By asserting the neglect or utter exclusion of the topic of pedagogical ethos in the framework of numerous concepts of empirical-scientific pedagogy on the one hand, and the current state in education where the topical need arises to establish a particular pedagogical perspective of the teaching profession on the other hand, the author attempts to clarify the particularity of the pedagogical perspective and to show that the ethical norms of the teaching profession may be derived from, and legitimised only by, a certain understanding of the educational phenomenon (and not by setting external norms to teachers in the form of rules, or legal, moral and other norms of behaviour).