Abstract

This paper addresses to the ethical issues related to classroom teaching. Drawing from the philosophies of Levinas, Bakhtin, Dewey, and Freire, it aims to point out the possibilities for dialogue and intersubjectivities in classroom settings. Such a relationship emphasizes the reciprocal alterities of the student and the teacher. Consequently, the reciprocal alterities of the teacher and students provides possibilities for teachers and students to reach intersubjectivity. This understanding challenges the modernist views of teaching because it emphasizes the importance of dialogue and reciprocal alterities of the selves rather than emphasizing “sameness” of the individuals. Therefore, the ethical relationship clears the boundaries of being a teacher and a student while creating possibilities for teachers and students to be both learners and teachers.