The Figure of the Teacher in Disciplinary Reduction: a Critique of Humanitarian Paradigms

The article presents a philosophical and critical study of the processes by which the figure of the teacher is reduced within contemporary humanistic paradigms. It demonstrates that sociological, psychological, pedagogical, institutional, and anthropological approaches systematically simplify and displace the cultural complexity of the teacher’s figure, reducing it to purely functional or instrumental characteristics. Through an analysis of key theoretical concepts and the empirical data employed, the study identifies a phenomenon in which the teacher disappears not as a professional practice but as a symbolic and cultural figure, remaining only in reduced forms of representation. The author’s position is grounded in a critical hermeneutics of reduction, which makes it possible to reveal the limitations of dominant humanistic paradigms and to argue for the necessity of a philosophical reconsideration of the teacher’s figure as a symbolic form in which culture retains the capacity to represent otherness beyond functional and normative definitions.