The teaching profession and its beneficial role in the development of children has been extremely much written, especially in evocative terms. Professional educators can raise their generations, their role being "by holding the students by hand" to lead them skillfully towards personal and professional development. But this is not always the case. There are teachers who "lead the pupils of the ears" who fail or can not understand their concerns and needs. Whether it is about inappropriate methods of discipline, based on inducement of fear and intimidation, whether it is about the favor of scoring or the use of sarcasm and ridicule in public, such behaviors can irreversibly affect the teacherstudent relationship. If the inadequate and involuntary behavior of the teacher leads to negative consequences on the student, psychologically, pedagogically or medically, we are talking about the didactogeny. Different spheres of didactogeny have been studied from various perspectives, involving the sciences of education, anthropology, psychology or sociology. Even so,rarely one can speak of interdisciplinary studies, most of them are limited to unilateral perspectives. This was also contributed by the absence of an integrative theory in the field.The main consequence of the present state of fact is the fragmented aspect of knowledge about didactogeny, best observed in the terminology used, which includes besides didactogeny terms such as "inadequate teacher behavior", "teacher abuse" or "lack of support from the teac.