Philosophers of education have long contemplated how the normative charge of education might include disruption of the status quo. Thinking about our work as being in battle with the status quo, though, is problematic. Partly, the author agrees with thinkers like George S. Counts that education can be a vehicle for social reconstruction. But he is worried about the truth in critiques that say social reconstruction dismisses the individuality of the student. To save the individuality of students, he appeals to Harry Brighouse's discontinuous ethos to promote the autonomy of students. In concluding, he turns to AnaLouise Keating's pedagogies of invitation to find a place for the good of social reconstruction, its critiques, and Brighouse's discontinuous ethos. This is not an essay in which the author disproves Counts, then Brighouse, to show Keating the victor. Rather, he is trying to build upon and strengthen each of these thinkers to demonstrate another way of achieving change.