Conquering Today's Health Paradox with the Power of HEAL – An Expert Consensus Report plus Research Priorities and Policymaker Roadmap

A further post will follow with full PR, but the paper is now published:

Article type: Policy Brief
Journal: Frontiers in Public Health - Public Health Education and Promotion
Manuscript ID: 1695757
Received on date: 30 Aug 2025

Abstract

Background. Despite growing scientific evidence and health guidelines, the global health paradox persists, with rising lifestyle-related diseases and escalating healthcare costs exposing the inadequacy of current efforts.

Objective. 3 multidisciplinary congresses were held to generate evidence-based conclusions to tackle the global health paradox.

Methods. 58 experts from 62 entities participated in the international research and knowledge exchange panels. Experts reviewed the latest findings to develop practical strategies, key research and policy priorities, focusing on the “Healthy Eating & Active Living” (HEAL) approach.

Results, Conclusions, and Relevance. The expert consortium endorsed a 33 evidence-based consensual-statement policy roadmap for addressing global health challenges, emphasizing the HEAL approach can significantly contribute to the “Prevention First” appeal and broad ethical, social, ecological, and economic advantages, and eventually policy change.

Wirnitzer KC, Motevalli M, Tanous DR, Drenowatz C, Moser M, Cramer H, Rosemann T, Wagner K-H, Michalsen A, Knechtle B, Fras Z, Ritskes-Hoitinga M, Marques A, Mis NF, Stanford FC, Schubert C, Goswami N, Leitzmann C, Fredriksen PM, Ruedl G, Wilflingseder D, Lima RA, Kessler C, Jeitler M, Khan NA, Joulaei H, Fatemi M, Knight A, Kratky KW, Palmer KK, Haditsch B, Jakse B, Kofler W, Pfeiffer T, Cordova-Pozo K, Tortella P, Straub S, Lynch H, Schätzer M, Krishnan A, Fathima A. S, Gatterer L, Kriwan F, Abhishek M, Nandgaonkar H, Nandgaonkar S, Adedara AO, Haro JM, Gericke C, Neumann G, Akhtar A, Rashidlamir A, Thangavelu M, Ngoumou GB, Perpék É, Klaper M, Bhattacharya B, Kirschner W, Bessems KMHH, Jones P, Peoples G, Bescos R, Duftner C, Seifert G (2025). Toward a roadmap for addressing today’s health dilemma–The 101-statement consensus report. Frontiers in Nutrition, Volume 12:1676080. doi:10.3389/fnut.2025.1676080.

 https://doi.org/10.3389/fnut.2025.1676080

The compact: a knowledge project

Some things don't change . . .

 'Doctor Faustus'

'FAUSTUS discovered in his study.

     FAUSTUS. Settle thy studies, Faustus, and begin
     To sound the depth of that thou wilt profess:
     Having commenc’d, be a divine in shew,
     Yet level at the end of every art,
     And live and die in Aristotle’s works.
     Sweet Analytics, ’tis thou hast ravish’d me!
     Bene disserere est finis logices.
     Is, to dispute well, logic’s chiefest end?
     Affords this art no greater miracle?
     Then read no more; thou hast attain’d that end:
     A greater subject fitteth Faustus’ wit:
     Bid Economy farewell, and Galen come,
     Seeing, Ubi desinit philosophus, ibi incipit medicus:
     Be a physician, Faustus; heap up gold,
     And be eterniz’d for some wondrous cure:
     Summum bonum medicinae sanitas,
     The end of physic is our body’s health.
     Why, Faustus, hast thou not attain’d that end?
     Is not thy common talk found aphorisms?
     Are not thy bills hung up as monuments,
     Whereby whole cities have escap’d the plague,
     And thousand desperate maladies been eas’d?
     Yet art thou still but Faustus, and a man.

        ...'

THE TRAGICAL HISTORY OF DOCTOR FAUSTUS
By Christopher Marlowe
From The Quarto of 1604
Edited by The Rev. Alexander Dyce

https://www.gutenberg.org/files/779/779-h/779-h.htm

Film - Doctor Faustus ( 1967)

https://archive.org/details/doctor-faustus-1967-1080p-classic-older-hollywood-films

See also:

'Camp Concentration' by Thomas M. Disch

'AI' - Humanity's Faustian compact?

#individual #collective #power #safety #governance #ethics #morality

'Domain-specific is wider than specific domain knowledge' Kalyuga (2013)

 'Developing learner ability to apply knowledge in relatively new situations is an important aim of learning and instruction, and many instructional programs and materials explicitly state this goal. However, not many of them demonstrate a consistency in achieving this goal using sufficiently well-specified instructional procedures and techniques. According to a popular view, transferable knowledge and skills in complex domains result from problem solving experiences (e.g. Inagaki and Miyake 2007). At the same time, there is evidence indicating the importance and effectiveness of explicit learning generalized theoretical frameworks and abstract conceptual knowledge for deep understanding of tasks and en hancing transfer capabilities (Karpov and Bransford 1995; Hinds et al. 2001). Gick and Holyoak (1983) convincingly demonstrated the value of the acquisition of abstract schémas as mediators of analogical transfer between very different task areas.'

'Many studies in expert problem solving have demonstrated that relying on highly contextualized domain-specific knowledge associated with concrete situations is the most effective way to solve problems in familiar task areas and that expert performance is largely based on the acquisition of organized domain-specific knowledge structures (schémas; Chi et al. 1982). ... For example, the game of chess has traditionally represented a classical example of expertise based on the acquisition of a huge amount of highly specific knowledge structures (chunks) corresponding to various concrete game situations (De Groot 1965; Chase and Simon 1973). However, more recent studies have indicated that experts use not only concrete chunks but also more general patterns, such as "templates" (Gobet and Simon 1998) or generalized chunks (Walczak and Fishwick 1997) representing typical classes of chess positions with substantial variations in concrete board locations. Based on his observations of the behaviour of rats in maze situations, Tolman (1948) was one of the first to discuss the role of broad vs. narrow cognitive constructs (cognitive maps) in both animal and human learning. 

Domain-specific knowledge that is applicable only to a limited range of tasks represents the most powerful tool for dealing with these tasks in terms of efficiency of achieving immediate results. On the other hand, knowledge that can be applied more broadly is likely to be less efficient for solving specific problems since it would require additional searching, reasoning, and elaborating activities, whilst specific knowledge directly leads to a definite solutions.' pp.1478-1479.

Kalyuga, S. (2013). Enhancing transfer by learning generalized domain knowledge structures. European Journal of Psychology of Education, 28(4), 1477–1493. http://www.jstor.org/stable/23580919