Implicit Curriculum TheoryImplicit curriculum theory is an approach to learning through the values ​​of teachers, the behaviors they display, and the interactions they have with their students. It also immerses students in real-world experiences that promote critical thinking. The article, Bridging the Explicit and Implicit Curricula: Critical Thoughtful Critical Thinking, guides the reader through a scenario of social work education opportunities emphasizing the use of implicit and explicit experiences. These training exercises help students understand the details of the profession through authentic field experiences. This style of curriculum stems from early theorists John Dewey and Paulo Freire whose foundation of learning centers on individual experiences, critical thinking, and student-centered activities. “Students thus develop their critical thinking skills through the explicit program via the content and missions and through the implicit curriculum via, among other things, immersion in the values ​​of social work; direct experience of diversity; and relationships established with other students, community partners, and their instructors as critical pedagogues” (Miller, Tice, & Hall, 2011, p. 43). This article comes from the peer-reviewed EBSCOHOST library where several other articles cover similar learning examples. in various educational contexts. The decision to select this particular article focuses on the combination of both implicit and explicit opportunities in the field of social work and the description of student-centered activities that describe the application of the program. Problem-Based LearningProblem-based curriculum incorporates performance-based learning. activities and resolution ...... middle of article ......ainen, P. (2009). Design and implementation of a PBL course on educational digital video production: Lessons learned from design-based research. Educational Technology Research and Development, 57(2), 211-228.Miller, SE, Tice, CJ, & Hall, D. (2011). Linking explicit and implicit programs: critical and reflective thinking. Journal Of Baccalaureate Social Work, 16(1), 33-45. Parrish, P.E. (2009). Aesthetic principles for instructional design. Educational Technology Research and Development, 57(4), 511-528.Posner, G.J. (2004). Analyze the curriculum. Boston: McGraw-Hill. Tanner, D. and Tanner, L. (2007). Program development: from theory to practice. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall. Thomas, W. (2009). Ensure progressive and integrated progression of learning in a changing environment. ANZ Journal of Surgery, 79(3), 143-147.