Spiritual_Wellness_Holistic_Health_and_the_Practic

Philosophical Trends in Health Education 89
without knowing what it does? Conversely, the versatility of health education has
allowed the profession inroads in many different settings or realms. Whether eclecticism
is a strength or weakness is yet to be determined.
SUMMARY AND IMPLICATIONS
An initial step has been taken to explore the philosophical trends and preferences of
health education professionals. Philosophical inquiry, both individually and collectively,
is of utmost importance to professional development. Several findings in this
study are worth highlighting. Differences were anticipated and found in actions
between health education practitioners and academicians. An unexpected similarity of
stated philosophical beliefs among health educators was discovered. Philosophical
preferences of health educators that work in other settings, that is, school, worksite,
and clinical, need to be investigated. The researchers hope that this study will serve as
a catalyst for future philosophical studies and to verify the findings of this study.
Health educators must remember that every single educational choice reflects a
philosophical principle or belief. Educational choices carry important philosophical
assumptions about the purpose of health education, the teacher, and also the learner.
Thus, health educators should take the time necessary for individual philosophical
inquiry, in order to be able to clearly articulate what principles guide them professionally.
Setting seems to greatly affect educational purpose and goals. Different settings
may produce a need for different philosophies. Every health educator should be aware
of which elements of their individual philosophies they are willing to compromise for
a particular setting, and which they are not. To assist one in making these decisions,
health education professional preparation programs should include avenues of exploration
into philosophical inquiry, at both the graduate and undergraduate levels in
ways appropriate to maturity and experience.
These are exciting times for health education. The twenty - first century will be a
test for the profession: a test of its versatility, adaptability, and responsiveness to the
ever - changing demands of health education practice. Will more information and technology
in the twenty - first century make for more human homogeneity or for a greater
range of differences? Will culture become more democratic or autocratic, encouraging
more freedom of thought and action or more specific behaviors and non - behaviors?
Perhaps knowledge of philosophical alternatives and how these are applied will be the
means of keeping the profession viable and relevant to a future about which there are
many diverging speculations.
REFERENCES
AAHE Board of Directors. (1992). A point of view for health education. Journal of Health Education, 23 (1),
4 – 6.
Balog, J. (1982). Conceptual questions in health education and philosophical inquiry. Journal of Health
Education, 13 (2), 201 – 204.