This paper analyses Scheler's conception of moral action and in particular his vision of the processes of modification of the disposition of the mind, of pure will, in an attempt to trace the essential features of the teacher's work from a personalist perspective. Scheler makes a true Copernican turn, where the a priori material vision of values ​​conditions, although not univocally, all the spheres of action. The disposition of the mind, as an a priori core, marks the axiological direction of the other spheres of action. This precise division of the different spheres of action and their degrees of autonomy and dependence allows, in our opinion, to trace the different levels of educational action. This would revolve primarily around the modification of the disposition of the mind, which is what defines the axiological framework of all action. This modification would not respond to any "direct" educational process, but to what we call "indirect". This is where the figure of the model comes into play, as an example of the ideal duty of the student, with whom the student has a relationship of following, which allows him to discover his true ordo amoris and help him grow. The process of vocational training is therefore at the centre of educational work and is opposed to both constructivist and consequentialist tendencies and allows a solid foundation for a personalist educational project.