Page 152 - Amechanon_vol1_2016-18
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Amechanon, Vol. I / 2016-2018, ISSN: 2459-2846



                   Conclusion

                   As a part of a research about Community of Inquiry, conducted by children and adolescents

                   who participated in mourning and memorial sites on the Internet, issues arose relating to
                   the  meaning  of  the  body,  the  life  in  light  of  the  presence  of  death  and  the  personal

                   narratives that were constructed as a result of the spiritual encounter with the memory of
                   the deceased.


                   In this article, I have analyzed these issues under the three concepts: (1) The «living memory

                   body  of  the  dead  person»;  (2)  The  «un-present  body  that  accompanied  me»;  (3)  The
                   meaning of «life after death».


                   According to their perception, life, in the spiritual and emotional sense, doesn’t end with

                   their relative’s physical death. All the children and adolescents who participated in the

                   conversations raised philosophical issues which in one way or another touched upon the
                   relationship of the living with the dead and the meaning of death in the young people’s

                   lives by their use of the Internet which allowed for the preservation of individual memory,
                   today making it a dynamic one.


                   Even  philosophical  inquiry  surrounding  sensitive  issues  such  as  death  and  the  attitude

                   toward it have proved that children and adolescents can carry out a process which Gareth
                   Matthewes has termed «philosophical freshness and inventiveness that is hard for even

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                   the most imaginative adults to match» . The engagement in the deepest meanings of life
                   in the context of memory of the dead was revealed as intensive and valuable and branched

                   out  to  relevant  issues.  The  philosophic  community  of  inquiry  thus  allows  children  and
                   teenagers to develop complex thinking, thereby cultivating their reasoning abilities, critical

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                   thinking, caring thinking, and creative thinking towards Others .








                   215  Matthewes, G., The Philosophy of Childhood, Cambridge, Mass.: Harvard University Press, 1994, p.
                   17.

                   216   Accorinti,  S.,  «Philosophy  for  Children»,  Encyclopedia  of  philosophy  of  education,  2000,
                   http://eepat.net/doku.php?id=philosophy_for_children, last visit: 15/04/2016.



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