Proposing that Socratic seminars can lead to true educational reform, this article examines the use of these seminars to enlarge elementary and secondary students' understanding of ideas and to encourage instruction that is not restricted by established syllabi, courses, or examinations. Socratic discussion is lacking in most classrooms but should be combined with subject-related lectures, textbooks, and basic skills learning, such as reading, writing, speaking, listening, and mathematical calculation, for an effective education. The purpose of Socratic seminars is to enlarge students' understanding of ideas, issues, and values through intensive conversation about selected and related topical resource materials. Socratic teaching: (1) emphasizes rigorous thinking, not mastery of facts; (2) stresses that a leader's questions should promote serious conversation, not evoke correct answers; and (3) engages students in a collaborative quest for information. This article considers how both students and teachers benefit, the role of teachers as discussion group leaders, and the implementation of Socratic seminars in elementary, junior high, and senior high schools. (JHP)