How is Syntax taught today, at least in Secondary Education? With the instrument of formal logic, as a fixed set of structures and concepts, autonomous from historical development. Consequently, the historical aspect of language (and particularly of linguistic structures) is inevitably emptied out, along with the mediated relationships to existing reality.

This situation is attributed to the "spontaneous" use of easy formal logic (the dialectics of relations require a higher level of analysis and generalization). However, the formal -static- ahistorical approach to the linguistic phenomenon, aside from the difficulties of historical-social interpretation, is also due to the dominance of empiricism, positivism, and the overall philosophical poverty that characterizes our education.

Dimitris Grigoropoulos, an educator and doctor of Philosophy, seeks with this work to "break" this tradition. To move beyond mere documentation and formal correlation to the interpretation of language structures. And the attempt at interpretation leads to the exploration of the relationships between language and reality.

We hope the innovation of this Syntax will pave the way for a substantial study of the linguistic phenomenon and for transforming the Syntax lesson into one of substantial language. (from the preface by Eftychis Bitsakis)