The purpose of this paper is to explore the depth of teaching involved in the teaching situation: Should teachers take an objective distance or subjective investment? Inspired by the photographic works shot bySebastiao Salgado from thirty-nine countries, this paper examines how teachers should respond to students in classrooms by questioning whether a teacher manages her class like a photographer makes his camera zoom in and out. The'distance' between teachers and students make educational situations mean differently. The authors aim to reveal the rich meaning ofeducational processesby exploring the involvedambiguity, doubts, creativity, and diversity. This paper is divided into four sections. The first section explores 'the stranger Look' between teachers and students in the teaching and learning scene, inspired by Aidan Curzon-Hobson's educational view and Camus's ＂The Stranger＂. The second section takes inspirations of Iain Thomson's interpretation of Heidegger's educational ontology to explore the significance of teaching. From the view of Heidegger, teachers should be a model learner and build a new concept of failure. On this basis, teachers can help students to gain a sense of self-awareness to understand the nature of education. In the third section, the authorsdiscuss Walter Kaufmann's existentialist view about death which deepens teachers and students understanding of the meaning of life and education. Finally, the authors conclude that the gaze of ateacher begins with ambiguous concepts. Many related concepts need to be reflected again and again, e.g. creativity and the teacher-student interrelationship. A teacher's gaze at a student is like to see her through a camera lens.As the photographer needs to change the zoom all the time, a teacher needs to constantly change her view and distance.Education isto constantly re-take and try.