The focus of this chapter is on Emmanuel Levinas’s concepts of ethics and justice and their profound relevancy to education, yet not in a prescriptive way, as we saw in the introduction that Levinas himself resisted the concept of philosophy being “applied” to education. First, I brieﬂ y recall how Levinas’s reﬂ ection on ethics and justice developed in the context of an ethical vacuum due to a loss of axiological markers which prompted a renewed interest in religious thought. Then I brieﬂ y outline his understanding of ethics, and its connection to the “face-to-face” encounter with the Other, an encounter at the basis of education.2 This ﬁ rst movement towards justice raises the question of the violence inherent in the struggle to afﬁ rm oneself and the “right-to-be,” a concept found at the heart of American education. I then explore Levinas’s quest for justice and the tight link he establishes with responsibility. I conclude with a discussion of his “idea of a possibility” and the promise of an ideal of education.