Several sections in this article begin with a foundational discussion of the connection between art and the general curriculum, including how the effectiveness of that curriculum may then be measured. Continuing with a working definition of "critical thinking", the author demonstrates how Rembrandt's work relates particularly well to the social studies curriculum. Definitions of critical thinking skills are discussed just prior to introducing the paradigm. A discussion of the paradigm's relationship to aesthetics and necessary concepts is followed by the conclusion, which contains the graphic illustration of the paradigm. (Contains 2 figures and 25 notes.)