The teaching activity is carried out, par excellence, under the incidence of the ethical norms; education is an activity in which freedom intersects with responsibility. There is a professional ethics of teachers, a relational ethics, and the number of papers dealing with pedagogical deontology has greatly increased in the Western cultural space. The existence of such a concern is otherwise legitimate: although we live in a pluralist, individualist and secularized age, in which moral relativism prevails, the teaching staff is required to possess exemplary morality, that is, to fully adhere to certain behavioural standards agreed by their entire community. Older and newer studies in ethics and teaching deontology aim to underline the “virtues” that any teacher should display, qualities which turn the latter into a genuine guide and protector of those whom he or she educates. Although postmodern age is also a post-moral one, as rightfully assesses French philosopher Gilles Lipovetsky in his book, The Twilight of Duty, ethics and pedagogical deontology still powerfully plead in favour of the teachers’ awareness with regard to the cultural and social significance of their activity and also in favour of the necessity that teachers be able to combine professionalism, seen as deontological exigency, with social activism.