Module Assignment #3 - "History & Culture"
Links to an external site.
“Death is the great equalizer”
― Bangambiki Habyarimana,
The Great Pearl of Wisdom
3.1 - Overview
History and Culture
The purpose of Homework Assignment #3 is to: (a) provide you with an appreciation of the importance of history and culture in the development of various perspectives on death and dying and, (b) to provide you with "hands on experience" in learning how both culture and history color our understanding of death and dying in various societies.
3.2 - Using The Internet To Conduct Psychological Research
Researching Thanatology
Theme - In this "Internet Research Project," you are to seek out one of the following: (a) a scientific journal article, (b) a national media article or, (c) a Website that discusses, provides a fact sheet, or other such finding.
Task - Using one or more of the above resources, discuss some multi-cultural aspect of death and dying. Your report is to be in the form of a discussion .
You are urged to use the Internet exclusively, though you may use Doyle Library or other such "land-based" resources.
The first link (1) below takes you to a series of Websites that examines how "Ancient Cultures" observed, celebrated, and finalized death. Websites include the Americas, European-Scandinavian, Far Eastern, Greek and Roman, Near Eastern, and Oceania cultures. This is truly a wonderful collection of Websites that explores the world's multi-cultural approach to death. The second link (2) is to Plover Library. The third link (3) is A Short History of Halloween produced by National Geographic. The fourth (4) link is History of Halloween and Other Deadly Shorts produced by the History Channel. And the fifth link (5) is a look at Cemetery Culture History. This link provides a very fascinating database of cross-cultural resources regarding historical aspects of cemeteries. You may find this Website as well as the others listed earlier useful in completing this assignment. You are free however to use any related media resources you so choose and enhances your interest and learning.
1. Death, Burial, and the Afterlife in Ancient Greece Links to an external site.
3. Short History of Halloween - National Geographic Links to an external site.
4. The History Channel's History of Halloween
Links to an external site.
5. A Brief History of Cemeteries Links to an external site.
3.3 - Psychology Based Websites
Using Internet Tools To Learn About Death and Dying
Task - For the following psychologically oriented Website, report back what you learned from exploring any one of the many sub-categories listed. A tightly written paragraph--or better yet a typed, double-spaced page--sharing what you learned and what your reactions were, would be most appreciated.
Professor's Favorite Section: "Hospice Care"
Death and Dying Resources Links to an external site.
3.4 - Reading Assignment - Chapter 2
Title - Learning About Death: Socialization
Your primary textbooks include The Last Dance (10th ed.) by Lynne Ann DeSpelder and Albert Lee Strickland (New York: McGraw, 2014) and Grieving Days, Healing Days, by J. Davis Mannino (San Francisco, California: TeddyBear Publishing, 2013).
Primary Reading
As you read Chapter 2, Learning About Death: Socialization you should keep in mind the following key questions and core concepts.
Content Overview
1. As children get older they gradually reach a mature understanding of death. This means that the child understands that death is universal, is irreversible, renders the person nonfunctional, and is caused by biological reasons.
2. Theoretical frameworks such as Erikson’s psychosocial development and Piaget’s cognitive transformations are useful for comprehending the developmental sequence of the acquisition of a mature concept of death.
3. Acquiring a mature understanding of death is part of the developmental process known as socialization.
4. The meaning of death is interpreted differently as a person grows older. Erikson's model of psychosocial development identifies three stages of adulthood; early adulthood, middle adulthood, and late adulthood.
5. Agents of socialization regarding death include family, school and peers, mass media, religion, and early experiences with death.
6. Life experiences—particularly those that involve an encounter with significant loss or death—are powerful in shaping attitudes and beliefs.
7. Teachable moments in death education involve adults who take advantage of a spontaneous or planned event by teaching a child something about death.
8. Grief in response to the death of a pet is a normal and authentic experience for adults as well as for children.
9. Examine the attachments between humans and pets and the impact of the death of a companion animal.
10. Books for children and adolescents are a source of information and insight about dying, death, and bereavement; they offer opportunities for sharing between adults and young people.
11. Bereaved children's responses to loss are similar to those of adults. A particular child's experience of grief is influenced by such factors as age, stage of mental development, patterns of family interaction and communication, the nature of the relationship with the person (or pet) who has died, and previous experiences with death.
Objectives
1. To understand death through the life course.
2. To identify the components of a mature concept of death.
3. To describe the psychosocial and cognitive models of development and to demonstrate their value in comprehending a child's understanding of death.
4. To identify the sociocultural factors that influence a child's understanding of and attitude toward death.
5. To list and describe Erik Erikson's psychosocial stages of adult development.
6. To explain how various agents of socialization influence the understanding of death.
7. To appraise the impact of life experiences and environment on a child's understanding of death.
8. To analyze teachable moments as an aspect of socialization about death.
9. To recognize the impact of the death of a companion animal.
10. To describe the way a society responds to death by using three theoretical perspectives: social structure, symbolic interactionism, and social learning
Key Terms and Concepts
accommodation
agents of socialization
animate/inanimate distinction
assimilation
causality
cognitive transformations
culture
emerging adulthood
fantasy reasoning
irreversibility
magical thinking
mature concept of death
noncorporeal continuity
nonempirical ideas
nonfunctionality
parental messages
personal mortality
psychosocial development
replaceability
resocialization
secondary socialization
social norms
socialization
society
tactical socialization
teachable moments
universality
Questions For Guided Study and Evaluation
1. What are the four major characteristics of a mature concept of death?
2. Explain Speece and Brent’s idea of “noncorporeal continuity.”
3. Explain Erikson’s theory of psychosocial development in terms of the issues most relevant to children at different times in their lives.
4. Identify Piaget’s stages of cognitive development and explain how each stage relates to a particular way of understanding death.
5. List the major agents of socialization and briefly explain their contribution to an individual’s understanding of death.
6. Explain the concept of teachable moments.
7. Give some examples of how early experiences with death can shape an individual’s later view of death.
8. Evaluate death education for children and suggest ways of introducing children to the topic of death.
9. Discuss how each of the following theoretical perspectives provides insight into the way that a society copes with death: social structure, symbolic interaction, and social learning.
Task 3.4 - In the section above entitled: "Questions For Guided Study And Evaluation," briefly discuss any two questions you wish. Be sure to have enough length and quality to properly respond to each question.Related Link
Related Link -
In the The Egyptian Book of the Dead, there is a line that declares: "I'm yesterday, I know Today." This ancient book, which dates back to 1240 BCE, offers a fascinating glimpse into how a proud and ancient culture viewed death.
Task - The following link takes you to a Website that discusses this topic in greater detail. Provide a reaction response to what you discovered and learned at this Website. At the bottom of the website are further links for more depth and specifics. Choose how deep you wish to delve into this topic. Remember when to cite and use quotes.
The Egyptian Book of the Dead Links to an external site.
Practice Quiz - Chapter #2
In this section you will find a practice quiz for each assigned textbook chapter in The Last Dance. The quiz link is presented below.
"Psych 56 - Chapter #2 Practice Quiz - "Learnng About Death"
3.4-a (Part 2) - Reading Assignment - Chapter 3
Title - Perspectives on Death: Historical and Cultural
Your primary textbooks include The Last Dance (10th ed.) by Lynne Ann DeSpelder and Albert Lee Strickland (New York: McGraw, 2014) and Grieving Days, Healing Days, by J. Davis Mannino (San Francisco, California: TeddyBear Publishing, 2013).
Primary Readings
As you read Chapter 3, "Perspectives on Death: Historical and Cultural," you should keep in mind the following key questions and core concepts.
Content Overview
1. Three sociological theoretical perspectives are useful in helping us understand how social and cultural factors influence our attitudes and behaviors relative to death: structural-functionalism, symbolic interactionism, and social learning.
2. Studying death in early and traditional cultures provides information about origin-of-death myths, ways of assessing the causes of death, and practices associated with the use of a deceased person's name.
3. Allan Kellehear's analysis of the social history of dying sheds light on how the meaning of death has changed over time.
4. The history of attitudes toward death in Western European culture includes such phenomena as the Dance of Death (danse macabre) and the charnel house, as well as changes in the deathbed scene, burial customs, and practices for memorializing the dead.
5. Tracing the historical changes in death-related attitudes and customs increases awareness of the possibility of further changes in our own lifetimes.
6. Native American attitudes and customs relative to death vary widely among the different tribal groups, although they share a belief in the cyclic nature of life and death.
7. African attitudes and customs relative to death are based on a cyclical view of birth and death whereby deceased ancestors remain part of their survivors' lives.
8. LoDagaa mourning customs exemplify complex rituals that include specific ceremonies and practices to be enacted by mourners.
9. The Mexican tradition of D’a de los Muertos blends indigenous death rituals with the Catholic Church's commemoration of All Souls' Day to produce a unique fiesta; death is confronted by Mexican artists and writers with an attitude of humorous sarcasm.
10. Respect for ancestors occupies a central place in Asian cultures. As honored members of a household, ancestors continue to be important to the lives of family members.
11. During the Chinese celebration known as ch'ing ming, families visit graves and burn paper replicas of money, clothes, jewelry, and even modern necessities such as video cameras as a way of showing regard and care for deceased relatives.
12. During the midsummer o-bon festival, the Japanese celebrate the return of ancestral spirits to their families. Japanese death rituals are distinctive not only because of their duration but also because of the strong association between the ancestor's spirit and ongoing benefits to the family.
13. As a significant element in the lineage of European and European American culture, Celtic traditions are found in literature, music, and secular observances of Halloween, as well as in an attitude of reverence for nature and belief in personal immortality.
14. Hawaii is a unique example of cultural diversity in death customs and practices.
15. By recognizing the richness of cultural diversity in the United States, we can also appreciate the vast array of subcultural death rituals, beliefs, and attitudes.
Objectives
1. To define various social structures.
2. To become acquainted with the diversity of death-related rituals and beliefs found in various cultures.
3. To assess the correspondences among various cultures relative to death-related rituals and beliefs.
4. To describe the historical changes in death-related beliefs and practices in Western culture.
5. To recognize cultural diversity within the United States.
6. To analyze the impact of various beliefs and practices and to assess their value for survivors.
7. To assess the contributions of subcultures in understanding contemporary death customs and attitudes with particular attention to the cultural diversity of Hawaii.
Key Terms and Concepts
altar de muertos
ancestor worship
ars moriendi
Black Death
butsudan
calevera
cempasuchitl
ch'ing ming
charnel house
collective destiny
cultural competence
culture
danse macabre
death knells
death songs
deathbed scene
D’a de los Muertos
effigy
ethnocentrism
existential dread
f'ng-shui
filial piety
haka
hapa
invisible death
kaddish
living dead
local identity
los angelitos
memento mori
memorialization
mourning restraints
name avoidance
necromancy
novena
o-bon
ofrenda
origin-of-death myths
otherworld
pante—n
recuerdo
rites of passage
rituals of dying
samhain
shaman
shivah
social construction of reality
social learning theory
social structure
society
spirit tablet
structural view of society
subculture
symbolic interactionism
tamed death
Valhalla
Valkyries
vicarious reinforcement
yahrzeit
Questions For Guided Study and Evaluation
1. Compare four different explanations of the origin of death.
2. Explain how Allen Kellehear’s analysis of the social history of dying sheds light on how the meaning of death has changed over time.
3. Develop a brief historical summary based on Ariès’ work concerning the ways death has been viewed for the past thousand years or so in the Western world.
4. Describe the evolution of the Dance of Death.
5. Identify key features associated with Native American attitudes toward death and dying.
6. Contrast Hopi and Cocopa funeral rituals. Decide which is more positive in your opinion and explain why.
7. Explain the meanings of the LoDagaa death ceremonies including the practices surrounding mourning restraints, the mourning companion, and grave digging. Compare the LoDagaa rituals with ours.
8. Describe the attitudes toward death revealed in the terminology of dying used in the black church.
9. Analyze the apparent ambivalence of Mexican attitudes toward death as revealed in customs surrounding the Day of the Dead.
10. Compare Chinese and Japanese traditions and celebrations designed to show respect and care for dead relatives.
11. Describe the Celtic view of the Otherworld?
12. Using the cultural diversity in Hawaii, provide examples of enduring traditional death customs.
13. Discuss how sub-cultural differences in death customs can be comforting or anxiety producing
14. Determine how assimilation and accommodation influence the death customs of a society.
Task 3.4-a (Part 2) - In the section above entitled: "Questions For Guided Study And Evaluation," briefly discuss any two questions you wish. Be sure to have enough length and quality to properly respond to each question.
Related Link -
Around 1308 the philosopher Duns Scotus was buried in a vault in Cologne. When the vault was reopened shortly after, Duns Scotus was found outside his coffin. His hands were torn and bloody from trying to open the vault door. He had been buried alive. "Go and try to disprove death and death will disprove you," wrote Ivan Turgnev. How we perceive death is shaped by many social, cultural forces, and institutions in our lives.
The following link is a short introduction to how each of the major sociological theories describe issues related to aging, death and dying. This is a brief overview of some ideas and was created for an undergraduate course on the sociology of death and dying by Debra Marshall. It is less than 15 minutes.
Sociological Theory: Death and Dying Links to an external site.
Practice Quiz - Chapter #3
In this section you will find a practice quiz for each assigned textbook chapter in The Last Dance. The quiz is presented in a link below.
Psych 56 - Chapter #3 Quiz - "Perspectives on Death"
3.5 - "Grieving Days, Healing Days" - The Workbook
Learning Through "Hands-On" Doing
Overview
Grieving Days, Healing Days, is an interactive workbook written by Dr. J. Davis Mannino, 2013 (Formerly, Boston: Simon & Schuster, 1996). It is required for this course, because specific pages in the workbook are assigned as part of each homework assignment that you chose to complete.
Assignments to complete in Grieving Days, Healing Days will be listed in this section for each of the 16 homework assignments. Generally speaking, assignments are due by the assigned date. This workbook is loaded with readings, exercises, and activities that will enhance your learning of many important topics in the study of death and dying --- a field that is better known as "thanatology."
It is also important to remember that certain workbook pages will be required reading for assignments that you choose to complete. Therefore, always review and read workbook readings for each of the homework assignments you choose to complete as part of the course requirement. Choose assignments that fulfill your overall course requirement from GDHD.
Workbook Reading Assignment
1. Review Grieving Days, Healing Days, and become familiar with it.
2. At minimum, read and complete ANY THREE of the following assignments in Grieving Days, Healing Days. This only applies to those HW assignments you are completing as part of the course requirement. They may also be credited towards your overall course workbook requirement as well. Please note that all online homework assignments must, at minimum, still be read and reviewed.
A Dead-End Exercise, p. 20
Cultural Customs of Death, p. 23
Customs, Culture, and Death, p. 24
Collage on Death, p. 25
Death in the News, p. 26
Mandala, p. 198
3.6 - Course Discussion Board
Module #3 - Thought Provokig Question (TPQ) or Article
Overview - The purpose of a course message board is to allow students and professor an opportunity to interact about topics of common interest. A message board is also a fine tool to share commonly asked questions, answers and concerns.
You are urged to use the message board, when you have questions that you think others may wish to know; when you have technical questions or answers that others may wish to know, and to share other useful tidbits with each other. I want each of you to become familiar with the message board system.
Once you have composed your thoughts and written them down in a word application program [i.e., Microsoft word] --- with grammar and spell check--- you must then click on the "Message Board" icon in the "Navigational Toolbar" and follow through with posting (copy and pasting) them. Remember, to be sure you also post your comments in the appropriate place in the task boxes that follows later in this assignment IF you are also submitting this ENTIRE assignment as one of your required four online assignments for the semester.
Task - In each class module, there will be one thought-provoking course related question or article for which discussion is expected from students. While not always related to assigned readings, they have important course-wide implications. You are expected to respond to each question by the end of each class module. Be sure to place the question/article number (#) in the "subject line" so your classmates will know which module topic you are addressing.
Since there is only one "thought-provoking question or article " (TPQ) due per module during the regular semester, a minimum response of 250 to 500 words is required for each message board TPQ posting. Also, students need to post a TPQ for EACH of the 15 online assignments.
This Assignment's Thought Provoking Question (TPQ) or Article
The following link is a graded assignment for the TPQ. (1) Click on the link below, (2) read the TPQ or article, and then (3) respond in the student posting area provided at the end of the article.
Thought Provoking Reading #3 - "Old, Gray, and Gay"
3.7 - Death: A Personal Understanding
Overview
Welcome to a new video feature for my online course.
It is a very fascinating series by the world-renowned Annenberg Media Series. This video instructional series on death and dying is intended for college classrooms and adult learners. It is a 10 part series of half-hour video programs that focus on death and its many facets.
Gain a greater understanding of death and dying through case studies and moving personal stories of people facing their own death or the death of a loved one. This series explores a wide range of North American cultural perspectives on death within the context of current issues, including AIDS, death by violence, suicide, assisted suicide, hospice care, end-of-life decision making, and how children react to death. Leading authority Robert J. Kastenbaum guides you sensitively through these topics. This series is appropriate for courses in allied health, psychology, sociology, religion, and death studies.
Directions
When you arrive at the website, click the video icon you wish to view that says "VoD" [Video on Demand] and then when the "pop-up box" opens, click on the start arrow. Keep in mind that with "streaming videos," some of the film [buffering] must load so it can take up to a minute to load and sometimes it helps if you click on the start arrow again in the "pop-up box." Once you get the hang of it, you will find they all work the same, though with some quirky moments at times. You can also click on an icon in the video box allowing you to enlarge the video as to fill your entire screen. Just click on the "esc" button on our keyboard to leave the "large view" format.
Closed Captioning Note: For my students with disability challenges, there is a "closed captioning" option with this series. As you watch this video, after start up, click in the upper right hand side of the screen and you will see a icon that shows whether the captioning is on or off. To turn it on, click on it and you will see the on off switch change. I find I like watching the videos with captioning on as I have some hearing problems and I can catch everything everyone is saying especially if they are not talking clearly.
"Death: A Personal Understanding" - The Series Link
Video # 2 - The Dying Person
How can we prepare for death? By preparing, do we enhance or diminish our lives? A retired performer, an epidemiologist now suffering from AIDS, a young businesswoman, a Holocaust survivor, and a war journalist discuss how facing their own deaths and the deaths of others has affected — and in some cases, transformed — their lives.
Task
When done reviewing the assigned video, prepare a thorough reaction statement at the "Blue Book" section link described further down at the end of this assignment.
"Death: A Personal Understanding" - The Series Link Links to an external site.
3.8 - Assignment #3 "Blue Book" Responses
Composing Your Responses To Assignment #3 in Module #3
Overview - For each course module there is a major homework assignment that must be completed. Each of these module homework assignments has several tasks. Some entail reading, some include exploring and reviewing websites, reviewing videos, and still others involve written tasks --- work that must be submitted for review and/or grading.
Responses to "tasks" must be sent on time or you will either fail the assignment or be severely penalized. Late homework assignments are perceived as both a student who is "absent from class" and "late with work." Please always maintain a backup copy of all your written work. Glitches occur in online technology-based education, but ultimately it is your responsibility to maintain adequate backup of all work submitted. You are also encouraged to compose your work within a word-processing application and then "copy and paste" into "task boxes." This is so you may avail yourself of spell and grammar check options provided in most modern word processing software.
Please be aware that all submissions are automatically received by the course "gradebook," where they will be evaluated by your professor for acceptance, rejection, or acceptance with penalty. So make sure your work is received promptly. Much the same way that attendance is determined by you presence in the traditional classroom at the regularly scheduled class time, so too is attendance determined by your prompt submission of assignments while enrolled in an online course. Furthermore, arriving to class without homework or with incomplete homework is also perceived in the same manner with an online course. Accordingly, you are encouraged to submit you weekly work prior to deadlines, to avoid computer glitches, "downtime," and other "technological spills and inconveniences."
Directions - Each numbered task box listed below corresponds with tasks described in each module's homework assignment. Usually, tasks outlined on this webpage require written reactions and/or responses.
Be sure to follow directions carefully and precisely when completing each task. "A word to the wise!" Minimal work receives a minimal grade. For example, if a task asks that you provide a written paragraph or two, and you provide just that, then you have provided only minimal work. Simply said, minimal work is "C" work. Well thought out writing that exceeds both excellence and minimal length (word count) and quality requirements is, generally speaking, graded higher and indicative of a "good and solidly motivated student." However length in of itself does not assure quality either, so learn to strike a balance. Good luck!
Particulars - Remember this module is due by a certain date or will be penalized. Overly late assignments may NOT be accepted at all, and at minimum, marked down. The discretion of the professor rules in all such matters. Was your assignment "Online and Ontime?" Before beginning this first homework assignment be sure you understand the word count and quality requirements (1500 to 3000 words depending on grade desired). See Grading Policy in Course Basics at the Course Syllabus for further information regarding requirements and grading of module submissions.
Module Assignment #3 "Blue Book" [Graded Responses Go Here]