RECONCEPTUALIZING HEALTH EDUCATION: THE ROLE OF EXISTENTIAL PSYCHOLOGY AND PHILOSOPHICAL ETHICS IN CURRICULUM DEVELOPMENT

Abstract

Objectives:This study aims to reconceptualize health education by integrating principles from existential psychology and philosophical ethics into curriculum development. The objective is to enhance the understanding of health not merely as a physical state but as aholistic concept that encompasses emotional, psychological, and ethical dimensions.Methods:A qualitative approach was employed, involving a comprehensive literature review of existing health education frameworks, existential psychology theories, and philosophical ethics. Focus groups with educators and health professionals were conducted to gather insights on current curriculum practices and the potential for integrating these philosophical perspectives. Additionally, case studies of existing programs that incorporate these elements were analyzed.Results:The findings indicate that incorporating existential psychology fosters a deeper understanding of individual experiences and motivations related to health. Philosophical ethics provides a framework for addressing moral dilemmas in health education, promoting critical thinking and ethical decision-making among students. Participants reported that a curriculum grounded in these principles encourages a more comprehensive approach to health, emphasizing personal responsibility, resilience, and ethical considerations in health-related choices.Conclusion:Reconceptualizing health education through the lens of existential psychology and philosophical ethics offers a transformative approach that enriches the curriculum. This integration addresses the complexities of health and also prepares students to navigate the ethical challenges they may encounter in their personal and professional lives. Future curriculum development should prioritize these dimensions to foster a more holistic understanding of health and well-being.