The premise of this paper is that the disciplined and Socratic thought process, along with the advocacy skills learned in law school, could be an important ingredient for educators at much earlier levels of education to adopt, and that doing so could serve as a foundational “reform” of the entire education system. This paper advances the notion that a background in analytical reasoning and the teaching of effective advocacy, coupled with a greater emphasis on acquiring the skills of challenging the status quo, could be a substantially beneficial improvement relative to the prevailing approach to education at all levels.