Testoni Ines, Palazzo Lorenza, De Vincenzo Ciro, Wieser Michael Alexander
Department of Philosophy, Sociology, Pedagogy and Applied Psychology (FISPPA), University of Padova, 35122 Padova, Italy.
Department of Psychology, University of Klagenfurt, Universitätsstr, 65-67, 9020 Klagenfurt am Wörthersee, Austria.
Behav Sci (Basel). 2020 Jul 7;10(7):113. doi: 10.3390/bs10070113.
The censorship of death-related issues is widespread in contemporary Western culture because the boundary between death and life is substantially managed in medical areas. In the context of Italian educational initiatives, to remove this limitation, 215 high school students in Southern Italy were educated on death through conventional and informal lessons. The students answered a questionnaire with open questions to survey their emotional and reflective experiences. Their answers were qualitatively, thematically analysed to explore how the representation of death can follow a death education course, and if this experience can be managed without harmful effects. The students' answers narrated how the course reduced their anxiety linked to these themes, on the one hand improving communication between peers by making it more authentic and empathic and, on the other, providing alternative perspectives on life. Indeed, the project offered an opportunity to discuss something strongly heartfelt but rarely faced, and the survey confirmed that the research objectives were fully achieved.
在当代西方文化中，与死亡相关问题的审查制度普遍存在，因为在医疗领域，生死界限受到了实质性的管控。在意大利的教育倡议背景下，为消除这一限制，意大利南部的215名高中生通过传统课程和非正式课程接受了死亡教育。学生们回答了一份包含开放式问题的问卷，以调查他们的情感和反思体验。对他们的回答进行了定性的主题分析，以探究死亡的呈现方式如何能遵循死亡教育课程，以及这种体验能否在无有害影响的情况下得到处理。学生们的回答讲述了该课程如何减少了他们与这些主题相关的焦虑，一方面通过使同龄人之间的交流更真实、更具同理心来改善交流，另一方面提供了关于生命的不同视角。事实上，该项目提供了一个讨论深刻但很少面对的问题的机会，调查证实研究目标已完全实现。
