is a very simple kind of methodologyto it (to gratitude): stop, look, go. ” In a world where we, ourselves, our students, their parents are caught up in busyness of everyday living the first thing we need to do, and share with our students, is that we have to stop because “otherwise we are not really coming into this present moment at all” to experience the gratitude available to us. Once we encounter gratitude, gratefulness and thankfulness, we must go, avail ourselves of the moment of joy that this opportunity provides, and learn from this “gift” of gratitude. The gift of the moment is a choice, a response to react, to enter the joy of gratitude, and dwell in the joy that flows from the moment (Tippett). Listen to full interview “On Being” Tippett, K. (2016, January 21) Anatomy of Gratitude. An Interview with David Steindl-Rast. On Being with Krista Tippett. Retrieved from http: //www. onbeing. org/program/david-steindl-rast-anatomy-of-gratitude/transcript/8366