In this article, the author argues that the narrow-sense community of inquiry, which is the methodology of education, must be driven by the pedagogy that underscores the wide-sense community of inquiry, i.e., the pedagogical guidelines that drive the community or inquiry as a teaching method. In doing so, they are not expressly ignoring the political dimensions of governance, systems, and organizations, as such matters are important, but the author considers them to be subsidiary to the social dimension of democracy -- at least where education is concerned.