Spiritual_Wellness_Holistic_Health_and_the_Practic

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CHAPTER11TEACHING FORUNDERSTANDING INHEALTH EDUCATION:THE ROLE OF CRITICALAND CREATIVETHINKING SKILLS WITHINCONSTRUCTIVISM THEORYV ALERIE A. U BBESJ ILL M. B LACKJ UDITH A. A USHERMANH ealth education literature is scattered throughout physical, biomedical, behavioral,educational, psychological, and social science journals (Frazer, Kukulka, & Richardson,1988). To date, health education scholars have not fully outlined how critical and
96 Philosophical Foundations of Health Educationcreative thinking skills can be used as cognitive tools for studying our behavioralscience and educational theories as parallel, complementary processes. Educationaltheory, which encompasses curriculum, instruction, and assessment, needs furtherconceptualization in health education. Constructivism theory may be one viable lensfor viewing teaching and learning in health education. In educational contexts whereparticipants are engaged in critical and creative thinking, assumptions are open toquestion, divergent views are aggressively sought, and inquiry is not biased in favor ofa particular outcome (Kurfiss, 1988). The depth of these discussions obviously dependson the cognitive development of the learners (Baxter Magolda, 1995; King & BaxterMagolda, 1996; Obeidallah et al., 1993; Piaget, 1952). However, all learners can beencouraged to be inquisitive and learn to generate questions about themselves andtheir world. Younger children will contextualize “ their ways of knowing ” from themselves,family, and friends, but adolescents will also expand their world views to morecommunity and global concerns. For many learners, learning how to generate questionsthrough problem posing and framing (Fernandez - Balboa, 1993; Freire & Faundez,1989; Shor, 1992) can be just as instructive as knowing the answers.When health educators query children and adolescents about their health needsand interests (Trucano, 1984), effective curriculum development can result. Inquiry -based curriculum and instruction can build on what learners already know and extendto what they want to know. Inquiry - based learning can also help academicians to refineour educational theories and models in health education. For example, this articlewill discuss constructivism theory as a basis for critical and creative thinking. We willaddress four key questions: (1) Why should we construct knowledge for understandingin health education? (2) How do we teach for understanding in health education?(3) What is the theoretical basis for critical thinking in health education? (4) Whyshould creative thinking be included in health education?The main purpose of our article is to explore how critical and creative thinkingcan extend our understanding of health - related content. To help learners improve howthey think, “ teaching has changed from covering the content to ensuring that studentsunderstand and know what they have learned. The switch has been to a less - is - morephilosophy ” (Halpern & Nummedal, 1995). Our theoretical assumption is that learnerswho participate in both individual and collaborative processes can construct andreconstruct meanings about their health and educational status better than either processalone. When learners are encouraged to generate critical questions about self andothers and to probe health content for underlying meanings and assumptions, they arebetter able to understand the hows and whys of health behavior.WHY SHOULD WE CONSTRUCT KNOWLEDGE FORUNDERSTANDING IN HEALTH EDUCATION?Health educators need to refine the cognitive domain of our profession. Knowledgeacquisition is a needed component in health education pedagogy and has been
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PHILOSOPHICALFOUNDATIONS OFHEALTH E
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Copyright © 2010 by John Wiley & S
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vi ContentsPART 2DEVELOPING A PHILO
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viii Contents21 HUMAN ECOLOGY AND H
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FIGURES, TABLES,AND EXHIBITSFIGURES
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Dedicated posthumously to the follo
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xvi Forewordthese papers available
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xviii Introductiondiscussions of a
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THE EDITORSJill M. Black , PhD, CHE
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PHILOSOPHICALFOUNDATIONS OFHEALTH E
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2 Philosophical Foundations of Heal
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10 Philosophical Foundations of Hea
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CHAPTER4HEALTH EDUCATIONAS A BASICC
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Health Education as a Basic 19urgen
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Health Education as a Basic 21The s
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Health Education as a Basic 23FIGUR
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Health Education as a Basic 25Secon
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Health Education as a Basic 27Natio
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Page 71 and 72: 44 Philosophical Foundations of Hea
Page 76 and 77: CHAPTER7CONNECTING APERSONAL PHILOS
Page 78 and 79: Connecting Personal Philosophy to P
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Page 82 and 83: CHAPTER8HEALTH EDUCATORS ANDTHE FUT
Page 84 and 85: Health Educators and the Future 57w
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Page 94 and 95: CHAPTER9HEALTH EDUCATION ANDHEALTH
Page 96 and 97: Health Education and Health Promoti
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Page 108 and 109: Philosophical Trends in Health Educ
Page 118 and 119: PART3COGNITIVEAPPROACHES INHEALTHED
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Page 136 and 137: CHAPTER12THE PARADIGM SHIFTTOWARD T
Page 138 and 139: The Paradigm Shift Toward Teaching
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Page 148 and 149: Historical Development of School He
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Page 156 and 157: Philosophy and Principles of the Sc
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Page 166 and 167: CHAPTER15BEHAVIORAL HEALTH ANDHEALT
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CHAPTER16HEALTHY BEHAVIOR:THE IMPLI
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Healthy Behavior 147but a few — a
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Healthy Behavior 149constructing a
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Healthy Behavior 151brave enough to
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Healthy Behavior 153individual expe
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Healthy Behavior 155control ’ tha
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Healthy Behavior 157In her book Neu
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Healthy Behavior 159processes, pure
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Healthy Behavior 161This attitude i
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Healthy Behavior 163we strongly emp
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Healthy Behavior 165Bishop, G. D. (
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Healthy Behavior 167Conferences and
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170 Philosophical Foundations of He
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PART5FREEING/FUNCTIONING INHEALTH E
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Freeing/Functioning in Health Educa
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CHAPTER20DEMOCRACY:THE FIRST PRINCI
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Democracy 209Dispassionate views of
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Democracy 211are seen not only as c
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Democracy 213have shown that higher
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Democracy 215The links between demo
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Democracy 217■■■■■student
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Democracy 219staff rather than the
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Democracy 221democratic society —
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Democracy 223Students must consider
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Democracy 225The health promoting s
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CHAPTER23NEW HEALTH PROMOTIONMOVEME
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New Health Promotion Movement 259Th
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New Health Promotion Movement 261an
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New Health Promotion Movement 263po
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New Health Promotion Movement 265su
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New Health Promotion Movement 267le
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New Health Promotion Movement 269Co
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New Health Promotion Movement 271fo
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New Health Promotion Movement 273Ho
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CHAPTER24POTENTIAL UNTAPPED:HEALTH
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Potential Untapped 277Sidel, co - e
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Potential Untapped 2791. To prevent
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Potential Untapped 281a kind of ‘
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Potential Untapped 283illiteracy, a
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Potential Untapped 285than a paroch
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Potential Untapped 287energies of w
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Potential Untapped 289We must make
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Potential Untapped 291interest of H
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Potential Untapped 293Another organ
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Potential Untapped 295ENDNOTES1. Th
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Potential Untapped 297Leviton, D. (
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CHAPTER29LESSONS FROMDEVELOPING COU
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Lessons From Developing Countries 3
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Lessons From Developing Countries 3
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APPENDIXAPHILOSOPHY OF HEALTHEDUCAT
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Freeing/FunctioningHighly personali
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346 Appendix BThe contemporary conc
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APPENDIXCHEALTH LITERACY: APOSITION
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APPENDIXDCODE OF ETHICS FORTHE HEAL
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Appendix D 353Section 3 : Health Ed
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Appendix D 355Section 2 : Health Ed
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358 Appendix ECHAPTER 4: HEALTH EDU
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360 Appendix E10. According to this
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362 Appendix E10. According to this
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364 Appendix E9. Who develops measu
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366 Appendix E9. Clark indicates th
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368 Appendix E8. An analysis of pub
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370 Appendix E8. Which adult educat
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372 Appendix E7. According to the N
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374 Appendix E5. One of the solutio
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376 Appendix E3. The National Schoo
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378 Appendix E2. The basic consider
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380 Appendix ECHAPTER 15: BEHAVIORA
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382 Appendix ECHAPTER 16: HEALTHY B
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384 Appendix E10. is based on a sys
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386 Appendix E10. The transtheoreti
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388 Appendix E10. describes the pro
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390 Appendix E10. Greenberg recomme
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392 Appendix E9. Weare believes tha
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394 Appendix E8. A recommendation b
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396 Appendix E8. To make each dimen
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398 Appendix E7. Empowerment is the
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400 Appendix E7. To date, the appro
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402 Appendix E6. Elements of the To
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404 Appendix E5. In the 1979 Surgeo
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406 Appendix E5. Which of the follo
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408 Appendix E4. African - American
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410 Appendix E4. Pinzon - Perez sug
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REFERENCESAllegrante, J. P., Morisk
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References 415Veselak, K. (2001). H
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418 IndexCollaborative learning, 99
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420 IndexHealth status: disparities
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422 IndexQQuality of Global Health
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PHILOSOPHICAL FOUNDATIONS OF HEALTH
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