Pedagogue means teacher. This chapter explores the work of several remembered and forgotten, ancient and contemporary pedagogues that continue to influence education today. We live in an era of philosophical confusion about pedagogy, and with an overpacked preservice teacher curriculum that decreasingly addresses philosophy or history, increasing ignorance about pedagogues and prioritising a narrow emphasis on teaching techniques. It is difficult to understand where education is going, or should go in the future, if educators lack philosophical understanding of the origins of education and pedagogy. This leads to the critical question: what, or who do we put faith in, in education? Although the chapter uncovers and celebrates the teaching of pedagogues, it is not about them, and I suspect they too, would rather it that way. Each pedagogue chosen is a harbinger: one who comes before to show what is possible in the future, a signal to educators of the future of what is to come. Learning from these pedagogues, their philosophy, and their lives, the chapter argues that to understand pedagogy, beyond method, we as educators need to choose not only to listen, read and learn, but to continuously question who or what pedagogy is. Critically questioning and taking an open stance of personal conviction as they did may give us insights into what we can or should be ourselves as pedagogues, as those leading pedagogy, with purpose even beyond ourselves. Such a ready, open, and potentially radical stance in an era of suspicion, protectionism, and tribalism leads to the critical question, ‘whose pedagogy?’ The chapter invites us to consider who decides, who owns, and what or who gives purpose to others. The work of the pedagogues chosen for this chapter shows us that pedagogy brings freedom to others, and conviction and action in others, inviting difference, respect, love, and acceptance. In this way, pedagogy is giving purpose.