Resumen Se da por sentado que ensenar filosofia es ensenar historia de la filosofia, razon por la cual las clases de filosofia suelen ser consideradas inutiles o poco practicas. Asi se pierde el caracter reflexivo de la misma, condicionando la ensenanza de la filosofia a un recital de lo que en su momento, fueron produciendo los diversos filosofos. Esto origina un desconocimiento de lo que realmente puede aportarle la filosofia a un estudiante de esta epoca contemporanea, caracterizada esta epoca como algo mas que el periodo historico que algunos situan desde la revolucion francesa hasta el presente. Siendo una epoca de cambios drasticos, es necesario que los estudiantes desarrollen habilidades reflexivas que le permitan adecuarse de la mejor manera a dichos cambios. Y es alli donde la filosofia juega un papel fundamental. Pero la filosofia, no la historia de la filosofia. Palabras Claves: Filosofia, historia de la filosofia, docencia. Abstract It is usually taken for granted that teaching philosophy is the same as teaching the history of philosophy and that is why philosophy classes are usually considered useless or impractical. In this way, people lose the insightful character of the philosophy conditioning its teaching to a recitation of what several philosophers have produced in a specific time frame. This approach leads a lack of knowledge of what philosophy really can provide to a student in today’s contemporary era, which is characterized as something else than a historical period that some people set from the French Revolution to the present. Considering this era as a time of dramatic changes it is essential for students to develop thinking and discerning skills that allow them to best fit to such upcoming changes. And it is exactly here where philosophy plays a significant role. It is all about philosophy and not about the history of philosophy. Keywords: Philosophy, history of philosophy, teaching.