So, if the dig­i­tal human­i­ties is, nei­ther in fact nor in prin­ci­ple, a dis­ci­pline, then what is it? Surely, with its grow­ing army of fol­low­ers and plethora of con­crete insti­tu­tional man­i­fes­ta­tions, it must have some basis in a real­ity other than its own exis­tence. In fact it does. The dig­i­tal human­i­ties, as both a broad col­lec­tion of prac­tices and an intense, on-going inter­pre­tive praxis gen­er­a­tive of such prac­tices, is best thought of as hav­ing two very con­crete but equally elu­sive dimen­sions. One the one had, the dig­i­tal human­i­ties (con­ceived of in the plural) com­prises some­thing very much like a cur­ricu­lum, an inter-related col­lec­tion of sub­ject domains and resources that, as a whole, con­tributes to both the con­struc­tion of knowl­edge and the edu­ca­tion of peo­ple. Although no one indi­vid­ual can mas­ter an entire cur­ricu­lum, a cur­ricu­lum nev­er­the­less has a logic, a coher­ence, and even a cen­ter of gravity.