Abstract The quality of educational research fundamentally relies on a proper understanding of the Pedagogical as its object of study. Educational theory thus far has failed to determine the Pedagogical in such a manner as to formulate an effective basic idea of education. In view of this premise, we wish to argue that in order for a General Theory of Education to take proper account of the Pedagogical as its founding moment, it always must incorporate an ethical dimension as the precondition of any epistemological approach.In the 1950's, the Austrian Philosopher of Education, Franz Fischer (1929-1970), developed such a Theory of Education, involving a conception of ethics as emanating from a radical Otherness. Ethics precede and ground epistemology. In this, Fischer's approach compares closely to the work of Emmanuel Lévinas. Although both thinkers had no knowledge of each other, they share in their respective philosophies a common point of departure from a critique of (neo-) Kantian epistemology by defining the Other as a source of responsibility lying beyond our consciousness's ability to experience or think. However, Lévinas does not locate his thoughts on ethics within the discourse of educational theory. To draw on a General Theory of Education which specifically defines the Pedagogical in these terms, we must turn to Fischer's work. Since Franz Fischer is largely unknown outside Germanophone discourses on educational philosophy, we want to introduce his thoughts on the Pedagogical from the perspective of Lévinas' ethical relation. The pedagogical instance cannot be asertained by socio-scientific methods nor by philosophical reflection. Both approaches remain within epistemology in the sense that they merely arrive at an empirical or intellectual representation of it. Applying Lévinas´ concept of an ethical relation to educational concerns draws attention to an ethical approach to educational theory which would mean defining the Pedagogical as the founding moment of education as such and thus as the precondition of both a social-science of education (Erziehungswissenschaft) and a philosophy of education (Erziehungsphilosophie). Treating the Pedagogical as the ethical definiens and not the epistemological definiendum of education forms the basis of Franz Fischer´s General Theory of Education. Since Fischer is largely unknown outside Germanophone discourses on educational philosophy, we want to introduce his thoughts on the Pedagogical from the perspective of Lévinas' ethical relation. "Franz Fischer Jahrbuch für Pädagogik und Philosophie"N.B. In the case of acceptance, delegates are required to provide a written text, summary or other documentation of their presentation at the conference. Please give one copy of your written summary to the Chairperson or Convenor of your session. Please send ONE COPY ONLY as an e-mail attachment to mailto:eera@strath.ac.uk by 1st February, 2007 and in