Abstract
This chapter outlines the theoretical and practical approaches to “constructive uncertainty” taken in the “Truth-Telling in History/Truth-Telling in Literature” course pair. It explains the relevance of truth-telling as a concept of intellectual inquiry in various disciplines, demonstrates how the methods it entails relate to both teaching and research, and argues for both the pedagogical and the political benefits of teaching constructive uncertainty. The chapter suggests that asking questions, not finding answers, is a useful objective. It further suggests that exploration through questions and navigation of discrepancies can lead to something more fulfilling than answers: a degree of acceptance for the discomfort of not having answers.
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