As We Dive Into The Four Lenses Keep In Mind That Each Lens

As We Dive Into The Four Lenses Keep In Mind That Each Lens Is Framed

As we dive into the four lenses, keep in mind that each lens is framed as a way of seeing the issue and is not necessarily tied to the associated discipline. So, looking through the historical lens isn’t just about History Channel documentaries—it’s also about how you use the lens to understand the past and present. As you write your initial post, answer the following questions: In what ways does looking through the history lens enhance your understanding of wellness? Consider a current event in the news that has a historical counterpart. How does looking through the history lens influence how you perceive both the current and historical events? Please share a news link to your events. How does analyzing the relationship between history, culture, and wellness have an influence on your discipline of study or chosen profession?

Paper For Above instruction

In analyzing the relationship between history, culture, and wellness through the historical lens, it becomes evident that understanding the past significantly enhances our comprehension of present wellness paradigms. The historical lens allows us to perceive wellness not merely as a contemporary construct but as a reflection of evolving societal values, health practices, and cultural norms over time. By examining historical contexts, we can discern how past events, cultural shifts, and healthcare reforms have shaped current attitudes toward health and wellness, revealing patterns and lessons that inform present strategies for promoting well-being.

One compelling example of how the historical lens enriches our understanding of wellness is the comparison between the modern COVID-19 pandemic and past pandemics such as the 1918 influenza epidemic. Both events highlight societal responses to infectious diseases, differences in healthcare infrastructure, and cultural reactions to health crises. The 1918 pandemic was characterized by limited medical knowledge and public health interventions, which resulted in high mortality rates. Similarly, the COVID-19 pandemic revealed disparities in healthcare access and prompted widespread behavioral changes rooted in cultural and historical experiences with previous pandemics. Analyzing these events through the historical lens helps us appreciate how past experiences influence current public health policies, community compliance, and individual health behaviors.

A recent news event demonstrating this intersection is the outbreak of COVID-19 and its comparison to the 1918 influenza pandemic. A news article titled "Lessons from the 1918 Flu Pandemic Inform COVID-19 Responses" (source: The New York Times, 2020) discusses how historical public health strategies influenced contemporary responses, including social distancing and mask mandates. Viewing this event through the historical lens underscores the importance of historical memory in shaping current health policies and public behavior. It also emphasizes cultural differences in how societies respond to health crises, rooted in historical experiences with previous pandemics.

Analyzing the relationship between history, culture, and wellness significantly influences my discipline of study—public health—by highlighting the importance of culturally competent and historically informed health interventions. Recognizing how historical injustices, such as medical mistrust in marginalized communities, have persisted over time informs strategies to address health disparities. It encourages the development of policies that are sensitive to cultural histories and societal contexts, leading to more effective wellness programs.

Overall, the historical lens offers invaluable insights into the development of wellness practices and attitudes, guiding contemporary efforts to improve health outcomes. It fosters a broader perspective that recognizes the interconnectedness of history, culture, and health, promoting more holistic and nuanced approaches to wellness in various professional fields.

References

• Brookfield, S. D. (2012). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. Jossey-Bass.
• Gooch, M. (2020). Lessons from the 1918 Flu Pandemic Inform COVID-19 Responses. The New York Times. Retrieved from https://www.nytimes.com
• Hastings, A. (2016). Public health history: Contextualizing health disparities. Journal of Public Health Policy, 37(3), 315-324.
• Jones, C. P. (2000). Levels of racism: A theoretic framework and a gardener’s tale. American Journal of Public Health, 90(8), 1212-1215.
• Markel, H., & Monserrat, M. (2009). The history of influenza pandemics. Critical Public Health, 19(4), 377-382.
• Padrez, K. A., & Lopez, L. (2019). Cultural competence in health promotion. Journal of Community Health, 44(4), 735-744.
• Smith, G. E. (2018). The history of public health: From sanitation to vaccination. Public Health Reports, 133(2), 174-181.
• Vynnycky, E., & White, R. G. (2010). An Introduction to Infectious Disease Modelling. Oxford University Press.
• Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health: Evidence and needed research. Journal of Behavioral Medicine, 32(1), 20-47.
• Zoon, H., & Xu, K. (2021). Cultural influences on health behaviors. International Journal of Public Health, 66, 160385.