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JNE enters the 80s
JNE Enters the 80s As the new decade begins, it seems appropriate to highlight some changes in personnel and format for the Journal. These changes are not dramatic but reflect the continued evolution of our relatively young professional journal that has been guided with competence and dedication by previous editors, staff, and advisory groups. One such group, the Board of Editors, which has primary responsibility for the review of manuscripts, has been expanded, reflecting an increase in both the volume and diversity of manuscripts submitted for publication. Our peer review system also utilizes ad hoc reviewers for additional perspective and expertise in specialized areas. All full length articles - research, reviews, perspectives, and conceptual papers-are refereed by these regular and ad hoc reviewers. Another group, the Journal Advisory Council, is responsible for formulation of Journal policy, evaluation, and longrange planning. This group has ongoing involvement with the evolution of the Journal. Reviews and summaries of submitted and solicited educational materials - books, audiovisuals, and other resources, including pamphlets, curricula, and reports - are coordinated by the Associate Editor. Here again we rely on additional input from ad hoc reviewers for expert comment in specialized areas. CHANGES IN FORMAT "Readers Forum" is a new title reflecting consolidation of several sections of the Journal that have appeared, disappeared, and reappeared under different headings in the past, such as letters to the editor, viewpoints, program ideas, and short commentaries. The objective is to stimulate exchange of ideas, opinions, criticism, opportunities, and philosophies and to promote open communication among those concerned with nutrition education in teaching, research, govern-
ment, industry, health care delivery, policy formulation, community services, and other professional situations. Viewpoints on issues, suggestions for program improvement, letters to the editor commenting on content and policy, summaries of conferences, and announcements concerning professional organizations are only some of the types of articles that will be considered for this section. Articles submitted to this section will not be peer reviewed but may be referred to others prior to publication to facilitate simultaneous appearance of opposing viewpoints. Publication will depend upon timeliness, importance to nutrition educators, originality, succinctness, and unfortunately, availability of space. The success of this section depends primarily on active participation from all segments of the profession. Additionally, specific new guidelines for preparation of material for submission to the Journal are presented in an expanded and revised "Information for Contributors" section on page v of this issue. SOON TO COME In future issues of this year, the Journal will expand coverage of the Society for Nutrition Education and its divisions. We expect to provide commentary from officers and committee chairs on progress, problems, and other items of interest to members. The executive director of SNE will coordinate this section. These changes are directed toward achievement of the goals of stimulating interest and research in nutrition education and disseminating information to the broad spectrum of professionals concerned with positive nutrition practices and policies. We encourage your further suggestions for improvement and new Susan M. Oace directions. Editor
The Challenge in Nutrition Education
Readers
FORUM
VOLUME
12
NUMBER
1
1980
The fundamental problem with nutrition education is that we teach what to eat rather than how and why we eat. If we are to make any progress in nutrition education, we must allow students to discover who they are and what is important for them. Of fundamental importance are we ourselves, our value systems, and our selfperceptions. Our self-images determine how we feel about ourselves, and how we
feel about ourselves determines what we eat. Learning why not to eat sugar and salt or drink coffee will not solve children's problems. What will solve children's problems is for them to derive meaning and insight from what they learn. This will allow them to change their perceptions about themselves and their world, to feel better about themselves, and to change JOURNAL OF NUTRITION EDUCATION
ment, industry, health care delivery, policy formulation, community services, and other professional situations. Viewpoints on issues, suggestions for program improvement, letters to the editor commenting on content and policy, summaries of conferences, and announcements concerning professional organizations are only some of the types of articles that will be considered for this section. Articles submitted to this section will not be peer reviewed but may be referred to others prior to publication to facilitate simultaneous appearance of opposing viewpoints. Publication will depend upon timeliness, importance to nutrition educators, originality, succinctness, and unfortunately, availability of space. The success of this section depends primarily on active participation from all segments of the profession. Additionally, specific new guidelines for preparation of material for submission to the Journal are presented in an expanded and revised "Information for Contributors" section on page v of this issue. SOON TO COME In future issues of this year, the Journal will expand coverage of the Society for Nutrition Education and its divisions. We expect to provide commentary from officers and committee chairs on progress, problems, and other items of interest to members. The executive director of SNE will coordinate this section. These changes are directed toward achievement of the goals of stimulating interest and research in nutrition education and disseminating information to the broad spectrum of professionals concerned with positive nutrition practices and policies. We encourage your further suggestions for improvement and new Susan M. Oace directions. Editor
The Challenge in Nutrition Education
Readers
FORUM
VOLUME
12
NUMBER
1
1980
The fundamental problem with nutrition education is that we teach what to eat rather than how and why we eat. If we are to make any progress in nutrition education, we must allow students to discover who they are and what is important for them. Of fundamental importance are we ourselves, our value systems, and our selfperceptions. Our self-images determine how we feel about ourselves, and how we
feel about ourselves determines what we eat. Learning why not to eat sugar and salt or drink coffee will not solve children's problems. What will solve children's problems is for them to derive meaning and insight from what they learn. This will allow them to change their perceptions about themselves and their world, to feel better about themselves, and to change JOURNAL OF NUTRITION EDUCATION