The Circle of Gratefulness is incomplete...

“…the circle of gratefulness is incomplete, until the giver of the gift becomes the receiver”

Brother Steindl-Rast (Howells, 2012, p. 55)

I found this quote in Gratitude in Education, Chapter 4 readings to be an thought provoking quote. Mostly because it became a ‘which came first, the chicken or the egg’ conundrum for me. 

I often feel that the circle is not complete, for me, until as the receiver of the gift, I become the giver. Sometimes however, the giving is in more of a ‘pay it forward’ manner, than in a reciprocal manner. The giver has presented me with an opportunity (gift) and has no requirement or value in receiving a gift from me, but may value seeing my onward gifting to others.  For example, when I first became a parent I received the support, encouragement and knowledge of other more experienced parents (usually mothers), through an organisation of which I am still a member. I have remained a member, so that I can provide similar support to those who may be in the same situation I was in, all those years ago. Those who supported me have no need of me repaying their gift, but no doubt enjoy realising that their gift has been paid forward.

However, if the ‘giver of the gift’ is never a ‘receiver’ of gratitude, never sees the fruits of their giving, then they could become weary from the experience. With this thought in mind, the Steindl-Rast quote then takes on a whole new context. Perhaps it is necessary for the giver to be alert to occasions when they can witness the value of their giving, and make that its own reward.

In education, this may often be the case. Yes, students, parents and colleagues may well acknowledge the efforts you have gone to. But in many cases, where the greatest effort has been spent, the smallest immediate acknowledgement occurs. But, as practitioners of Gratitude in Education, we may witness the fruits of our efforts, and that may need to be enough of a gift to receive.

Howells, K (2012), Gratitude in Education: a radical view. Rotterdam: Sense.

Gratitude: Week One

In April 2016 my partner Rob and I took our first trip to Europe. Our first major stop was Budapest. A city that seems to always have picked the wrong side to support, in every conflict. We stayed at this hotel, which had been shelled non-stop for 8 hours when the Russians put down an uprising. In later years it was restored to its current magnificence. Travel enables feelings of gratitude for the life we live in Australia.

Reading Chapters 1 and 2 of Gratitude in Education: a radical view this week has reminded me of the power of gratitude, positivity and kindness. I acknowledge the concept of the "gift paradigm” – that the giver satisfies the needs of the receiver, which establishes bonds of mutuality and trust (Howells 8). I suspect that it is this concept that creates the culture of volunteerism in Australia, and Tasmania particularly; that seeing someone give time and effort for non fiscal gain, encourages others to do the same, to mimic the initial giver because they have earned our respect and trust. And then to discover that this creates:
"Increased gratitude (which) leads to:
– a greater sense of wellbeing
– increased optimism
– a tendency to exercise more often
– a decrease in depression
– a greater sense of connectedness
– a greater ability to deal with adversity
– improved relationships
– greater joy and satisfaction." (Howells 19)

In my teaching practice I like to collect clips, to share with students, that empower positive thoughts and actions, especially of people they know (and possibly admire), that have recovered from adversity or disappointment and established a wonderful life…and are grateful. Identities such as Tim Minchin and J.K. Rowling. I will share links to these in future blogs. Many of these I first encounter through facebook.

REFERENCES
Howells, Kerry. Gratitude in Education. Rotterdam: SensePublishers, 2012. Print.