The didactics of philosophy involves asking about the profile and resources that the philosophy teacher puts into play in the classroom in order to generate in the process an effective, dynamic and creative philosophizing in the students rather than mere circumstantial and orthodox learning. It is, at the same time, as stated in this book, a mutual, bidirectional learning.

The works gathered here have as their axis the concern for the teaching, training, methods, resources and possibilities of philosophy in the changing and diverse contexts in which it is present. They point out the complexity and emergency that philosophy faces in academic spaces and outside them, particularly in the context of the condition of globalized knowledge of the 21st century.

Understanding philosophical praxis as didactics for liberation means returning to the most vital essence of philosophy itself, its most classic sense of “art of existence” that allows linking reflective thinking with the articulation of new ways of being, feeling and acting in the world.

It is worth highlighting the novelty of the very fact of the convergence of the texts that appear in this edition, since the field of didactics of philosophy is, in many ways, an unexplored territory in the national panorama as a problematizing terrain of the circumstances in which the one in which the philosophical event takes place; the possibility of repetition and difference. This book constitutes a significant contribution to this open debate.