Spiritual_Wellness_Holistic_Health_and_the_Practic

CHAPTER
19
HEALTH EDUCATION
AS FREEING
J ERROLD S. G REENBERG
I write this article out of a genuine concern for the direction in which I see health education
moving, and out of the frustration of repeatedly being confronted with inconsistencies
in the practices and philosophies of my colleagues. I propose that health
education be considered a process in which the goal is to free people so that they may
make health - related decisions based upon their needs and interests as long as these
decisions do not adversely affect others. Though at first glance this definition of health
education appears not much different from what others have offered, its application, as
described here, certainly is. One implication of health education as a freeing process is
the assumption that participants, voluntary or otherwise, are not initially free. One
could consider the feelings of inferiority, hostility, and alienation; socioeconomic status;
and emotional distress to be enslaving people so that they are not as free to choose
health - related behaviors as they might otherwise be (see Suggested Readings). It is
suggested here that health education should be directed at the elimination or diminishment
of these enslaving factors so as to free the participants in the process.
Others have stated a philosophy similar to this, but when pressed to go further
often become inconsistent. For instance, if the view of health education as a freeing
process is supported, health educators must not be concerned with the particular
behavior of their clients, but rather with the process used by their clients to arrive at
that behavior. For example, if a client (student in school, adult in nursing home