After years of generating divergent approaches to scholarship, cast mostly as reactions against a historical orthodoxy, the curriculum studies community is now looking at a new dialectic--one marked by a physics that pull ideas inward toward some centripetal center. The tension between looking for unifying ideas as they articulate with a multiplicity of incommensurate ones has, in fact, marked the nature of most scholarly thinking. Isaiah Berlin personified such a tension in his use of the Greek aphorism, "The fox knows many things, but the hedgehog knows one big thing." In recent years, the curriculum field has been dominated by foxes, who have resisted any attempt to even consider the role of hedgehog. But several projects have recently been launched in the field that might signal a new age for curriculum studies, as a new dialogue has been opened that considers possibilities of finding some semblance of canon or disciplinarity in the field. The search for canon or disciplinarity is less likely to yield a hard-and-fast verifiable outcome as much as an inconclusive discussion. But, as Plato reminds us, such a discussion is precisely the point because the knowing of canon is doing the knowing of canon.