Therapeutic patient education questions the links between medical and the social sciences through epistemological, praxiological, and ethical issues. Its development in France and abroad invites us to consider the complexity of the particularities and variations of numerous contexts. The present contribution examines the theoretical foundations and conditions required for the development of integrative learning situations, which involve both persons with chronic diseases and educators who have benefited from diverse socializations. These learning situations have been worked out across three distinct stages: prerequisite analysis of specific knowledge at stake, and of learners’ representations, preceding the thorough design of procedures that can yield results with heterogeneous individuals from various cultural and social backgrounds. More than ten thousand people have benefited from these learning situations courses. Results underline the development of emerging social dynamics and organizations beyond the learning process. These analyses invite us to reflect on the social and contextual dimensions of learning, on access to knowledge for persons with chronic diseases, and opportunities to develop the approach by diverse educators and trainers from various areas.