The Value of Health
The Role of Health in Values
Education
Bend – the body
Mend – the senses
Sri Sathya Sai Baba
End – the mind
How does this translate?
Medicare is bending the body:
• Physically
• Physiologically
• Mentally & Emotionally
Educare is mending the Senses
Sociocare is a mixture of these two
• These lead to the goal of spirituality which is:
END THE MIND
The Three Fields of Sai
Spiritual Endeavour
Educare
Education as social
conscience
Education as health
as the educational
HealthcareSociety
as education
field
Health care as social
service
Social needs determine
health care
Medicare
Sociocare
Education as health
Healthcare as education
• The health of society is intimately linked with the
educational level of the people 1, 2
• The educational experience is reflected, not only in the
physical health, but the emotional and psychological
health 2
• Education reflects in adult behaviour, impacting on
health 3
• Healthcare education in school can positively affect
adult health 4
• These correlations are critical when we look at the role
values education can make to societal health
Health care as social service
Social needs determine health care
Health Care & Social Service are
simply God gifting God back to God
“You have no reason to feel proud when you are
able to help another, for your skill or wealth or
strength or courage or official position that gave
you the chance to serve was the gift of God,
whether you recognize it or not. You are only
offering this God's gift to another God's gift,
namely the poor, the illiterate, the weak, the
diseased, the grieving, the broken-hearted, who
seek your help.”
Baba
Education as social conscience
Society as the educational field
“Health and environmental education seek to
address the living conditions and lifestyle choices
that lead to health and environmental problems
by motivating and teaching students how to
participate in the reconstruction of themselves
and society in accordance with ecological values
and the democratic values of social and economic
justice.”
Fien 5
Programme Description in the form of Programme
Logic for a Health Promotion Programme in South
Auckland School
SITUATION
- Children arrive at
school with health
conditions relating
to
malnourishment
- Socioeconomic
factors impact on
health status,
which is to
nutrition
- This affects
children’s
participation in
school life
- Parents rely on
school for their
social support
INPUTS
-
-
-
Naturopathic
Students as
nutritional
health workers
Written
resources
Time: College
Academic,
Administrative
and School staff
Travel
Cooking
facilities and
materials
OUTPUTS
-
-
-
-
Numbers in
programme
Numbers of
days
programme
delivered
Numbers of
students
involved
Student
completion
rates
Students
formative &
summative
assessments
OUTCOMES
Short Term
-
Feeling someone cares
Social interaction
Intermediate Term
-
Better attendance because of
health
Improvement in nutritional
inputs
Improvement in family’s
nutrition
Longer Term
-
-
Lessening of infections
Increased academic
achievement
Improvement in all health
parameters
Values Inherent in the Health for
Life Programme
• Engendering compassion
• Feeling of unity and understanding of the
situation of others
• Creating a sense of family
• Wanting others to have the same health and
educational opportunities as we have (creates
a sense of upliftment)
• A sense of sacrifice lets us forget about
ourselves
Workshop Exercise -1
In three groups, using the butcher paper and
pens, relate the aspects of educare, medicare
and sociocare, using the values
• Group 1 will relate educare and medicare
• Group 2 will relate educare and sociocare
• Group 3 will relate medicare and sociocare
Using the values as the determinants of the
relationships
Workshop Exercise -2
• Using those relationships determine at least
three actions that could be used to enhance
those relationships
• Then design a programme (in brief) that could be
applied in the values educational environment
that meets the need of the relationships, in terms
of:
 Needs met
 Goals & outcomes
 Resources required
 How the programme puts the values in action
References
1.
2.
3.
4.
5.
Wilkinson RG, Marmot MG. Social determinants of health: the solid facts
2ed. Copenhagen: World Health Organisation; 2003.
Power C, Stansfeld SA, Matthews S, Manor O, Hope S. Childhood and
adulthood risk factors for socio-economic differentials in psychological
distress: evidence from the 1958 British birth cohort. Social Science &
Medicine. 2002;55(11):1989-2004.
Koivusilta L, Arja R, Andres V. Health behaviours and health in
adolescence as predictors of educational level in adulthood: a follow-up
study from Finland. Social Science & Medicine. 2003;57(4):577-93.
Lakin L, Littledyke M. Health promoting schools: integrated practices to
develop critical thinking and healthy lifestyles through farming, growing
and healthy eating. International Journal of Consumer Studies.
2008;32(3):253-9.
Fien J. Learning to care: a focus for values in health and environmental
education. Health Education Research. 1997 December 1,
1997;12(4):437-47.