Predicated upon Plato's dialogical method of inquiry, this professor's teaching style acknowledges the value found in community dialogue and the importance of incorporating Bloom's six levels of cognitive thinking in the classroom. Rejecting rote memorization and one-way dialogue, she explores truth in fiction and narrative and often uses the dramatic moment as a teaching tool- finding and using a key moment in a scholar's discovery, a contradiction in a text ,or a face-off of the "truth" of opposing positions to unveil prejudicial attitudes, reveal places where a student's thinking is struck, or show the irreducible complexity of an ethical issue.