苏格兰课程中的死亡:否认还是面对?
S Paul1, L Del Carpio1,2, P Rodríguez3
1Department of Social Work and Social Policy, University of Strathclyde, Glasgow, Scotland.
Death studies
|November 28, 2023
概括
这项研究分析了苏格兰的课程.
科学领域:
- 教学教育学 在教学上
- 教育社会学教育的社会学
- 达纳图学 (Thanatology) 是一种学术学科.
背景情况:
- 学校在支持丧子儿童方面发挥着至关重要的作用.
- 了解学校课程如何处理死亡是有限的.
- 影响儿童死亡知识的系统结构需要进一步探索.
研究的目的:
- 分析苏格兰在义务教育 (3-15岁) 中死亡教育的课程.
- 确定死亡是如何在课程中表示和教导的.
- 探索课程内容对儿童对死亡的理解的影响.
主要方法:
- 苏格兰课程文件的内容分析.
- 检查各个主题和年龄组的与死亡有关的主题.
- 死亡系统和死亡矛盾理论的整合.
主要成果:
- 死亡存在于课程中,但通常仅限于宗教教育.
- 这种关注可能会限制儿童对死亡的不同方面 (个人,社会,身体,关系) 的参与.
- "知道"死亡的某些方式比其他方式享有特权.
结论:
- 当前的课程可能不能完全支持孩子们对死亡的复杂理解.
- 需要扩大死亡教育跨学科的整合.
- 结果为死亡素养课程的课程开发提供了实用的见解.
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