In this article I attempt to address three positions on forgiveness that could be encouraged in schools. They are the strict view defended by Philip Barnes, the relaxed view promoted by Patricia White and the idea of forgiving the unforgivable discussed by Jacques Derrida. I shall examine the tradition from which they emerge and explore some of their problems. This will lead me to a rehabilitation of what is other to that tradition (within and without)-an other that can serve as a corrective to the problems of those positions. I shall conclude the article with an exposition of the radicalisation of the teaching of forgiveness if we focus on the perspective of the one who seeks forgiveness.