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Learning as a health promoting process, the salutogenic interpretation of the Swedish curricula
University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
Nodic school of public health.
1998 (English)In: Internet journal for health promotion, Vol. 14Article in journal (Other academic) Published
Abstract [en]

Schools are important settings for health promotion. There is little evidence of positive long-term effects of health education programs especially among low performing students. This underlines the need to develop new approaches to health promotion in schools. There is also a difficulty to bridge the disciplinary understanding between the education system and the health system. This paper suggests a salutogenic interpretation of the Swedish curriculum. The curriculum focuses on the multi-dimensional characteristics of knowledge making four aspects explicit: familiarity, facts, understanding and skills. Theories of learning and health promotion include some essential similarities. The learning process is based on perceived comprehension, creation of meaning and making knowledge instrumental. The basis for salutogenic theory consists of comprehension, manageability and meaning. These common perspectives could form a basis for the health promoting school. A review of research on effective schools and a study of salutogenic mechanisms in Swedish schools points to the importance of school organisation and both health and school professionals attitudes in the health promoting process. The Swedish curriculum seems to be a good instrument for the salutogenic school. To improve the health promoting effects schools must consider a learning process focusing on comprehension, manageability and meaning.

Abstract [sv]

Skolan har stor betydelse för att främja barns och ungdomars hälsa. Skolan kan ge hälsofrämjande effekter på sikt särskilt för elever som inte trivs i skolan. Det understryker behovet av att utveckla metoder som inkluderar samtliga elever i skolans hälsofrämjande arbete. I denna studie görs en salutogen tolkning av den svenska läroplanen (Lpo 94) som betonar fyra aspekter av kunskap: förtrogenhet, fakta, förståelse och färdigheter. I artikeln relateras teorier om lärande till det salutogena konceptet och noterar att lärande och hälsofrämjande inbegriper grundläggande likheter. Läroplanens kunskapssyn poängterar att framgångsrikt lärande är baserat på upplevd förståelse, meningsskapande och att göra kunskap användbar. Komponenterna i det salutogena konceptet känslan av sammanhang är begriplighet, meningsfullhet och hanterbarhet. Läroplanens tolkning av kunskap kan därmed betraktas som utgångspunkt för hälsofrämjande skola. Även forskning om mekanismerna bakom s k effektiva skolor kan tolkas i ljuset av salutogena mekanismer. Det innebär att såväl läroplan som skolans organisation och personalens attityder kan stödja hälsofrämjande processer. För att utveckla skolans hälsofrämjande effekter bör lärande fokusera på förståelse, hanterbarhet och mening.

Place, publisher, year, edition, pages
International Union for Health Promotion and Education, 1998. Vol. 14
Keyword [en]
effective schools, health promotion, health promoting schools, knowledge, learning process, salutogenesis, understanding
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Public health science; SOCIAL SCIENCE, Pedagogics
Identifiers
URN: urn:nbn:se:hv:diva-5912OAI: oai:DiVA.org:hv-5912DiVA: diva2:696903
Available from: 2014-02-16 Created: 2014-02-13 Last updated: 2015-10-14Bibliographically approved

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Citation style
  • apa
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