https://doi.org/10.31261/CHOWANNA.2002.18.02
The field of health education is as extensive as the concept of health itself, encompassing all its dimensions and aspects: physical, mental, and social health; objective and subjective; individual and public. It covers the entire area of medicine (hygiene, prevention, therapy, and rehabilitation), enriching it with an educational intention. Moreover, it introduces a new element — the enhancement and improvement of health. This broad scope is affirmed by Edward Mazurkiewicz’s definition: “Health education consists in shaping habits that serve the preservation and improvement of health, in developing a positive interest in health based on essential knowledge and role models, and in forming an attitude that enables effective prevention, rescue, treatment, care, and the application of hygiene requirements in the life of the individual and the human community.” Health pedagogy serves as the theoretical foundation of health education. Its main task is to develop a framework for cooperation between pedagogy and medicine, and subsequently to translate medical categories into pedagogical ones. The central concept in this regard is the concept of health. The way we understand this concept determines the very foundation of health education — its approach, strategy, and programming. The common understanding of health is still often burdened by a static and negative view. In such an approach, health is merely the gateway to all diseases — as humorously stated by Honoré de Balzac — or an abstract opposite to real ailments, as Jan Kochanowski (Jan of Czarnolas) vividly expressed. Such a perception of health provides only the premises for therapeutic and preventive action. For educational purposes, it is far too limited. Pedagogy requires a different, more positive and dynamic approach — one that emphasizes the potential for development and enhancement of health.
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Vol. 1 No. 18 (2002)
Published: 2025-08-18
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