چکیده مقاله
Terminal illness exposes individuals to a radical confrontation with finitude, generating noetic disruption—an existential rupture that destabilizes ontological orientation, fractures the coherence of selfhood, and unsettles intersubjective relations Yet most therapeutic models treat death as a source of anxiety to be regulated rather than an epistemic horizon to be understood In response, this study introduces the Epistemic Death Contemplation EDC framework as a philosophical counseling intervention that reconceptualizes death as an epistemic horizon through which epistemic framing, meaning reconstruction, identity reconfiguration, and existential authenticity can emerge Developed within philosophical counseling, EDC operates as a clinical model of conceptual intervention, grounded in the claim that existential suffering contains implicit epistemic structures that can be clarified and transformed through guided philosophical inquiry Its five stage protocol enables a systematic movement from noetic disruption toward epistemic insight, allowing individuals to re examine foundational assumptions about self, the Other, and Being Through epistemic reframing, death awareness becomes a lens for reassessing life meanings, ethical commitments, and the ontological significance of finitude EDC demonstrates how philosophical counseling can function as a rigorous clinical intervention—not by treating symptoms, but by restructuring the epistemic and existential frameworks through which individuals interpret suffering and mortality As such, it provides a theoretical foundation for integrating philosophical reasoning into clinical practice, enhancing authenticity, existential clarity, and overall well being
کلیدواژهها
نویسندگان
Zainab Amiri
Postdoctoral Researcher in Philosophical Counseling & Healthcare, Faculty of Theology, University of Tehran, Tehran, Iran
شیوه ارجاع
Amiri, Zainab,1404,Philosophical Counseling as Clinical Intervention: The Epistemic Death-Contemplation (EDC) Framework for End-of-Life Care,24th International Conference on Psychology,Counseling,and Educational Sciences.
ارائهشده در
مجموعه مقالات بیست و چهارمین کنفرانس بین المللی روانشناسی، مشاوره و علوم تربیتی30 آبان 1404