The teacher teaches and the learner learns. The process of teaching and learning can often be oversimplified as a clear binary exchange. However, this portrayal fails to capture the intricate dynamics inherent in various educational interactions. Viewing learning as an ongoing process of interpretation or as the construction of semiotic scaffolding suggests that learning is constant. Yet, is the knowledge or scaffolding acquired always aligned with the teacher's intentions?Educational settings are intricate environments shaped by numerous internal and external factors that intertwine and are open to interpretation. While it is commonly assumed that teaching occurs between two independent agents, we must also question the consistent presence of subjectivity and agency in the situation. Despite the physical co-presence of both teacher and learner, agency within the teaching space may be lacking.In this paper, I propose to delineate and advocate for a triadic perspective on teaching as a complex and intricate social system of action. In this system, a multitude of individual and collective Umwelten and objects interact, each potentially occupying various positions. These elements both interpret and are interpreted. While the teacher and the learner occupy assumed positions, a crucial question arises: who occupies the third position, and how does this influence the social situation that is to follow?