The writer explores questions of community, totalization, and interruption in an educational discourse on virtual learning communities. He suggests that the communitarian discourse that emerged in the 19th century can be traced to the educational technology field and the development of virtual learning communities. However, he maintains that this communitarian discourse needs to be reconceptualized. Drawing on the work of Emmanual Levinas and Michel Foucault, the writer shows how community can be reconceptualized to refer to political modes of being that interrupt social forms of totalization and discusses how virtual learning communities can emerge in the ethical response that interrupts the totalizing practices that deny difference in the name of community formation.