It's a Peter Elbow thing. Okay...when I assign a reading, I have students take notes, but they split the page in half vertically. The left half is regular notes, the kind of things you'd right down if you accept the text as an authority. That's the "believing" side. But then you go back through with your "doubting" brain, and you make notes on the stuff that doesn't make sense or that you have questions on, or spots where you want to challenge the author's claims. At first students are so used to accepting an assigned text as an authority that they have trouble coming up with doubting notes...but when they get the hang of it, their discussions get SO much more interesting.