Preface

Abstract

I am very flattered by the fact that I have been commissioned to write the preface to this beautiful philosophical/pedagogical work. The book you are holding in your hands responds to a concern not only academic by the authors, but above all political, about the role of pedagogy and teaching regarding the learning process of philosophy. From the beginning, we observe that this learning is not understood as an isolated issue or different from the philosophical task, but that in itself, it already implies philosophizing. In other words, the learning and, to some extent, the teaching of philosophy cannot be separated from philosophy itself.