Introducing the Study of Life and Death Education to Support the Importance of Positive Psychology: An Integrated Model of Philosophical Beliefs, Religious Faith, and Spirituality

Abstract

Life education, also known as life and death education, is an important subject in Taiwan with institutions (e.g., high school) offering degree programs and courses that focus on quality learning and implementation of life education. What is interesting from the perspective of Taiwanese education is that the teaching of life education also incorporates a number of Eastern-derived and conceptualized tenets, for example, Buddhist teaching and the importance of spiritual wisdom. This premise contends then that life education in Taiwan, in general, is concerned with the promotion, fulfillment, and cherishing of quality life experiences (e.g., personal contentment, happiness). One example of life education, which resonates with other spiritual beliefs and religious faiths (e.g., Hinduism), is related to spiritual cultivation and the enlightenment of life wisdom. Our own teaching of the subject, likewise, places emphasis on the goal of teaching students to seek meaningful understanding of and appreciation for three major, interrelated components of life education: life wisdom, life practice, and life care. It has been acknowledged, to a certain degree, that life education has made meaningful contributions, such as the creation and facilitation of a civil, vibrant society, and that many Taiwanese individuals show dignity, respect for elders, and reverence for spiritual and religious faiths. For example, aside from high-quality hospice care, many Taiwanese engage in different types of benevolent acts (e.g., providing spiritual advice to someone who is dying), where possible. Life education is a beneficial subject for teaching and learning as its theoretical understanding may help individuals cope with pathologies and negative conditions and life experiences. One negative life experience, in this case, is the ultimate fate of humankind: death. Approaching death and/or the onset of grief is something that we all have to experience. How does one approach death? It is not easy feat, and of course, grief for a loved one is personal, and some of us struggle with this. We contend that spiritual cultivation and enlightenment, arising from life education, may assist us with the topic of death (e.g., the possibility of transcendence beyond the realm

Introducing ‘holistic psychology’ for life qualities: A theoretical model for consideration

“…What is the spiritual and enlightened self? As summarized in our published work (see Phan et al., 2020a for a detailed analysis), the study of life education may educate and inform a student of three major components: (i) personal reflection about the meaning of life and death (e.g., one purpose is to live a meaningful life and to assist others), (ii) the acquiring and cultivation of spirituality (e.g., appreciating the notion of transcendence , which could assist with the coping of death), and (iii) the development and enrichment of personal well-being (e.g., the enrichment of emotional well-being, via different means). The promotion, fostering, and interaction of the three components (denoted as ‘X’, which we term as ‘ Spiritual and Enlightened Self ’) form a spiritual and enlightened self, resulting in evidence of a person's experience of different life qualities or characteristics – for example: having a positive outlook about life, having a perceived sense of spirituality, having compassion, showing more willingness to forgive others, etc.…”

“…For example, it is believed that formal learning about the nature of life and death could impart life wisdom, assisting a person to view life in a positive manner, regardless of obstacles, difficulties, etc. In 2020, we published an article in Frontiers in Psychology ( Phan, Ngu, Chen, Wu, Lin and Hsu, 2020a ), which explored the nature of life education and how this subject could help promote the cherishing and fulfilment of different types of life qualities (e.g., personal contentment, happiness, aspiration).…”

“…The significance of the study of life education in Taiwan is reflected by its incorporation of Eastern-derived epistemologies, philosophical beliefs, cultural beliefs, and customary practices ( Phan et al., 2020a ). One notable aspect that is resonated throughout the teaching of life education is related to Buddhism ( Master Sheng Yen, 2010 ; Yeshe and Rinpoche, 1976 ) or Buddhist teaching, which in particular emphasizes on the notion of spirituality , or spiritual cultivation .…”

“…Advancing the study of life education, our conceptual analysis led to the development of a proposition, which we termed as a person's ‘spiritual and enlightened self’ ( Phan et al., 2020a ). What is the spiritual and enlightened self?…”

“…In essence, from our point of view and rationalization, a person's spiritual and enlightened self is ‘positive’, yielding a number of life qualities or characteristics (e.g., being able to forgive others) ( Phan et al., 2020a ) that may, in this analysis, coincide with the proposition of holistic development or holistic psychology. Moreover, aside from our conceptualization of the spiritual and enlightened self ( Phan et al., 2020a ), there are certain elements within the subject of life education (e.g., the importance of acquiring life wisdom) ( Chen, 2012 , 2013 ; Huang, 2014 ) that may advance understanding into: (i) the underlying mechanism of holistic psychology (i.e., the four proposed steps that are involved, which we previously explored), (ii) the experience and manifestation of positive life qualities, or characteristics, of holistic psychology (e.g., the experience and testament of positive emotions), and (iii) the extent to which Eastern-derived epistemologies, philosophical beliefs, and customary practices (e.g., a belief in spirituality: the concept of samsāra) could ‘widen’ the coverage of life qualities of holistic psychology.…”