Suggests that practical and emancipatory knowledge (Habermas, 1971) have been underemphasized in dental curriculum, and that until they are fostered, visions of competency and the joining of theory and practice will be difficult to achieve. Highlights strategies to foster such knowledge within competency-based curricula: problem-based learning and case methods, heuristic strategies, reflective practica, journals, reflective storytelling, and performance-based assessment. (EV)