Therapeutic education of patients (TEP) is still very often a matter of habit or empiricism. The acquisition of knowledge is envisaged as an automatic effect of teaching. As soon as the practices in place are evaluated, a series of more or less implicit models can be identified that underlie both speeches and practices. After 30 years of experience, it is important to develop new educational practices. In this paper, the authors propose the application of the allosteric learning model in TEP in light of literature analysis and practices connected with different models of teaching and learning as well as the experiences undertaken by the scientific team of physiologists, psychologists, and educators in cooperation with the service of TEP in the Hospital of the University in Geneva.