Abstract

Marinković’s book is as inspiring for teachers as it is for readers from two perspectives. They can be reminded of their fundamental dilemmas which are similar, or the same, throughout history. These can be general issues of pedagogy or relationships to authorities. The author tries to find the theoretical ground for a solution to this problem in the concept of the pedagogical act. This is also a link to the second, for us more interesting, perspective, which is focused on teaching philosophy and, therefore, on its teaching methodology. This book discussion explores the scopes and limits of this category from both perspectives. The attitude of the author is challenging enough to invite us to a critical analysis of recent issues such as the implementation of Bologna reform in a transitional context wherewe need to go beyond this limiting ground and use an appropriate approach. In the case of teaching philosophy, we must admit the historical relevance and creativity of the author’s opposition to dogmatic prescriptive insistence of adherence to the form and his offer of the dramaturgy of teaching as an alternative which has its emphasis on the content. The contributions in this field, however, invite us to go beyond the form and the content towards the process.