Emmanuel Levinas has been acclaimed as 'one of the most significant ethical thinkers of the twentieth century' (Kearny & Rainwater, 1996, p.122), as 'the greatest moral philosopher of this century' (Bauman, 1992, p.41) and as one whose thought 'can make us tremble (Derrida, 1967/1978, p. 82). These outstanding accolades from leading figures in contemporary philosophy follow assiduous engagements, both critical and interpretive, with Levinas' ethics of responsibility for the Other (1961/1991, 1974/1991). Furthermore, attention to Levinas' thought has not been confined to the philosophy arena. Levina's thought has attracted transdisciplinary attention and Levinas' influence is beginning to be felt in education.