In this book, a composition of fundamental theoretical assumptions is formulated, which guide the teaching steps of the instructor in organizing and designing an effective hourly teaching with examples from all philological subjects. The instructor will identify in the data the causal or functional relationships that govern them (determinations, causes, correspondences, prerequisites, interactions, etc.), the symbolic or semantic relationships (coherence, structural relevance, logical proportions, connections, etc.), the morphological relationships, as well as organize the presentation of the new object, assimilating the theoretical reflection in order to achieve the best combination of method, content, and students and to put it into practice. The goal of the book is to make the educator of philological subjects capable of conducting a continuous dialogue with both the educational good and the student: to be a "seeker of knowledge".