Spiritual_Wellness_Holistic_Health_and_the_Practic

46 Philosophical Foundations of Health Education
future and the physical, social, emotional, cultural, or societal factors influencing it; (3)
communication skills among varied populations — ages, parameters of life structure,
and value systems.
Education and philosophy are fundamentally inseparable. Educational philosophy
’ s unique emphasis is to examine the basic assumptions underlying particular areas
of human knowledge. Philosophy within an educational context attempts to explain
the ends and means of education in order to give guidelines to action. Philosophy
helps to address the purpose, parameters, and content of the discipline.
The health educator must answer the question, What are the appropriate ways
and means of health education in order to receive guidance for educational action?
The answer lies in the philosophical approach one chooses and its corresponding
underpinnings of beliefs about the purpose of health education, the role of the
learner, role of the teacher, educational methodologies and content material.
Philosophical discourse in health education has been robust. A constant challenge
to the health education profession is to clarify its philosophy in order to give the field
clear direction and rationale. Health education philosophy helps to determine action
and is the basis for a systematic development of goals and a foundation for values. A
philosophy will provide you with direction for your continuing education, how you
will function with other professionals, and how you will work with your designated
population.
ARTICLES
The articles in this section present different personal views of philosophy and can provide
you with ideas to consider for your evolving professional philosophy. Smith
(2006) provides an historical overview of the development of key concepts in health
education and emphasizes the need for health education students and practitioners to
develop a personal philosophy of health education and to reflect on how that informs
the development of their professional philosophy. Clark (1994) and Timmreck, Cole,
James, & Butterworth (1988) suggest issues and challenges that they believe will influence
the philosophical development of health education into and through the twenty -
fi rst century. They also call for a new way of thinking about these materials. Based on
an examination of the health education literature, Welle, Russell, & Kittleson (1995),
have identified five philosophical approaches that explore or demonstrate prevailing