The Reason Why by Edo Pivčević is an unconventional philosophy book. The author takes the wind out of the sails of the sceptic’s argument by removing its basis. It is neither epistemology nor ontology; nor does its outcome fall into the usual categories vis à vis the real, including pragmatism. A complete system is developed through a profound examination of explanation, contrasting the conceptual approach with the unbounded naturalistic kind and its dangers, illuminating examples of the latter kind with misunderstandings and abuses in physics, mathematics and computer science; effectively demonstrating the confusions engenderedby varieties of reductionism. The author erects a rational structure of components which are mutually dependent and self-sustaining through the analysis and endorsement of common dualisms, e.g. necessary and contingent truth, self and the world; while distancing causality and determinism.

Marinković’s book is as inspiring for teachers as it is for readers from two perspectives. They can be reminded of their fundamental dilemmas which are similar, or the same, throughout history. These can be general issues of pedagogy or relationships to authorities. The author tries to find the theoretical ground for a solution to this problem in the concept of the pedagogical act. This is also a link to the second, for us more interesting, perspective, which is focused on teaching philosophy and, therefore, on its teaching methodology. This book discussion explores the scopes and limits of this category from both perspectives. The attitude of the author is challenging enough to invite us to a critical analysis of recent issues such as the implementation of Bologna reform in a transitional context wherewe need to go beyond this limiting ground and use an appropriate approach. In the case of teaching philosophy, we must admit the historical relevance and creativity of the author’s opposition to dogmatic prescriptive insistence of adherence to the form and his offer of the dramaturgy of teaching as an alternative which has its emphasis on the content. The contributions in this field, however, invite us to go beyond the form and the content towards the process.