At the separation between humanities and natural sciences, the disciplines of pedagogy, psychology and medicine come to a meeting point in join endeavors. Researchers in working fields that involve engaging in empirical studies and analysis of theories contribute with study designs to a loop in human development that can be represented by complexity theories. Specifically, human development mainly concerns who we are as time shifts. This dissertation theorizes about the immense range of meanings of theories, presenting open questions associated with advanced technological results and fundamental propositions using collaborative disciplinary models, internal dynamics of subject-matters and theoretical markers for diagnosis. Drawing on Elmar Anhalt’s (2012) complexity theory of education and Thomas Rucker’s (2014) complexity theory of Bildung, I have confronted their work with the challenge of disciplinary collaboration in a medical school to preserve the ‘diagnosis concept’ out of the complexity in a pedagogical perspective. The combination of pedagogical object and the reality of education is used to review some of the history of academic traditions concerning universities, procedures by which theories are built and social contexts for the relationship between experts and interested persons. I identified that such a relationship is a key to success in delivering results outside of a conservative approach to pedagogy. Unlike all previous pedagogical approaches, I invite the reader to discuss, through socio-historical cues, how healthcare projects systematically produce synthetic constructs that engage epistemic cultures and possible worlds of education to assess a context according to a shared reality.