Emmanuel Levinas has been acclaimed as "one of the most significant ethical thinkers of the twentieth century" (Kearney & 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. Levinas' thought has attracted transdisciplinary attention and Levinas' influence is beginning to be felt in education. Whilst the number of engagements with Levinas in education is limited to date, two distinct foci can be discerned: (1) the conduct of educational research (Child et al., 1995; Dykeman, 1993); and (2) the dynamics of teacher-student relationships (Abunuwara, 1998; Edgoose, 1997; Todd, 2001). In both of these lines of inquiry, Levinas' thought is being linked to interpersonal practices in education. This focus on interpersonal practices is not surprising given that Levinas' ethics of responsibility specifically attends the realm of human sociality. In this article, however, the author introduces a third line of inquiry that affiliates Levinas' thought with environmental education's curriculum interests in both "postmodern uncertainties" (Panel for Education for Sustainable Development, 1998) and environmental values education. This article explores the plausibility of this affiliation by examining some aspects of Levinas' philosophy that enable this affiliation to be suggested, raises some of the possibilities and challenges that this affiliation could introduce into environmental education, and concludes by considering how environmental education could engage with Levinasian eco-ethico-political action.