Death and Dying Life and Living 7th Edition by Charles A. Corr - Test Bank

Death and Dying Life and Living 7th Edition by Charles A. Corr – Test Bank

 

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CHAPTER THREE

 

 

CHANGING ATTITUDES TOWARD DEATH

 

 

TOPICAL OUTLINE

 

• Two examples: an Amish man; the Puritans of 17^th-century New England

 

• The nature of death-related attitudes and their interplay with death-related encounters as part of human experiences with death (illustrated in Figure II.1 on p. 18 and in Focus On 3.2 in this chapter on pp. 53-55)

 

• Recent studies of death anxiety

 

• Four types of death-related concerns and responses: about my own dying; about my own death; about what will happen to the me after my death; and about the dying, death, or bereavement of another person

 

• Two points to note about death-related attitudes: they vary greatly and humans can influence many of their attitudes

 

• Five dominant patterns in Western attitudes toward death according to Ariès

 

Tame death: characterized by calm simplicity, familiarity, and death as a public and community event; a nonthreatening afterlife

 

Death of the self: emphasizes the dying person, judgment, and anxiety about salvation

 

Remote and imminent death: characterized by a high degree of ambivalence (both attraction and repulsion) toward death; death is a natural, but frightening event

 

Death of the other: focus on survivors and relationships broken by death; desire for reunion with loved ones in some other state

 

Death denied or forbidden death: emphasizes hiding all aspects of encounters with death

 

 

OBJECTIVES

 

• To fill out the portrait of experiences with death begun in Chapter 2 by describing death-related attitudes, as a counterpart to death-related encounters and practices

 

• To give brief, but well-developed pictures of two integrated patterns of death-related attitudes: those involving the Amish and the New England Puritans

 

• To explore death-related attitudes by reflecting on death anxiety, describing four basic types of death-related attitudes commonly found among individuals today, noting how they vary, and showing that they can be changed or influenced

 

• To identify five large-scale patterns within social attitudes toward death, emphasizing their broad differences and enduring qualities

 

KEY TERMS AND PHRASES

 

Ars moriendi: literally, the “art of dying,” a practice that focused on what one should do to die well

 

Death anxiety: concerns and/or worries related in some way to death

 

Death attitudes or attitudes toward death: dispositions, postures; settled tendencies toward acting, which represent one’s feelings or opinions about death; death-related postures or dispositions

 

Death denial: a specific type of death attitude in which one is unwilling to acknowledge the reality of death and some or all of its implications

 

Encounters with death: ways in which one confronts or meets up with death; an aspect of experiences with death; a counterpart to death-related attitudes and practices

 

Experiences with death: the sum of one’s overall death-related encounters, attitudes, and practices

 

Forbidden death: a death-related attitude that views death as offensive and unacceptable, something to be denied and hidden from public view; a phrase from Ariès

 

Pornography of death: a death-related attitude much like forbidden death, implying that death is dirty and indecent, and yet somehow titillating and intriguing; a phrase from Gorer

 

Tame death: a death-related attitude that views death as familiar and simple, a public event mainly affecting the community; a phrase from Ariès

 

 

SELECTED INTERNET SEARCH TERMS: ars moriendi; death anxiety; death attitudes (or “death-related attitudes”); death denial; forbidden death; pornography of death; tame death

 

 

SELECTED ORGANIZATIONAL AND OTHER INTERNET SITES:

 

American Anthropological Association; www.aaanet.org

American Psychological Association; www.apa.org

American Sociological Association; www.asanet.org

BELIEVE: Religious Information Source; http://mb-soft.com/believe

Death Clock; www.deathclock.com

 

 

SUGGESTED DISCUSSION TOPICS

 

In Chapter 3, we continue to encourage students to become more comfortable with death-related topics. Our aim is to help students see how habits of feeling, belief, and tendencies to action affect what we encounter and how we encounter the world. This continues our work in Chapter 2 by showing how experiences (encounters + attitudes + practices) are developed out of and influenced by individual and cultural histories. Together, Chapters 2 and 3 illustrate that change is possible and has actually occurred in death-related experiences. So if one is uncomfortable talking about, or dealing with dying, death, and bereavement, that is understandable, but it can be changed.

 

In detail, in Chapter 3 we stress the concrete examples at the beginning (pp. 49-52)and end (pp. 63-66)of the chapter, the individual attitudes described on pp. 52-61, and the broad patterns of social and cultural attitudes described on pp. 61-63 (where we emphasize the content of the attitudes, rather than historical claims presented by their author).

 

After Chapter 3, students should have a better sense of how individuals in the United States and American society as a whole have come to today’s cultural context for their experiences of dying, death, and bereavement, both in terms of encounters and attitudes. One task for the educator here is to integrate Chapters 2 and 3 by helping students draw together a tentative portrait (to be expanded in Chapters 4 & 5) of what contemporary experiences with death are like—and, at least as important—why they are that way.

 

 

SUGGESTED ACTIVITIES

 

Activities ##1 & 2: See p. 36 in this Instructor’s Manual.

 

Activity #3: Death-Related Attitudes

1. Create small groups of at least 5-6 participants
2. Assign each group an aspect of death-related attitudes, such as those mentioned in

the chapter

1. Discuss the assigned death-related attitude
2. Choose a reporter to share results of each discussion with the class as a whole

 

Activity #4: Selecting the Manner of One’s Own Death

1. Assign each student to write a brief essay describing the manner of his or her own

death

1. Include in the essay such variables as what way in which the individual would want (or

not want) to die, age at death, whether the person would want to be able to choose the

way in which he or she would die and when, who the person would want to be present

at his or her funeral and the desired type of funeral

1. The essay should include a discussion of how the student’s attitudes toward dying and

death are related to the choices he or she made in (b)

 

Activity #5: Death Denial/Acceptance in Our Society

1. Assign each student to write a brief essay describing ways in which our society is or is

not a death-denying society

 

Activity #6: Reacting to a Death-Related Short Story or Audiovisual

1. Assign students (individually or in small groups) to read a short story or other

publication (see the list that follows for some suggestions) or view an audiovisual (see

those listed in Part Two of this Instructor’s Manual)

1. Report the results of that experience in a brief essay or in a small group discussion

format

 

SUGGESTED READINGS

 

Agee, James, A Death in the Family.

Anderson, Sherwood, “Brother Death.”

Bellow, Saul, Mr. Sammler’s Planet.

Bierce, Ambrose, “Chickamaugua” and “An Occurrence at Owl Creek Bridge.”

Broyard, Anatole, “What the Cystoscope Said.”

Camus, Albert, The Plague.

Cassill, R. V., “The Covenant.”

Chekhov, Anton, “The Lament.”

Crane, Stephen, “The Open Boat” and The Red Badge of Courage.

De Beauvoir, Simone, A Very Easy Death.

Doty, Mark, Heaven’s Coast: A Memoir.

Faulkner, William, “A Rose for Emily” and As I Lay Dying.

Gass, William H., “The Triumph of Israbestis Tott.”

Hawthorne, Nathaniel, “Roger Malvin’s Burial.”

Hemingway, Ernest, “My Old Man.”

Jackson, Shirley, “The Lottery.”

Jewett, Sarah Orne, “Miss Tempy’s Watchers.”

London, Jack, “To Build a Fire.”

O’Connor, Flannery, “Everything that Rises Must Converge.”

Olsen, Tillie, “Tell Me a Riddle.”

Poe, Edgar Allan, “The Masque of the Red Death.”

Porter, Katherine Anne, “The Grave” and “The Jilting of Granny Weatherall.”

Sartre, Jean-Paul, “The Wall.”

Schwartz, Jonathan, “WPKF.”

Shneidman, Edwin, Voices of Death

Stevenson, Robert Louis, “The Suicide Club.”

Tolstoy, Leo, “The Death of Ivan Ilych.”

Walker, Alice, “To Hell with Dying.”

Wright, Richard, “Bright and Morning Star.”

 

 

MULTIPLE-CHOICE QUESTIONS

 

(Note: Our directions to students for multiple-choice questions are, “Select the best answer from among the options provided.” Items marked “WWW” are posted on the companion website for this book at www.cengagebrain.com to use as practice quizzes.)

 

1. Events immediately before, at the time of, and shortly after the death of John Stolzfus are
2. typical of encounters with death in American society at the end of the 20^th century
3. a model for death-related practices that are developing in the 21^st century

*   c. similar to events looking back to the 18^th and 19^th centuries

1. unique and unparalleled in other groups and times
2. none of these (pp. 49-51)

 

2. After John Stolzfus’ first wife died, he remarried so that he would have someone to care for

his five children.

1. so far, this is a typical encounter with death in American society in the 21^st century

*   b. this encounter with death is more typical of American encounters with death prior to the

late twentieth century

1. this demonstrates Amish attitudes that reject behaviors among what they call the “English”
2. this behavior contrasts sharply with how Puritans behave in America today
3. none of these (pp. 49-51)

 

3. Attitudes include a person’s
4. ways of presenting oneself to or being in the world
5. settled behaviors or manner of acting
6. postures of the body or dispositions to action

*   d. all of these

1. none of these                                                                                           (p. 51)

 

4. Human beings
5. are passive receivers of information about their world
6. in no way shape their knowledge of what is happening around them
7. whether Amish or Puritan or secular, all shape their knowledge of the world around them in

exactly the same way if they are members of American society

*   d. shape their encounters and knowledge of the world depending on their prior beliefs and feelings

1. do not have their attitudes toward death shaped by the numbers and sorts of varying

encounters they have with death                                                                (p. 52)

 

5. Attitudes are defined as

*   a. ways of presenting oneself to or being in the world

1. expressions of fear and anxiety
2. manifestations of friendliness and hospitality
3. characteristics unique to the Amish and the Puritans of 17^th century New England
4. another word for “encounters” (p. 51)WWW

 

6. Attitudes toward death
7. are the same in all cultures and historical eras
8. are unrelated to encounters with death

*   c. help shape encounters with death

1. all of these
2. none of these (pp. 52 & 55)

 

7. An individual’s attitudes about death and dying are closely connected to
8. the individual’s encounters with death
9. the individual’s experiences with death
10. the individual’s cultural background

*   d. all of these

1. none of these (pp. 52 & 55)

 

8. Which of the following is true about HIV infection?
9. as of 2007, only homosexual men are at risk for this infection

*   b. the only persons who can be infected with HIV are women, children, and men

1. one cannot be infected with HIV if one has sex with an infected person only once
2. HIV is now a disease that is manageable without risk of undesirable side effects of the

treatment

1. HIV is mainly a problem for the economically advantaged (p. 53)

 

9. In 2010, the Centers for Disease Control and Prevention reported that the number of persons

in the United States who are newly infected with HIV each year is:

1. 8,750
2. less than 11,000
3. over 18,000

*   d. approximately 56,000

1. 78,200 (p. 55)

 

10. According to many studies of death anxiety in our society,

*   a. women report higher death anxiety than do men

1. men report higher death anxiety than do women
2. younger persons report less death anxiety than do adults
3. measuring death anxiety is relatively simple to accomplish
4. death anxiety is independent of one’s life accomplishments (p. 56)WWW

 

11. In many studies of death anxiety in our society,
12. men report higher death anxiety than women
13. older adults report more death anxiety than younger persons
14. individuals with strong religious convictions report more death anxiety than those who do

not share such a value framework

1. all of these

*   e. none of these                                                                                           (p. 56)

 

 

 

 

12. Many studies of death anxiety assume that
13. adequate instruments and methodologies are available to identify and measure death

anxieties

1. individuals will be both willing and able to disclose their death anxieties
2. death anxiety does exist

*   d. all of these

1. none of these (p. 56)

 

13. Freud argued that
14. in the unconscious, every one of us is convinced of his or her own mortality

*   b. at bottom nobody believes in his or her own death

1. our own death is quite imaginable
2. awareness of individual mortality is the most basic source of anxiety
3. self-reports about death anxiety are both valid and reliable (p. 56)

 

14. When people say “Mary had a difficult death,” they are likely to be referring to

*   a. the manner of Mary’s dying

1. the underlying cause of Mary’s death
2. the aftermath of Mary’s death
3. the implications of Mary’s death for her spouse and family members
4. the likelihood that Mary committed suicide (p. 57)

 

15. Anxieties associated with death may be found in
16. death-related attitudes about my own dying
17. death-related attitudes about my own death
18. death-related attitudes about what will happen to me after my death
19. death-related attitudes about the dying, death, or bereavement of someone else

*   e. all of these                                                                                               (pp. 57-60)

 

16. A situation in which I am concerned that I may experience a difficult life-threatening illness

before I die is an example of

*   a. death-related attitudes about my own dying

1. death-related attitudes about my own death
2. death-related attitudes about what will happen to me after my death
3. death-related attitudes about the dying, death, or bereavement of someone else
4. none of these (p. 57)

 

17. A situation in which I am concerned that I may experience a terminal illness in an alien

institution under the case of strangers who might not respect my person needs or wishes is an

example of

*   a. death-related attitudes about my own dying

1. death-related attitudes about my own death
2. death-related attitudes about what will happen to me after my death
3. death-related attitudes about the dying, death, or bereavement of someone else
4. none of these (p. 57)

 

18. Individuals might fear a sudden, unanticipated death because
19. they want to “get ready to meet their Maker”
20. they want to say “I love you” and “Goodbye” to those they love
21. they want to finish “unfinished business”

*   d. all of these

1. none of these                         (p. 58)

 

 

 

 

19. A situation in which I try to hold onto my life for fear of losing so many things that are

important to me is an example of

1. death-related attitudes about my own dying

*   b. death-related attitudes about my own death

1. death-related attitudes about what will happen to me after my death
2. death-related attitudes about the dying, death, or bereavement of someone else
3. none of these (p. 59)

 

20. A situation in which I am concerned that my death may lead to absolute nothingness is an

example of

1. death-related attitudes about my own dying
2. death-related attitudes about my own death

*   c. death-related attitudes about what will happen to me after my death

1. death-related attitudes about the dying, death, or bereavement of someone else
2. none of these (p. 59)

 

21. A situation in which I am concerned about what will happen to my spouse after my death is an

example of

1. death-related attitudes about my own dying
2. death-related attitudes about my own death
3. death-related attitudes about what will happen to me after my death

*   d. death-related attitudes about the dying, death, or bereavement of someone else

1. none of these (pp. 59-60)WWW

 

22. The analysis in Chapter 3 of four types of death-related concerns commonly found in

individuals in our society demonstrates that

1. all humans are anxious about death
2. there is little variation in human attitudes toward death

*   c. death-related attitudes can be influenced by human beings

1. the distinction between “fear” and “anxiety” is prominent in death-related research
2. all of these concerns essentially involve the same thing (p. 61)

 

23. The analysis in Chapter 3 of four types of death-related concerns commonly found in

individuals in our society demonstrates that

1. all humans are anxious about death

*   b. there is great variation in human attitudes toward death

1. death-related attitudes cannot be influenced by human beings
2. the distinction between “fear” and “anxiety” is prominent in death-related research
3. all of these concerns essentially involve the same thing (p. 60)

 

24. According to Ariès, “tame death” means

*   a. people view death as a natural event

1. people view death as a wild force
2. people view death as a phenomenon beyond their control
3. all of these
4. none of these (pp. 61-62)WWW

 

25. In his analysis of “tame death,” Ariès found
26. no great fear of death
27. familiarity with death
28. a major focus of attention on the community

*   d. all of these

1. none of these (pp. 61-62)

 

 

 

26. People who have attitudes toward the dead that Ariès labeled “tame death”
27. regard death as essentially a private event
28. are not primarily concerned with the loss of a member of the community
29. greatly fear the afterlife
30. all of these

*   e. none of these                                                                                           (pp. 61-62)

 

27. 27. Aries’ description of an attitude toward death he called “tame death” differs from what he

called “death of the self” by which of the following characteristics?

1. tame death is one where the focus of attention is almost entirely on what the death means

for the dying person

*   b. in tame death, death is typically faced more calmly than it is in death of the self

1. in death of the self, death is seen as a sort of sleep and thus is unthreatening
2. in death of the self, the concerns and needs of the community take precedence over those

of the dying person

1. an “ars moriendi” developed historically around an attitude of tame death (pp. 61-62)

 

28. According to Ariès, “death of the self”

*   a. focuses on a final testing period and a judgment as the dominant image for life after death

1. emphasizes what a particular death means for the community
2. does not regard the moment of death as very important
3. all of these
4. none of these (p. 62)
5. According to Ariès, “death of the self”

*   a. puts great emphasis on what one does at or just before the moment of one’s death

1. emphasizes what a particular death means for the community
2. does not regard the moment of death as very important
3. all of these
4. none of these (p. 62)
5. According to Ariès, “death of the self” involves
6. seeing death as a natural event

*   b. seeing death as leading to reward or punishment in a future state

1. an emphasis on relationships broken by death
2. all of these
3. none of these (p. 62)

 

31. According to Ariès, “death of the self” involves

*   a. an emphasis upon the “ars moriendi” or “art of dying well”

1. a view of the afterlife as nonthreatening
2. an emphasis upon spiritualism
3. all of these
4. none of these (p. 62)

 

32. According to Ariès, ambivalence is most characteristic of which patterns of Western attitudes

towards death

1. death of the self

*   b. remote and imminent death

1. tame death
2. death denied
3. death of the other (p. 62)

 

 

 

 

33. According to Ariès, “death of the other”
34. rejects a reunion with the beloved after death

*   b. perceives death as an intolerable separation from the one who dies

1. does not focus primary attention on the relationship between those who have died and God
2. all of these
3. none of these (p. 62)

 

34. According to Ariès, “death of the other” is characterized by
35. a focus of attention primarily on the survivors
36. the possibility that mourners “lose control”
37. anticipating reunion with loved ones in the next life

*   d. all of these

1. none of these (p. 62)

 

35. Ariès found “forbidden death” to include which of the following?

*   a. death is most often seen as dirty and indecent

1. more and more people are present at the moment of death
2. death is seen as unthreatening
3. mourning is more public than it was in earlier centuries
4. death is seen as a normal part of living (pp. 62-63)

 

36. According to Ariès, in “forbidden death” the dying person is most often
37. comforted
38. the center of a public death scene

*   c. isolated

1. permitted to express emotions freely
2. none of these (pp. 62-63)

 

37. According to Ariès, “death denied” is characterized by
38. limited mourning in public
39. new funerary rites invented in the United States
40. the dying person is deprived of his or her own death

*   d. all of these

1. none of these (pp. 62-63)

 

38. The Puritans of 17^th century New England believed that
39. human beings were basically good and worthy of salvation
40. God, in His infinite mercy and love, would give eternal life to all people

*   c. each person was utterly and totally depraved

1. they could rely on the “sure and certain hope of resurrection to eternal life”
2. death was not something to be feared (pp. 63-64)WWW

 

39. The Puritans of 17^th century New England believed that
40. human beings were basically good and worthy of salvation
41. God, in His infinite mercy and love, would give eternal reward to all people
42. they could rely on the “sure and certain hope of resurrection to eternal life”
43. all of these

*   e. none of these                                                                                           (pp. 62-63)

 

40. One point on which the Amish and the New England Puritans disagreed sharply was
41. belief in Christianity

*   b. belief in the sinfulness and depravity of children

1. belief that communities should workshop together
2. their desire to reform certain aspects of Christian belief and practices
3. their denial of death or unwillingness to think about that subject      (pp. 49 & 64)

 

 

SHORT ANSWER QUESTIONS

 

41. Describe two of the central attitudes toward death that characterize the Amish community in

which John Stolzfus lived.                                                                             (pp. 49-51)

 

42. What does it mean to speak of an “attitude” toward death? Why is it important to

understand the role played by attitudes in our experiences with death?           (pp. 52-56)

 

43. Describe the notion of “death anxiety” and explain how it is relevant to the contents of Chapter

Three.                                                                                                          (p. 56)

 

44. Discuss three lessons drawn from the discussion in Chapter 3 about recent interest in

death anxiety?                                                                                             (pp. 56-61)

 

45. Describe the attitudes toward death that characterize the Puritan community of 17^th

century New England.                                                                                  (pp. 63-66)

 

ESSAY QUESTIONS

 

46. Chapter 3 in our textbook described four basic types of death-related concerns and

responses that an individual might have. Identify and explain each of these types.

Give an example of each.                                                                             (pp. 57-61)

 

47. Philippe Ariès described five different types of attitudes toward death. Choose one of these

attitudes (as Ariès discussed it), and describe it carefully enough so that it can be

distinguished from the other four. Make plain what is particularly unique about the attitude you

choose to describe.                                                                                      (pp. 61-63)

 

48. Philippe Ariès’ described changing attitudes toward death in Western culture.
49. Explain carefully what Ariès holds to be the typical attitude(s) toward death in our

contemporary society. Make plain the typical feelings, beliefs, and behaviors that

Ariès believes are found among people living in American society late in the 20^th

century when they respond to death.

1. Choose specific, concrete examples from your experience that clearly demonstrate

how someone you know has acted on these attitudes.                               (pp. 61-63)

 

49. Chapters 2 and 3 in our textbook examine changing encounters and attitudes related

to death. Explain carefully how the encounters given below are likely to affect attitudes,

and how our attitudes might affect those specific encounters.

1. People now die in institutions rather than at home, and so we are often not present

when someone is dying.

1. Infant death rates have fallen dramatically since 1900, and so fewer of us have

encountered the death of newborns.

 

50. Identify and describe three points of contrast in the death-related attitudes that are prominent

among the Amish, the Puritans of 17^th century New England, and the mainstream of

contemporary American society. Be specific. Give examples.              (pp. 49-51 & 63-66)