When I look at this text I discover the personal disposition that animates his pedagogical vocation, and that each of the readers will be able to notice as soon as they begin to read it. Although many of his reflections converge in what we would call a classic proposal on the subject, this convergence is thematized with a certain originality in two aspects: 1) by the hermeneutical reading of the problems, and 2) by its approach to the pedagogical objective that encourages his vocation. In this regard, we are surprised by the repeated invitation he makes to the reader to attend to the complementary example to a content, to the point that one has the feeling of being in the middle of class with the guidance of a teacher, who with dedicated solicitude accompanies the theoretical problem with adequate examples for a better understanding. In fact, this particular propaedeutic that animates the author is completed by opportunely explaining an openly hermeneutical approach to the same problems, a curiosity that he develops specifically in the second part of the work. But the exact point of its purpose is summarized in this paragraph: "I introduce a theme that is the backbone of the entire text: the linking of scientific knowledge with that provided by the world of life." Br. Daniel Dei