Abstract

In this paper we will revisit the theme of Philosophy teaching in its fundamental debate about what it is and its possibility. It is not intended here to inventory everything that has already been thought about this question, nor would it be possible, but rather to think of it in dialogue with what some authors thought and wrote. Philosophy does not disassociate itself from the act. It is done and it is possible to teach to do it because deep down it is a process that is learned in the measure that is cultivated, that is cultivated in the measure in which one lives and practices. This is the meaning given to the reflection proposed here.