Pedagogic relations obtain between transmitter and acquirer (or between author and reader and so forth) where the principles of evaluation of texts/performances are located with the transmitter. Pedagogic texts deploy strategies that distribute textual message between author and reader in this configuration. I have defined apprenticing pedagogic action as follows:

Author and reader as subjectivities [...] stand in metaphoric relationship to one-another. Apprenticing pedagogic action can therefore be described as the provision of metonymic links between these subjectivities. The reader is a potential author. It is this potentiality that must be realised in and through the apprenticeship. It is not supposed that ideology can be acquired all in one go. Apprenticeship therefore entails the provision, extended in time, of metonymic links between pedagogic subject and pedagogic object. The adept has completed the one-hundred-and-eighty-degree turn through which the apprentice is transcribed from the floor of the classroom to the teacher’s desk.
(Dowling, 1998; p. 113)

The telos of pedagogic action may therefore be defined as the rendering transparent and achievable of the principles of evaluation that constitute the practices of the relevant activity.