In the present work we propose to show that the idea of "lived-projected" is a useful instrument to continue the study of the theory of motives. In this context, we will reflect about the notion of "lived-projected", for it seems to us that it can be assumed as a methodological resource to interpret the projects of action and, at the same time, to avoid some kind of dualism. Then, our purpose is to reflect about some types of links that the conscience of the actor, in the process of the articulation of lived experiences can establish when, especially, the intention is to develop social relationships with other actors in current life. We believe that the idea of "lived-projected" and its application can go further than the epistemological studies. We think that it is possible to be applied into the field of ethics and especially in the relationships that a teacher establishes with his/her students. Indeed, we focus the analysis in this last case.