This paper is about the role and the potential of the history of mathematics in mathematics education. We report a discussion that we had about theoretical issues in this context, particularly about the notion of Otherness as developed by the French philosopher Emmanuel Levinas. The focus is on the reading of historical texts, both in the context of secondary school teaching and of preservice teachers' education. Discussing around major Levinasian concepts, we suggest that these educational activities could be a way to engage the learners in a fruitful experience of otherness and to arouse ethical reflections and attitudes.