This paper reviews an educative leadership model for reorganizing educational systems and institutions that was proposed in Australia during the 1990s. It compares this model to contemporary and international research findings. The analysis acknowledges the complexity of reorganization, considering the dynamics of systems and societies that impose changes on institutions. The study examines reorganization as an opportunity for educative leadership in local contexts, focusing on how leaders can facilitate these changes. The moral philosophies in recent reorganization theories are shown to include utilitarian, deontological, virtue, caring, communitarian, and socially critical ethics, all of which reflect a foundational epistemology. The paper proposes a constructivist, non-foundational and ethical approach using pragmatic holism for theory building about educative leadership practice when reorganizing educational systems and institutions. [Note: The publication year (2025) shown on the the PDF is incorrect. The correct publication year is 2024.]