This paper works with Levinasian thought to ask how principles of responsibility can be engaged for the twenty-first century crisis of climate destabilization, and other matters of injustice and exploitation. A case is made for extending an ethics of responsibility from a human-centered view to include humans as interdependent with nature. After a selective review of responsibility as inaugurating an ontology of "otherwise-than-being," consideration is given to the phenomenology of the face-to-face relation and to notions of a teaching relation, to knowledge and to Levinas' notion of justice, in line with the philosophical and educational interests of this journal. The prospect of society constituted on responsibility is brought to life in a brief reference to Maori society and indigenous thought. An interpretation of quantum theory is also introduced because of its analogies with the inter-related world view of indigenous thought. These all point to relationality which antecedes the ontology of "being." While much is made of Levinas' work on the face, this paper argues that it is in principles of ethics that break with totality, and Levinas' notions of transcendence and infinity rather than the face "per se" that enable us to broaden the scope of reference for Levinasian ethics. Levinasian ethics question the stronghold of liberal humanistic goals in educational vision, and open a horizon of the shared destiny of humans and nature--an "eco-pedagogy." The paper draws these threads together to consider their relevance to education for sustainability.