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<p>Figures, Tables, and Exhibits xi</p> <p>Foreword xv</p> <p>Introduction xvii</p> <p>The Editors xxi</p> <p><b>PART 1 PHILOSOPHICAL PERSPECTIVES IN HEALTH EDUCATION 1</b></p> <p>1 THIS I BELIEVE: A PHILOSOPHY OF HEALTH EDUCATION 3<br /><i>Loren B. Bensley Jr.</i></p> <p>2 PHILOSOPHICAL BASES FOR HEALTH EDUCATION 7<br /><i>J. Keogh Rash</i></p> <p>3 THREE ESSENTIAL QUESTIONS IN DEFINING A PERSONAL PHILOSOPHY 11<br /><i>R. Morgan Pigg Jr.</i></p> <p>4 HEALTH EDUCATION AS A BASIC 17<br /><i>Carl E. Willgoose</i></p> <p>5 SOME GUIDING PRINCIPLES ON HEALTH AND HEALTH EDUCATION: A PHILOSOPHICAL STATEMENT 29<br /><i>Charles R. Carroll</i></p> <p>6 THE HOLISTIC PHILOSOPHY AND PERSPECTIVE OF SELECTED HEALTH EDUCATORS 35<br /><i>Stephen B. Thomas</i></p> <p><b>PART 2 DEVELOPING A PHILOSOPHY OF HEALTH EDUCATION 45</b></p> <p>7 CONNECTING A PERSONAL PHILOSOPHY OF HEALTH TO THE PRACTICE OF HEALTH EDUCATION 49<br /><i>Becky J. Smith</i></p> <p>8 HEALTH EDUCATORS AND THE FUTURE: LEAD, FOLLOW OR GET OUT OF THE WAY 55<br /><i>Noreen M. Clark</i></p> <p>9 HEALTH EDUCATION AND HEALTH PROMOTION: A LOOK AT THE JUNGLE OF SUPPORTIVE FIELDS, PHILOSOPHIES, AND THEORETICAL FOUNDATIONS 67<br /><i>Thomas C. Timmreck, Galen E. Cole, Gordon James, Diane D. Butterworth</i></p> <p>10 PHILOSOPHICAL TRENDS IN HEALTH EDUCATION: IMPLICATIONS FOR THE 21ST CENTURY 79<br /><i>Helen M. Welle, Robert D. Russell, Mark J. Kittleson</i></p> <p><b>PART 3 COGNITIVE APPROACHES IN HEALTH EDUCATION 91</b></p> <p>11 TEACHING FOR UNDERSTANDING IN HEALTH EDUCATION: THE ROLE OF CRITICAL AND CREATIVE THINKING SKILLS WITHIN CONSTRUCTIVISM THEORY 95<br /><i>Valerie A. Ubbes, Jill M. Black, Judith A. Ausherman</i></p> <p>12 THE PARADIGM SHIFT TOWARD TEACHING FOR THINKING: PERSPECTIVES, BARRIERS, SOLUTIONS, AND ACCOUNTABILITY 109<br /><i>Bette B. Keyser, James T. Broadbear</i></p> <p>13 HISTORICAL STEPS IN THE DEVELOPMENT OF THE MODERN SCHOOL HEALTH PROGRAM 119<br /><i>Kenneth E. Veselak</i></p> <p>14 PHILOSOPHY AND PRINCIPLES OF THE SCHOOL HEALTH PROGRAM 127<br /><i>Delbert Oberteuffer</i></p> <p><b>PART 4 CHANGING BEHAVIOR IN HEALTH EDUCATION 135</b></p> <p>15 BEHAVIORAL HEALTH AND HEALTH EDUCATION: AN EMERGING OPPORTUNITY 139<br /><i>Carl I. Fertman</i></p> <p>16 HEALTHY BEHAVIOR: THE IMPLICATIONS OF A HOLISTIC PARADIGM OF THINKING THROUGH BODYMIND RESEARCH 145<br /><i>Don Read, Walt Stoll</i></p> <p>17 PROBLEM-BASED LEARNING: CATALYST FOR BEHAVIORAL CHANGE 169<br /><i>J. Frederick Garman, Carol J. Teske, Duane A. Crider</i></p> <p>18 HEALTH PROMOTION AND EMPOWERMENT: REFLECTIONS ON PROFESSIONAL PRACTICE 179<br /><i>Ronald Labonte</i></p> <p><b>PART 5 FREEING / FUNCTIONING IN HEALTH EDUCATION 197</b></p> <p>19 HEALTH EDUCATION AS FREEING 201<br /><i>Jerrold S. Greenberg</i></p> <p>20 DEMOCRACY: THE FIRST PRINCIPLE OF HEALTH PROMOTING SCHOOLS 207<br /><i>Andy Anderson, Barbara Ronson</i></p> <p>21 HUMAN ECOLOGY AND HEALTH EDUCATION 227<br /><i>Howard S. Hoyman</i></p> <p>22 SPIRITUAL WELLNESS, HOLISTIC HEALTH, AND THE PRACTICE OF HEALTH EDUCATION 243<br /><i>Steven Hawks</i></p> <p><b>PART 6 SOCIAL CHANGE IN HEALTH EDUCATION 253</b></p> <p>23 NEW HEALTH PROMOTION MOVEMENT: A CRITICAL EXAMINATION 257<br /><i>Ann Robertson, Meredith Minkler</i></p> <p>24 POTENTIAL UNTAPPED: HEALTH EDUCATION AND HEALTH PROMOTION AS A MEANS TO PEACE 275<br /><i>Daniel Leviton</i></p> <p>25 PUTTING POLITICS BACK IN PUBLIC HEALTH EDUCATION 299<br /><i>Martha L. Coulter, Terrance Allbrecht, Elizabeth Gulitz, Mary Figg, Charles Mahan</i></p> <p>26 HEALTH CARE REFORM: INSIGHTS FOR HEALTH EDUCATORS 305<br /><i>Thomas O'Rourke</i></p> <p>27 THE ROLE OF HEALTH EDUCATION ASSOCIATIONS IN ADVOCACY 311<br /><i>M. Elaine Auld, Eleanor Dixon-Terry</i></p> <p>28 THE ROLE OF HEALTH EDUCATION ADVOCACY IN REMOVING DISPARITIES IN HEALTH CARE 319<br /><i>John P. Allegrante, Donald E. Morisky, Behjat A. Sharif</i></p> <p>29 LESSONS FROM DEVELOPING COUNTRIES: HEALTH EDUCATION IN THE GLOBAL VILLAGE 335<br /><i>Helda Pinzon-Perez</i></p> <p>APPENDIX A PHILOSOPHY OF HEALTH EDUCATION GRID 341</p> <p>APPENDIX B PHILOSOPHY OF HEALTH EDUCATION: A POSITION STATEMENT OF THE AMERICAN ASSOCIATION OF HEALTH EDUCATION (AAHE) 345</p> <p>APPENDIX C HEALTH LITERACY: A POSITION STATEMENT OF THE AMERICAN ASSOCIATION OF HEALTH EDUCATION (AAHE) 349</p> <p>APPENDIX D CODE OF ETHICS FOR THE HEALTH EDUCATION PROFESSION 351</p> <p>APPENDIX E CHES QUESTIONS 357</p> <p>References 413</p> <p>Index 417</p>

<p><b>Jill M. Black</b>, PhD, CHES, is an associate professor in the Department of Health, Physical Education, Recreation, and Dance at Cleveland State University and coordinator of the Community Health Education Program. She is a fellow of the American Association for Health Education.</p> <p><b>Steven R. Furney</b>, EdD, MPH, is a professor of Health Education and director of the Division of Health Education at Texas State University. He is a fellow of the American Association for Health Education.</p> <p><b>Helen M. Graf</b>, PhD, is an associate professor and undergraduate program director in the Department of Health and Kinesiology at Georgia Southern University.</p> <p><b>Ann E. Nolte</b>, PhD, Distinguished Professor, emerita, of Health Education in the Department of Health Sciences at Illinois State University, was a fellow of the American Association for Health Education and the American School Health Association.</p> <p><b>American Association for Health Education</b> is the premier national organization for health educators and other professionals who promote the health of all people, with 5,500 health educators in school, college, research, community, medical, and industry settings.</p>

<p><i>Philosophical Foundations of Health Education</i> covers the philosophical and ethical foundations of the practice of health education in school, community, work site, and hospital settings, as well as in health promotion consultant activities. The book presents personal philosophies of health educators, essential philosophical perspectives, and a range of philosophical issues that are relevant to health education practice. Philosophical Foundations of Health Education is organized around the five major philosophical traditions: cognitive-based, decision-making, behavior change, freeing/functioning, and social change. Co-published with the American Association for Health Education, this important work is an essential resource for student and professional. Each section contains a challenge to the reader that suggests critical thinking questions to reinforce the key points of the chapter, invite comparison with other perspectives, reflect on the implications of the perspective, note themes that run through the chapters, and consider practical applications of the various philosophical approaches.</p>

"Finally, health education specialists have a book devoted to philosophical perspectives from experts in the field. Without a doubt, this book will be a reader and keeper for students, scholars, practitioners, leaders, and teachers of health education and promotion, who routinely think about and share their own health education philosophy."<br /> — Dixie <i>Dennis, Ph.D., CHES, Austin Peay State University</i> <p><i>"</i>Finally! A book that clearly and critically collates the various philosophical foundations for the health education profession! Will assist budding (and mature) health educators in identifying and creating their own philosophy of health education practice. Bravo to the insightful editors and authors!"<br /> — Carolyn P. Parks-Bani, PhD, Community Health Educator, Centers for Disease Control and Prevention</p> <p>"A captivating compilation of readings that presents diverse perspectives from past and present leaders on philosophical issues in health education. It is a much-needed addition to our professional literature that will serve as an essential resource for courses addressing the foundations and history of our field."<br /> — David A. Birch, PhD, CHES, East Carolina University</p> <p>"Philosophical Foundations of Health Education is an essential, comprehensive collection useful for any Health Education professional preparation program."<br /> — Judy C. Drolet, PhD, CHES, FASHA, FAAHE, Southern Illinois University Carbondale</p>

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