In multidimensional and multifaceted professional pedagogical activity of the university teacher, developing of his author’s position is one of the central activities. One aspect of this problem involves overcoming subjectcentric setting and operation towards the humanitarian position. In this context, humanitarian-oriented author’s position is considered to be a component of teacher’s methodological culture. It is the understanding of «teacher — student» meeting and is a potential point of entry into the culture of both of them. The article highlightes a number of barriers that prevent the formation of the author’s position of the teacher in the humanitarian paradigm: from general (failure or misunderstanding of the fundamental importance of building pedagogical process as humanitarian practice) to specific (the tendency of teachers to one, once and for all given definitions of pedagogical phenomena; impoverishment of the student audience image, its real educational opportunities; certain utility in the perception of teaching concepts, when high school teacher seeks to realize didactic recommendations, without delving into the logic of their studies, etc.). The most necessary conditions for the formation of the author’s position and its implementation in humanitarian paradigm are: the teacher’s understanding of the pedagogical process as humanitarian practices; reflexive relation to the teacher’s own professional position, organization of the educational process on the basis of a new style of pedagogical thinking: understanding, reflexivity, of dialogic, metaphorical meanings.