“The arms race is a race to death’s arms”
― Bangambiki Habyarimana

The Great Pearl of Wisdom

14.1 - Overview

Afterlife and Immortality

The Spanish essayist and philosopher José Ortega y Gasset (1883–1955), said of human chaos in his work Meditations on Quixote, "Preliminary Meditation" (1914), "In order to master the unruly torrent of life the learned man meditates, the poet quivers, and the political hero erects the fortress of his will." Speaking of afterlife, American author Nathaniel Hawthorne (1804–1864), in his work Passages from the American Notebooks (1868), entry for October 25, 1836 said, "We sometimes congratulate ourselves at the moment of waking from a troubled dream; it may be so the moment after death." And finally English poet Lord Byron (1788–1824), in his work Ravenna Journal (published in Byron’s Letters and Journals, Volume. 8, edited by Leslie A. Marchand, 1973–1981, entry for January 25, 1821), said "It has been said that the immortality of the soul is a "grand peut-être"— but still it is a grand one. Everybody clings to it— the stupidest, and dullest, and wickedest of human bipeds is still persuaded that he is immortal."

The purpose of Homework Assignment #14 is to: (a) provide you with an appreciation and understanding of some of the thinking regarding an afterlife, and (b) to provide you with "hands on experience" in learning about the many views of life beyond the grave--the afterlife.

Topics include religious beliefs, secular concepts and beliefs, and thoughts about near-death experiences and immortality.

14.2 - Using The Internet To Conduct Psych 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 reports other such findings.

Task: Using one or more of the above resources, discuss some of the issues of "Afterlife" and beyond death. General topics might include religious or philosophical beliefs and secular concepts of immortality. Specific topics might include near death experiences (NDE's), death dreams and themes.

Your report is to be in the form of a discussion paper" of at least one to three typed, double-spaced pages.

You are urged to use the Internet exclusively, though you may use Plover Library or other such "land-based" resources.

Commentary: "What time has been wasted during man’s destiny in the struggle to decide what man’s next world will be like! The keener the effort to find out, the less he knew about the present one he lived in." So said Sean O’Casey (1884–1964), the Irish dramatist. [In Sunset and Evening Star "Shaw’s Corner," 1954]

Clearly the topic of "immortality and afterlife" is a complicated one. That is why it is important to understand the many shades of such discussion. And one such area of discusison is "Reincarnation." The following link provides several resources into the interesting and fascinating subject of reincarnation from the perspective of various religions.

Reincarnation

Doyle Library (Click on Electronic Databases)

14.3 - Psychology Based Websites

Using Internet Tools To Learn About Death and Dying

Tasks: For the following psychologically oriented Website(s), report back what you learned from exploring any one of the many sub-categories listed. A tighly written paragraph--or better yet a typed, double-spaced page--sharing what you learned and what your reactions were, would be most appreciated.

End of Life Resources

Reincarnation Images

After-Death Communications

Discussion of Reincarnation Within Christian Thinking

14.4 - Reading Assignment - Chapter 14

Chapter 14 - Beyond Death / Afterlife

Your primary textbooks include The Last Dance (11th ed.) by Lynne Ann DeSpelder and Albert Lee Strickland (New York: McGraw-Hill, 2020).

Primary Readings

As you read Chapter 14, "Beyond Death/Afterlife," you should keep in mind the following key questions and core concepts.

Content Overview

The belief that human personality continues in some form after death is among the oldest concepts held by human beings. In traditional societies, death is usually viewed as a change of status, a transition from the land of the living to the land of the dead.
Traditional Hawaiian beliefs about death and the afterlife emphasize the clan and punishment for wrongdoing.
Western views of the afterlife and immortality have been influenced by Judaic, Hellenistic, and Christian traditions as well as by secular ideas of the modern era.
Hebrew tradition views the human person as an undivided psychophysical entity; it is not as if the soul inhabits a body, but rather that the body has life.
Plato refined the Hellenistic concept of the soul and advanced a number of “proofs” that the soul is eternal and is released from the body at death.
Christian beliefs about the afterlife emphasize the resurrection of the body and the destiny of the individual soul.
Islamic teachings embody a vision of the afterlife that is both spiritual and physical; Allah (God) determines the span of each life, and each person’s deeds, good or evil, determine whether the nature of the after-death existence will be eternal bliss or everlasting torment.
Whereas Western thought typically points up contrasts and establishes differences, Asian thought characteristically emphasizes the integrity of the whole rather than distinctions between constituent parts.
A distinguishing feature of Hinduism is belief in the transmigration of the soul; at death, the soul passes from one body or “being” into an incarnation in another form, animal or human.
Buddhism emphasizes the impermanence of the self, and the after-death state is conceived of as involving successive reincarnations toward the ultimate goal of nirvana, literally implying extinction, as when the flame of a candle, deprived of fuel, goes out.
For many people, if not most, religious offers pathways toward understanding and coping with dying and death. It provides an interpretive framework within which to find a positive meaning in an otherwise negative or tragic event.
Secular alternatives to religious concepts regarding immortality include humanism, positivism, and existentialism, as well as ideas about symbolic immortality.
Otherworld journeys, stories of travel to other realms beyond the earthly, are found in virtually all cultures.
Near-death experiences (NDEs) are accounts by people who have seemingly returned from the edge of death. These accounts are interpreted variously, with some people taking them as an indication that the human personality survives death while others believe that the phenomena associated with NDEs reflect a psychological or a neuropsychological reaction to the stress of a life-threatening experience.
Suggestive hints about the afterlife are also associated with “death dreams” and experiences related to the ingestion of psychedelic, or mind-altering, substances.
The spiritual component of care for dying patients should be acknowledged by caregivers so that the appropriate resources can be made available to individuals who desire them.

Chapter Objectives

To compare and contrast the views of immortality in the Judaic, Hellenistic, Christian, Islamic, and secular traditions.
To compare and contrast Eastern religious views of life after death.
To describe the consolation and comfort associated with religion.
To identify at least three secular alternatives to religious beliefs about immortality and the afterlife.
To describe the main features of near-death experiences.
To analyze the alternative interpretations of near-death experiences.
To summarize death-related experiences associated with dreams and psychedelic experiences.
To demonstrate how beliefs about what follows death influence a person’s under-standing of death and how they evidence themselves in choices regarding care of the dying as well as in daily life.

Key Terms and Concepts

afterlife
bardo
death dreams
eschatology
hades
heaven
hell
immortality
judgment
kaddish
karma
moksha
near-death experience (NDE)
nirvana
otherworld journey
panoramic memory
paradise
psychedelic experience of death
purgatory
rebirth
reincarnation
religiosity
resurrection
samsara
secularism
she'ol
shivah
soul
symbolic immortality
transmigration
yahrzeit

Questions For Guided Study and Evaluation

Compare and contrast the Jewish and Greek concepts of immortality.
Trace the historical changes in the concept of life after death in the Christian tradition.
Summarize the main elements of Islamic belief about life after death.
Identify the central themes of the Hindu view of life after death.
Describe the Buddhist perspective on death, paying particular attention to the meanings of nirvana and transmigration.
Discuss what is meant by “the consolations of religion.”
Describe what is meant by the secularization of death, and give at least three examples of a secular understanding of immortality.
Describe the elements of a typical near-death experience and provide two main interpretations of such experiences.
Summarize the three stages of a near-death experience according to Russell Noyes and Raymond Kletti.
Describe the therapeutic use of LSD in managing pain and death anxiety with terminally ill patients.
Evaluate the “wall/door” metaphor and its implications. Which seems more correct to you? Explain your answer.
Describe the impact of religious or spiritual beliefs on the care of the dying.

Task 14.4: 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: When asked about afterlife, "All argument is against it; but all belief is for it," said the English author Samuel Johnson (1709-1784). [Quoted in: James Boswell, Life of Samuel Johnson, Volume 3, March 31, 1778, edited by G. B. Hill in 1791]. So too, said Ivan Illich (1926-), the Austrian-born U.S. theologian, "At the moment of death I hope to be surprised." [Quoted in London Sunday Times on November 20, 1988 in reply to a question on his beliefs about the afterlife.] And finally Henry David Thoreau (1817–1862), U.S. philosopher and author remarked "Oh, one world at a time!" [A remark made shortly before his death to Parker Pillsbury, when asked whether he believed in an afterlife. Quoted in: F. B. Sanborn, Henry D. Thoreau (1882). Brooks Atkinson, in Walden and Other Writings of Thoreau, claimed the remark was made to Thoreau’s closest friend, William Ellery Channing.]

The concept of reincarnation seems to offer one of the most attractive explanations of humanity’s origin and destiny. It is accepted not only by adherents of Eastern religions or New Age spirituality, but also by many who don’t share such esoteric interests and convictions. To know that you lived many lives before this one and that there are many more to come is a very attractive perspective from which to judge the meaning of life. On the one hand, reincarnation is a source of great comfort, especially for those who seek liberation on the exclusive basis of their inner resources. It gives assurance for continuing one’s existence in further lives and thus having a renewed chance to attain liberation. On the other hand, reincarnation is a way of rejecting the monotheistic teaching of the final judgment by a holy God, with the possible result of being eternally condemned to suffer in hell. Another major reason for accepting reincarnation by so many people today is that it seems to explain the differences that exist among people. Some are healthy, others are tormented their whole life by physical handicaps. Some are rich, others at the brink of starvation. Some have success without being religious; others are constant losers, despite their religious dedication. Eastern religions explain these differences as a result of previous lives, good or bad, which bear their fruits in the present one through the action of karma. Therefore reincarnation seems to be a perfect way of punishing or rewarding one’s deeds, without the need of accepting a personal God as Ultimate Reality.

The following link provides a lively discussion about afterlife and immortality through the lens of Reincarnation. The following llink examines several aspects of reincarnation and provides links to other related sites.

Task: Provide at minimum, a half-page, typed, and double-spaced reaction to what you discovered and learned at these Websites.

In the YouTube video below, Walter Semkiw, MD and Jim Tucker, MD discuss the reincarnation research of Ian Stevenson, MD, which involves children's past life memories that can be factually verified. Children's past lives provide evidence or proof of reincarnation and are presented as reincarnation stories at IISIS.net. Dr. Semkiw also introduces the reincarnation case of Anne Frank | Barbro Karlen. Barbro Karlen relates her childhood past life

Evidence of Reincarnation

Practice Quiz - Chapter #14

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 #14 Quiz - "Beyond Death - Afterlife"

14.5 - "Grieving Days, Healing Days" - The Workbook

Learning Through "Hands-On" Doing

Overview: Grieving Days, Healing Days (GDHD), is an interactive workbook written by Dr. J. Davis Mannino, 1996 - 2022 and formerly published by Simon & Schuster, 1996. It is required for this course, because specific pages in the workbook are assigned as part of each module homework assignment that you complete. The good news is you need not purchase Grieving Days, Healing Days (GDHD). I have uploaded all readings and activities you will need for this course.

Assignments to complete in GDHD will be listed in a similar section for each of the 15 module homework assignments for this course. Generally speaking, assignments are due by the module assigned date. Modules are loaded with workbook selections (readings, exercises, and activities) that will enhance your learning of many important topics in the study of aging, dying, and death --- a field that is known as "thanatology."

It is also important to remember that certain uploaded workbook pages will be required reading for assignments that you choose to complete elsewhere; such as extra-credit. Therefore, always read and complete all workbook pages assigned as part of all module course requirements.

GDHD Workbook Reading Assignments:

1. At minimum, read and complete ANY THREE of the following assignments from Grieving Days, Healing Days. Please note that while only three assigned readings and activities need proof of completion, the entire selection of assignments below should be read and reviewed. Though not required, have some fun and complete them all!

Moment of Death or Thereabouts, p. 121

Time Machine, p. 169

Reaction Response, p. 196

Mandala, p. 198

Immortality, p. 208

Immortality of a Thousand Years!, p. 209

When I'm Dead and Back!, p. 210

14.6 - Death: A Personal Understanding

Overview: A “Hint of a Whisper of Enjoyment!”

Welcome to a new video feature for my online course in Aging, Dying, and Death! The goal is to provide at least a "hint of a whisper of enjoyment" from the ordinary, mundane, and often boring, classroom experience!

Each class module has a selection from a fascinating collection of YouTube video clips I have gathered. These instructional videos clips on aging, dying, and death are intended for college classrooms and adult learners. The selection of clips provided over the course of this class, were researched carefully by your professor, and in many cases recommended by former students.

The influence of digital videos on our everyday culture is undeniable. Online video sharing sites such as YouTube, Vimeo and Metacafe boast monthly audience numbers in the millions! With digital videos continuing to gain popularity, it seems only natural that this familiar and widespread platform should extend into the educational setting.

Students today are utilizing educational videos as a tool for learning everything from changing a tire to the latest dance craze. Remarkably, millennials make up 92% of the digital video viewing audience. Abstract topics that once seemed difficult to teach and learn are now more accessible and understandable thanks to the availability of educational videos.

Studies have shown that the use of short video clips allows for more efficient processing and memory recall. The visual and auditory nature of videos appeals to a wide audience and allows each user to process information in a way that’s natural to them.

Gain a greater understanding of aging, dying and death 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

Directions: Simply click on the video link below and enjoy. Captioning Note: For my students with disability challenges, there is a "closed captioning" option with each clip in this video series. I enjoy watching the video clip with captioning on as I have some hearing problems and I can catch everything everyone is saying; especially if they are not talking clearly.

Video # 14 - Consciousness After Death - Supports One’s Understanding of "Spirituality" and "Life after Death" in Dying and Death [06:02 mins, 2017].

Researchers say there is evidence that consciousness continues after clinical death. Researchers at NYU's Langone Medical Center have conducted a study of patients who have experienced near-death experiences, and the results are intriguing and chilling. Dr. Sam Parnia, the director of resuscitation research at NYU Langone, joins CBS News to discuss the findings of this mind bending study.

Task: When done reviewing this assigned video clip, prepare a thorough reaction statement at the "Graded Responses Go Here!" section link described further down at the end of this module assignment.

Consciousness After Death

14.6a - Course Discussion Board

Module #14 - Thought Provoking 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 200 to 225 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 or Article #14

Thought Provoking Question #14 - Frankenstein Syndrome

14.7 - Module Assignment #14 Responses

Composing Your Responses To Module #14 (Helpful Directions)

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 ALL 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 who is "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 assigned module "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 module homework assignment be sure you understand the word count and quality requirements --- 550 to 750 words --- depending on grade desire). See Grading Policy in Course Basics at the Course Syllabus for further information regarding requirements and grading of module submissions.

ALL students are responsible for completing ALL 15 modules and having a moderate understanding of each. Don't cheat yourself out of a good education.

Module Assignment #14 - Graded Responses Go Here!

Dr. J. Davis Mannino - Revised February 5, 2023