Everyone is sick! That's the cry for the title of a book in French (Tous malades! ; Orizons, Comparaisons. Paris, 2018). In this collective work, several researchers try to analyze the discourses and behaviors related to the disease, both in society and especially in the literature, emphasizing that on the one hand the languages related to the disease have been extended beyond medicine, and on the other hand, that the current society has a great influence on the quotation or medicalized resolution of any type of problem. Medicine can become the normal means of releasing the knots of men. Obviously, I think the integration of the disease between the limits of normality is good; I think everyone, everyone! As shown in the collection, the disease allows people to participate fully in the cohesion and coherence of society, with an energetic and dynamic attitude. But it must be acknowledged that when people talk about the disease, it is not from such a positive point of view, but from the point of view of the disease. The usual thing is to hear that “we are all sick”, that is, that we are all wrong, all the problems – Tocqueville had already predicted that the citizens of democracies would die by chance. Therefore, medicine is increasingly called upon to organize any social problem, with the objective of abstract social health.

This trend is also noted in education, with serious consequences. In fact, in the last fifty years the tendency to place school failure over a pathological weakness of the student has accelerated. It has become almost a reflection to send students with school difficulties to orthophonists, orthoptysts, ergotherapists or psychomotor tricists: it has been seen as a security measure for a doctor to give a diagnosis in teaching about the child who does not. Therefore, in all classes there are students who use the different medical protocols. And those protocols are so different that the professor is not able to adapt his course at all levels. Some students do not have to write, others can write from time to time; for one they will have to color some, ten and percentages because their gaze gives leaps; for the other they will have to record the texts and the slogan to avoid reading... After all, there are so many medical protocols that some parents claim their children out of need and see them with difficulty. Some do not even take into account the pedagogical advice or educational indications that the teachers make: they hide on the back of the medical document the cessation of their parents and become hard when the teachers want to help their child in a way that the doctor does not ask them. However, pedagogy experts can get students to advance with their specific methodological tools, regardless of medical protocols, questioning the school system and educational pathways.

If we're all sick in class, teachers and students, I don't think we're going to be subjecting learning processes to excessive medicine. I want to believe that the solid flourishing of individuals and society can be produced through education, the construction of pedagogical projects, good sense and responsibility among teachers, students and parents. In this sense, it is to be welcomed the work of many pedagogues and educators, such as those in the Basque Country who drive the Basque educational project Hik Hasi.