Abstract

The whole of Montaigne's work can be read as a great educational proposal: to know oneself better in order to build oneself better and face life better. In this article we will examine a reading from a vital dialectic of education in, The Essays. A dialectic that starts from Montaigne's individual experience, moves through the entire human condition, and returns to the reader willing to be analyzed. From this dialogical perspective, training in judgment is studied as a nodal point in the educational process, in which the teacher plays a fundamental role. In conclusion, a tentative proposal of Montaigne’s curriculum is asserted in which philosophy has a fundamental role, by offering elements to converse with life.