Integrating critical thinking and reasoning skills with content in the humanities and the social science curricula at the postsecondary level invites students to become co-participants in discovering and constructing knowledge as members of a learning "community." Readers of the research literature on critical thinking confront many definitions and interpretations of critical thinking, not to mention considerable debate about what thinking skills are involved and how they should be taught. The common ground among critical thinking theorists is the belief that teaching critical thinking must be integrally related to some form of content knowledge. Instructors ought to begin to teach the philosophy or structure of their disciplines, be it history, sociology, or literature, in addition to examining the various ways that arguments are constructed and evidence used to substantiate statements and knowledge claims. Critical thinking skills can be taught most effectively in an interdisciplinary curricula in which critical thinking is valued and established as an educational goal and where faculty reach a consensus on a pedagogy to teach reasoning skills across the disciplines. An interdisciplinary curricula in critical thinking should teach students to think and make judgments in different interpretive frames, to step outside of preconceived and limited thinking patterns. A major pedagogical goal of a critical thinking curriculum must be to problematize received knowledge and paradigms by engendering a critical spirit in institutions and in classrooms, not in a way that devalues inherited knowledge and values, but in a way that enriches them. (RS)