Abstract: The Process that Institutionalizes Teachers This is a work in philosophy of education written by an educator philosophising about educational processes of teachers. The study is a semantic analysis of the process that institutionalizes the teacher. There are two different bodies to recognize working with this institutionalization, the body of the profession and the body of education. The body of education has an active part both through teacher education and through the school where the teacher teaches. At the same time the teacher is obliged to take care of children and to care of knowledge promotion. The care for children makes the teacher responsible for keeping a dialogue with the primary caretakers. The care for knowledge makes the teacher responsible towards the organization supporting his subjects/disciplines. I hope this analysis makes it possible to see some kind of "rule-governed" structure in the field of institutionalizing the teacher. This is thought as a support for seeking an answer to the question: Who is the teacher? This question is always related to the question: What is teaching? The reason for working on this study is a desire to get more mediation of language into the multicultural domain of teaching.This study is constucted upon a semantic analysis and a philosophical mediation Mediation by language between the semantics of institutinalizing and the identity of teachers Arendt, H. (1958): The Human Condition. Chicago: University of ChicagoBergson, H. (1991): Matter and memory. New York: Zone Books Honneth, A. (1995): The Struggle for Recognition. London: Polity Hoveid, H. og Hoveid, M. H. (2006): Teachers' Identity, Self and the Process of Learning i: Philosophical Perspectives on Educational Practise in the 21st Century. Malta: University of Malta Hoveid, H. (2007): Hva vites? Hvem lærer? Viten og utdanning som menneskelig selv-fortolkning i tid. Under utgivelse, Trondheim: FoU i praksis Peirce, C. S. (1990): Pragmatism och kosmologi. Göteborg: Bokforlaget Daidalos Ricoeur, P. (1982): Hermeneutics & the Human Sciences. Cambridge: Cambridge University Press Ricoeur, P. (1967): Husserl an Analysis of his Phenomenology. Evanston, Illinois:Nothwestern University Press Ricoeur, P. (1988): Från text till handling. Stockholm/Lund: Symposion BokforlagRicoeur, P. (1985): Time and Narrative, vol 2. Chicago and London: University of Chicago press Ricoeur, P. (1988): Time and Narrative, vol 3. Chicago and London: University of Chicago press Ricoeur, P. (1991): From Text to Action. Essay in Hermeneutics, II. Evanston, Illinois:Nothwestern University Press Ricoeur, P. (1994): Oneself as Another. Chicago and London: University of Chicago press Ricoeur, P. (2000): The just. Chicago and London: University of Chicago press Ricoeur, P. (2004): Memory, History, Forgetting. Chicago and London: University of Chicago press Bergson, H. (1991): Matter and memory. New York: Zone BooksPhilosophical Journal