During my one year master in pedagogic science, I was frequently given the impression that depicts the pedagogue’s profession as a rather transcendent talent or, more precisely, a matter of having ”it” or not. It seemed to me, as if the communicative part of the teacher’s specialised skill was more or less undefined in the description of what makes the pedagogue a professional pedagogue. On those premisses, I was led to the aim of this study, which is pursuing the very essence of the profession by discussing how five teachers validate their daily work from a habermasian perspective on communication, society and pedagogy. In this study, the interviewed teachers is making statements on how they mediate knowledge to students and why that particular mediation is taken place. This study argues, that the acceptability, which validates the pedagogic statement on mediation, is rarely founded on the science of pedagogy. There are other fields in the practices of the profession which makes the pedagogic action valid. In short: it is not pedagogic science that makes the profession a profession, the maintenance of the mission to the public school administration, for example, is a far more important source to acceptability in the teachers’ statements on mediation. The result of the interviews is placed in the context of the Habermasian discourse on the second modernity and its normativity claims of communicative action, rational interaction and consensus.