This paper attempts to examine the practice of health education from the perspective of learning theory. Examples of recent health education programs are discussed in this context. It is suggested that, in general, health education and program rationales are firmly rooted in learning theory, but that goals, educational interventions, and evaluation methods are not always consistent with the learning theory apparently underlyng the program. Furthermore, it is suggested that such inconsistencies are relevant to many controversial issues in health education and may have considerable impact on policy devel opment.
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