A current trend in physiology education involves the use of clinical vignettes to demonstrate the importance of knowing normal physiology to appreciate pathophysiology. Although laudable, in effect, such tactics promote the so-called "disease" model of medicine while at the same time suggesting that the only utility for the knowledge of physiology is to understand pathophysiology. This would seem to be at odds with health professions and institutions, who maintain their goal is to promote health. Yet, a search for the locus of "health" education in typical curricula is not easily found. Given the developing interest in biological systems as well as aging, it is suggested that these topics may provide a basis for locating physiology as the locus for understanding "health."