Sometimes called historical reasoning skills, historical thinking skills are frequently described in contrast to history content such as names, dates, and places. This dichotomous presentation is often misinterpreted as a claim for the superiority of one form of knowing over the other. In fact, the distinction is generally made to underscore the importance of developing thinking skills that can be applied when individuals encounter any history content. Most educators agree that together, history content—or facts about the past—and historical thinking skills enable students to interpret, analyze and use information about past events. In doing so, students will realize the complexity of history with all of the pieces and perspectives that cannot be captured through one narrative. Furthermore, as described by Dr. T. Mills Kelly, characteristics of historical thinking develop sourcing skills, the ability to construct and support an argument, and, "the ability to present the past in clear ways, whether in writing or in other media, saying what can be said and not saying what cannot."