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Vous savez que « les connaissances, c'est à la fois ce que nous savons et ce que nous ne savons pas », et je pense que nous devons vraiment être prudents en éducation en ce qui concerne ce que nous savons et ce que nous ne savons pas. David a mentionné que l'élève est plus central pour l'entreprise en éducation, ou que c'était l'impression qu'il avait eue, que le patient peut parfois l'être en santé.
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Some of the theories we hold as individuals, mine especially, I'm sure, are profoundly important in that they're based on misconceptions, and I will come back to this as I finish off in a minute. I want to go back to some of the things that we've heard and learned. I think the intersectoral conversation is extremely important. One of — I'll never forget Alex. I'm sorry I'm going to mention it again. You know that 'knowledge is what we know and what we don't know,' and I think we actually need to be, in education, cautious about what we know, and cautious about what we don't know. David's observation that the student is more central to the enterprise in education, or that was the impression that he gained, than is sometimes the patient in health. I thought about that a lot, and I remember just very recently watching two nurses in a hospital setting, who knew totally the current clinical guidelines for dealing with a certain problem with a patient. One nurse took the approach of (we used the term here yesterday) co-designing, of engaging with a patient and a family about what was in the best interests of the patient, and came to a worthy conclusion I'm sure. The other nurse actually said, "No, I have to do this — this has to be done" and the families acceded to that request. So, it's not only whether the clinical, in that case, guidelines were based in research and in good evidence. It was the judgement of the individual professional that was brought to bear on that situation. So that's why the thing — what I want to end with, is what came up in every presentation, every panelist talked about this and in every workshop I went to, was this idea of dialogue. That in fact dialogue was essential to developing research questions and was essential to making meaning from the results. But, I think it's a very — and it was talked about in terms of the formation of partnerships, it was talked about in terms of how meetings to share research is set up. But I think it's in education essential that we think about a very specific kind of dialogue. And that that others have called deliberative dialogue, where there is the opportunity to examine new questions and new evidence, but to actually expose the basis from which each of us come to explore those. It's not easy to do. I just happen to know from the multitude of experiences with CEA, that it is always worth doing. Even though the aim is never to get everybody to agree with the same things, but at least [to] accept tha
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