INTEGRATION OF HEALTHY LIFESTYLE IDEAS INTO THE EDUCATIONAL PROCESS OF TEENAGERS

Yaroshinskaya Alevtina Pavlovna

The article explores the conceptual ambiguity of the category "healthy lifestyle" in pedagogical discourse, which is borrowed from the medical and hygienic context without sufficient conceptual adaptation, resulting in the incompatibility of the goals of various educational programs. Taking into account the age-specific characteristics of adolescence, which is characterized by resistance to normative influences and the boomerang effect, as well as the institutional gap between the requirements of educational standards and the episodic practice of class guidance, a comparative analysis of three paradigmatic frameworks is conducted: the medical and hygienic framework, which reduces education to prevention and external control; the valeological framework, which expands the concept to include health culture, but has lost its didactic instrumental value; and the subject-activity framework, which focuses on the reflective self-determination of the adolescent as an active subject. Based on these principles, a model of reflexive valeological competence is developed, which includes information-critical, activity-project, and reflexive-semantic levels that function nonlinearly through the mechanism of reverse motivation and ensure the transition from cognitive assimilation of values-knowledge to their internalization into personal meanings.

Keywords:health-preserving education, healthy lifestyle, reflexive valeological competence, health literacy, subject-activity approach