How can educators engage students in learning, thinking, and inquiring? One consideration is teaching with a set of two contradictory texts--texts that have some contradiction between them. The authors find that when students read these books in tandem, they show an innate response of actively wanting to learn, think, and inquire in powerful ways. The authors find that students pose questions that serve as the beginning toward meaningful inquiry. This led the pair to collaboratively write this article. It begins with a brief description of discipline-based inquiry. Next, the article describes contradictory texts. It continues by presenting pairs of contradictory texts and questions the contradiction might stimulate. The article finishes with final thoughts.