While a great deal has been written on Plato's "Lysis" in philosophy and philology journals over the last thirty years, nothing has been published on "Lysis" in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that "Lysis" can serve as a model for educators who want to move their students beyond mere "aporia," but also do not want to dictate answers to students. Although the dialogue ends in Socrates's affirmation of aporia, his affirmation is actually meant to persuade his interlocutors to reflect on an epiphany they had previously experienced. In what follows, Jonas offers a close reading of relevant passages of "Lysis," demonstrating the way that Socrates leads his interlocutors to an epiphany without forcing his answers upon them.