Hi, I am teaching a lifespan class thi spring---from birth to death in seven weeks. I have students estimate their life-span and discuss correlates, health risk factors, family geneology, etc. We also compare conceptions of death comparing adolescent ideas to elderly. I also have had them work on their obituary and write up reports on different cultural ways of dealing with death that they may be familiar with. If the class is large enough, you might pair them up with someone of a different religious orientation to learn from each other and write up a report comparing and contrasing conceptions, practices, etc. I encourage them to talk to people of different ages about death, aging, health, and try to uncover beliefs and behaviors tied to coping or adapting to the fact of death. Cheers! Gary Peterson
Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University 989-964-4491 [EMAIL PROTECTED] >>> [EMAIL PROTECTED] 06/08/83 01:15AM >>> I am asking this for someone who will be an adjunct on our staff: she will be teaching Dying, Death and Bereavement for the first time and would like to know what other people have done to teach this course--projects, assignments that worked well, etc. Thanks Paul Schulman Associate Professor of Psychology SUNY Institute of Technology PO Box 3050 Utica NY 13504-3050 tel: (315) 792-7435 email: [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
