If there is nothing more practical than a good theory, as Lewin indicated, then one of the best ways to improve practice is to update and codify our theoretical base. A half-dozen newer concepts needing integration into community health education theory include an “audience” oriented mass communication orientation, a problem-solver perspective, a more sophisticated notion of perception, a refocusing of the attitude/behavior change continuum, emphasis on “other-orientation,” and an updated learning theory. These combine to re-emphasize the need for communities to be involved in and take charge of the learning process and to work on structural changes to avoid victim-blaming.
Get full access to this article
View all access options for this article.
References
1.
NashO., A Caution to Everybody, The New Pocket Anthology of Modern Verse, WilliamsO. (ed.), Pocket Books, Inc., New York, p. 346, 1955.
2.
NyswanderD., Education for Health: Some Principles and Their Application, Health Education Conference, Chapel Hill, North Carolina, March 21, 1956.
3.
LewinK., Field Theory in Social Science, Harper, New York, 1951.
4.
LasswellH. and KaplanA., Power and Society: A Framework for Political Inquiry, Yale, 1950.
5.
BerelsonB., Communication and Public Opinion, in The Process and Effects of Mass Communication, SchrammW. (ed.) University of Illinois, Urbana, pp. 342–356, 1961.
6.
CernadaG., Population Policy, Programs and Social and Economic Development Planning in Developing Countries, International Congress of World Federation of Public Health Associations, Halifax, Nova Scotia, Canada, 1978.
7.
MullenP. and ReynoldsR., The Potential of Grounded Theory for Health Education Research: Linking Theory and Practice, Health Education Monographs, 5: 3, pp. 280–294, 1978.
8.
WatsonG., Concepts for Social Change, Cooperative Project for Educational Development, NTL Institute for Applied Behavioral Science, Washington, D.C., 1976.
9.
LippittR.WatsonJ., and WestleyB., The Dynamics of Planned Change, Harcourt, Brace, New York, 1958.
10.
MilesR., Human Relations or Human Resources?, Harvard Business Review, 43: 4, pp. 148–156, 1965.
11.
JungC. and LippittR., Utilization of Scientific Knowledge for Change in Education, CRUSK, University of Michigan, Ann Arbor, 1969.
12.
HavelockR. G., Planning for Innovation, Center for Utilization of Scientific Knowledge, Institute for Social Research, University of Michigan, Ann Arbor, 1971.
13.
AllportG., Perception and Public Health, Health Education Monographs, no. 2, 1958.
14.
SmithM. B., A Social-Psychological View of Fertility, in Psychological Perspectives on Population, FawcettJ. (ed.) Basic Books, New York, pp. 3–18, 1973.
15.
WohlkingW., Attitude Change, Behavior Change, California Management Review, 13: 2, pp. 45–50, 1970.
16.
GoodenoughW., Cooperation in Change, Russell Sage, New York, p. 42, 1963.
17.
NyerereJ., Education for Self-Reliance, Government Printer, Dar Es Salaam, United Republic of Tanzania, March 1967.
18.
FriereP., Pedagogy For The Oppressed, Penguin, England, 1972.
19.
PineG. and HornP., Principles of Learning, Adult Leadership, pp. 108–110, October 1969.
