Personal authority is generally viewed as an expression of recognition (Sofsky & Paris 1994), and it has often been said that recognized authorities do not need to use authoritarian behavior as disciplinary instruments (Arendt 1994). Rather, so it is stated, recognized authorities can expect "obedience" (in the field of action and behavior) and "belief" (in the field of knowledge). The acts of recognition, however, are fragile, and, in part, results of rather subtle and mutual adaptation strategies. This seems to be true, especially in social settings in which democratic values are highly regarded. As a consequence of democratic communication ethos pedagogical practice is led by maneuvers of dominance that are most often concealed by using more or less subtle communication strategies in order to make submissions gestures possible.