Picturing academic learning

Salutogenic and health promoting perspectives on drawings

Datos Bibliográficos

ID22945669
AutoresPatrizia Garista (0000-0002-5132-4393, University of Perugia, autor de correspondencia), Giancarlo Pocetta (0000-0002-2433-4342, University of Perugia), Bengt Lindström (Norwegian University of Science and Technology)
Año2019
Volumen34
Número4
Páginas859-868
Fecha de publicación2019-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHealth Promotion International (JOURNAL)
Identificadores de la revistaISSN: 0957-4824 • E-ISSN: 1460-2245
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1093/heapro/day027
PMID29800300
OpenAlexW2804126748
IdiomaEN
Citas recibidas1
Referencias citadas28

More than 20 years ago an article about the use of drawings in higher education appeared in a medical journal. After that, other papers explored the possible contribution of drawings in adult education, while only very few in the field of health promotion and education. This article aims to introduce the use of drawing in this field using the salutogenic lens to think, plan and reflect on academic learning. Reflections on what salutogenesis is and what we can consider a clear application of salutogenic principles to the learning process answer a hypothetical question for the reader concerning the relationship between drawings and health promotion theories. They appear as communication tools capable of exploring meaning-making processes, capturing data that is flexible to dynamic systems, power relations, as well as emotional and latent aspects of human experience. This article proposes a connection between salutogenesis and drawings through: a theoretical framework on salutogenic learning and drawings; a teacher practice and its tools focusing the critical point on visual data analysis in a learning environment; a learner case example for knowledge and capacity building through the drawing process; and a health promotion competency-based analysis. Our case example illustrates how drawings were introduced in a post-graduate course in Health Promotion and Education and argues their strengths and weaknesses.

Health promotion · Pedagogy · Process (computing) · Promotion (chess) · Public health · Salutogenesis · Computer Science · Empathy and Medical Education · Health, psychology, and well-being · Medicine · Nursing · Psychology · School Health and Nursing Education