Following a brief discussion of the lack of definition and cohesion in the social studies and the curriculum, the paper argues that the reflective inquiry rationale has had the most significant influence of all the alternative rationales for the field and its curriculum. The paper presents its case in four basic sections. The first section, "Historical Development of the Reflective Inquiry Model," traces the development and refinement of reflective inquiry from the concepts of John Dewey through restatements by a long line of educators. The second section, "Current Conceptions of Reflective Inquiry," examines two perspectives on reflective inquiry; these have been described as the logical-analytical and reflective skepticism models. The third section, "Criticisms of the Logical-Analytical Model of Reflective Inquiry," criticizes the assumptions, nature, and application of the model most dominating current inquiry presentations. The fourth section, "Implications for the Future: Fostering an Alternative Approach to Reflective Inquiry," explores the opportunities, roadblocks, and prospects for reflective inquiry in social studies classrooms. An extensive reference section is included. (TRS)