Although modern educators and educational theorists often credit Socrates and Plato for their ground-breaking contributions to educational methods, theory, and reform, they often misunderstand them. They also commonly relegate them to the history of education, rather than seeing them as still relevant to the theory and practice of teaching at secondary and post-secondary levels. This is understandable, especially if one has some understanding of the current state of secondary and post-secondary teacher education. 1