Death education from an Hegelian perspective

Wu, Manfred Man-fat

doi:10.1080/07481187.2020.1716885

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…Death is a natural, unique, and universal phenomenon (Wu, 2020), one last journey intrinsic to the mortal condition of human beings. Death is the end of the vital cycle (Tenzek, & Nickels, 2017), and it holds two proven facts.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Scientific Production on Pedagogy of Death in the Scopus

Magaña

Ariza

Poletti

2023

EJREP

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Introduction. Although death is a reality inherent to human life, it continues to be a taboo phenomenon that generates unease in some contexts such as education. Its limited curricular approach and the personal implications of its treatment in the classroom constitute some difficulties for greater inclusion in the different stages. Method. The aim of this study is a bibliometric analysis of the scientific output on the pedagogy of death in Scopus. The sample consisted of 139 papers to which different bibliometric techniques were applied (bibliographic coupling, co-authorship, co-citation, co-occurrence). Results. The results revealed a growing scientific production, with Testoni as the most prolific author. As potential lines of development, it is worth highlighting the implementation of training schemes for teachers to be able to educate about death, as well as educational activities (with different methodologies and resources) in order to work on reducing anxiety and fear of death. Discussion and Conclusion. It concludes the relevance of the study of scientific production to establish collaborations between researchers and develop new lines of research on Pedagogy of Death.

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Section: Introductionmentioning

confidence: 99%

Analysis of Scientific Production on Pedagogy of Death in the Scopus

Magaña

Ariza

Poletti

2023

EJREP

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“…Previous life-and-death education researches mostly focused on adolescents [29,30], medical and healthcare professionals [31], and cancer patients [21] to explore the benefits of life-and-death education in reducing negative death emotions, managing the risk of commit suicide, and alleviating alexithymia [32,33]. Most the education contents only focus on the sharing of living wishes and discussion of death recognition, while lacks contents of bereavement, mourning, and death preparations [34], and scientific construction of the life-and-death education contents, especially for the elderly. Therefore, this research attempts to establish expert consensus on a set of scientific and systematic lifeand-death education contents for the elderly by Delphi technique.…”

Section: Introductionmentioning

confidence: 99%

Construction of life-and-death education contents for the elderly: a Delphi study

Lei

Zhao³

et al. 2022

BMC Public Health

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Background Life-and-death education is intimately related to palliative-and-hospice care. It should be implemented among groups of all ages, especially for the elderly. This study aims to establish expert consensus on a set of scientific and systematic life-and-death education contents for the elderly and provide reference for the practice on the elderly. Methods This study designed three rounds of expert consultation by using a Delphi method. A panel of 22 experts from the fields of palliative-and-hospice care, life-and-death education, geriatric nursing, humanities and ethics, and geriatric psychology participated in the study. Results This study finally reached expert consensus on the contents of life-and-death education for the elderly, containing 4 first-level items, Life-and-death literacy promotion in the elderly; Life-and-death concept establishment of the elderly; Life-and-death planning of the elderly; Life-and-death thoughts of the elderly with affiliated 9 second-level items, and corresponding 23 detailed third-level items. Conclusions The life-and-death education contents for the elderly offer a basis for publicity for health professionals, promote dialogues on death, preparation, and planning for death and dying. The life-and-death education contents system was clear in coherence containing definite and comprehensive contents, which enriched life-and-death education resources globally. The results could assist in the planning of palliative-and-hospice care services to improve quality of death of the elderly.

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The Influence of Cultural Snapshots on Pre-service Teachers’ Attitudes Towards Death Education

et al. 2023

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Cultural snapshots may be a didactic resource that promotes the understanding of death and provides teachers with tools that can be used to work with students. This study aims to analyse pre-service teachers’ attitudes towards death education. A quantitative longitudinal panel design with pre-test and post-test measures was applied, with descriptive, inferential, and predictive approaches. The sample consisted of 161 pre-service primary teachers from a Spanish university who responded to the validated questionnaire “Death Education Attitudes Scale-Teachers” (DEAS-T). The results reveal an improvement in their attitudes towards death education after implementing cultural snapshots in class, producing significant differences between the pre-test and post-test according to gender, in favour of the male participants. The variables of death anxiety and adequate training are relevant for predicting the attitudes of both genders, in addition to the motivation variable in male participants and the variable of interest towards the topic in female participants.

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Death education from an Hegelian perspective

Cited by 5 publications

References 26 publications

Analysis of Scientific Production on Pedagogy of Death in the Scopus

Analysis of Scientific Production on Pedagogy of Death in the Scopus

Construction of life-and-death education contents for the elderly: a Delphi study

The Influence of Cultural Snapshots on Pre-service Teachers’ Attitudes Towards Death Education

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