This paper explores the metaphor of the "Big Tent" in the context of the scholarship of teaching and learning (SoTL), highlighting the metaphor's limitations in capturing the complexities and tensions within the scholarly community. This paper delves into the conflicts arising from differing methodologies, epistemological stances, and disciplinary boundaries, viewing them as manifestations of intellectual vigor rather than weaknesses. The paper emphasizes the role of academic training in shaping our perceptions and biases towards educational research and underscores the need for acknowledging these biases in order to foster meaningful dialogue and bridge the diversity in SoTL. We revisit past research on the principles of good practice in SoTL and the shifted focus from "students" to "learners," acknowledging faculty as perpetual learners in improving teaching practices. The paper proposes an additional principle to elevate SoTL from "good" to "great": the explicit identification of our SoTL lens. This involves acknowledging our biases, disciplinary perspectives, and methodological preferences in order to enhance the transparency and richness of scholarly conversations. The paper concludes with a call to embrace selfawareness and invites others to do the same, aiming to refine our collective vision and make SoTL endeavors not just inclusive but truly transformative.