Pedagogy versus Medicine : For a training and narrative care project in medical-healthcare contexts

I have attempted, in this contribution, to explore the possibility of a reciprocally beneficial dialogue between pedagogical/educational and medical/clinical knowledge. Starting from this epistemological premise, I propose a critical examination of the problems surrounding the cognitive, methodological and procedural paradigms underlying most training projects aimed at healthcare professionals, doctors, nurses and so on, who operate excessively, at least in the Italian context, according to an instrumental and technical logic. This also brings into play adult education. In this perspective the proposal advanced here is for training that adopts the paradigm of narrativity and narration, in an auto-reflexive and autobiographical sense, in order to provide clinical care professionals with writing skills that they can, in their turn, propose to their patients. All this within the interpretative channel of existentialist-phenomenology and narrativist constructivism: two conceptual and methodological/practical outlooks that are duly attentive to individuals’ representations and experiences