I acknowledge that more often there are updated versions of previous arguments that hold their content 'better' and put them in meaningful context. I wonder where the line is wether we call that 'history of philosophy' or not. Nevertheless this is how students at universities spent most of their time learning philosophy. They rarely read whole original works, mostly just relevant paragraphs and summaries.
You already touched on this in your last sentences, but it's a stronger point that you seem to make out of it. 'Truth' doesn't really exist in this space. There is no 'right' and 'wrong' that hasn't been proven opposite. What you propose here can, if not cautious, lead to 'philosophy on rails'. People will turn into 'intellectuals' (whatever this is), but not into 'philosophers' (whatever this is). So even though I agree with you, this can't be the only approach to philosophy.
Important here is the differentiation between 'doing philosophy' and the 'content of philosophy'. Regarding the second one, this might be a somewhat viable approach. But I highly disagree with phrases like: "philosophy should not be presented/ offered [in a certain way]". This leads to dogmatism. Sure, strong point shall be emphasized and weak spots visible, but implying there is something absolute here surely is to be avoided. But you touched on that in your last sentences anyways.