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"The only constant is change" -- Heraclitus, Greek Philosopher The objective of this article, Part 1 of a two part series, is to provide a narrative review of the evolution of teaching chiropractic manual skills by four tutors who taught in the technique trenches at the Canadian Memorial Chiropractic College collectively for 120 years. Based on their collective memories, this narrative review describes the evolution of: central demonstrations; inconsistency between tutors with respect to demonstrating and grading chiropractic manual skills; determining course content; policy on students providing high velocity, low amplitude thrusts on each other during class time and testing; quantitative versus qualitative grading; remediation; acknowledgment of risk and; changes to technique class due to Covid. The results of a unique survey evaluating students' perception of these changes is presented. The intent of this article is for faculty at other accredited educational programs to learn from our experiences and potentially strengthen their pedagogical approach to teaching chiropractic manual skills. [ABSTRACT FROM AUTHOR]

The growth of virtual and distance education, driven by Information and Communication Technologies, has highlighted the significance of tutor competencies in this context. This study focuses on the competencies required to facilitate the learning of differential equations in synchronous sessions, as conducted by the National Open and Distance University. A questionnaire was administered to students who rated web conferences on a scale of 1 to 5, accompanied by an open-ended question justifying their rating. Using a qualitative approach, grounded theory was employed for data analysis, identifying two axial codes grouped under the nuclear category: "Technological and Human Resources for Facilitating the Learning of Differential Equations in Web Conferences." The results emphasize the fact that tutors should have in-depth knowledge of the subject, course experience, technological skills, and adequate prior preparation. This study highlights the relevance of tutor competencies in the virtual teaching of differential equations for engineering students, providing insights to enhance the quality of distance education. [ABSTRACT FROM AUTHOR]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of popular culture as a teaching tool is often overlooked in teaching introductory-level political science courses. In recent years, advocacy for the inclusion of popular culture in the classroom has increased due to studies that highlight the benefits of such application in combination with other teaching methods. This paper argues that the incorporation of popular music and cartoons as a combined auxiliary teaching tool is an efficient way to increase students' understanding of theoretical concepts at multiple levels and to encourage them to think unconventionally. Relating political science paradigms and theories to popular culture makes them accessible to a broad spectrum of students and ensures that students become more engaged in the classroom. Students may also be more likely to apply theoretical concepts to real-life events. In this paper, we share our observations of using popular songs and cartoons as supplementary teaching materials and methods to explain theories of international relations and comparative politics. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Hospital Pharmacy / Journal Canadien de la Pharmacie Hospitalière is the property of Canadian Society of Hospital Pharmacists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Against St. Augustine's position, Thomas Aquinas claims that man can teach his own science to someone else. His theory on the teaching of science is developed in Summa Theologica, I, q. 117, a. 1 and in Quaestiones disputatae de veritate, q. 11, a. 1. This paper aims to explain, considering this doctrine, why Aquinas admits the Aristotelian thesis of Metaphysics, I, according to which the distinctive mark of science is that it can be taught. I argue that, according to Thomas, science can be taught, in the one hand, because of its derivative nature and, on the other because it is grounded on certain principles that are both true and evident. [ABSTRACT FROM AUTHOR]

Context: The french medical doctor thesis is a research project, a postgraduate learning tool and a symbol of the end of medical studies. There is some doubt as to its scientific usefulness. Objective: To explore general practitionners' (GPs) perceptions of the benefits of their thesis work. Method: Qualitative study, according to the recommendations of the COREQ grid, based on 14 semi-structured interviews, conducted until data saturation, using an inductive approach inspired by the principles of phenomenology and supplemented by a modelling schema. Results: Despite its mandatory feature, the thesis was seen as a useful burden that developed professionnals skills. Physicians were more skeptical about the scientific value of their work. Loneliness, amateurism, methodological wandering and lack of time were all cited as obstacles. A personnal subject, joint work, methodological and human support, and anticipation were the levers of success. The symbolic significance of the defense encroached on its academic dimension. The title of doctor, peer recognition and commitment to society were important benefits for GPs. The areas for improvement identified were: clarifying the educational objectives, providing methodological support, making the academic dissertation less dramatic and more exciting. Conclusion: Some facilitating levers could be quickly activated by both thesis supervisors and academic departments: such as better defining the scientific and pedagogical framework, defusing the symbolic aspect, promoting joint work. [ABSTRACT FROM AUTHOR]

The article analyzes understandings of history and teaching that permeated the experiences narrated by teachers who taught History during the Military Dictatorship (1964-1985). Seven teachers who worked in public schools in Espírito Santo participated in the study. Based on Bloch (2001) and Ginzburg (2002, 2007), the analysis reveals that changes stemming from the political and educational project of the period had an impact on the professional practice of the teachers, such as the increase in the number of students, low salaries, little pedagogical guidance, unsatisfactory student performance, and control over their practices. [ABSTRACT FROM AUTHOR]

De plus en plus, les préoccupations de survie des langues et des cultures se posent avec acuité dans un contexte mondial où les plus dominantes absorbent et effacent celles à faible capacité de diffusion. Ces préoccupations de dimension planétaire concernent en général les langues et les cultures en perdition des sociétés sans tradition écrite dont les valeurs ne résistent toujours pas à la concurrence née de la rencontre et de la fusion entre les peuples du village global. Le Cameroun n’étant pas en reste, cet état de fait se fait remarquer au point où des communautés ethniques recourent à l’enseignement de leurs parlers afin de garantir la pérennisation de ceux-ci et partant, de leur culture. Simultanément, des voix préconisent l’enseignement didactique et l’institutionnalisation de certaines langues nationales, alors que les peuples qui les ont en usage les pratiquent au quotidien. Dans une telle situation, il y a lieu de se demander si la survie et la perpétuation de la langue et de la culture d’un groupe social dépendent du fait de les pratiquer ou de les enseigner comme objets. Cet article développe une réflexion sur ce questionnement afin de rendre compte de la réalité. Il évoque tour à tour la stratégie de la pratique sociale des langues et des cultures et celle de l’enseignement théorisé de ces valeurs. Il procède par la recherche qualitative fondée sur l’observation, les entretiens structurés et semi-structurés et sur une analyse de contenu des données collectées. [ABSTRACT FROM AUTHOR]

Copyright of Recherches Sociographiques is the property of Recherches Sociographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didáctica Geográfica is the property of Grupo de Didactica de la Geografia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Summary: On May 31st 2023, the Canadian mother and child teaching hospital Sainte Justine hosted the 32th annual Pharmacotherapy Day in Montreal, which was led by their Pharmacy Department. This certified hybrid event offered 4 hours and 15 minutes of continuous education on mother and child pharmaceutical care, to pharmacy students and pharmacists practicing in community and hospital settings. Six presentations of 30 to 45 minutes were available on site or through the virtual platform. The schedule including the specific learning objectives is available on the teaching hospital Sainte-Justine 32th Pharmacotherapy Day website. This article summarizes the key messages shared by the speakers during the 6 lectures. [ABSTRACT FROM AUTHOR]

Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective is to identify if teaching contexts (in maths, French and Physical Education) influence pupils' social representations. Social representations are prerequisites for social relations and actions. Are they more favourable in PE? The results show that the egocentration of schoolchildren is opposed to the suffered exocentration by high school students. Boys' positive emotional exocentration contrasts with girls' negative emotional self-centration. In PE, the representations would reflect a relational well-being. In Maths, the representations reflect a stereotyped rigour of pupils frozen by the mathematical operations to be performed. In French, the representations reflect a relational malaise and a rejection of this discipline. These students seem to live in an oppressive and boring context until they enter the heart of their imagination. It would be mainly the impregnation of the teaching context that would influence the students' [ABSTRACT FROM AUTHOR]

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Monitoring in psychology courses has been a relevant experience for improving the quality of undergraduate teaching. The philosophical disciplines present in these courses could benefit from this kind of teaching program. The present study aims to analyze an experience of implementing monitoring in theoretical-philosophical curricular components in the psychology course. These components are present in the first year of the course, a phase marked by the adaptation of newcomers. Therefore, in the experience construction, the prediction was that students could present adversities when coming into contact with these themes, such as the complexity of debates and new academic language. Monitoring was used as a tool in educational practices to facilitate the communication process of students and teachers. The work was organized by two professors from a psychology course at the Federal University of Rio Grande do Norte (UFRN/FACISA), offering four voluntary scholarships over two years. The development of activities aimed to minimize students' difficulties, as well as incite and introduce historical and philosophical debates. During the intervention, autonomous teaching-learning was enabled for students, also providing teaching experience for monitors. With the conclusion of the activities, monitoring was consolidated as an effective mediation to achieve horizontality in academic relationships, with pedagogical gains for the participants, enabling the creation of subsequent initiatives in the study of psychology, epistemology, and other related areas. The current report demonstrates how similar practices can improve and improve the processes of student and professional training in Psychology courses. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: Previous studies have investigated the role of clinical attire in establishing patient-held perceptions of professionalism and knowledgeability across various healthcare settings. This study aimed to understand patients' preferences for chiropractic student attire. Methods: Three hundred and twenty patients were recruited from a university chiropractic clinic and asked to complete an online questionnaire. The patients' preferences for five different attires were rated and calculated as the composite score of five domains (knowledgeable, trustworthy, caring, professional, and comfortable). Results: While 71.9% of participants indicated that how students dress was important to them, most (63.4%) disagreed that wearing a white coat was essential for chiropractic student clinicians. The most preferred form of attire was the current clinic shirt. Conclusion: The attire worn by chiropractic student clinicians at a single institution was found to be an influential attribute. Student chiropractic clinicians should dress professionally to make a good first impression. This study provided some guidance with the ongoing debate around students' dress code. [ABSTRACT FROM AUTHOR]

The directory of theses that can be consulted on the APPRENDRE website of the Agence Universitaire de la Francophonie lists theses in French about education, teaching and training in 26 countries in Africa, Indian Ocean plus Lebanon and Haiti. This directory was updated in early 2022. It lists 1816 theses defended from 2000 to 2020. Quantitative analysis highlights centers of doctoral research: in Algeria, Côte d'Ivoire, Morocco and Senegal... The qualitative approach makes it possible to identify the themes favored by researchers about education, teaching and training, or in the management of education systems. Finally, the chronological approach highlights the growth in Africa of French-speaking research in education. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lenguaje is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Canadian Association for Curriculum Studies is the property of Journal of the Canadian Association for Curriculum Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the relationship between different pedagogies and the joy of teaching. It is based on several research carried out on schools practicing alternative pedagogies as well as on experiments linked to article 34 of the « Fillon » law. Several dimensions are brought to light: the break with the ill-being experienced in traditional practices, the consistency between values and practices, the place of commitment in the history of the teacher and in his personal relationships, the professional development, the effects on students, the closer relations with families, the social recognition. [ABSTRACT FROM AUTHOR]

The objective of this study is to highlight the contributions of the use of the social web to the dynamics of the teaching/learning process of French as a foreign language by second-year students of the French department at Biskra University. Web pages (Facebook and YouTube) are utilized for this purpose to examine their impact on the acquisition of various skills among students, in particular oral expression skills. In addition, the question of observing the new mediating teacher postures regarding new technologies is discussed. [ABSTRACT FROM AUTHOR]

This article aims to understand aspects of teacher planning that enhance the possibility of meeting students with Autism Spectrum Disorder (ASD) with mathematical knowledge. It is a qualitative research, having as main data collection instruments a semi-structured interview and task planning documented by a teacher. Based on the analysis of the teacher's planning, the subject of the research, the contribution of the theoretical framework is discussed, Theory of Objectification, idealized by Luis Radford, which provides fundamentals that guide the task design component, a component that translates as the project teacher's teaching. There are three categories: general considerations, considerations on mathematical problems and considerations on forms of human collaboration. In conclusion, the categories of analysis emerging from the elements of the task design component allowed identifying aspects of the teacher's planning that enhance the possibility of the student with ASD encountering mathematical knowledge, such as: considering prior knowledge that emerges from situations experienced in their daily; explore contexts that allow the student to encounter mathematical knowledge in a utilitarian way; and explore different physical environments, providing coexistence with appropriate rules and behaviors and the generalization of school knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Insāniyāt / Revue Algérienne d'Anthropologie et de Sciences Sociales is the property of Centre de Recherche en Anthropologie Sociale et Culturelle (CRASC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Miedzy Oryginalem a Przekladem is the property of Ksiegarnia Akademicka Sp. zo.o and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article interrogates the impossible which presides over every teaching from the analytic clinic. [ABSTRACT FROM AUTHOR]

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Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L'enseignement de la psychiatrie et de la psychologie relève d'un véritable défi pour une médecine moderne qui trouve désormais au XXIe siècle sa référence dans le modèle scientifique. La transmission du savoir en santé mentale trouve sa particularité dans ce qu'il relève éminemment de la question du sujet et de la singularité de ses rapports au monde, laquelle s'avère irréductible à toute velléité de généralisation ou encore de reproductibilité, critères habituellement retenus pour définir une démarche scientifique. En milieu militaire, la dimension opérationnelle et les contraintes qui lui sont spécifiques ont un coût psychique comme physique, lequel exige aguerrissement et entretien régulier des compétences de ses personnels. Le développement de nouvelles méthodes pédagogiques telles que la simulation vient bousculer les modalités classiques d'enseignement, privilégiant l'acquisition d'un savoir-faire à la transmission de connaissances théoriques. L'enseignement s'effectue selon un prisme comportemental, l'objectif étant d'inscrire un élève devenu stagiaire dans une pratique qui vise à se parfaire par la répétition d'exercices de mise en situation. La transmission des habiletés relationnelles et communicationnelles se trouve ainsi facilitée. Un écueil de ce positionnement pédagogique serait cependant de privilégier l'appropriation du formalisme d'une technique au détriment d'un fond, ici celui d'un soin psychique, qui excède la seule question d'un savoir. Plus précisément, l'enjeu de la praxis est ici de discerner ce qui peut s'enseigner et ce qui ne peut se transmettre, au regard de ce que seule l'incarnation d'une fonction, dans un effet de rectification subjective, permet d'approcher comme point de vérité. The teaching of psychiatry and psychology presents a difficult challenge for modern medicine which, in the 21st century, is structured on the scientific model. The transmission of knowledge in mental health finds its particularity in the fact that it eminently concerns the question of the subject and the singularity of its relationship to the world, which proves to be irreducible to any desire for generalization or reproducibility, criteria usually used to define a scientific approach. In the military environment, the operational dimension, and the constraints specific to it have a psychological as well as a physical cost, which requires regular training and the maintenance of the skills of its personnel. The development of new teaching methods, such as the use of simulations, is provoking upheaval in traditional teaching methods, giving priority to the acquisition of know-how over the transmission of theoretical knowledge. The teaching is carried out according to a behavioral prism, the objective of which is to enroll a pupil who has become a trainee in a practice which aims to perfect itself through the repetition of situational exercises. The transmission of relational and communicational skills is thus facilitated. However, one pitfall of this pedagogical approach would be to privilege the appropriation of the formalism of a technique to the detriment of a substance, in this case that of psychological care, which goes beyond the sole question of knowledge. More precisely, the stakes of praxis, in this case, are to discern what can be taught and what cannot be transmitted, with respect to what only the incarnation of a function, in an effect of subjective rectification, allows one to approach as a point of truth. [ABSTRACT FROM AUTHOR]