Reference no: EM132232248
A pioneer in the study of death education beginning in the late 50’s, Herman Feifel, contended that the psychological community considered death a dark symbol not to be stirred or taught, certainly not in universities and professional schools. His symposium and seminal publication, The Meaning of Death (1959) changed that perception and practice and gave impetus to other researchers whose clinical perceptions and empirical findings are provocative.
Some findings of interest are that death is a directive force present in all of us from our very beginning.
Wahl (1959) and others contend that when we shield children from the experience of death, we hinder their emotional growth.
Various subcomponents of the fear of death are evident in fear of the unknown, loss of identity, not able to live life “completely,” fear of going to hell, or other spiritual beliefs (Gillespie, 1963).
How we anticipate future events, such as death, determines how we behave in life.
Acceptance of personal mortality is a foremost entry to self-knowledge. Feifel reminds us that too many of us delay or camouflage death resulting in social pathology rather than using that energy wasted on denial for more constructive and positive aspects of living.
Death education needs to assume a rightful role in our cultural upbringing. Death is a psychological presence in ourselves that needs to be attended to throughout our life stages.
Note: This material is referenced from The American Psychologist, April 1990 and other of Feifel’s work. It is dated but permeates later writings on death education.
Your task is to select one finding or statement and discuss it by thinking critically, referring to any of the readings or scholarly works, and your own feelings, reasoning, or perspective. The entry should be at least 2 paragraphs. Be sure to interact with one or two other class members.