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DEATH&DYING, LIFE & LIVING

Eighth edition

Chapter 1

Education about Death, Dying, and Bereavement

Death Cafe

Death Cafe Movement: began in Switzerland in 2004; to London in 2011; to the United States in 2012

Death Cafe Gatherings:

Always offered on a not-for-profit basis; in an accessible, respectful, & confidential space; with no intention of leading people to any conclusion, product, or course of action; & alongside refreshing drinks and nourishing food

The overall objective of Death Cafe gatherings is “to increase awareness of death with a view to helping people make the most of their (finite) lives”

According to the Death Café website, as of December 1, 2017, there have been 5507 Death Cafe gatherings in 52 countries around the world

Is Death a Taboo Subject? (1 of 2)

In the Past, It Was Often Said that Death Was a “Taboo Topic”

An inappropriate subject for scholarly research, education, or public discussion

The Death Awareness Movement

In the late 1960s & early 1970s, pioneers like Feifel, Saunders, & Kübler-Ross, advocated for including death & dying as part of relevant discussions of life & living

Is Death a Taboo Subject? (2 of 2)

That led to new types of research, educational programs, hospice care for the dying, support groups for the bereaved, & even Death Cafe

The “death awareness” movement also led to an organized body of knowledge called Thanatology: “the study of life—with death left in”

Do We Live in a Death-Denying Society?

In 1972, Dumont & Foss concluded that:

"[A]vailable evidence strongly suggests that it is quite untenable to assume that there exists an 'American' attitude toward death" (p. 85)

"[T]here is substantial evidence to indicate that the culture of the United States & the individuals in this society both accept & deny death, simultaneously“ (p. 95).

See more about death attitudes in Chapter 3 and about societal death systems in Chapter 4

Why Study Death & Dying?

Professional or Vocational Reasons

Working with or preparing to work with persons coping with death, dying, or bereavement

Coping with a Current or Past Experience

Trying to cope with a current death-related experience in one’s personal life or with the aftermath of such an experience

Preparing to Cope with Future Experiences

Trying to improve readiness for future events

Curiosity about Death-Related Topics

Seeking knowledge, understanding, or personal growth

What Is Education about Death, Dying, & Bereavement Like?

Formal Death Education

Learning from

Formal, organized programs (in class, online)

Schools

Colleges/universities

Volunteer training programs

Community workshops

Informal Death Education

Learning from

Family

Life experiences

Society

Media

Pop culture

Internet

Teachable moments

Four Dimensions of Education about Death, Dying, and Bereavement

Cognitive

Intellectual aspects of Death & Dying

Factual information

Knowledge

Theories/interpretations

Affective

Feelings, emotions, & attitudes

Sharing & discussing grief reactions & mourning responses

Behavioral

Actions & behaviors

Interacting with dying and/or bereaved persons

Valuational

Identifying, articulating, & affirming basic values of human life

Six Goals of Education about Death, Dying, and Bereavement

Enrich the personal lives of individuals

Inform & guide individuals’ personal interactions with society

Prepare individuals for their public roles as citizens

Support professional & vocational roles

Enhance abilities to communicate effectively about death-related issues

Create awareness of how human development across the life course interacts with death-related issues

What Does Learning about Death & Dying Teach Us about Life & Living?

BY:

Studying death-related experiences

Exploring issues related to life-threatening illnesses & dying

Examining topics associated with bereavement & grief

Reflecting on the place of death in human life

WE GAIN:

A greater awareness of our limitations & of what we still can control or influence

Appreciation that we face challenges both as individuals & as members of communities

Recognition that being vulnerable can be joined with resilience

Greater sensitivity to the importance of quality in living & finding meaning