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Health knowledge and health education in the democratic health‐promoting school

Health knowledge and health education in the democratic health‐promoting school This paper suggests that there are two different paradigms within health education and the health‐promoting school, the traditional/moralistic paradigm and the democratic paradigm. The Danish network of Health Promoting Schools favours the democratic paradigm, within which the overall aim is to develop students’ abilities to influence their own life and the society – their so‐called “action competence”. The nature of an “action” is defined here as being “purposefully directed at solving a problem or facilitating change and consciously decided upon by those carrying out the action”. The key factors which influence action are discussed: they are insight and knowledge; vision; commitment; experience; and social skills. The paper then looks more deeply at insight and knowledge, suggesting that it has four different dimensions: knowledge of effects; causes; the processes of change; and vision of future possibilities. It suggests that teachers themselves need both the educational competence to facilitate the education of others, and high levels of action‐oriented knowledge and insight. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Health Education Emerald Publishing

Health knowledge and health education in the democratic health‐promoting school

Bjarne Bruun Jensen
Health Education , Volume 100 (4): 9 – Aug 1, 2000
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8 pages

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Publisher
Emerald Publishing
Copyright
Copyright © 2000 MCB UP Ltd. All rights reserved.
ISSN
0965-4283
DOI
10.1108/09654280010330900
Publisher site
See Article on Publisher Site

Abstract

This paper suggests that there are two different paradigms within health education and the health‐promoting school, the traditional/moralistic paradigm and the democratic paradigm. The Danish network of Health Promoting Schools favours the democratic paradigm, within which the overall aim is to develop students’ abilities to influence their own life and the society – their so‐called “action competence”. The nature of an “action” is defined here as being “purposefully directed at solving a problem or facilitating change and consciously decided upon by those carrying out the action”. The key factors which influence action are discussed: they are insight and knowledge; vision; commitment; experience; and social skills. The paper then looks more deeply at insight and knowledge, suggesting that it has four different dimensions: knowledge of effects; causes; the processes of change; and vision of future possibilities. It suggests that teachers themselves need both the educational competence to facilitate the education of others, and high levels of action‐oriented knowledge and insight.

Journal

Health Education – Emerald Publishing

Published: Aug 1, 2000

Keywords: Health promotion; Schools; Competences; Knowledge

References

  • ‘I think it is really great that someone is listening to us …
    Hillcoat, J; Forge, K.,; Fien, J.; Baker, E.
  • A case of two paradigms within health education
    Jensen, B.B
  • Action, health and education. Experience from the Danish network of health‐promoting schools
    Jensen, B.B.
  • The action competence approach in environmental education
    Jensen, B.B; Schnack, K.
  • We decide – a case story from Gandrup School
    Hillgaard, P; Jensen, B.B
  • Identity of globalisation
    Joergensen, C.R