There exist predicaments such as the alienation of instrumental rationality and the paradox of subjectivity in contemporary educational listening practices. Emmanuel Levinas’ philosophy of alterity, with its emphasis on childhood heterogeneity, provides profound ethical insights for pedagogical listening—reconceptualizing it not as technical skill acquisition but as existential ethical awakening. Under the ethical principle that prioritizes the “other,” educators should shift from being a “cognitive subject” to an “ethical subject,” respecting the heterogeneity of children through “passive listening.” Listening is not merely a method but an ethical practice, wherein teachers ought to respond to children’s expressions through the “face” (visage) and “saying” (le dire) thereby assuming an “infinite responsibility” toward the other. Ultimately, education should transcend the logic of control and shaping, safeguard the dignity and potential of the child as the “absolute other,” and fulfill the ethical essence of education.