L'éducation thérapeutique comme dynamique de l'« apprendre »

There is an undeniable therapeutic efficacy in helping patients acquire knowledge about their disease, particularly chronic disease, and the procedures allowing them to manage their treatment and play an active and personal role in maintaining as much independence as possible. A wide range of educational practices have been developed and implemented in the healthcare and institutional contexts. This diversity can however be a source of both practical problems (how to adapt means to objectives?) and ethical issues (how to measure the need for extending the educative objective in the healthcare context?). We propose a way of applying the learning relationship in the therapeutic context in such a way as to overcome these difficulties: explaining the learning process. Then, through a characterization of goal-centered independence and a semantic analysis of the learning-teaching relationship, we will attempt to better understand how the domain of therapeutic education as well as the ethical framework of its practical applications can evolve, particularly in the interpersonal healthcare relationship.