Migrant and refugee children live through a rupture that non-migrants will never know. They carry with them gifts of language, experience, family, and memory but are often forced into conditions that fail to recognize their worth as such. The growing numbers of these children, a function of the destruction of homelands due to war and pervasive climate change, present education with urgent questions, including What kinds of ethical dilemmas arise in caring for and educating these children? What constitutes the generational “passing on” of learning amidst such exponential heterogeneity? In this chapter, I draw upon two concepts to highlight the uniqueness of the migrant or refugee child’s experiences. First, I discuss Heidegger’s rendering of “thrownness” and facticity to understand the ontological condition of migration better. I argue that this aspect of thrownness is significant to understanding the fundamental disruption of migration as an ontological upheaval. Second, with a view to responding to the questions posed above, I turn to Levinas’s thinking about ontology, which serves as both a critique of and engagement with Heidegger’s ontological premise to present education’s responsibilities to these children and the possibilities of wisdom they entail, and to recast the horizon of presence and futurity. I suggest that Levinas’s premise of ethics as the first philosophy engenders responsibility expressed as vulnerability—not of the child, but of the countries, educators, and classrooms receiving them as the Levinasian Other. I further describe how Levinas’s critique of Western philosophy opens the door for an intersubjective epistemology that holds us open to listening as the only pathway to wisdom. Finally, I assert that the ethical relation changes how we experience presence in the classroom and enlivens possibilities for a yet-to-be-imagined future.