Still other critics believe that using textbooks undermines the process of learning history by sacrificing thinking skills for content—that textbooks allow teachers to cover vast amounts of names, dates, and places while encouraging students simply to memorize instead of question or analyze. For example, Sam Wineburg argues: "Traditional history instruction constitutes a form of information, not a form of knowledge. Students might master an agreed-upon narrative, but they lacked any way of evaluating it, of deciding whether it, or any other narrative, was compelling or true” (41).