We start with the observation of a tension between the wish to train these teachers in benevolence and the impression they may have of not being treated with benevolence by the school institution (1). We briefly reconstruct a genealogy of this notion and the history of its contemporary emergence in society and at school, then present two complementary conceptualizations of benevolence inscribed in the society of individuals (2). Introducing the notion of exemplarity finally allows us to show how it is both possible and necessary to form benevolence with benevolence (3). These reflections are conducted from the point of view of a philosopher of education within the field of educational sciences.