This chapter characterizes History as an interpretive discipline, one in which conclusions are drawn by applying critical thinking to the available evidence, rather than one that aims to achieve actionable results from experimental or observational results. It points out that History aims not at reproducible and definitive outcomes but at broadening and deepening inquiry. It seeks to define what kinds of questions historians most value, questions that contribute to and enable such deepening and widening inquiry. Finally, this chapter discusses in greater depth the methodological and epistemological division introduced in the Introduction, between those more attracted to the historicist tradition examined in Chapter 1 and those more attracted to the methods, aims, and epistemological assumptions of social-science theory and of critical social theory. The chapter discusses both the strengths and weaknesses of these competing traditions and the pedagogical benefit of introducing students to both – the unique intellectual flexibility that the study of the discipline of History can cultivate.