This analysis addresses the ethical and epistemological considerations for using an arts-based pedagogy in the classroom as a means of disrupting dominant hegemonies and as a foundation for a more inclusive, robust democracy. The work advances two arguments. First, education must seek recourse for a renewed democracy by focussing on our ethical and political responsibilities in relation to the other. Second, art can serve to act as that other in unique and powerful ways in the classroom. I begin by proposing that an intersubjective relation is at the heart of both ethics and politics. I then consider how art can serve as an other in that relation. To conclude, I discuss the pedagogical implications for art as an other in pursuing freedom and advancing toward democracy.