: IN THE LAST ANALYSIS, ITS OUR CONCEPTION OF DEATH THAT DECIDES OUR ANSWERS TO ALL THE QUESTIONS THAT LIFE PUTS TO US

             INTRODUCTION     

 The great thinker Socrates(470-399 B.C) had differing opinion" No living individual know about death" . He however believed that dead is either a dreamless sleep or a journey of the soul. It is  until when he was at his deathbed when he preferred the later option. He said that  no philosopher should be afraid of it. Plato(427-347 B.C) was affected by the death of Socrates until he wrote dialogues about him. Plato preaches that death is the release of the soul.

     In general, a number of  death attitudes have been conducted  at the college age level. Other than sex, age and other demographic  factors, the questioneer are had items that included life after death  and death. Some of the significant findings showed that:;

• Aprox.92% thought of their death rarely

• About 18%  reported to sometimes find themselves dead

• Roughly 21% reported that they sometime thought of a disease which could have killed them (Cancer was the most mentioned disease and AIDS least mentioned).

• 51% regarded their death by accident

• 8% imagined death to be horribly painful

• 83% wished that they were never dead at one moment in life

• 16%  reported that visiting a cemetery usually depressed them considerably

• 34% reported that they were fascinated by newspaper stories about death.

• 12% showed that they had a strong fear of death,25% were absolutely unafraid and amazingly 62% had an indifferent attitude towards death.

• 78% wished to live again after death.

• 17% reported that the question of future life worried them considerably.

      This study shows that college students have little concern about death. Latter studies show that the students responded to death questions with emotions. This concludes that the subconscious inhibit our verbal attitudes towards death.

     Demographic data (age, sex, religious affiliation, marital status, race, and frequency of church attendance) greatly affected the varied views on death. For instance men were more acceptance to wartime killing rather than women.

                 children and death education-poem

            My fairest child, I have no song to

 give you;  

  No  lark could pipe to skies so dull

and gray ;

Yet, ere  we part, one lesson I can

leave you

For every day :

Be good, sweet maid, and let who will

be clever ;

Do noble things not dream them,

all day long ;

And so make life ,death, and that vast

Forever

One grand, sweet song.

 The above poem shows the stages of understanding the concept of death until, about age nine then finally the concept is grasp.

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