Philosophy for high school students, isn't that a bit much? So this particular endeavor could be described as utopian and inaccessible. However, this reservation only holds if we remain stuck in the comfortable prejudice that the high school age is not yet ready to embrace elements of philosophical reflection and life.

A miserable opinion that is overturned if we take into account the critical questions about the world and humanity that torment teenagers. This reflective anguish of adolescence is what this handbook aims to address, and it does so in a familiar and engaging way.

The book is divided into two parts: the first is crafted with the vibrant hand of Kalfa; the second is composed with the youthful inspiration of Zografidis. Two voices and two styles, with one complementing the other.

The chronological span of the handbook covers six plus six centuries, with the intersection being the appearance of Christianity. The geographical scope extends to the world of that era. Philosophical reflection and philosophical life are the two axes of rotation for the handbook.

The significant finding of this intersection is that as philosophical inquiry progresses, abstract theory is moderated, while practical, experiential ethics prevails. The roots of this ethics are already recognized in Socrates; its core among post-Socratic and post-Platonic thinkers; its mixed foliage in the philosophical constructs of the imperial times.

This evolution resembles critical points of our time and justifies the questions that mark the handbook: 'When does ancient Greek philosophy stop being Greek? When does it stop being ancient? When does it stop being philosophy?' Provocative questions for those who wish to think while simultaneously scrutinizing their thoughts.

After all, this is the goal of the handbook for all - especially for the teacher and the student within the educational space, which in any case needs a thorough airing.

[Excerpt from the text on the back cover of the edition]