You teach Talmud, and Talmud is a book. It’s just that you deal with what you have to say about it.
They’re interested in hearing what the Rabbi has to say about those books.

That’s indeed true..

That is exactly the difference. Talmud is not a book in any essential sense. Other than the fact that it’s bound and made of paper.

Surely you’ve read many foundational books, both in Jewish philosophy and in general philosophy, so what’s the problem with the Rabbi teaching a book and saying what he agrees with and what he doesn’t agree with, what makes sense and what doesn’t?

And regardless, I don’t know exactly what the Rabbi thinks his purpose in life is — whether it is to learn Torah for himself? That doesn’t seem likely to me. I think the Rabbi’s goal is to lead Judaism / the religious community to another level, and therefore the Rabbi should do things that will bring in and help a larger number of people, even if the Rabbi thinks it isn’t “ideal.” And I don’t mean that the Rabbi should say things he thinks are incorrect, or that he shouldn’t say things he thinks are correct. Rather, for example, if the Rabbi would change his style of wording a bit in relation to the medieval authorities (Rishonim) (as explained in “On Style and Essence – Clarifications and Assumptions for Readers of the Site (Column 63)”), then a much larger target audience would be exposed to and receive from the Rabbi. And it seems to me that if the Rabbi taught a book like The Way of God / Discourses of Understanding, or even Guide for the Perplexed (which is less critical, because many academics already deal with the Guide…), and then commented on it — that would help a great deal.

I understood that this is your opinion, and I replied that it is not mine.
Maybe you didn’t notice, but I teach a great many lessons and also write a great deal, and anyone can read and learn my thinking and my views from them. You’re suggesting that I also teach this or that book, and I answered that I don’t see value in that. Whoever wants to learn from me should study what I teach and how I teach. What you think is important — you study it.
My opinion about these books and others like them appears in several places, and if you’ve read them you can understand for yourself why I do not see much value in them or in studying them.
Of course I have no problem hearing suggestions for improvement, but in the end I am the one who decides what seems suitable for me and what does not.