Spiritual_Wellness_Holistic_Health_and_the_Practic

50 Philosophical Foundations of Health Education
acknowledge the need for studying the human organism in relation to its environment.
Not only was he concerned with the complete essence of man, but he also was
interested in the overall environment, including natural and manmade elements
(Muller, 1973). Jesse F. Williams, an early leader in the field of health and physical
education during the 1920s, developed a perspective of health as “ the quality of life
that renders the individual fit to live most and serve best ” and “ a condition of the
whole organism expressing its functions ” (1935, pp. l0, 12). He felt that the development
of health was contingent upon participation in quality experiences or activities
by the whole organism. Through a compendium of articles spanning several
decades, health education professionals such as Delbert Oberteuffer (1931), Mabel
Rugen (1940), Howard Hoyman (1965; 1966), Robert Russell (1975), Russell &
Hoffman (1981), Ann Nolte (1976), Richard Eberst (1984), and Jerrold Greenberg
(1985) reinforced the holistic concept of health as the basis for sound health
education.
One of the challenges inherent to implementation of a holistic approach to health
and health education is language. The compartmentalization of language begins as we
strive to define and discuss the various dimensions of human functioning which
include, but are not limited to, physical, mental, spiritual, emotional, and social components
(Eberst, 1984). As soon as different dimensions are identified and labeled, scientists
begin to create measures to determine how well each of the dimensions is
functioning. Biologists and kinesiologists develop measures for the physical dimension;
psychologists, psychiatrists, and neurologists attempt to measure the mental
dimension; and an even broader spectrum of professionals engage in describing and
attempting to measure the social and spiritual dimensions of human functioning. In
light of these measurements, health educators must question the potential and limitations
of each dimension. Furthermore, health educators must continually challenge the
definition of holistic health. For example, are individuals afflicted with paralysis considered
“ healthy ” in accordance with the holistic model of health? Similarly, are individuals
plagued by mental disabilities incapable of experiencing holistic health? These
are the questions health educators must explore and resolve at a personal level before
they can practice at an optimal level of effectiveness. There is no right or wrong answer
to these questions, but each practitioner must have an answer that is consistent with his
or her personal philosophy.
To illuminate the holistic concept of health, J. Keogh Rash stated, “ Above all
health is not and cannot be static or compartmentalized ” (1960, p. 34). Rash ’ s statement
presents a challenge for health educators striving to act on behalf of their philosophical
beliefs.
In past and current centuries, health educators have identified and developed various
strategies to reflect their philosophical tenets. For example, a select group of health
educators has focused on changing the unhealthy habits of individuals through behavior
modification techniques (Green, Kreuter, Deeds, & Partridge, 1980; Greenberg.
2004; Hochbaum, 1981). Behavior change methods have ranged from reward and
punishment to aversion therapy (Simons - Morton, Greene & Gottlieb, 1995). Other