The dissertation Challenges of Philosophy Teaching in Grammar School first argues that directed philosophical dialogue is the best method for teaching philosophy in class. This justifiably gives hope of raising autonomous and critical individuals, who are not being trained for pre-existing roles in society. Nevertheless, the dialog itself is insufficient for such an outcome. It is unable to prevent education directed at meeting society's demands or the indoctrination of youth that is being implemented in the name of interests of western societies including Slovenia, all with the support of the educational system designed by the current socio-economic interests. Consequently, philosophy teaching along with teaching as such should be designed in a way that makes critical thinkers deal with social reality and ways to change it. One should strive for an environment in which autonomous critical individuals will be able to realise themselves. For this, philosophy needs to take on an activist role. Next, by examining the philosophical heritage, we find great thinkers and ideas that support this view. There are two authors who stand out: Kant and Russell. Through the interpretation of their philosophy, it becomes clear that an autonomous critical individual is someone, who masters informal logic, is educated or is inclined to nurture critical thinking and acts towards an environment where a critical mind may thrive. All these three are united under Kant's Bildung or education. Further, the views on education of key authors of the movement for critical thinking are presented. Studying their discussion reveals the boundaries of the movement especially how they fail to concretely bring about change in the society and with that also to raise autonomous and critical individuals. Therefore, philosophy teaching and philosophy itself are obliged to investigate and change unjust social reality in case of its existence. As such, philosophy class should be aimed at making students move beyond a mere debate over living in abundance to activating them to fight for a society, where social roles are not predetermined and philosophy holds its place.

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