Dead is Dead: Euphemism and the Power of Words
How are the four primary components of death (p. 51) discussed in the book related, if at all, with the message of the video? In other words, compare and contrast the four primary components of death with the message of the video. (20 points)
Describe the various ways in which children are socialized to respond to and think about death as discussed in the reading. (20 points)
Appraise Phyllis Sommer’s view in light of the readings we have done so far which include the various expressions in response to death and socialization of those responses as found in chapter 1 and 2. (20 points)
In the video Phyllis Sommer states that, “Dead is dead and I’m not trying to be harsh. I am really not. I truly believe that using a direct and respectful way of talking about death can help to erase some of the taboos around the subject. It is not giving power to death to speak it’s name. In fact, I believe that shrouding and clouding death in pretty sugar-coated phrases can actually increase fear and mystery and can sometimes make it harder to hear. Dead is dead.” (14:22).
