As part of a two-year study, Pamela G. Taylor's high school art students constructed hypertext webs that linked the subject matter they studied in class to their own independent research and personal experiences, which in turn encouraged them to think critically about the material. Taylor bases this use of hypertext on the thinking of Paulo Freire and Donaldo Macero who argue that genuinely critical knowledge is produced through shared processes of contemplation, connection, questioning, and interaction among students and their instructors. Taylor discovered that this exploration of hypertext construction resulted in deep learning experiences for both the students and their teacher as well as a sense of empowerment among students with regard to the structure of the curriculum itself. To illustrate the potential of hypertext as a learning tool, Taylor provides examples of activities from her art courses and outlines techniques and strategies for incorporating hypertext into the classroom. (Contains 9 exhibits.)