Spiritual_Wellness_Holistic_Health_and_the_Practic

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Human Ecology and Health Education 229An understanding of the flow of energy and the cycling of essential materials inecosystems is a prerequisite to our growing awareness of the potential destruction — byman ’ s own shortsighted activities — of the ecosystems and food webs upon which thesurvival and health of mankind finally depend. A dramatic example is the concentrationof toxic substances such as DDT and methyl - mercury in food webs involvingman. We are finally coming to see that the population explosion, plundering of naturalresources — some of them nonrenewable — and environmental pollution have placedour ecosystems and man himself in jeopardy (Cloud et al., 1969). It is a sign of thetimes when housewives and school children discuss eutrophication.ECOLOGICAL MODELSHuman ecology is based on a unitive view of man, as a self - regulating, self - actualizingorganism. It is concerned with the whole man, as an open - system, in his reciprocaldynamic transactions with his total environment — physical, biotic, and sociocultural.Human ecology is concerned with the unique individual as well as with populationsand “ statistical man, ” with his personality as well as his tissues and organs, and withhis spiritual outlook on life and need for personal fulfillment, as well as with his biologicneeds for survival.Public health is one of the major sectors of human ecology (Colloquium onMan ’ s Health and His Environment, 1970). Human ecology is not a new approach tothe study of health, disease, aging and death. However, the increased interest in andgrowing emphasis on human ecology and epidemiology in relation, to public healthand medical theory and practice is timely and exceedingly important. The emergingepidemiologic, multiple - causation approach, within the broad framework of humanecology; is certainly a step in the right direction. The results so far indicate that the“ causal webs ” of human health, disease, aging, longevity, and death are all interlinkeddynamic processes in the organism - personality, and are far more complex thanappears on the surface (Hoyman, 1962). A man ’ s level of health and disease, his rateof aging, and his length of life are all dynamic ecological resultants — as well as majoroperative factors. Figure 21.1 is a crude model of the ecology of health and disease(Hoyman, 1965).Ecology of HealthFortunately, we do not have to start from scratch in developing an ecological healthmodel. Health educators have long stressed the need to view health as a dynamic process,involving the whole person and his unique life style, in his total environment. Wehave described and defined health in terms of the actualization and fulfillment of man ’sdesirable adaptive and creative potentialities. For instance: Health is personal fitnessfor survival and self - renewal, creative psychosocial adjustment, and self - fulfi llment .Health is a multidimensional unity. It has dimensions such as physical fitness,mental health, psychosocial well - being, and ethical and spiritual outlook (Hoyman, 1956).Health is determined by the reciprocal, ecological interaction of genetic, environmental,
230 Philosophical Foundations of Health EducationFIGURE 21.1 An Ecologic Model of Health and Disease. Example offavorable and unfavorable dynamic, interacting hereditary, environmental,and personal ecologic factors and conditions that are determinants of thelevels of health and disease on a continuumHUMAN ECOLOGIC INTERACTIONEPIDEMIOLOGYHEREDITARY FACTORSMENTAL HEALTHOPTIMALHEALTHPHYSICAL FITNESSENVIRONMENTAL FACTORSSPIRITUAL FAITHEPIDEMIOLOGYPERSONALFACTORSUNFAVORABLE ECOLOGIC FACTORS FAVORABLEGOOD HEREDITY AND ENVIRONMENTHEALTHFUL, SAFE LIVINGADEQUATE MEDICAL CAREOPTIMAL NUTRITION AND EXERCISESATISFYING WORK AND RECREATIONREFRESHING REST AND SLEEPLIFE SPACE, FREEDOM, PRIVACYCHALLENGES, RISKS, COMMITMENTSPOOR HEREDITYPOOR ENVIRONMENTLACK OF COMMITMENTS AND VALUESPSYCHOGENEIC-EMOTIONAL FACTORSUNHEALTHFUL BEHAVIORLOW-LIVING STANDARDINADEQUATE MEDICAL CAREENDOGENOUS FACTORSNEOPLASMSHEALTHWELLNESSMINORILLNESSMAJORILLNESSCRITICALILLNESSDEATHPERSONAL-SOCIAL FULFILLMENTLOVE, HOPE, FAITH, SHARINGSELF-REGULATION AND HOMEOSTASISOPTIMAL GROWTH AND DEVELOPMENTHETEROSEXUAL ADJUSTMENTRESISTANCE TO DISEASE AND AGINGEMOTIONAL MATURITYFUN, HUMOR, ENJOYMENTDEFICIENCIES AND EXCESSESDEPRIVATIONSNOXIOUS AGENTS AND ALLERGENSSTRESSORS AND STRESSRADIATION HAZARDSPATHOGENEIC ORGANISMSACCIDENTS AND TRAUMATIC INJURIESPATHOLOGIC CONDITIONSAGING AND SENESCENCEFAVORABLEECOLOGIC FACTORSUNFAVORABLESource: H. S. Hoyman. (1971). Human ecology and health education II. Journal of School Health, 41(10),p. 540. (Adapted in part from Our Modern Concept of Health, by H. S. Hoyman. Courtesy of the AmericanSchool Health Association.)
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See discussions, stats, and author
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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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CHAPTER7CONNECTING APERSONAL PHILOS
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Connecting Personal Philosophy to P
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Connecting Personal Philosophy to P
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CHAPTER8HEALTH EDUCATORS ANDTHE FUT
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Health Educators and the Future 57w
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Health Educators and the Future 59t
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Health Educators and the Future 61e
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Health Educators and the Future 63W
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Health Educators and the Future 65e
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CHAPTER9HEALTH EDUCATION ANDHEALTH
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Health Education and Health Promoti
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CHAPTER10PHILOSOPHICAL TRENDSIN HEA
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Philosophical Trends in Health Educ
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PART3COGNITIVEAPPROACHES INHEALTHED
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Cognitive Approaches in Health Educ
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100 Philosophical Foundations of He
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CHAPTER12THE PARADIGM SHIFTTOWARD T
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The Paradigm Shift Toward Teaching
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CHAPTER13HISTORICAL STEPS IN THEDEV
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Historical Development of School He
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CHAPTER14PHILOSOPHY ANDPRINCIPLES O
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Philosophy and Principles of the Sc
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CHAPTER15BEHAVIORAL HEALTH ANDHEALT
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Behavioral Health and Health Educat
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Behavioral Health and Health Educat
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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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Page 205 and 206: 178 Philosophical Foundations of He
Page 224 and 225: PART5FREEING/FUNCTIONING INHEALTH E
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Page 234 and 235: CHAPTER20DEMOCRACY:THE FIRST PRINCI
Page 236 and 237: Democracy 209Dispassionate views of
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Page 242 and 243: Democracy 215The links between demo
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Page 246 and 247: Democracy 219staff rather than the
Page 248 and 249: Democracy 221democratic society —
Page 250 and 251: Democracy 223Students must consider
Page 252: Democracy 225The health promoting s
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Page 302 and 303: CHAPTER24POTENTIAL UNTAPPED:HEALTH
Page 304 and 305: 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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