Abstract
The paper presents an analysis of the problems that have created a gulf between theory and practice in health education. Drawing on the classical distinction made by Aristotle between theoria (natural processes) and praxis (social practices), the analysis traces the roots of the problem to the inadequacy and inappropriateness of the natural sciences model for studying human behavior. Because of the limits of the positivist methodology, the results of experimental, hypothesis-testing research can at best provide only minimal guidance to practitioners in program development. The paper then describes an alternative conceptualization of theory, and concludes with the implications of this alternative model for closing the gap between theory, research and practice.
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