Abstract
Abstract Those of us who study and teach about death related issues–we are sometimes called thanatologists–generally agree that death education, “if taught properly, is very much concerned with life in the fullest sense”, (1, p. 32) that none of us reaches true maturity until we have learned to face the fact of our own death and then shaped our ways of living accordingly. Herman Feifel perhaps put this more eloquendy when he states: “To die–this is the human condition: to live decendy and to die well–this is man's privilege” (2, p. 12).
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