死亡教育(Death Education)是探討各種與死亡相關主題的教育，或稱為有關死亡 、 瀕死與喪慟的教育 (Education about death, dying, and bereavement)。 在美國約於 1950 年代末正式興起，起 1960、1970 年代發展興盛， 大致從大學中發展，而後逐漸擴及 於中、小學，乃至家庭、社會。至今，已有多種專業組織成立，大量專業性書籍、手冊，乃 至視聽教材等不斷問世，並已有甚多相關期刊印行，死亡教育之實施，推廣與研究，在美國 愈見興盛。本文旨在檢視視美國死亡教育的發展脈胳與內涵，以歸整出我國實施之準備方向 。分別探討美國死亡教育的發展；死亡教育的重要性、目標、內容、實施、評鑑等內涵，最 後提出我國實施死亡教育的可行準備方向如下：(一 ) 培訓死亡教育師資與人才；(二 ) 研 商如何納入學校課程中；(三 ) 研發本土化的死亡教育教材；(四 ) 重視死亡教育的研究與 發展；(五 ) 宣揚積極健康的生死價值觀念等。

　　　　　Death education concerns with the death-related topics; in a words, it is the education about death, dying and bereavement. At the late 1950s, death education was abvocated. During the late 1960s and throughout the 1970s, there was a veritable explosion in the number of courses on death and dying offered at the college level in the United States. Then the courses spread to th secondary and primary schools, and extended to families and communities. Many professional organizations were formed; texts, books, handbooks, and video materials were published and circulated. Journals and periodicals deveoted to the subject are commonplace in libraries. In the United States, death education is increasingly important. This paper reviews the development, importance, goals, and contents of death education in the United States. How to implement the subject and evaluate its effects are also discussed. Since death education in campus is not so mature now in Taiwan, we propose five preparatory suggestions: 1. the training of teachers and professionals dedicated to death education. 2.the implementation of death education through school curriculums. 3.the development of indigenous teaching materials. 4.the promotion of research on death education. 5.the clarification of values on life and death.