The Human Body - Module

In a different trajectory we have been working on a programme that focuses on the human body. It began in 1986 in Dewas through interactions with the community, teachers and students in the process of developing a primary school health curriculum and an initiative on women’s health. In schools we discussed themes in the textbooks, current health problems and themes suggested by the students, teachers and women.

The meetings with the women and discussions with the dais gave us an insight into the kind of problems they wanted information on ( backache, anemia, , sores in the mouth, menstrual problems, vaginal discharge, problems during pregnancy, infertility, abortion, breech births, urinary infections, uterus prolapsed, birth control, hypertension, measles, malnutrition, pneumonia ) They also shared a number of practices to treat these problems as well as their experiences with modern medicine and the health care system. Women reported experiences of discrimination of the girl child, wife-beating, neglect of women’s illnesses by the family, and how emotions affect their health. Through these meetings we were able to understand the health situation of women including their beliefs about the body, health and ill-health and the importance and role of traditional systems of medicine in management of health problems.

During this phase we demonstrated in villages a life-size human body model where each organ could be removed and replaced. This fascinating model evoked even more questions and curiosity and helped in understanding people’s knowledge about the body. People were interested in the anatomy and physiology of the body along with common problems they face, like, how alcohol affects the liver, what is appendicitis, what organs are affected when we have jaundice etc.

This led to the emergence of the adolescence education program which consisted of teacher training and school level workshops for middle, high school and higher secondary students. We worked on a variety of themes such as gender, adolescence, reproductive health, nutrition, domestic violence, primary health care, alternative medicine, personality development and mental health. One of the challenges that emerged through the program was the need to develop low cost, reader-friendly materials on these issues.

Material development

Even though there is no dearth of materials on the human body and common health problems there are few materials in Hindi which are contextualized on children’s/people’s experiences and on their questions and understanding with a rights perspective. Causation of health problems too is generally on the biological causes with little or no discussion on the emotional and socio- economic dimensions of health. Class room practices too, give little space for activities or open-ended discussion on life experiences. Most health materials in Hindi lack adequate and effective illustrations.

We developed a set of posters on human body systems where the labels had the name of the organ along with its functions. These were used widely in the Adolescent Education program of Eklavya with teachers and schools. Teachers too use these posters with family and community to explain common health problems. Today this has been developed into a flex chart called ‘Sharir Ki Tasweer’.

We realised the need for detailed discussion on each system covering some of the issues and health problems. We have been developing a series of booklets on the human body called the ‘Tan Man Shrunkhla’ or the ‘Body Mind Series’ which consist of books on the skin, on digestion and nutrition, and on musculo-skeletal, respiratory , cardiovascular, urinary, reproductive, endocrine and immune systems. The following focus is maintained in each of them:

  • Consists of the anatomy and physiology of each system, common ailments, some remedies and management guidelines drawn from modern and traditional systems of medicine, myths and facts, relevant illustrations and a social perspective about the body and health.
  • Aims at roping in adolescents by discussing problems specific to them, explores their prior understanding on the topic and elicits commonly held ideas relating to it. It proceeds step by step towards building the concept in question through textual discussion and guidelines for activities.
  • The above-mentioned would make learning about anatomy-physiology contextual and relevant to life experiences. This enables understandings of the inter-relationship between the structure and function of organs and organ systems; comprehend the biological as well as socio-economic causes of health problems.
  • A discussion of application of the ideas in daily life, especially in the rural context with notes and instruction for teachers. They can be used with students by teachers, parents or others, in or out of classrooms as well as with volunteers on health work.
  • The involvement of subject experts, health assistant trainees as well as school teachers and students. Based on the comments and feedback from the resource group and the field trials, the manuscript is revised and finalised.
  • Illustration and design aims to provide a sense of empowerment to the reader.

Workshops

Workshops are conducted to try out the manuscripts. Moreover workshops are conducted for school and college students, adolescents, teachers, health workers and anganwadi workers on issues of gender, adolescence, primary health care, women’s health and reproductive health.

Research and Publication

  • Traditional Medicines used by women for women’s health problems in collaboration with Shodini a women’s health collective called ‘Touch me, touch me not’, women, plants and healing. Published by Kali for Women. New Delhi, 1997
  • Health Education: Some Insights, Rama Baru (ed), Sage India in School Health, New Delhi, 2008

Eklavya Publications: