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From health education to healthy learning: Implementing salutogenesis in educational science 
Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för hälsa och kultur.ORCID-id: 0000-0002-3452-3761
Folkha¨lsan Research Centre, Helsingfors.
2011 (engelsk)Inngår i: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905, Vol. 39, nr Suppl 6, s. 85-92Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

 

 Aim:

The aim is to scrutinise the concept of health education (HE) and to broaden the concept of health literacy (HL) towardsa lifelong healthy learning concept. HL is a broader concept than HE. This paper dissects both the health and the education

concepts, and puts them into the value system of health promotion (HP) of the Ottawa Charter (OC) using the core principles

and values of HP, HL, and action competence (AC) in the light of the salutogenesis (SAL). Conceptually the salutogenic

model focuses on the direction towards the healthy end of the health continuum. The salutogenic theory, based on resources

and comprehensibility, manageability, and meaningfulness, can be integrated into a learning model. People are seen as active

and participating subjects shaping their lives through their AC.

Method:a combination of an analysis of the values andintentions of health promotion according to the OC combined with the existing evidence on the salutogenic approach to

health, stemming from a systematic research synthesis 1992–2003 and an ongoing analysis 2004–2009 by the authors. In

addition, the views from a discussion with the participants of a session in the NHPR Conference 2009 are integrated.

Results:

The similarities and differences between the salutogenesis, theOCand healthy learning were shown in a graph. Integrating the

salutogenesis in educational sciences further expands the concepts of HE and HL into healthy learning.

Conclusions: Theresults of the discussions will further develop and strengthen the concept of healthy learning. 

 

Abstract

Aim: The aim is to scrutinise the concept of health education (HE) and to broaden the concept of health literacy (HL) towards

a lifelong healthy learning concept. HL is a broader concept than HE. This paper dissects both the health and the education concepts, and puts them into the value system of health promotion (HP) of the Ottawa Charter (OC) using the core principles and values of HP, HL, and action competence (AC) in the light of the salutogenesis (SAL). Conceptually the salutogenic model focuses on the direction towards the healthy end of the health continuum. The salutogenic theory, based on resources and comprehensibility, manageability, and meaningfulness, can be integrated into a learning model. People are seen as active and participating subjects shaping their lives through their AC. Method: a combination of an analysis of the values and intentions of health promotion according to the OC combined with the existing evidence on the salutogenic approach to health, stemming from a systematic research synthesis 1992–2003 and an ongoing analysis 2004–2009 by the authors. In addition, the views from a discussion with the participants of a session in the NHPR Conference 2009 are integrated. Results: The similarities and differences between the salutogenesis, theOCand healthy learning were shown in a graph. Integrating the salutogenesis in educational sciences further expands the concepts of HE and HL into healthy learning. Conclusions

: The results of the discussions will further develop and strengthen the concept of healthy learning.

sted, utgiver, år, opplag, sider
London: Taylor & Francis , 2011. Vol. 39, nr Suppl 6, s. 85-92
Emneord [en]
Health, health education, health in the river of life, health literacy, health promotion, healthy learning, quality of
HSV kategori
Forskningsprogram
VÅRD- OCH HÄLSOVETENSKAP, Folkhälsovetenskap
Identifikatorer
URN: urn:nbn:se:hv:diva-3240DOI: 10.1177/1403494810393560OAI: oai:DiVA.org:hv-3240DiVA, id: diva2:402561
Tilgjengelig fra: 2011-03-17 Laget: 2011-03-08 Sist oppdatert: 2017-12-11bibliografisk kontrollert

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