Il molteplice utilizzo dei testi durante la lezione di filosofia. Il caso Nietzsche

The aim of this paper is to demonstrate that it is important for the philosophy teacher to use texts during the lesson and there is no single way to do this. There are many ways to dialogue with the words of philosophers. The different role that the passage itself can play during the lesson profoundly affects the didactic effectiveness of the teacher, who plays a fundamental role in all circumstances. My arguments will be accompanied by Friedrich Nietzsche and will be didactically based on some of his texts.