NotesFAQContact Us
Search Tips
ERIC Number: ED214489
Record Type: RIE
Publication Date: 1982
Pages: 14
Abstractor: N/A
Reference Count: 0
Death Education's Quest for Maturity.
Crase, Darrell
Concerns regarding death education and its quest for professional maturity are considered. The following issues are addressed: teacher preparation and quality control, student outcomes, course content, consumer acceptance, and research/assessment. Questions pertaining to teachers include whether they have specialized skills to teach death education and whether they are competent to teach adults and young children, and what methods of self-development they have utilized in preparation for the teaching role. Administrators must insure that teachers assigned to death education have undergone significant development via course work, perusal of literature, participation in appropriate training programs, and other accepted means. Teachers must not only be prepared in the subject matter, they must feel comfortable discussing it. Currently, there is no licensure/certification of teachers of death education. Authorities generally view the broad goals of death education as including information about death-related phenomena, affective aspects that encompass the examination and clarification of personal values, consumer concerns, and sociopsychological and ethical issues related to death. It is suggested that an interdisciplinary approach to instruction can best achieve expected outcomes. Course enrollments at the university level continue to be strong and even must be limited in many situations. It is anticipated that education for adults about the death of children and children's reaction to death will be important concerns. Limited research has been published on death education and has focused on attitude assessment. The knowledge base must be expanded through controlled research supportive of the educational enterprise. (SW)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A