This paper discusses the perception of "self" and "other" in the relationship between teacher and student as well as in all human relations. The dialogical philosophy of Martin Buber that defines an "I-Thou" relationship as one where the relationship exists in concert and not singly is described. The "I" is not independent, but rather interdependent with "thou." Within the context of the teacher-student dynamic, the role of the teacher can only equate with the "I"; however the student who assumes the role of "other" within this dynamic, may, in fact, become the "I" in subsequent personal relationships. In considering the method and content of education, Buber believes that rather than impressing a vast array of facts on the students' memories, teachers must educate them so that knowledge becomes an organic part of their existence. This position provides grounding for the infusion of multicultural concerns in education that foster an attitude of communion and human relatedness between the "self" and expanded "others." Educators need to be aware of the kinetic movement between the attitudes of "I-Thou" and "I-it." The "I-it" attitude is represented by the teacher who treats the student as an "it," a vessel, an object to be filled with information and not experienced. Often educators view multicultural education as separate and isolated projects. Infusion would require teachers to adopt a more holistic approach. Coming in line with a multicultural mindset challenges teachers to respond to curriculum and students with a natural behavior of respect and inclusion for ethnic information and diversity. (DK)