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Care—the term should be understood in a broader sense to include healthcare and social services—cannot be reduced to a technical gesture. It implies an ethical responsibility on the part of the carer to deal with the existential experience of the patient’s suffering. Indeed, any act of care can only take on meaning at the heart of this irreducible intersubjective otherness, which is part of a wider institutional otherness, nurtured by a philosophical, political, and legal framework that is always singular. In the practice of care, this process of meaning-making is generally inseparable from an ethical approach. Faced with the complexity of the real world, deliberation between carers is most often necessary in order to responsibly care for the patient by focusing on his or her experience and unique way of being in the world, while respecting collective values, particularly those crystallized in the legal texts framing and guiding the care relationship in a given society. Such an approach, which is increasingly in demand in healthcare environments, is nonetheless complex. By virtue of its interdisciplinary nature, it presupposes a dialogue between various professional identities from the fields of health, social services, ethics, and law, for example. However, each of these identities, because of their university training and professional organization, often has the characteristic of being siloed, sometimes very rigidly so. So how do we break out of this impasse, especially when it comes to ethical deliberations between people from different disciplines involved in the experience of care? Our interdisciplinary (medicine, occupational therapy, law, and ethics) and intercultural (Canada and Switzerland) team is trying to answer this question by offering collaborative teaching. These teaching experiments are the subject of this article.