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Socrates (469-399 B.C.) formulated a unique method of teaching, of which the main characteristic is dialogue. We have no authentic record, but Plato has preserved the "Socratic conversations" in his dialogues. In the first part of this study, the Socratic strategy is examined through a comparative analysis of the early Platonic dialogues with the theories of critical rationalism and the cognitive theories based on motivation for achievement and learning. In the dialogues, Socrates invites his interlocutors to express their opinions, professing himself ignorant of the matter under discussion, but gradually challenges their certainties and moves from the particular and the egocentric to the general concept, using concrete examples. The second part of this study gives a detailed presentation of the elements of the Socratic strategy of teaching and learning: conversation, the exploitation of errors in teaching, aporia (confused doubt), critical reflection and intellectual honesty, and tolerance. These continue to be of relevance today and are timely in the context of shifting values and the need for a critical approach to knowledge. [ABSTRACT FROM AUTHOR]