The word of the other. A critique of principle of autonomy in education

The main end of this article is to offer a critical analysis of autonomy conceived as a basic idea in modern educational philosophy. After the tragic experience and dramatic consequences of totalitarianism, is not possible to defend a kantian concept of autonomy as a unique source of moral responsibility and ethical action. After holocaust, we need to defend, on the contrary, the principle of previous value of heteronomy, conceived as the practice of otherness, in its levinasian perspective. So, the authors explore the thesis of the prior value of heteronomy on autonomy, as a source and foundation of moral responsibility in educational relationship, and to reflect the general educational implications of the jewish philosophical tradition of otherness in philosophical educational discourse.