The topic of the second chapter seeks to develop precisely the main theme, namely that of the pedagogical trainer’s attitude and posture towards their trainees. Our aim, in the light of the tools that phenomenology has provided us with (as illustrated in Chap. 1 ), is to structure, on this basis, a genuine training of the trainer. Before entering into a relationship with the trainees, according to this approach it is necessary to establish a deep relationship with oneself and to prepare oneself, in the light of one’s ‘personal core’, for an authentic encounter with the other. This type of relationship, the subject of the entire chapter, requires first of all the choice to intentionally place oneself in a new way and decidedly against the current with respect to an educational tradition that, in spite of everything, is still predominant. In particular, we will refer to that type of ‘reverseeducation’ that has the characteristic of indoctrinating or educating to homologising behaviour. We will define it as a kind of ‘miseducation’ that ‘does not form’ or worse, ‘deforms’ the trainees. Such training, as will be said, is clearly an improper formation, and a radical change of prosepective is needed today that modifies, not only the school context and its didactic structures (the logistical structures, or the choice of didactic contents), but rather the trainers’ way of disposing themselves towards the trainee and, before that, in the fundamental role that the entire educational process plays for the progress of humanity. Here, phenomenology has great potential: through the phenomenological approach both objectives are possible. Thus for both empathic relationality and a revolution in traditional attitudes, phenomenology will be able to provide us with the appropriate ways and tools.