In recent years, education has reacquired an explicit importance as a priority of the public agenda. Despite this focal view of society towards educational matters, the role in the teacher-student relationship as a key element of teaching practice has not always been evident. Present concern for the quality of education as a factor of human development is going thorough a rejuvenation of classroom practices, hence of the ethical relationship between students and teachers. This paper aims at offering thought and concrete clues for this rejuvenation, re-reading the category of “relationship” from the semiotics and the pedagogy of the science of the spirit, as key elements for a true ethical-educational encounter.