―論文―

Mami MIURA

On the Acquisition of Death’s Concept in Infancy (1)A Count Result and Consideration for Questions of the Attitude Survey
through the Picture Book Reading
Mami MIURA＊（平成30年１月31日受理）

Summary

In this paper I will present the analysis of collated data in the survey of Japanese and foreign
infants, and introduce my ideas on the acquirement and the understanding of a concept on life and deathin infancy.
I conducted the research on life and death among infants as a member of joint project (Sasada,T.
Fujii,E. Miura,M) designated by the Comprehensive Science Research Laboratory affiliated to Hyōgo
University. The research is conducted in the following duration; from February to March, 2012 (in Italy
and Germany) and from February to March, 2013 (in Japan and Germany). In addition, I conducted
additional researches in June and in September of 2013. In this paper, the understanding on death ininfancy, I show a summary of the research results through these investigations in accordance with
twelve question items.
keywords ：Understanding about the death, Feelings for the death, Sympathy to another person

Introduction

performed the attitude survey on a view of life

Infancy, especially early infancy, is an
important time, in which infants meet diverseand death in infancy by the following proceduresin Italy, Germany and Japan.

lives for the first time. In such a time, how they

And the survey provided to an infant was

acquire understanding on life and death? Are

conducted through interview with him/her inthere any cultural difference in respect of theirperson and with the presence of director orunderstanding about life and death?

teacher of nursery school or kindergarten, a

For us who are engaged in the education ofreader and researcher.

teachers in early childhood, the problems
concerning acquisition of life concept in infancy[Time and place for enforcement of our research]

are essential instructive themes. So I will try to

1. from February to March, 2012.

consider these questions in this paper.

In Umbria (Italy) and in Thuringia (Germany)

However, under various circumstances and2. from February to March, 2013.

for limited space I must just refer to the outline of

In Hyōgo (Japan) and in North Rhine-Westphalia

the results of twelve questions in a questionnaire(Germany)

and give comments to those results.
[Additional research]
1.1 Method of researches
With

the

above-mentioned

I conducted additional researches for the purpose
intention,Iof sample number adjustment.
（＊みうらまみ 保育科准教授 教育哲学・哲学）― 21 ―

On the Acquisition of Death’s Concept in Infancy (1)[Period of time and place for enforcement of the[Required time for a questionnaire]

researches]

The time required of per person: Approximately

1. In June, 2013. in Erfurt (Germany)

five or six minutes.

2. In September, 2013. in Ilmenau (Germany), in
Fulda (Germany)[The details of time]
The time for reading: Three minutes.

[The Object of research]

The time for ask a question: Two or three

From three years old to the pre-school age (to aminutes.

primary school).

In a question and a talk with infant, I used
expression such as “a rabbit or a rabbit’s girl” in[An countries and the locations of investigation,

addition to Miffy inline with the understanding ofand the total number of respondents (subjects).]

the infant.

[Italy] 68 persons[Readers]

Umbria (Region): 3 kindergartens, 68 persons.

I asked local interpreter and our school
student as follows for picture book reading and[Germany] 70 persons

questions and answers.

North Rhine-Westphalia: 1 kindergarten, 10

In Italy: Zushi ,Riepersons.

In Germany: Hellrung-Tanaka, Ulrike

Hesse: 1 kindergarten, 10 persons.

Nishio-Noetzel,Miyoko

Thuringia: 4 kindergartens, 50 persons.

Post-Kobayashi, Bettina
In Japan: by three female students of Hyōgo[Japan] 104 persons

University

Department

of

Early

Childhood

Hyōgo: 2 nursery schools, 104 persons.

Education.

[A picture book for reading][Place for researches][The title of a book]

Kindergarten or nursery school classroom.

Dick Bruna, “Dear Grandma Bunny”: translated
by Ted Smart.

1.2 List of question items[Original text][Q1] What happened to Miffy’s grandmother? (InDick Bruna, “Lieve Oma Pluis”: Publication

two kindergartens of Germany: What did you feel

licensed by Mercis Publishing, 1996 Amsterdam.

when you heard this story?)[Translators of picture book for reading][Q2] Why did Miffy’s grandmother die?

Italian text: translated by Rie Zushi[Q3] Can Miffy’s late grandmother breathe?

German text: translated (interpretation) by[Q4] Can Miffy play with her late grandmother?

Nottelmann-Feil, Marc

[Q5] Do you think that sometime Miffy will be like

Japanese text: by Kyoko Matsuoka Japanese

her grandmother?

edition[Q6] What will become of her Miffy’ s latepublishedby

Fukuinkan

Publishers Inc., Tōkyo (2008).

Shotengrandmother?
[Q7] Can Miffy talk with her late grandmother?
[Q8] Does Miffy remember her late grandmother― 22 ―

Mami MIURA

all the time?

[Q10] C1. Sad. C2. Pity. C3. Lonely. C4. To bad. C5.

[Q9] Do you think that everybody become like

Good. C6. Glad. C7. Fun. C8. Interesting. C9. I do

Miffy’s late grandmother?

not understand. C10. Other reasons. C11. Non-

[Q10] What kind of feeling do you have when you

response.

heard the story? Do you feel sad or pity?

[Q11] C1. Yes. C2. No. C3.Impossible. C4. I do not[Q11]understand. C5. Other reasons. C6. Non-response.

Do

you

want

to

rescueMiffy’ s

grandmother?

[Q12] C1. Yes. C2. No. C3. Impossible. C4. I do not[Q12] Would you be kind to Miffy? Do you want tounderstand. C5. Other reasons. C6. Non-response.

be kind to Miffy?
2. A result and consideration about the
1.3 Choices of an responses

question items

The answers were categorized into several

2. 1

Infant’sunderstanding

on

death

through a story [Question 1]

types by infants free responds.
[Q1] C1. She died. C2. She is asleep. C3. I do not

I asked infants about their understanding on

remember. C4. I do not understand. C5. Other

the content of a story and about an unforeseenreasons. C6. Non-response.

circumstances that have occurred to a “rabbit’s[Q2] C1. She was old. C2. She had illness. C3. It was

grandmother.”an accident. C4. I do not understand. C5. Other

An infant may understand the matter andreasons. C6. Non-response.

the word “death” indicating that the matter in a[Q3] C1. No (Impossible). C2. Yes (Possible). C3. I

one-to-one ratio because the situation that has

do not understand. C4. Other reasons. C5. Non-happened to the rabbit’ s grandmother is

response.

expressed by the word “death” in the story.

[Q4] C1. No (Impossible). C2. Yes (Possible). C3. I

However I can understand from the infants

do not understand. C4. Other reasons. C5. Non-

responses that they deepen the meaning of that

response.

occurrence.

[Q5] C1. Yes. C2. No. C3. She got old. C4. I do not

I can also judge through the fact that a great

understand. C5. Other reasons. C6. Non-response.

number of respondents in each country, nursery[Q6] C1. She went to the grave. C2. She is in theschool or kindergarten are children of age 4 or 5, agrave all the time. C3. She will go to heaven. C4.

lot of infants of these ages are able to understandShe went to the forest. C5. She rises to the sky. C6.

the contents of the story correctly.

She became a star. C7. She keeps sleeping (rest,

The percentages of infants who answeredlie beneath, remain idle). C8. Other reasons. C9. I“She died.” (C1) in this question 1 are 88. 3% in

do not understand. C10. Non-response.

Italy, 72% in Germany, 58.5% in Japan.

[Q7] C1. No (Impossible). C2. Yes (Possible). C3. I

One of the characteristics of responses in

do not understand. C4. Other reasons. C5. Non-

infants of Japan is a low percentage to the

response.

question 1. I further need to analyze on this[Q8] C1. Yes (Possible). C2. No (Impossible). C3. I

matter. Moreover, the significant characteristic of

do not understand. C4. Other reasons. C5. Non-the infants in Japan to this question 1 in

response.

comparison with those of other countries is that

[Q9] C1. Yes. C2. No. C3. She got old. C4. I do not

the percentage of “I do not under stand.” (C4)

understand. C5. Other reasons. C6. Non-response.

shows a high percentage of 24.2% in comparison― 23 ―

On the Acquisition of Death’s Concept in Infancy (1)of “She died.” (C1). This result should bestoryteller showed. Of course, some of themconsidered in the future reach some way.

responded that “She was old.” and “She had

Because it is seen, many infants hesitate toillness.” in every country. A mentioned above,talk about death, on the occasion a picture bookthere are also a few infants who hesitated (regard

reading to a infant I asked a reciter control of

it as taboo) to say about death. On the other hand,emotional expression. Perhaps the word can be

I assume that “by aged” and “by illness” areconsidered as taboo. The hesitation to say thehardly seen in Japan.

word was also observed among some of the
Italian and German infants. On the contrary,

2.3 Biological understanding of infants on

there are only a few infants who were notdeath [Question 3]

reluctant to talk about death if it is about theI asked question 3 to infants to in order topopular characters’ story. One infant said, “It is

grasp their understanding on biological signs ofcharacter in the story.” I asked my supporters todeath.

restrain from any emotional intonation whenreading out a picture book.

As a result, a great number of infants areable to understand the causal correspondence ofbreath as a life-phenomenon (bio-phenomenon)

2. 2 Infant’ s surmise on cause of death

and a phenomenon of death (biological sign of[Question 2]

death). In the result of questionnaire on theI asked infants about their understanding on
a cause of death.

question 3, I could not see a great difference
among Italy of 86. 4%, Germany of 82. 3%, andAmong infant’s responses to the question 2,
the high percentages were shown as follows.

Japan of 83. 8% in response of “No (Impossible)”(C1).

Infants who responded “She was old.” (C1) are 40.

Death is defined by the three signs, i.e. stop of

6% in Italy, 32.3% in Germany. And infants who

the heart or brain, dilation of the pupil, and stop of

responded “She had illness.” (C2) are 22. 0% in

respiration. From this result it turns out the next

Italy, 20. 5% in Germany. Furthermore, inmatter. Namely, the stop of respiration, one of theGermany, the infants whom responded “I do notthreeunderstand.” (C4) occupy 32.3% which is same as
choices 1. But in Japan response for question 2
shown as extremely low percentage as 4. 0% ofcomplicated biological function of life.

signs

of

death,

isphenomenon

thatinfants

understandwithout

a
can

the

physiologicalmosteasilyknowledgeofchoices 1 and 5.1% of choices 2.
The infants who answered “I do not

2. 4 Understanding of death in social

understand.” (C4) for question 2 in Japan is highrelations (activities) of infants [Question4]

percentage of 66. 3%. Then, “Non-response” (C6)

I asked infants about question 4 to grasp

shows 16. 3%. It may be said that these are

their understanding on death, whether theircharacteristic of Japan.

understanding on possibility of communication

The cause of the rabbit grandmother’s death

between them and a dead person is connected or

was not written in the story. But many infants

not with their understanding on phenomena of

responded from inference by the examples thatdeath. The result is that many infants respondthe storyteller had showed. “She was old.” andthat a rabbit girl “She could not play.” of “No“She had illness.” are the examples that the(Impossible)”― 24 ―

(C1)

with

a

dead

rabbit’ sMami MIURA

grandmother. The percentage are 93.1% in Italy,

as follows. The percentage of the infants who

92. 5% in Germany, and 88. 8% in Japan. The

answered “Yes” (C1) to this question are 57.6% inpercentage of denial response in Japan is lower,

Italy, 67. 1% in Germany, 48. 4% in Japan. The

but I can not analyze any further, because thepercentages of the infants who answered “No”

number of people under the respective ages is not(C2) are 33.8% in Italy, 20.8% in Germany, 19.5% inclear. According to my recollection, three years

Japan. They are by no means low percentages.

old Japanese children participated more than

Their uncomprehending of the universality of

those in infants of the same age in others

death is, of course, an analysis of each group incountries. I can say that the tendency of thenecessary. However it is possible to explain that

response to question 1 is similar to question 4.

this percentage of “No” respondents came from

However, there can be differences on feelings totheir understanding about the death in this story

death.

alone.

However,through,reading

toandquestioning to infants, I was deeply impressed
2. 5 On the universal and existential

with very sincere responses from them. Their

understanding about the death of infants

expression of thinking on death in itself, it seemed[Question 5]

as if they understand the actual situation in aThis research went into effect for thestory and essence of life. Although questions are

purpose of our grasp of “infants’ understanding

restricted the contents there are responses whichon the concept of death” through the story.

exceeded the understanding of the story content

In this story a process is described in awayand comprehended the essence of life.

that the funeral services took place after thedeath of a rabbit’s grandmother. In the picture

2. 6 Ideas about the life after death ofbook, a coffin with her lying is illustrated. In someinfants [Question 6]

countries, the people suggested that the visual

I asked infants question 6 to examine

impression may be too strong for infants. Under

whether they understood death in biologicalthese circumstances, it was a problem when

meaning, and whether they had a view or

asking questions to infants whether to use theunderstanding on death which is the end of life ordeath of a human being or the death of anot. I further asked them how much they acquirecharacter in the story. Because the infants are

the understandings and ideas on the world of

asked questions from strangers. Considering thisafter death.

fact, I limited myself asking the question only on

A result, the infants who answered “She rises

the death of grandmother and the witness of her

to the sky.” (C5) after death had highest

death are only Miffy and Usakochan. And I would

percentage of 22.5% in Italy. In Germany, infantsalso restrict the contents of questions to thewho responded “She is in the grave all the time.”

contents of the story. About question 9 on the(C2) are 27.3%. In Japan infants who responded “Iuniversality of death I would use somewhat

do not understand.” (C9) are the largest number

ambiguous expression such as “all (every one) ofof 45. 0%, followed by the response, “She in theus (all living things)”.

grave all the time.” (C2) of 12.7%.

The percentages of the response of each

In response to the questions I did not givecountry to this question 5; “Do you think thatchoices. I did so as infants could respond freely. I

sometime Miffy will be like her grandmother?” isclassified the contents of responses into some― 25 ―

On the Acquisition of Death’s Concept in Infancy (1)items and got each of percentage per the items.

question 4, when infant responded that man

The dead “rieses to heaven” choice which one ofcannot play with the dead (impossibility of action

response to this question 6 has two distinguishingfor the others), that is not directly connected toexpressions, “She rises to the sky.” (C5) and thisthe impossibility of a dialogue with the dead. The“She will go to heaven.” (C3) It is difficult to see

heroine has a conversation with the dead, which

the expression of “sky” or “upside” means

is described in the story itself. If I ask the same“heaven”, or can be judged that all these arequestion to an adult, it seems that I can get the

response of “goes to heaven”. Some infantssame response. Even if a person recognizes

answered that the dead “went to heaven” andothers death, he/she can hold the sense that thesome talked the word “sky” or “upside” in theexistence itself may cease, but the relation itself

meaning of “heaven”. These answers are all

can not be blotted out from his/her memory.

classified into the answer; “rises to the sky.”

Even if a person understands the death as a

There are also many cases that I could not judge

biological phenomenon and even admitted thethat infants’ responses “sky” meant “heaven.”

death of beloved person, he/she never extinguish

However, I could not put more detailed questions

the existence itself when thinking about others.

because it would be a burden for infants. In thisThe real (actual) others and their death belong toresearch I got the impression that most of infants

a different sphere. The existence of others may

who used a word of “sky” understood the word as

be in him/her own-consciousness. Where and“go to the sky (passing away)” vaguely. Many

how this simple sensation and understandingcases are hard to regard infants’ responses

have developed? Do infants grasp a shade ofincluded religious meaning. Of course, the reality

meaning through a scene of dialogue with a deadon religious sensibility among infants should beperson in which heroine muttering to herself aconsidered. More detailed analysis is necessary.

picture book? Is it such feelings and sensations
that are obtained through experience and/or

2. 7 A concept of death in infancy andobservation of others everyday? This problem,

development of social skill [Question 7]

however, may require an investigation throughIn order to know the relation between

another viewpoint and method.

activity of life and understanding of the concept
of death in infancy, I questioned to the infants

2. 8 On infant’ s opinion about memory of

about the possibility of communication with thethe deceased [Question 8]

rabbit’s grandmother in question 7.

As in question 7, if the heroine can speak

About whether the girl of rabbit can speakwith the late grandmother, what kind ofwith the late hers grandmother, the percentage ofexistence of a grandmother is concerned in theinfants who chose a negative response of “No

dialogue? It is very difficult for an infant to(Impossible)” (C1) are 74. 1% in Italy, 73. 5% in

respond to this question. In relation to thisGermany, 75. 7% in Japan. There is no great

problem, I asked question 8 to infants, “Doesdifference in their understanding on the loss of

Miffy remember her late grandmother all the

personal relationship caused by the death.

time?”

However the nearly 30% of infants did not deny

Their responses to this question is as follows.

the possibility of dialogue with a dead person.

The percentage of infants who responded, sheThis is caused by the next reasons. Namely, inwould― 26 ―

rememberher

grandmother(“YesMami MIURA(Possible)” (C1)), shows high percentage, 78.9% in

and the biological death.

Italy, 82.3% in Germany. In comparison with thiscase, however, the number of the affirmative

2. 10 On emotion which infants hold toresponse in Japan is 49.4%. And the responses ofdeath [Question 10]

the infants who responded that she would not

I asked infants question 10 “ What kind ofremember her grandmother (“No ((Impossible))”feeling do you have when you heard the story?”(C2)) is 25. 8%, and then infants who respondedwith the intention to understand what kind of

they did not know is 12.9% in Japan.

emotion, sense, impression infants have? But it isThis result needs to be analyzed further. Do

difficult to ask infant, because this question isJapanese infants understand the story deeply? Do

direct and vague content. This question is slightly

they thing too realistically? Or is this caused byvague that the infants had difficult time tothe effects of religion, having a habit of a dialogue

answer. Their feeling of death can be recognizedwith religious existence (e.g. the entity like Kami

within（神）, God, Buddha or ancestors) or cultural effect?

character’s sad words, facial expressions andthemselvesbysynchronizing

theOr are there other reasons or factors?

storyteller’s emotional expressions. For thesereasons, I requested story-teller to try neutral

2. 9 Infant’ s understanding about thereading for emotions so that infants’s impression

universality of death [Question 9]

is not influenced by a tone of voice of readers.

On

the

infants’theAnd I showed response examples, “Sad” or “Pity”

universality of death in biological meaning, I

to infants. Looking at the answer types to thisquestioned infants whether they understand thequestion, it was impossible to clearly differentiate

individual death like the “death of rabbit’ s

the infants’ feelings, whether they felt pity for the

grandmother”

grandmother or felt saddened to the story. Aboutor

understanding

thisphenomenon

of

which

happens to her alone or not. In other words, I

this I asked infants in every possible means.

questioned, “Do you think all of you will die likeI also showed opposite examples such as

Miffy’s grandmother?” In order to recognize how“Pleasant (Be delighted)” or “Happy (Joy)” or

they understand the death is not just an“Interesting” etc. to infants at the same time soindividual phenomenon, it is a fate which is giventhat examples would not lead to particular

to all life. It is proved that most infants are aware

response.

of universality of death through this question.

Ofcourse,fromtendencies

andThe rate of infants who responded “Yes” (C1)characteristics of infancy, there is fair possibility

to this question are 67. 7% in Italy, 74. 9% inthat infants can not verbalize their own feelings

Germany, and 47. 3% in Japan. The infants who

and impressions correctly. For that reason I feel

responded “No” (C2) reached only 22.0% in Italy,

apprehensive

17.6% in Germany, 19.9% in Japan.

Through the personal, one-on-one, reading cases,

about

statisticaldifficulties.

This may affect how infants understandI could capture various messages from infants’

death. In other words, the infants (do not?)expressions and verbal answers. The sincere

understand the universality of death in biologicalresponses of the infants, including diverse

meaning. Its understanding comes from theresponses in the choices 10 “Other reasons”, gave

accept once of both the spiritual matter, rabbit’s

very deep impression to me. Responses to thegirl can have dialogue after grandmother’s death,question 10 are as follows.

― 27 ―

On the Acquisition of Death’s Concept in Infancy (1)Infants who responded “Good” (C5) are 26.6%,

thing it is, it is always difficult to know what isnext “Sad” (C1) are 21. 3%, furthermore “Glad”

even about the happening in such a situation,(C6) are 15.9%, “Poor” (C2) are 13.3% in Italy. And

namely, “what are they crying for?” Generally,in Germany the order is as follows. Firstly, “Good”

death is “deplorable (grief)” “pity”, and such a(C5) are 33.3%, and secondly, “Sad” (C1) are 26.9%,

emotion shows high percentage in the infant’ s

thirdly “Non-response” (C11) are 14. 1%. Also in

response. It is because infants already haveJapan the result of “Non-response” (C11) are 25.

existential

4%, “Sad” (C1) are 22.8%, “Pity” (C2) are 17.5%.

understanding of death. The emotions and the(individual)

anduniversal

In this result, it can be said that many infants

fact of death in the story are tied and thathave negative emotion such as “Sad” or “Pity.”

emotion was brought about through asking them

However, there are about 30% responses ofquestions. Therefore I think that an infant is able

“Good” and “Glad.” Of these response I can say

to understand and grieve death of others. He/shethat these are not gained from the contents of thefeels the death is a fact which brings grief.

picture book but impression which infant

However, what kind of thing is that “sense” andreceived from a reader with a favorable“emotion” which wells up in the consciousness ofimpression. Those positive responses came froman infant such as “sad (grief)” and “pity” fortheothers? How are these feelings acquired ?

presentation

that

the

death

of

the

grandmother is described in her surroundings by

In modern brain science, the function of the

beloved or warmth. The response of “Good” (fornerve cells called a mirror neuron is reported. It isreading) can possibly means a vague impression

the function to tune own sense to a movementthat it is “a good story.” Because a happy life isand intention of other persons which appeared on

described in a family ties of rabbits, a sense

their movement1). It is “the theory of mirror(feeling)

theirimage that the human knowledge is gained by

grandmother and good memories of the family.

literally “reflections,” including to read of emotionofgratitude(respect)to

It is possible to say that death is not thethroughotherpeople’ s

expressions

withworst matter in religious or pessimistic state of

movements (e.g. sorrows behavior) in the brain.

mind in life. However, even if we know that the

And also it is reported in the results of various

truth of grief to death. And we can say that it isexperimentations and researches that a stage ofsurely an expression of an actual feeling of ainfancy

person who has reached some state of mind thatcapacity

death is not the worst matter, it is difficult to say

atmosphere among surrounding reliable adults.

that an infant understands feeling of “good” orFor example, the experiment of R.L. Fantz (1925-“joyful.”1981) about a read of look and a selection of likes

especiallyinhassensitive

expressions,instinctive

emotionsandGenerally speaking, a person has “deep grief

and dislikes is known as an classical experimentemotion” in facing the death of his/her “close(preferential looking method by Fantz. 1958).

crucial person”. How does an infant understandAccording to the experiment, a baby after threegrief? Does he/she come to understanding frommonths is both able to accept a stimulations fromthe contents of illustration or from the state ofoutside and able to read and judge independently

grief of the characters (rabbit’s families) who areabout what kind of stimulation is meaningful.

depicted on this picture book? What is the world

However, in this judgment of an infant, itof death? Unless we understand what kind ofmust be included in the first place that sorrowful― 28 ―

Mami MIURA

expressions are supported by feelings of “sorrow”

understanding.

and gentle expressions of smile are supported byfeelings and sensations of “love,” “tolerance,” and2. 11 Sympathetic and helpful emotion of“stability

an infant for the deceased [Question 11](safety).”

And

an

infantmust

understand even only vaguely that those are

In order to grasp the infants’ understandings

indispensable or helpful (meaningful) to live.

on death of others (grandmother) and the sadness

However, I think that the most feelings of baby orof rabbit girl and her families, the question 11 wasinfants have the instinct of a pleasant orraised. In other words, the question was

unpleasant feeling (sensation) which wells up

necessary to understand the infants’ sympathy toinside (interior) the mind. To hypothesize, infants

deceased family/friends and their emotions ofacquire emotion and meanings of stimuli from

helping out others. Namely, through a question

information through the sense of comfort /“Do you want to rescue Miffy’s grandmother?”, I

discomfort within themselves and pair them withasked the infants to know that how theydifferentofunderstand and sympathize with the rabbit’s girl’themselves (environment). This process will bes grief and whether they have such emotions orreflected to the personal life directly. And thus

not. The emotion is the assistance to a person who

they picture the meaning of different situation

is grieving in the face of death or assistance to theoutside of them. They derive from the inside

deceased.

stimuliandlearnings

outsidewhere as the acceptance and the learning ofstimulations from the outside world.

“Death” that we experience in everyday life
is also “death of others ”. Therefore “death” keeps

However, in a problem regarding the origin

staying outside of ourselves. There is the timeof sense and knowledge, difficult and complicatedthat the relaxation of deep grief is brought by thearguments may arise from psychological andothers’ death, too. However, even if death isphilosophical point of view on immanent oralways the others’, humankind can have respect

external

knowledge.

for the present life and existence. Their feelings

Accordingly, I would not involve myself to thiswith tender loving care for the life throughargument in this paper. The development ofconstant “absence of the others” understanding isunderstanding of an infant about the life andbrought to all the life. The infants can learn thosedeath, as an example in a common baby’s play offeelings from the general through such an“peekaboo”, I think that an infant learns thatexperience.

death is “absence” through his/her experience.

existential meaning and social value about

cause

of

sense

and

He/she realizes in observations of others andthings before his/her eyes. It is namely about allindividual

Human
death

beings

which

they

can

learn

cannotits
haveexperienced.

the existence in the natural phenomena being or

Fromresultsofquestionnaire

on

the

not. In this way, an infant understands about thequestion 11 infants who responded “Yes (I wish

universality of death. In that way, an infant

for rescue her.)” (C1) are 67.7% in Italy, 62.3% in

acquires knowledge of the uniformity2) of nature,

Germany, and 60. 2% in Japan. The infants who

he/she comes to know that natural phenomena

responded in the negative of “No” (C2) are 22.0%

which belong to a living thing, should happen toin Italy, 23.1% in Germany, and 13.2% in Japan.

all the living things. Then he/she acquires

Especially, the reason for negative response canuniversal

be “They cannot understand the circumstances.”understanding

andexistential― 29 ―

On the Acquisition of Death’s Concept in Infancy (1)But when we added a question, “Why do you

Germany, 8.1% in Japan, and “Non-response” (C6)think so?” I got the response from some infants

are 0.0% in Italy, 5.9% in Germany, 11.2% in Japan.

“Because I cannot rescue a dead person.” This is a

These are responses which allow us to assume

response by those who understand that humanthat they are lost for a feeling of grieving or they

beings are helpless in the face of the biggest

have a feeling of helplessness. When I questioned

hardship called “death.” Therefore I can say thatthem about the reason of this negative response,the infants look squarely at the truth of death.

no one has responded. I cannot confirm any more

But I suppose that the infant who responded

that it is because they cannot express their“I wish to rescue her” cannot be negative

feelings. They may hesitate to response. On theunderstanding about the “inevitability” of deathreason of these negative response I need further

and

who

analyses. Is it because they do not understand theunderstand that they cannot rescue her can have“irreversibility”

to

life.

Those

death? Is it because the bewilderment and thethe feeling that they want to rescue her vise

feeling of helplessness for a grieving person? Or

versa. Then, how does a child acquire such athey do not they cannot have sympathy?

feeling in infancy?
We have the feeling of pure help to otherConclusion

people regardless of the effect, namely, even if we

Through this research on the understanding

disregard the outcome of our help. I assume thatof the death in infants, I showed the count results

the origin of this feeling begins from a feeling ofof the responses from twelve questions and“sympathy.” I think that the sympathy makes thesummarized them.

beginning of the affection (love) for life of self and

In

this

paper,

I

cannotadd

furtherconsideration because the space is limited3).

others and the understanding for others.

Therefore, I want to do further research on
2. 12 The sympathetic and helpful feelingstatistical consideration of the correlation withof infants for a grieving person [Question.

the understandings in physiological function

12](breathing) of the death, the understandings in
On what kind of feeling infants have foranother person who is overwhelmed with grief inthe death and social nature (sociability), and theview of afterlife in the succeeding paper.

the face of (imminent) death of the dearest I
questioned in question 12, “Would you be kind toFootnotes

Miffy?” with the intention of understanding the１）Mirror neuron is a cranial nerves cell

sympathetic and helpful feeling of infants.

involvement of the motor system is discovered

In the result the response of “Yes” (C1)

in a subdivision of the monkey’s (and a humans)

showed high percentage, those are 96.6% in Italy,

the ventral premotor cortex, area F5, and the

65.6% in Germany, and 75.5% in Japan. It turns

rostral part of the inferior parietal lobule.

out that most of the infants have sympathetic

Mirror neurons are thinking that participate

feeling for a grieving person. They have thein human function of recognition: it participate

feeling that they would be in contact with such aunderstanding of meaning, intention, emotion

personofand others what involves movements whensolicitude (care mind). Nevertheless, the negativesome individual is observing the other’ s

responses of “No” (C2) are 3.3% in Italy, 22.3% inmovements, and with immediate repetition

withtender-hearted

and

heart

― 30 ―

Mami MIURA(imitation) of an observed action is carried out
by the mirror system itself. Mirror neuron
system, by providing motor copies of theobserved

actionsisappeared

the

ideal

mechanism for imitation. (Rizzolatti G, Destro
MF (2008), Scholarpedia, 3(1): 2055)
２）The uniformitarianism is a theory in geologythat J.Hutton (1726-1797) advocated in the endof the 18th century. C. Lyell (1797-1875)
established the natural laws for the geologicalphenomena called “The principle of geology”(1830-33). Today it is used as the principle of theuniformity of nature.
３）About twelve other responses of the infantthat I was not able to place in the text toquestion item, I add it at the end of article (2). I
want you to refer to there.
References
１．Rizzolatti,G., Maddalena-Fabbri Destro (2008)
Mirror neurons. in Scolarpedia, 3(1): 2055.
２．Rizzolatti, G.,

Craighero

MIRROR-NEURON

L(2004)SYSTEM.

The

AnnualReviews. Neuroscience. 2004. 27: 169-92.
３．Rizzolatti, G., (2005) The mirror neuron
system and its function in humans. Anat
Embryol 210: 419-421.
Gratitude and apology
I thank you for all of you who had tolerant
understanding and great cooperation in thisresearch.
In addition, the investigation and research
paper has published so late. I apologize from thebottom my heart.
I am deeply grateful to all supporters for thisinvestigation that I am finally able to report thisshort articles.

― 31 ―