Description: My purpose in that paper is to deal with the question, how the knowledge formation of the individual, that is the structure of her or his references to the world, arises out of social-interactive practices, in which he or she is involved. This question has been formulated and addressed by the new, pragmatist approach in the Philosophy of Mind, and in particular by authors like Wilfred Sellars, John McDowell and Robert Brandom. My assumption is that the works of these authors, and especially Brandom's theory of propositional articulation might have a great impact on the theory of education, and that on the ground of that theory we can re-construct some basic features of those pedagogical interactions, which are capable to initiate and to facilitate the individual's process of generating knowledge. Interpreting Brandom's theory I formulate the following three claims: 1. The process of individual constitution of knowledge is one of propositional articulation, that is, of discursive conferring of propositional claims on notions and intentions. 2. According to Brandom, that process is performed by the participation in the social game of giving and asking for reasons, or of deontic scorekeeping (see Brandom 1994, 183, 188, 496-497 ). 3. Becoming capable of that game presupposes the student having been recognized by her teachers as a subject with particular ideals (1), with the potential to articulate these ideals from the perspective of the "generalized other" (2), and so to undertake discursive commitments (3) (see Stojanov 2006, 30-31). These three forms of intersubjective recognition are defined by Axel Honneth as empathy (1), moral respect (2), and social esteem (3) (see Honneth 1992, 148-210). Methodology: The method of the paper is the analytical interpretation and re-construction of philosophical concepts, including the explication of the normative consequences of those concepts for educational practices. Conclusions: Pedagogical action can be supportive for the process of generating knowledge, only if it is designated by the mentioned three forms of intersubjective recognition. The professionalism of teachers depends on their ability to perform those recognition forms at their interactions with their students. This professionalism can be cultivated not primarily by training in methods and techniques of instruction, but by a systematic reflection on teacher's own biography of schooling. Thus, this reflection is to be implemented as most important fundament in the teacher education.