Philosophers, cognitive scientists, anthropologists, and psychologists have argued convincingly that the act of questioning is central to thinking, to storing and communicating knowledge, even to several important types of social interaction. But while scholars of higher education have written extensively on the topic of questioning for more than a century, they have focused on how teachers ask questions and how students answer them, largely neglecting to consider that helping students develop their own questioning skills might be a valuable pedagogical objective in itself. In his teaching, the author practices a question-centered pedagogy that is different from the Socratic, critical, and problem-based approaches found in many college courses. He has found that requiring students to create their own questions about course material helps them understand how the answers they have come to accept are connected, contingent, and contextual, how they rely on, imply, and beg additional questions. In this question-centered pedagogy, the questions themselves are the answers. (Contains 8 endnotes.)