Timothy San Pedro and Valerie Kinloch are among a powerful cohort of scholars who are pushing the ontological boundaries surrounding how we think about the conduct of educational research. A longstanding tension in the history of educational research has been conceptualizations of the goal of such work as discovering foundational principles about how people learn and impacting practice in ways that address inequalities in opportunity to learn. In many respects, the work of San Pedro, Kinloch, and others on what they are calling Projects in Humanization sits at the intersection of discoveries of foundational knowledge and improving practices that support the full and holistic development of humans. This commentary raises questions about the phrasing "humanizing" discourse and practices and addresses a theme about centralizing "the concerns of the people and communities with whom we work." [This article offers a commentary on "Toward Projects in Humanization: Research on Co-Creating and Sustaining Dialogic Relationships" (EJ1155346).]