This paper intends to think the teaching of Philosophy according to Nietzsche, especially when it refers to the ancient Greeks to show how they have so spectacularly performed a double movement in which, they have absorbed the cultures and traditions of other peoples and also exceeded it. While not claiming any originality, they transcended their ancestors and contemporaries, becoming so innovative that nothing more important has been created after them. What allowed them to go so far was using their learning for life, rather than to scholarly knowledge, because, according to Nietzsche, not only being compelled to learn but also disgust it were both barbaric attitudes. However, the Greeks, for an agonistic existence, have managed to rule their burst, in exchange for living immediately everything they learned. From this perspective we intend to develop a reflection on the role of teaching Philosophy, understanding that Philosophy in education has the aim of instigating the access to the philosophical content to occur simultaneously to the creation of new ways of thinking about thinking. It is understood that it is essential to work toward the development of critical sense, but also that one critical thinking does not come randomly on a native way. It needs to be cultivated with concepts and empiricism, in order to outdo himself, as Nietzsche would say, to constitute a free spirit.
inventing thinking; agonism; Philosophy teaching; free spirit