In this article, we examine which challenges aesthetics and ethics puts pedagogy before. We discuss the intersection of Emmanuel Lévinas's notion of ethics and Jacques Rancière's notion of aesthetics in a pedagogical context through the praxis of Expressive Arts. We begin by introducing Lévinas's ethics and its role in his philosophical system, and also, its implications for relation between human beings. Thereafter we introduce Rancière's aesthetics and its potential to evoke ethics by reproaching non-art as art. After these presentations, we (...) introduce the praxis of EXA through four interviews with participants from an EXA-based work that we ourselves are previously familiar with. We analyze this praxis in the light of the above mentioned philosophical notions and conclude with a discussion on the pedagogical implications of this philosophical perspective on the uses of art in education. We mean that EXA is an advantageous praxis for a pedagogy that aims at taking into account the challenges and the complexity of this aesthetic-ethical approach. Our conclusion is that this approach puts all pedagogy that aims at being more than just knowledge mediating before three challenges: it should originate from equality-in-alterity, it should invite to an ethical subject-hood, and it should have tools for both breaking the prevailing discourse and to constantly continue this process, without reaching an end. (shrink)