PHILOSOPHY OF PUBLIC HEALTH
We believe that:
Individuals are unique human beings with intrinsic worth and dignity who live and function within the unit of families and communities and have the right to enjoy optimum health. Individuals are also complex open systems who are in constant interaction with an internal and external environment.
The individual, based on his or her developmental level and cultural experiences exercises the right to choices in maintaining his/her health status, in keeping with his or her perceptions, expectations and needs.
We believe that combining philosophy and public health is like creating weaving philosophical concerns into the fabric of public health where knowledge is generated in the form of objective evidence from studies in biology, epidemiology, and social science; these facts provide a rational basis for undertaking interventions designed to prevent disease, injury, or death; these actions also reflect community values and individual's freedom in the name of the common good.
A core concern of a philosophy of public health is the balance between the interests of communities and populations and those of individuals. These interests spring from two complementary and essential public health goals: the prevention of disease and the promotion of health and well-being.
We believe that Scientific method, analysis, and synthesis play key roles in a philosophy of public health. Systems, theories, and models of disease causation are among its central explanatory themes. Public health relies upon the creative forces of scientific discovery and the accumulation of objective knowledge that rests upon a foundation of probabilistic events.
The Family is the basic unit of society and should be considered when planning and programming strategies and interventions geared to the health promotion and maintenance of wellness. The family interacts within socio-cultural, political, and economic boundaries, and members share common values, beliefs and practices, which impact their health status.
Teaching is the process of facilitating the learner in the acquisition of concepts, skills and the quest for life-long pursuit of knowledge, and the development of capacities. It is a component of the educational process that is deliberate and intentional in communicating information to the learner in response to identified knowledge deficits. Teaching encourages learners to maximize their potential to create structures and build relationships in their chosen field and to model different roles.
Teachers are highly motivated individuals engaged in the process of molding others. They stimulate critical thinking, present competing explanations of social realities and assist learners to explore alternatives in a changing environment. Effective teachers continue their developmental process through in-service and continuing education.
Research is the creative basis of teaching. It includes the search, discovery, interpretation and critical evaluation of new knowledge and practice. Professions and professionals are committed to the continued development of the profession through research.
The aim of this curriculum is to prepare the Public Health professionals at the Bachelor of Science level who are competent to apply the scientific methodology through the use of the Public Health Skills, critical thinking skills, basic research, sound clinical and functional decision- making and other managerial skills and techniques to ensure disease prevention injuries and death from exposure are minimised within communities.