For the last two decades, health educators have been laboring at coalescing the philosophical premise and goals of school health education. The focal point of this conflict emerges when proponents claim that health education curricula enhance decision making skills and concurrently require health educators to teach toward specific health-promoting or health-enhancing lifestyles and behaviors. The first step in melding a philosophical premise and process for school health education is to determine whether or not school health education should promote the students' personal evaluation of their health and the health values of others. However, directing students' learning toward a particular health theory risks inaccuracy and indoctrination. A Helpful health education process assists students in identifying aspects of health that are potentially harmful or beneficial, thus providing students with an opportunity for personal examination and review of a variety of health data and theories. (Author/FG)