ABSTRACT
This chapter suggests that what nearly all professional philosophers at reputable universities in the U.K., the U.S.A., Commonwealth countries and some others mean by 'philosophy'. The student that can genuinely and greatly profit by reading lengthy books or writing theses knows quite a bit of philosophy already: it is the earlier stage of initiating him into the skill that is both difficult and important. Teachers of philosophy will be aware that there is often a 'transference situation', as the author believes some psychoanalysts describe it, between pupil and teacher: that is, the personal feelings become important. Doctrinaire views about 'starting where the student is' or 'making philosophy relevant to his real-life concerns' are of no help; of course philosophy is not a game and is relevant — the question is how to make its relevance understood. Philosophy has for too long been regarded as the preserve of intellectuals, suitable only for 'advanced' or 'able students.
