A Levinasian Ethics for Education's Commonplaces argues that schooling ought to be shaped by the call of social justice. For this, Joldersma argues that the teacher, the student, the curriculum and the institution ought to be oriented by the ethical. He understands ethics, following Emmanuel Levinas's ideas of the other and the face, as a non-totalizing relation with the other person, characterized by responsibility and hope. He establishes these by grounding them in conditions of transcendence, described by the temporal metaphors of 'time immemorial' and 'time unforeseen.' These are experienced as being called to normative responsibility and being inspired with a hope that motivates action. In turn, these affective disturbances form the ethical orientations for education's commonplaces, something Joldersma develop in chapters on teaching, learning, the curriculum and institutions. Education breaks out when schools respond positively to being called to responsibility for the world's vulnerable and to being inspired to hope that things can get better. The overall message is that schools are called to be oriented towards the vulnerable in society and around the globe. Education properly emerges only when schooling is animated by the call of justice that comes from the world.