Approaching the topic of death in a year 3 primary ethics classroom

Abstract

Following the loss of my brother, I shed tears at the realisation of never seeing him again. I put on a facade of strength to support my mother. I embarked on a philosophical venture to understand and live with death, and I appreciated life more whilst contemplating on nothingness. Amidst these reflections, I faced an overwhelming challenge: his five-year-old daughter’s grief. How do I journey with her? How do I speak to her about death? What is she feeling and will she understand what is going on? Despite its undeniable reality, death remains a taboo subject in Western societies (Botîlcă, 2021). However, in some cultures one’s passing is celebrated, and in some philosophies fearing death is absurd. As something that we cannot really explain, the importance of life lies in the meaning we give death. Recognising that children encounter loss in various forms; be relatives, friends or even pets, my focus shifts to the critical responsibility of imparting death education. Concepts of life and death, and abortion are included in learning outcomes in the Maltese Ethics curriculum, yet at a much later stage. Therefore, the aim behind this dissertation is to underscore the importance of introducing death education at an early age (Higgins, 1999). This project-based dissertation endeavours to formulate tangible learning outcomes, lesson plans, and resources through an extensive literature review. The ultimate goal is to provide teachers with practical materials, should the inclusion of death education in primary schools be considered. Centred on teaching death to Year 3 students, the project recognises the influential role educators play in children’s education, particularly within the Ethics classroom, instilling virtues, nurturing their emotional, spiritual, academic, and social growth. The overarching aim is to empower young minds to navigate life’s challenges with resilience and understanding, while dismantling taboos.