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It is being evaluated that there exists a significant gap between the theory and the reality of the curriculum chosen by many schools today. This issue is even more prominent in Confucian educational environments like Korea, where the teacher’s authority outweighs the student’s autonomy. Such is because most Korean schools, in order to achieve educational objectives that prioritize academic contents, base their curricular design on an ‘outcomes-based’ or ‘product-driven’ models where the teacher unilaterally instructs the student. To minimize the aforementioned gap, this dissertation aims to find how ‘knowledge’, in the teaching-learning process, should be searched for in a teacher-student relationship by studying the Socratic method, maieutics. Socrates’ ‘maieutics’ is a form of art in which the learner summons his/her inner truth spirits. Such is achieved through philosophical discussions and dialogues between the teacher and the student. In this process, the teacher acts as a spiritual helper who enlightens the student’s reason and converts his/her mind. The teacher respects the student just as the student respects the teacher, takes into consideration of each student’s needs, and adjusts the teaching process to the student’s level of readiness and comprehension of the material. Furthermore, the teacher helps the student autonomously find knowledge by merely providing him/her simple indications. The Socratic method, if successfully applied to Korea’s unusual educational situation, will help teachers, students, parents, and administrators to jointly develop and supplement the original curriculum. In this process, the teacher is an artist who enhances the teaching- learning quality and cultivates the student’s problem-solving skills, self-reflective capacity, and responsibility. The Socratic method should be the bridge to understanding how each academic subject-matter is to be studied. If such objective is achieved, it can be expected that the traditional curriculum in Korea will reform to a ‘process-inquiry design’.