PhronesisCompulsive teaching — the habitual, often unconscious drive to instruct, explain, or correct others irrespective of invitation — constitutes a recognizable displacement pattern with measurable consequences for epistemic health, relational trust, and collaborative discovery. We situate this pattern within the displacement framework introduced by Rinc\'on et al., treating compulsive teaching as a wrong attractor W to which individuals are drawn when the state variable departs from ground state S^0 under conditions of social anxiety, status threat, or tolerance of ambiguity.
We define the displacement accumulator = D()\,dt and show that sustained compulsive-instruction cycles drive toward a stable but suboptimal basin. Nine formal propositions characterize the attractor geometry, the instruction architecture that sustains it, the mutual-discovery foreclosure this creates, and the exit dynamics available for return to calibrated collaborative learning.
The analysis unifies phenomenological observations from clinical psychology, philosophy of education, and social epistemology under a single formal structure. Practical implications address what we term professor disease — the progressive colonization of conversational space by the compulsive instructor — and outline conditions under which genuine collaborative inquiry becomes possible again.