This article presents the current perception of dialogical teaching models as a notion that is concerned primarily with the cognitive layers of the dialogue, and focuses on the cognitive functions of learning, information processing, interpretation and decision-making. This perception, according to different researchers, ignores the relational dimensions of the dialogue and fails to raise the question of how the relational capabilities should be developed among teachers. In contrast, the article argues that research attempts to present or propose non-cognitive dialogical models, which focus on the interpersonal aspect, while emphasising relations such as containment and empathy, and while focusing on the emotions of the student, do not necessarily contribute to the realisation of an educational dialogue and might even block the creation of the "sphere of the between", which is essential to the development of a dialogue. The article suggests the adoption of the existential approach and proposes an initiation path towards dialogical teaching based on the initiation process found in Buber's interpretation of the biblical Moses.