In this paper, the author investigates what kind of challenges contemporary pedagogy has confronted, focusing on the question of knowability of radical otherness of the educated and the makability of the human being through education. Starting from two different narratives reflecting on their personal educational relationships and their identity as an educator, the author sketches the contrasting development in the history of pedagogy from Comenius via Kant and Buber and expands on the pedagogical reception of the philosophy of the Other by Lévinas. Differing from the ego- and subject-centeredness of modern pedagogy, Lévinas proposes a rather humble concept of a subject who is always and already responsive to and responsible for the Other. Based on this contrast, the author suggests that modern educators can be freed from an all-knowing and almighty complex and get to a more sympathetic, sensitive, and ethical dimension for their pedagogical practice.