La didattica della filosofia: una questione filosofica, educativa e politica. Per una introduzione

Starting from the conceptual challenges contained in the expression ‘didactics of philosophy’, the author argues that teaching philosophy necessarily involves reflecting on what philosophy itself is. Through a dialogue with Kant and Hegel, Illetterati shows that philosophy is not a body of transmissible knowledge but an activity of thinking that exists only in its practice. From this follow three types of didactic problems — of justification, method, and content — which cannot be addressed without questioning philosophy’s own nature. The communicative and formative dimension of philosophical teaching, far from being a mere transmission of knowledge, is presented as a critical and transformative practice fostering awareness and Bildung. In conclusion, the essay stresses the importance of a historical-genealogical perspective that links philosophical critique to the historicity of concepts, making philosophy an educational tool for emancipation and critical understanding of the present.