This paper examines the context from which educational reform is approached and suggests that rather than restructuring the traditional educational model, rethinking that model might be more appropriate, particularly the model of the classroom. Drawing throughout on insights from the writings of John Dewey and John Goodlad, the paper has a threefold focus: the classroom as a community of inquiry, differences between a community of inquiry and the traditional classroom, and how a community of inquiry develops an individual's ability to think critically. The distinguishing characteristic of a community of inquiry is recognition of the student as an active participant in his/her learning, working cooperatively with other members of the community who question each other and urge each other to push deeper and harder into issues. The traditional model finds education primarily concerned with the accumulation of information passed from teacher to student, with knowledge presented as something that accurately mirrors the world and can be transmitted clearly and precisely from one individual to another. In a community of inquiry, knowledge is seen as something emerging from the dialogue. Reform efforts require reflection upon practice within the context of students' lives, and teachers must ask themselves whether the pedagogy they are using promotes the status quo or is a practice by which individuals learn to deal critically and creatively with their experiences. (LL)