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PHILOSOPHICAL FOUNDATIONS OFHEALTH EDUCATION

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OBJECTIVES:

Define the terms philosophy, humanism, wellness, andsymmetry and explain the differences between them.

Discuss the importance of having a personal philosophy aboutlife.

Identify and explain the differences between:

Behavior change philosophy

Cognitive-based philosophyDecision making philosophy

Freeing/functioning philosophy

Social change philosophy

Eclectic health education philosophy

Explain how a health educator might use each of the fivehealth education philosophies to address a situation in ascenario.

Create and defend your own philosophy of health education.

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WHATISAPHILOSOPHY?

Philosophy comes from greek word and literally

means the love of wisdom or the love of learning

Statement summarizing the attitudes,

principles, beliefs, values, and concepts held by an

individual or a group.

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WHYDOESONENEEDAPHILOSOPHY?

This image helps shape the way we experience our

surroundings and act toward others in our

environment.

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PRINCIPLESANDPHILOSOPHIESASSOCIATEDWITH

HEALTH Humanism philosophy: It is a characterized by

a concern for humanity.

Holistic philosophy:All encompassing view

based on the knowledgeof the nature, functions,

and propertiesof the components, theirinteractions, and their relationshipto the whole.

Wellness: the optimum state of well being

Symmetry Philosophy: in this approach health

has physical, emotional, spiritual, and socialcomponents, and each is just as important as the

others.

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PHILOSOPHICALVIEWPOINTSRELATEDTOHEALTH

EDUCATIONOFSOMEOFTODAYSLEADING

HEALTHEDUCATORS

Loren Bensley

She believe health education offers an individual an

invitation to be and to become- to affirm the self

and become committed to the development of

individual potential through decision making and

action

Joyce Fetro

She believe health education is an ongoing

processmeaning that something is going on.

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Marian Hamburg

Beliefs about health education: You cant plan everything.

She believe in mentorship.

She believe that effective health education programming

requires appropriate inter-sectoral cooperation, and that health

educators, regardless of the source of their professional

preparation, must be its facilitators.

She believe that we need to put more of our resources into

joint efforts and coalition building.

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John Seffrin

He believe the most fundamental outcome ofhealth education is the enabling of individuals toachieve a level of personal freedom. We need to be

resourceful and open to change.Ways that do not violate certain basic

principles:

Appreciation for each individuals uniqueness

Respect for ethnic and cultural diversity Protection for individual and group autonomy

Promotion and preservation of free choice

Intervention strategies based on good science

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DEVELOPINGAPHILOSOPHY

Philosophy was developed by people thinking about

the nature of truth, beauty, and reality.

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PREDOMINATEHEALTHEDUCATIONPHILOSOPHIES

Behavior change philosophy: involves a health educator

using behavioral contracts, goal setting, and self monitoring to

try to foster a modification in an unhealthy habit in an individual

with whom he is working

Cognitive-based philosophy: focuses on the acquisition of

content and factual information. Decision-making philosophy: creating and analyzing a

potential solutions, the students develop skills needed to

address many health-related decisions they might face.

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Freeing/Functioning philosophy:was proposed by

Greenberg (1978) as a reaction to the fact that he felt

traditional approaches of health education ran the risk of

blaming people for practicing health behaviors that were often

either out of their control or not seen as in their best interest.

Social change philosophy:emphasizes the role of healtheducation in creating social, economic, political change

benefits the health of individuals and groups.

Eclectic health education: conceptual approach that does

not hold rigidly to a single paradigm or set of assumptions, but

instead draws upon

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IMPACTINGTHEDELIVERYOFHEALTHEDUCATION

Health educators must remember that every single

educational choice carries with it a philosophical

principle or belief. Educational choices carry

important philosophical assumptions about the

purpose of health education, the teacher, and alsothe learner. Thus, health educators should take

time necessary for individual philosophical inquiry,

in order to be able to clearly articulate what

principles guide them professionally.