Шляхи розвитку здоров’язбережувальної компетентності майбутнього вчителя

The progressive humanity understood: medicine has relative possibilities of eliminating the consequences of destructive processes in the human body and psyche, while prevention, propaedeutics and other forms of prevention are relevant not consequences, but causes. Doctors should abandon the monopoly on improving health and move to cooperate with humanitarian activities in achieving the hygienic, preventive, sinological, therapeutic and valeological aim (the last one can prevent the disease development in the initial stages of any dysfunction). The medical industry and pharmacology itself would have to be motivated to do this, because the supportive therapy, the nosological approach to most human pathologies, the rise of pharmacological business stimulate the medical approach. These trends should be taken into account in pedagogy as an initial activity in shaping a future human potential. However, there was an internal contradiction near these positive trends in their own valeology: if a person can be forced to be treated, not to violate the laws or rights of others, then valeology can only be involved. Because it is a worldview concept, even an ideological one, the bitter experience of totalitarian attraction to political or cultural ideas didn’t produce a positive result. Attraction to valeological worldview, and therefore behavior, is similar to attraction to art, religion, philosophy. The deep spiritual preparedness need here and need of a person who is difficult to present within microgroups, and only in individual conscious individuals. At the mass level, the only way out is fashion, style, hobby. “To be healthy is fashionable” - such a declarative slogan was heard in many countries, but it cannot be said that the involvement in mass physical culture, hygiene and sports, increased valeological consciousness and reduced the disease level among the population.