In this commentary, I briefly discuss the excellent articles included here. At the same time, I emphasize the importance of a historical perspective on curriculum and leadership, but also raise cautions about what is omitted and neglected through such a perspective. Similarly, it behooves us to find a balance between purely philosophical and theoretical approaches and those that emphasize the day-to-day impact on both educational organizations and societies. To do so, I argue, requires attention to both the head and heart of educational theories as well as to a dialogical approach aimed not at consensus but at understanding.