한국윤리교육학회

Some of the most important contributing factors towards teenage suicide are misconceived views on death among teenagers, and their inability to see any purpose or meaning in life. Therefore, in order to prevent teenage suicide, it is paramount to correct their misconceptions and to help them rediscover purpose and meaning in life. This directly links to teenagers’ understanding of life and death. In this context, the necessity of death education for teenagers becomes apparent. In this paper, we raise the importance of teenage death education as a suicide prevention program and scrutinize Nietzschean views on life and death as a philosophical framework. According to Nietzsche, the end of one’s life should be rational and achieve the consummation of that life. Suicide, according to Nietzsche, is an impulsive act to avoid one’s misery and pain; it only leaves sorrow for both the dead and those they leave behind. Suicide is neither “life-consummating” nor “rational,” but rather a coward’s death. Therefore, Nietzsche suggests that one should not run away from a painful life, but rather create value by affirming one’s fate and applying meaning to life. To achieve this, Nietzsche emphasizes and encourages living actively, by recognizing that none but oneself can rescue one from misery, and overcoming one’s own boundaries with courage. If we apply Nietzschean views on life and death to teenage suicide prevention education, we could provide a philosophical basis to prevent impulsive behaviors that stem from misconceived views on death.