Public education has always had critics, whether on policy directions, teaching curricula, bureaucratic governance, or financing through taxes. Discussion and debate are nothing new in the field of educational leadership, even when “divisive concepts” such as diversity, equity, inclusion, and social justice are being questioned. Yet, today, civil discourses and honest disagreements have turned into uncivil discourses and mis/disinformed aggressive attacks. As educators and ordinary citizens, it is as if we are caught in difficult circumstances threatening our very purpose of living well together. It is hard to stay optimistic without sounding naïve. Disagreement has become a fight that not only separates winners from losers but also dehumanizes and criminalizes “others.” How do educators respond in an environment where hostile actions are not only being normalized but venerated? The chapter inserts itself into today’s attacks by offering readers everyday alternatives on living well and disagreeing well. It seeks common ground, not as compromises but as imaginative and alternative ways forward. We utilize historical and contemporary sources to present an ordinary language philosophy for understanding differences and disagreements. In so doing, we seek to locate the place of educational leadership and educational research.