HEALTH PROMOTION IN A LEARNING PERSPECTIVE - CONSTRUCTION OF A PRAGMATIC MATRIX TO INVESTIGATE VIEWPOINTS ON LEARNING, MOTIVATION AND REFLECTION IN SCIENTIFIC HEALTH PROMOTION ARTICLES.

In this paper we take the standpoint that health promotion (WHO 1986) requires health literacy which means teaching and learning, and we claim that every time we talk of health promotion we could as well talk of education and pedagogy. At the core of both fields is learning processes; a major element of learning is motivation. Learning and motivational processes are always involved in health promotion and in teaching. As in teaching in the classroom, so in health promotion activities there is often a mismatch between the spoken and the practiced views on learning. There is often a difference between what the practitioner claims about his/her view of learning and what unfolds in praxis. We think that this phenomenon has great importance to the outcome of teaching as well as the outcome of projects in health promotion; hence our research interest in finding out what are explicit or implicit learning viewpoints in research articles about health promotion and whether there is a mismatch between theory and praxis. More specifically how do we recognize the viewpoints on learning in papers written by Nordic researchers about health promotion? [ABSTRACT FROM AUTHOR]