Re-education consists in training people injured either by illness or the vagaries of life to
achieve the best functionality now possible for them. Strangely the subject is not taught in
the normal educational curricula of the relevant professions. It thus tends to be developed
anew with each patient without recourse to knowledge of what such training or assistance in
such training might be. New paradigms of re-education are in fact possible today thanks to
advances in cognitive science and new technologies such as virtual reality and robotics. They
lead to the re-thinking of the procedures of physical medicine as well as of re-education. The
first part looks anew at re-education in the context of both international classifications of
functionality handicap and health and the concept of normality. The second part highlights
the function of implicit memory in re-education. And the last part shows the integration of new
cognition technologies in the new paradigms of re-education.
