ABSTRACT
Health education has increasingly moved away from its original relatively narrow focus on health and hygiene to a broader notion which shades imperceptibly into a concern for individual development, personal relationships and social education. This chapter examines the field note data mainly in the light of the three features identified in the rationale for health education. The three features are knowledge or content; health choices; and moral issues and values. A dilemma which is faced by teachers of health education, particularly where the major input is made in the fourth or fifth year, is how to treat the associated technical content which is often of a largely biological nature. There are two questions here. First, how much information of the latter kind is needed in order to understand particular aspects of health. Second, how much knowledge can the teacher assume the pupil has already acquired from earlier courses in science.
