'Bringing more than I contain': ethics, curriculum and the pedagogical demand for altered egos

Building from the notion that learning occasions an 'ontological' violence, this paper examines the ethical relations implicated in pedagogy and curri culum. In particular, it explores ways in which pedagogy is rooted in a dem and for students to alter their egos, and, thereby, draws attention to the delicate nature of the teaching - learning relationship. Appealing to the e thical philosophy of Emmanuel Levinas, it discusses how ethical, non-violen t relations are made possible in the day-to-day encounters between teachers and students. A reading of one of Melanie Klein's case studies highlights the specific ways teachers participate in ego-alteration at the same time a s they participate in conditions for establishing ethical relations. The pa per concludes with a discussion of these conditions and the role that curri culum plays in responsible teaching.