In Search of the Relationship Between Pedagogy and Medicine: Towards a Holistic Paradigm of Well-Being Education

This article posits care as a fundamental paradigm for understanding medicine and pedagogy, highlighting its deep roots in human existence. Rich in philosophical insights, care is seen as the very essence of human communication, nurturing, and education. This study examines the complex interplay of care within these fields, advocating for a hermeneutic approach to illness. Drawing on philosophical perspectives, historical legal frameworks, and contemporary epistemological shifts, it explores how care has become central in various disciplines, transcending traditional boundaries. The traditional view of care, initially focused on disabilities and rights, has expanded to include holistic well-being and individualized attention. This shift recognizes each individual's unique needs and potential, emphasizing their value in the care process. With a holistic understanding of illness, contemporary medicine integrates care as crucial to healing. Similarly, pedagogy moves towards a "pedagogy of the person," acknowledging individual needs and ensuring they feel valued and respected. This article underscores the ethical dimension of caregiving, highlighting the responsibility and anxiety of physicians and educators. It calls for a shift from "curing" to "caring," focusing on the person rather than symptoms. By adopting a hermeneutic lens, physicians and educators interpret signs of competence and potential, fostering a collaborative and interdisciplinary understanding of human complexity. Ultimately, the article advocates reconceptualizing care as fundamental in medicine and pedagogy, emphasizing holistic care for effective well-being education.