This chapter focuses on understanding pedagogy as giving direction. It explores the language, philosophy, politics, and practices of pedagogy and leading pedagogy. More people are using the term pedagogy, and yet, as pedagogy has expanded in the language of educators, its meaning has narrowed in its use in curriculum, policy, and then practice. There is a plethora of pedagogical approaches available to educators today. Alongside these approaches exist an abundance of ancient and contemporary pedagogical philosophy. Yet, there seems to be a growing disconnect between pedagogical philosophy, and pedagogical practice in schools and school systems today. Such disjuncture risks simplistic interpretations of pedagogy narrowed towards baseline outcomes rather than beliefs about deep pedagogical purpose in practice. To demonstrate the gradual shift in the meaning of pedagogy over time, this chapter maps its recent evolution. Examples in practice provide evidence of its recent narrowing in curriculum and policy in Australia. Concurrently, the expansion of critical pedagogy in educational philosophy suggests that the purpose of pedagogy is political. Education is a pedagogical act where dialogue and interactions in intersubjective space speak to our values and purpose. It would be impossible for this chapter to explore every aspect of pedagogy. The purpose of this chapter is to build a case for a return to the pedagogical practices that connect with educative purpose. Leading pedagogy is a giving and receiving practice. This chapter advocates that educators philosophically reflect about learning and leading the child and reconnect them with their practices. The diminished state of schooling in terms of student wellbeing and equity of outcomes, alongside constant syllabus reform today, calls for a return to an understanding not just curriculum, but of pedagogy, by whom, with whom, and for whom and for what purpose. Pedagogy as praxis and practice. These perspectives will be further expanded upon in each chapter of the book.