• voir aussi : projet Vaccination 2020
• voir aussi enseignement Education thérapeutique du patient et modèle d'éducation à la santé

Health and sustainable development Because health is influenced by lifestyles and the environment people live in, and because people’s lifestyles and consumer habits directly affect the environment, health is a key aspect of sustainable development. The enormous social and economic toll that an health issue exacts on countries means that it tends to receive a high profile in the media. The growing middle class in many developing countries is associated with the emergence of more chronic health issues related to lifestyle choices. Over the past few decades, diabetes, heart disease, and obesity have become much more prevalent as individuals move away from traditional low-energy diets and embrace high-energy convenience foods. This change is often accompanied by an increase in more sedentary lifestyles. These lifestyle changes are also affecting children […] Relationship between health and education A considerable body of research highlights the relationship between children’s health and their social and educational outcomes. The literature also notes the reciprocal benefits of access to quality education on individual and family health status (see, for example, Basch, 2010). While medical advances can play a significant role in improving health outcomes, education at the school and community level is also crucial in promoting the measures that are so important in preventing and thereby reducing the incidence of many diseases and other health problems. Theoretical basis : sociocultural theories of learning […] the theoretical basis to this book is derived from sociocultural theories of learning championed by authors such as Vygotsky (1986) and Wertsch (1991). Sociocultural views of learning place considerable emphasis on the social component within the particular context or situation in which learning occurs. The basic tenet of a sociocultural approach is that human mental functioning is inherently situated in social-interactional, cultural, institutional, and historical contexts. This, to some extent, explains the various taboos associated with many health issues in both Western and non-Western contexts. Beliefs about how diseases are contracted can often be scientifically inaccurate but may be advocated by large sectors of societies and cultures. Furthermore, what is accepted as treatment practice in one context may be rejected in another.

Political and educational objectives

Many research highlight the interplay between social, political, economic, and environmental matters and the health issues people are experiencing. That they do makes evident the need for policymakers and practitioners to attend to these interlinked aspects of the health context when determining interventions and education aimed at improving health outcomes, and when securing funding for these initiatives.

Some topics for HE research

.The following list is just a sample:

• the content of health education (HE) and its integration into national and school curriculums,
• the impact of formal and non-formal HE programs,
• the influence of political, cultural, societal, and religious mores on HE,
• tensions between government ministries (in particular health and education) for ownership of HE.
• the content of health education according to scientists
• models of professional development for science teachers

What model of professional development for science teachers ?
Calas et al. (2012)

According to the last recommandations of the French ministery of education (MEN, 1998, 2001), and in relation with the recommandations of the World Health Organization (WHO, 1986), Health education is considered as an transdisciplinar and transversal strategy, promoting not only the diffusion of scientific knowledge, the prevention of health diseases, but also the necessar political and social action in collaboration with a large educational community including teachers, school professionals, parents around students. In this theorerical view, HE is related to a biopsychosocial model of education and related to a specific vision of complexity (Morin, 1980). The objective is the development of individual autonomy and responsability, in relation with soprtive and civic instruction (see annexe for primary school).

This vision is different from the one used in the historical and earlier biomedical model of health education, developped in France until 1940 for an hygienistic or sanitar education, and associated to a simplistic way of thinking health and socioscientific issues. Hypothesis related to biomedical model is that the diffusion of scientific and medical informations could change individual behaviours in order to diminuish risks of health diseases and favorite good heath. This model is related to a moral education (see BOEN 2008 and 2012 for primary school) and/or a specific scientific teaching. People involved in this model are obviously teachers, medical personnals, and eventually family.

According to Calas et al. (2012), teachers' choice of one of this model is related to the way they suppose to be more or less competent on heath education, in relation with their professional development. When they declare do not practice an health education, teachers' representation are associated with a biomedical vision of health education, so that could be a obstacle. A professional training on socioepistemology and complexity could be helpful for the promotion of biopsychosocial model of HE, helping teacher to find their position and role included in a collective educational community on health. Then they could include social and individual context in their teaching strategy for a more complexe Health education.

Annexe : Health education - primary school - BOEN 2008 and 2012

DECOUVRIR LE VIVANT
[...]. Les élèves découvrent les parties du corps et les cinq sens : leurs caractéristiques et leurs fonctions. Ils sont intéressés à l’hygiène et à la santé, notamment à la nutrition. Ils apprennent les règles élémentaires de l’hygiène du corps.
[...] Familiarisés avec une approche sensible de la nature, les élèves apprennent à être responsables face à l’environnement, au monde vivant, à la santé.
[...] Hygiène et santé : actions bénéfiques ou nocives de nos comportements, notamment dans le domaine du sport, de l’alimentation, du sommeil.

ÉDUCATION PHYSIQUE ET SPORTIVE
L’éducation physique vise le développement des capacités nécessaires aux conduites motrices et offre une première initiation aux activités physiques, sportives et artistiques. Tout en répondant au
besoin et au plaisir de bouger, elle permet de développer le sens de l’effort et de la persévérance. Les élèves apprennent à mieux se connaître, à mieux connaître les autres ; ils apprennent aussi à veiller à leur santé.
[...] Elle éduque à la responsabilité et à l’autonomie, en faisant accéder les élèves à des valeurs morales et sociales (respect de règles, respect de soi-même et d’autrui).

INSTRUCTION CIVIQUE ET MORALE
Les élèves apprennent les règles de politesse et du comportement en société. Ils acquièrent progressivement un comportement responsable et deviennent plus autonomes.
[...] Ils reçoivent une éducation à la santé et à la sécurité.

References

• Basch, C. (2010). Healthier students are better learners: A missing link in school reforms to close the achievement gap (Equity Matters: Research Review No. 6). New York: Colombia University. Available online.
• Calas, F., Reynaud, C. and et Caussidier, C. (2012). Education à la santé et pensée complexe : une approche globale pour la formation des enseignants. Revue RDST n°5, pp. 105-130.
• MEN (1998).
• MEN (2001).
• Morin, E. (1980).
• Taylor, N., Quinn, F., Littledyke, M. & Coll, R.K. (Eds.) 2012. Health education in context. Sense Publishers
• Vygotsky, L. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press
• Wertsch, J. V. (1991). A sociocultural approach to socially shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasly (Eds.), Perspectives on socially shared cognition (pp. 85–100). Washington, DC: American Psychological Association