This article presents a review of four chapters in "Part III, Section F: Inquiring into Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). In her review of these chapters ["Curriculum Inquiry" (William H. Schubert. Chapter 19, pp. 399-419); "Reenvisioning the Progressive Tradition in Curriculum" (David T. Hansen, Rodino F. Anderson, Jeffrey Frank, Kiera Nieuwejaar. Chapter 22, pp. 440-459); "What the Schools Teach: A Social History of the American Curriculum Since 1950" (Barry M. Franklin, Carla C. Johnson. Chapter 23, pp. 460-477); and "Curriculum Theory Since 1950: Crisis, Reconceptualization, Internationalization" (William F. Pinar. Chapter 25, pp. 491-513)], Grumet states that she finds comfort in some of the conclusions of the essays in regard to the authors' resolve to draw curriculum theory out into the public forum. She asserts that scholarship should be more a "viewing" than a "doing," as the education of children is an opportunity to reconceive the world and extend it with more promise to the students. Thus, she questions what may be lost when "inquiring" displaces theory, which must include making sense of the "doing" in a public forum where its application and significance are debated.