Synopsis
In order to understand how adults deal with children's questions about death, we must examine how children understand death, as well as the broader society's conceptions of death, the tensions between biological and supernatural views of death, and theories on how children should be taught about death. This collection of essays comprehensively examines children's ideas about death, both biological and religious. Written by specialists from developmental psychology, pediatrics, philosophy, anthropology, and legal studies, it offers a truly interdisciplinary approach to the topic. The volume examines different conceptions of death and their impact on children's cognitive and emotional development and will be useful for courses in developmental psychology, clinical psychology, and certain education courses, as well as philosophy classes – especially in ethics and epistemology. This collection will be of particular interest to researchers and practitioners in psychology, medical workers, and educators – both parents and teachers
About the Authors
Victoria Talwar is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University. She is a graduate of the University of St Andrews, Scotland, and Queen's University, Canada. She specializes in the social development of young children. She has published numerous papers in various journals including Child Development, Developmental Psychology, Law and Human Behavior and the International Journal of Behavioral Development.
Paul L. Harris is the Victor S. Thomas Professor of Education at Harvard University. He is a graduate of Sussex and Oxford Universities and has previously taught at the University of Lancaster, the Free University of Amsterdam, the London School of Economics, and Oxford University. He is a Fellow of the British Academy and of the Norwegian Academy of Science and Letters. A developmental psychologist with interests in the development of cognition, emotion and imagination, Harris is currently studying how young children learn about history, science and religion on the basis of what trusted informants tell them, rather than from firsthand observation. He is the author of The Work of the Imagination (2000).
Michael Schleifer is a Professor in the Faculty of Education at the University of Quebec in Montreal. He is a graduate of Oxford University (Philosophy) and McGill University (Psychology). His past appointments include being Professor of Ethics at McGill University and Clinical Psychologist at the Montreal Children's Hospital Department of Psychiatry. He has published more than a hundred articles in philosophical, psychological and educational journals and has edited works on identity, cooperation, the development of judgment, morality and emotion. His latest books are Talking about Feelings and Values with Children (2006) and How to Have a Dialogue of Mutual Respect with your Teenager (2007).
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