The Role and Place of School Health Education in Pedagogy (1870-1995)

Abstract

The study summarizes the changes during the 19th to 20th century in the field of domestic school hygiene and health education. The picture outlined by me is far from being complete. It has been pointed out that propagation of hygiene knowledge of pedagogic „feature” became integrated into hygiene and health protection information merely in the early 20th century. Founder of the Hungarian school medicine, József Fodor, already in 1883 wrote the following in his book entitled Egészségtan (=Health Education), intended for secondary school students: „Health protection is not only medical but pedagogical duty as well - if we educate more we have to cure less.” Politicians of each era tried to focus on this eternally valid ascertainment in their current health politics, more or less successfully. The aim has remained unchanged, i.e. school should provide youngsters with in-depth knowledge on health protective life style, develop their abilities, which is an important part of their personality. In this process, however, recognitions of health science and evidences functioning on the basis of the most essential regularities explored are indispensable. In addition, one can identify fields of health protection of the highest priority, i.e. those affecting the overwhelming majority of the population such as the fight against alcoholism, smoking and other harmful habits, furthermore the social and child welfare, first aid, prevention of accidents and contagious diseases. Up to now there is already a wide range of organization forms, scenes, measures and methods of health education available. From conventional teaching and frontal class work we have got to small group and individual activities like open-air school, museum occupation or contests. Socialist movements based on independent actions of pupils have by now turned into highly efficient, psychologically-sociologically well established peer-helping.