The paper will provide some theoretical support for the development of interpretation-centred teaching styles. The starting point has been an exploration of versions of post-modern approaches to knowledge and a recognition of the ubiquity of philosophical scepticism within the western tradition. This has produced a focus, less upon whether there is or is not ultimate historical truth to be found but rather upon how philosophers and historians have, historically, handled their awareness of sceptical issues. It is thought that the resulting framework of thought, from the research, justifies a curricula and pedagogic emphasis by history teachers in the development of pupils’ methodological and epistemological self awareness.