Self-Compassion and Dialogic Interactions Thrust the "Edge of Learning" Forward.

To the Editor: Aporia—a state of discomfort or doubt—is a powerful instrument for transformational learning.1 As Kumagai rightly points out, aporia is essential for the humanistic practice of medicine, but it is often ignored in medical education. Kumagai proposes that through compassionate mentorship and dialogical interactions, learners navigate states of discomfort and doubt and become “physicians who practice with excellence, compassion, and justice.”1 Kumagai also highlights the works of Boler, who urges us to shift away from solitary reflection and toward collective witnessing. But this urges us away from the critical role of self-reflection, and by extension self-compassion, in a learning process replete with confusion and doubt. The notion of self-compassion is conceptualized by 3 core constructs: self-kindness, common humanity, and mindfulness.2,3 First, self-kindness involves being forgiving, empathetic, sensitive, and patient with oneself.2,3 This coincides with Kumagai’s premise that Plato’s notion of aporia, when engaged with empathy, can serve as a critical mechanism for transforming deeply rooted assumptions.1 Second, common humanity involves drawing connections with others, particularly in moments of confusion.2,3 This again supports Kumagai’s stance that a broadened perspective can help learners navigate confusion and doubt and enhance learning.1 Third, mindfulness involves being attentive and present in the moment,2,3 which complements Kumagai’s statement that transformation is achieved through deep engagement in grappling with uncertainty and complexity.1 We argue that self-compassion is essential in mediating the states of discomfort and doubt, allowing learners to more meaningfully engage in communicative learning. Self-compassion helps learners navigate moments of critical consciousness and situates the learner to more optimally engage in meaning-making, extending and enriching transformation. Solitary reflections, including self-compassion, and dialogic interactions balance one another and can jointly thrust the “edge of learning” forward.