The pedagogy of dreams does not consist in different meaningful elements to be discovered through a psychological analysis.
They teach about the force of the story as a counterpart of the conscious life, since they are primarily developed as stories.
The conscience and, we may say, the knowledge itself seem to be threatened by the force of narrativity.
Though conscience and knowledge are often used to record some stories of life, they are organized around different firm and disconnected elements; for instance, notions as self, mind for the activity of conscience, the moral values and abstract concepts for knowledge.
As long as dreams affirm the force of the story in everybody’s life, we cannot fight with what we set to be deceitful stories by opposing to them strong beliefs in the most reputed disconnected notions. The testimony of such a futile movement is the history of many unsuccessful attempts to refute religious myths by revealing the power of some scientific notions (the evolution, the heliocentric theory, etc.).
A more successful strategy should consist in the attempt to subdue to such notions some characteristics of the stories expressed by dreams, as their subjectivity and their difficulty of keeping their moving images in a coherent order. We should demonstrate that the objective notions are also subjective and can compose the individual lives. Also, the systems of moral and scientific beliefs must be weakened in order to make room to some incoherence.
It is possible to do this by admitting the significance of the common feelings that move on our dreams: fear, worry, anxiety, love, death, etc.