By Christopher M Moreman
The tutorial learn of dying rose to prominence through the Nineteen Sixties. classes on a few element of demise and demise can now be discovered at such a lot associations of upper studying. despite the fact that, those classes are inclined to tension the psycho-social features of grief and bereavement, ignoring the non secular components inherent to the topic. This booklet addresses the educating of classes on dying and loss of life from a non secular experiences standpoint. The ebook is split into seven sections. The wish is this booklet can assist to unify a box that's now commonly scattered throughout a number of disciplines.
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Extra info for Teaching death and dying
Thiermann. First Person Mortal: Personal Narratives of Illness, Dying and Grief. New York: Paragon House, 1995. The Chicago Forum on Pedagogy and the Study of Religion. The Chicago Forum on Pedagogy and the Study of Religion. Contributors are J. Smith, C. Tolton, J. Hawley, D. Clairmont, P. Grifﬁths, and D. Simmons. Chicago: Martin Marty Center, University of Chicago Divinity School, 2005. shtml. DeSpelder, L. ’’ Forum ADEC Newsletter 24 (January/February 1998): 1, 15. , ed. Disenfranchised Grief: Recognizing Hidden Sorrow.
Deﬁne and discuss issues related to beliefs in life after death. 31. 4 Grieving & Loss: Encouraging Students and Ourselves Lin Reese, MST The Heritage Institute As a result of taking this class participants will learn: 1. To identify grief or loss related books to use in the classroom 2. To share grief or loss related articles/books with their students 3. To become a ‘‘wounded healer’’ 4. To see when someone is hurting even though words are never spoken 5. To nurture and encourage students and others in their time of loss 6.
For example, consider the following questions: What academic expertise should a teacher of an interdisciplinary course such as death and dying have? What personal experience of death and dying should a teacher of such a course have, if any? Can teachers of such courses be too personally invested in death and dying to be able to teach the topics objectively? Should teachers of such courses make special allowances for students who themselves are dying, who are currently grieving, or who are currently caring for someone who is dying?