The present article intends to show the double perspective of philosophy teaching set forth in a disjunctive form: to learn how to philosophize or to learn philosophy represented respectively by Kant and Hegel. The analysis of this matter will be developed in the kantian philosophy context pointing out its threefold aspects: a) the ideal of perfectibility of the humankind; b) the Aufklärung precept of using one's own intellect and the critical use of reason, and c) the need of coercion as an instrument for the fulfillment of the normative feature the human conduct. These aspects will also be dealt within Hegel’s philosophy, as well as its consequences for the teaching of philosophy, and the possibility of a non-disjunctive choice of either perspective.
Kant; Hegel; Education; Teaching; Philosophy