Download Asian Perspectives and Evidence on Health Promotion and by Toshiyuki Takizawa (auth.), Takashi Muto M.D., Ph.D., PDF

By Toshiyuki Takizawa (auth.), Takashi Muto M.D., Ph.D., Toshitaka Nakahara M.D., Ph.D., M.P.H., Eun Woo Nam (eds.)

Globalization and knowledge know-how have triggered many illnesses: psychological future health matters like melancholy, and lifestyle-related disorder like diabetes and weight problems. to deal with those future health concerns, wellbeing and fitness promoting and schooling are desperately wanted. Convincing coverage choice makers to take a position in overall healthiness advertising and education schemes, it really is had to exhibit its effectiveness. future health promoting and schooling execs are anticipated to build proof of healthiness promoting and schooling. such a lot of such facts has been produced within the US and ecu nations. simply because socio-economic stipulations range among the Asia and Western international locations, we can't rely on such proof to enforce sufficient healthiness merchandising and schooling in our quarter. We needs to produce and collect our personal proof in accordance with Asian perspectives.

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4 Confucian Life Education [12] The purpose of education is to make people holistic human beings whose abilities are well developed and coordinated. A human’s abilities can be divided into inside and outside abilities: physical on the outside and mental on the inside. Mental ability can be further divided into three parts: knowledge, emotion, and will. , affective) [13]. Huang analyzed the Confucian view of “holistic education,” which includes three dimensions: (1) body and mind in one; (2) the success of self and all others in one – blend harmoniously and grasp thoroughly the human, natural, and cultural world; and (3) unity of the heavenly and the human [12].

3 Discussion Life education is intended to help people develop coordination of sense and sensation as well as to help them be aware of meaning in their life. ” Victor E. ” Some patients answered they wished to stay alive for their children, while some responded that their talents were yet to bear fruit. By using such delicate questioning and thoughtful analysis of modern existence, Frankl was able to help sorrowful patients redefine their meaning and responsibilities [12]. Having integrated the experiential learning circle and affective education into the SLIM model, both theories focus on cultivating the coordination of sense and sensation, then experiencing life anew.

Chang’s study proposed that the curriculum content of life education in the junior high school could be divided into five categories: (1) Education of People with Self, (2) Education of People with Others, (3) Education of People with the Natural Environment, (4) Education of People with Society, and (5) Education of People with the Universe [3, 4]. Such a classification overlapped highly with the categories of the existing 9-year curriculum system in Taiwan. Huang interpreted life education as having five major orientations: (1) religious-orientated life education, (2) physical health-oriented life education, (3) career-oriented life education, (4) life and moral education-oriented life education, and (5) death education, or thanatology-oriented life education [5].

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