Legitimate teacherly authority is an anthropological phenomenon characterized by an asymmetry of skill, where the learner grants authority to the teacher due to their recognized greater capacity and the learner's earnest desire to learn. This authority can exist outside institutionalized contexts and is temporary, with the goal of the learner eventually surpassing the teacher. On the other hand, illegitimate teacherly authority, often found in bureaucratized settings, lacks an authentic asymmetry of capacity and interest in the learner's well-being, leading to a detrimental impact on the learner. The ideal teacher-student relationship is characterized by cooperation and mutual understanding of the value being pursued.

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