Teaching and learning philosophy

Why is it important for this subject to be present in the training of every school and high school? Why is its relevance in the school curriculum frequently called into question? As early as Socrates, the dialogical, questioning, and political character of philosophical activity can be appreciated. Today, how could philosophy stop addressing the socio-ecological problem, the difficulties faced by civic coexistence in Chile, the quests for recognition and integration of diverse differences, the relationships between truth and politics, and the challenges of a non-sexist education? This book deals with the teaching of philosophy in secondary education: what meaning it has, what its contributions are, why it is necessary, and what emphasis it should have today.