Specifying an ethical educational authority requires defining an authority ethics. Within the human rights democracy, authority can only be transformed relatively to its previous forms, and should be built on a day-to-day basis, particularly by education experts. The philosophy of education should describe conditions for a respectful accompaniment of pupils, to help them becoming autonomous and attaining present and future well-being. This benevolent educational authority is a responsibility. The relevance of a wide acceptation of the notions of authority and kindness is discussed (part 1). Then we question the possible encompassment of those notions in the legitimacy system of occidental democracies nowadays (part 2), as well as the conditions for their acknowledgment and for individuals to consent to the form of accompaniment that benevolent educational authority offers (part 3). Then that authority could be a privileged way to teach how to become autonomous in a world of culture.