Beyond belief: Advancing death education through children's experiences of non-corporeal continuation.
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| Title: | Beyond belief: Advancing death education through children's experiences of non-corporeal continuation. |
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| Authors: | Adams, Kate (AUTHOR), Thomas, Donna (AUTHOR), Paige, Rachael (AUTHOR) |
| Source: | Death Studies. 2026, Vol. 50 Issue 6, p895-909. 15p. |
| Subjects: | Thanatology, Attitudes toward death, Life, Fear, Parapsychology, Mental health, Psychology of school children, Psychology of high school students, Cultural competence, Near-death experiences in children, Psychological adaptation, Attitude (Psychology), Spirituality, Memory, Health education, Social support |
| Abstract: | Proponents of death education in schools acknowledge that children understand the biological aspects of death, and many hold co-existing beliefs in non-corporeal continuation. This paper offers originality by highlighting a gap in the death education literature, arguing that to increase curriculum relevance, we need to move beyond considering children's "beliefs about" life after death/before life to also acknowledge their "experiences of" it. Using thanatological principles, it draws from different disciplines to document children and young people's encounters with other lives, including: communicating with the deceased in waking and dream life; having near death experiences (NDEs); and remembering past lives. The implications of including non-corporeal continuation in the curriculum are explored. While challenges are acknowledged, the paper argues that the topic contributes to a meaningful curriculum by foregrounding a child-centered approach which privileges their voice(s) and agency. Simultaneously, it can potentially alleviate some of the fears about discussing death in schools. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Proponents of death education in schools acknowledge that children understand the biological aspects of death, and many hold co-existing beliefs in non-corporeal continuation. This paper offers originality by highlighting a gap in the death education literature, arguing that to increase curriculum relevance, we need to move beyond considering children's "beliefs about" life after death/before life to also acknowledge their "experiences of" it. Using thanatological principles, it draws from different disciplines to document children and young people's encounters with other lives, including: communicating with the deceased in waking and dream life; having near death experiences (NDEs); and remembering past lives. The implications of including non-corporeal continuation in the curriculum are explored. While challenges are acknowledged, the paper argues that the topic contributes to a meaningful curriculum by foregrounding a child-centered approach which privileges their voice(s) and agency. Simultaneously, it can potentially alleviate some of the fears about discussing death in schools. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07481187 |
| DOI: | 10.1080/07481187.2025.2556113 |
