Bioethical Reflections on the UN 2030 Agenda and its …
745
4 Discussion
According to the Ottawa Charter, health is considered a multidimensional (physical,
mental, emotional, spiritual, social) resource for life. The focus for the establishment
of an ecological paradigm in HP is not only to identify needs, changes in behavior,
and disease prevention, but also to promote and strengthen assets and resources for
health, well-being, and prosperity (Dooris et al. 2012; Doran 2017; Fielding 2012).
HP values the interactions of the individual with social environments and, in this
approach, ecological models represent a possibility for the development of healthrelated measures in a holistic, sustainable, and salutogenic way, thus stimulating
positive aspects involving ethics, well-being, quality of life, and happiness (Dooris
et al. 2017; McLaren 2015; Oluwanasu 2017).
The primary objective of HP for teachers in HE is to combine these models
with empowering health-related actions that investigate and determine gaps in which
HP can, through interdisciplinarity, strengthen relationships and result in improved
health, well-being, and quality of life for teachers, indicators which are relevant in
public health. The university environment can be understood as its own social system,
with its interrelations between the parts and the whole. This system is complex and
dynamic, with elements affected by feedback cycles. When applied to professor
health, this theory illustrates that healthy structures (e.g., the adoption of a strategic
plan and committed management) are a precondition for healthy processes (e.g.,
effective communication, which is a precondition for health outcomes and results
that are determinants of health) (Dooris et al. 2012; Carlotto and Dinis 2019a; Dooris
2016; Peirson 2011).
The results of this study show that, in addition to the principles of HP usually identified in the literature, such as equity, interdisciplinarity, participation,
and holism, additional principles involving HP for teachers in HE was identified.
Concepts such as solidarity, the public’s trust, empowerment, resilience, individual
and community well-being, global health, shared commitment, and environmental health/sustainability were evoked by the professors studied, and were found to
impact overall health, individual and collective well-being, life, inclusion and social
justice (Ginja 2017; Mehtala 2014; Scholmerich 2016).
Universities serve as places of research and learning and, when they focus on
sustainable development, they stimulate HP activities. However, the spread of ecological models of HP as a principles-based interdisciplinary activity may reflect on
the HP teacher in HEIs, and, in doing so, contribute to the establishment of qualified
processes in HP for teachers. Within this perspective, interdisciplinarity becomes a
tool for the recognition of shared goals, as well as of the need for plural knowledge,
inclusion, and reflection.
In addition to the established formulation - charity, non-maleficence, justice, and
respect for autonomy (Beauchamp and Childress 1979), underlying references such
as solidarity, shared commitment, and health sustainability were evoked, resulting
in a positive impact on HP at the individual level and the collective level, as well
as on quality of life, inclusion, and social justice in the university environment. The
745
4 Discussion
According to the Ottawa Charter, health is considered a multidimensional (physical,
mental, emotional, spiritual, social) resource for life. The focus for the establishment
of an ecological paradigm in HP is not only to identify needs, changes in behavior,
and disease prevention, but also to promote and strengthen assets and resources for
health, well-being, and prosperity (Dooris et al. 2012; Doran 2017; Fielding 2012).
HP values the interactions of the individual with social environments and, in this
approach, ecological models represent a possibility for the development of healthrelated measures in a holistic, sustainable, and salutogenic way, thus stimulating
positive aspects involving ethics, well-being, quality of life, and happiness (Dooris
et al. 2017; McLaren 2015; Oluwanasu 2017).
The primary objective of HP for teachers in HE is to combine these models
with empowering health-related actions that investigate and determine gaps in which
HP can, through interdisciplinarity, strengthen relationships and result in improved
health, well-being, and quality of life for teachers, indicators which are relevant in
public health. The university environment can be understood as its own social system,
with its interrelations between the parts and the whole. This system is complex and
dynamic, with elements affected by feedback cycles. When applied to professor
health, this theory illustrates that healthy structures (e.g., the adoption of a strategic
plan and committed management) are a precondition for healthy processes (e.g.,
effective communication, which is a precondition for health outcomes and results
that are determinants of health) (Dooris et al. 2012; Carlotto and Dinis 2019a; Dooris
2016; Peirson 2011).
The results of this study show that, in addition to the principles of HP usually identified in the literature, such as equity, interdisciplinarity, participation,
and holism, additional principles involving HP for teachers in HE was identified.
Concepts such as solidarity, the public’s trust, empowerment, resilience, individual
and community well-being, global health, shared commitment, and environmental health/sustainability were evoked by the professors studied, and were found to
impact overall health, individual and collective well-being, life, inclusion and social
justice (Ginja 2017; Mehtala 2014; Scholmerich 2016).
Universities serve as places of research and learning and, when they focus on
sustainable development, they stimulate HP activities. However, the spread of ecological models of HP as a principles-based interdisciplinary activity may reflect on
the HP teacher in HEIs, and, in doing so, contribute to the establishment of qualified
processes in HP for teachers. Within this perspective, interdisciplinarity becomes a
tool for the recognition of shared goals, as well as of the need for plural knowledge,
inclusion, and reflection.
In addition to the established formulation - charity, non-maleficence, justice, and
respect for autonomy (Beauchamp and Childress 1979), underlying references such
as solidarity, shared commitment, and health sustainability were evoked, resulting
in a positive impact on HP at the individual level and the collective level, as well
as on quality of life, inclusion, and social justice in the university environment. The