The aim of the article is to show the possibilities of using the philosophical thought of P. Ricoeur, J. Tischner and E. Levinas in the theory and practice of intercultural education. The approaches existing on the basis of philosophy can be useful to show the issues significant in pedagogical work in a culturally diverse environment. This has implications for the area of ethics. It becomes important here, among others capturing a human being in a dialogical space with the Other, which creates constitutive meanings for the development of the identity of the “Me” and the Other and gives a chance to return to a deeply humanistic understanding of interpersonal relations. It requires an attempt to come closer and an authentic encounter that gives the opportunity to grasp the Other’s personal pain, his “inner twist”. These issues are manifested in the work of teachers who strengthen the sensitivity to differences between pupils, overcoming mutual negative attitudes that make it possible to discover otherness, counteract enslavement, which in turn allows for the implementation of common goals.