Aprende a transmitir a tu alumnado la pasión por la filosofía con un planteamiento docente apoyado en la última tecnología educativa”

En el mercado de trabajo actual, los filósofos que complementan sus estudios con estudios en inversión y finanzas, por ejemplo, o los estudiantes de economía que enriquecen su acervo intelectual con maestrías en filosofía son inmensamente valorados y buscados por cazatalentos de todo el mundo. La capacidad del filósofo de ver las cosas desde otra óptica, de pensar (como dirían los anglosajones outside the box, de contemplar la realidad desde una óptica diferente, es un activo fundamental en el mundo creativo y frenético que vivimos. En lo personal, la filosofía ayuda a ver las cosas, como decía el gran Spinoza, sub aespecie aeternitatis, es decir, bajo un prisma de eternidad, sabiendo que en el gran contexto del mundo y el universo nuestras acciones son a la vez relevantes e insignificantes.

El papel de la filosofía como una disciplina consolatoria antes los males y desgracias de este mundo, ha sido siempre fundamental y además, nos permite entender mejor nuestra naturaleza, nuestras acciones, nuestra moralidad, nuestro ser. En definitiva, la filosofía nos ayuda a crecer como personas, a madurar como individuos, a ser más responsables como ciudadanos y a mejorar nuestro rendimiento laboral. Este programa aborda la filosofía desde un aspecto global pero a la vez totalmente accesible. Otras maestrías se centran además en el estudio puramente teórico de la filosofía, desconectándola del aspecto pedagógico, mientras que este tratará siempre de mantener un enfoque docente. Hoy en día es más importante que nunca ofrecer una enseñanza de la filosofía que sea a la vez rigurosa y comprensible.El alumno puede esperar terminar con un conocimiento completo de los más fundamentales temas filosóficos, desde lo más puramente teórico y metafísico hasta lo más práctico y activo del ser humano. 

Asimismo, un reconocido Director Invitado Internacional impartirá unas rigurosas Masterclasses.

Un prestigioso Director Invitado Internacional ofrecerá unas exclusivas Masterclasses que te permitirán expresar conceptos filosóficos y antropológicos de manera accesible”

Esta Postgraduate diploma en Philosophy and Philosophical Anthropology contiene el programa universitario más completo y actualizado del mercado. Las características más destacadas del experto son: 

• Desarrollo de gran cantidad de casos prácticos presentados por expertos en Enseñanza de Filosofía y Valores Éticos
  
• Desarrollo de más de 75 casos prácticos presentados por expertos 
  
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional 
  
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje 
  
• Con especial hincapié en metodologías innovadoras  
  
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
  
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet 
  
• Contenidos complementarios disponibles en formato multimedia 

La reflexión sobre el ser humano mediante el uso de la razón como objeto formal”

Incluye en su cuadro docente profesionales pertenecientes al ámbito de la Enseñanza de Filosofía y Valores Éticos que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio. Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa está basado en el aprendizaje basado en problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Enseñanza de Filosofía y Valores Éticos y con gran experiencia docente. 

La filosofía desde un aspecto global pero perfectamente accesible, con una orientación directamente pedagógica"

Una programación centrada en el sistema ABS, de aprendizaje basado en problemas, que te hará aprender mediante la experiencia a través de casos reales y supuestos prácticos”

The Postgraduate Certificate syllabus is designed to gradually cover all the essential topics in the learning of this subject: from the knowledge of the theoretical philosophy to the most practical part of the human being. To conclude, the student of this Postgraduate Certificate will learn the different thinking models and their application in real life. A complete approach, fully focused on its practical application. 

A comprehensive teaching program, structured in well-developed teaching units, oriented towards efficient and swift learning that is compatible with your personal and professional life"

Module 1. The Nature of Philosophical Activity

1.1. Philosophy as an Activity

1.1.1. Reflection and Inevitability  

1.1.1.1. Thought and daily life 
1.1.1.2. Doing without Thinking 

1.2. Philosophy and Community 

1.2.1. Why Is Conversations Necessary? 

1.3. Eternal Discussions  

1.3.1. Is there progress in thinking? 

1.3.1.1. Seniority: Socrates and the others   
1.3.1.2. Modernity: Descartes, Kant and us
1.3.1.3. Nowadays: who says what? 

1.4. Today's Topics  

1.4.1. Philosophy in Schools 

1.4.1.1. Philosophy with Children?  

1.4.2. Philosophy beyond school 

1.4.2.1. Ways to promote reflection   

1.4.3. Philosophy without school 

1.4.3.1. Dialogue and friendship 

1.5. Interest and Reflection 

1.5.1. Is there a rejection of philosophy? 

1.5.1.1. Doing boring philosophy 
1.5.1.2. Living vs. talking about life  

1.5.2. What generates our interest? 

1.5.2.1. Can interest be created? 
1.5.2.2. Comprensión y la necesidad de interés  

1.6. What Is Philosophy for?  

1.6.1. What we are all looking for 

1.6.1.1. Happiness 
1.6.1.2. Serenity of spirit  

1.6.2. What we all know 

1.6.2.1. Means and Ends  

1.7. Is It Necessary to Prepare for Philosophical Activity? 

1.7.1. The conditions set by philosophy? 
1.7.2. Who does and who does not get to do philosophy?  

1.8. Philosophy and Life 

1.8.1. Life with and without reflection 
1.8.2. Boredom and detention 
1.8.3. To be or not to be? 

1.9. Philosophy and Death 

1.9.1. To be oneself and not to be  

1.9.1.1. What is living and dying in philosophy? 
1.9.1.2. Why the fear of change?  

1.9.2. The place for expression 

1.9.2.1. Mediocrity 

1.10. The need for philosophy

1.10.1. The Socratic Attitude 

1.10.1.1. Dialogue and maieutics 
1.10.1.2. Unanswered questions 

1.10.1.2.1. Openness and dogmatism 

1.10.2. The Forms of Creation 

1.10.2.1. Creative life  

1.10.3. Theory and Practice of a Reflective Life  

1.10.3.1. Judging the right thing to do?  

1.10.3.1.1. Intellectual virtue  

1.10.3.2. Do the right thing? 

1.10.3.2.1. Prudence  

1.10.4. The Life of the Wayfarer  

1.10.4.1. The image of the single path  
1.10.4.2. The path is made by walking 
1.10.4.3. The path of meaninglessness  

1.10.5. The Limits of Thought  

1.10.5.1. Silence and the word 

1.10.5.1.1. The search for security 
1.10.5.1.2. Uncertainty as a condition  
1.10.5.2. Belief and opinion  

1.10.6. Reflection and Pursuit  

1.10.6.1. Eudemony: correctness  
1.10.6.2. Hedonism: pleasure 

1.10.7. Means and Ends 

1.10.7.1. The promises of capitalism  
1.10.7.2. The illusions of communism 

1.10.8. Virtue and Truth  

1.10.8.1. Plato and Christian thought 
1.10.8.2. Aristotle and the realization  

1.10.9. Expression and Mediocrity 

1.10.9.1. The need for expression 
1.10.9.2. Life without expression 

1.10.10. Art and Science without Philosophy  

1.10.10.1. Non-artistic creation 
1.10.10.2. Knowledge without knowledge of others? 

1.11. Human action

1.11.1. Rational and Non-Rational Animals 

1.11.1.1. Rationality and Institution 
1.11.1.2. Thinking and acting     
1.11.1.3. Responsible decision making  

1.11.2. Responsibility and Irresponsibility 

1.11.2.1. Giving and asking for reasons 

1.11.2.1.1. Commitments  
1.11.2.1.2. Qualifications 

1.11.3. Free Will  

1.11.3.1. Negative freedom 
1.11.3.2. Positive freedom 
1.11.3.3. Justify the action  

1.11.4. Knowledge and Reason 

1.11.4.1. Knowing and understanding 

1.11.5. Theory and Truth 

1.11.5.1. True belief 

1.11.5.1.1. Correspondence 
1.11.5.1.2. Coherence 
1.11.5.1.3. Pragmatism 

1.11.5.2. Justified belief 
1.11.5.3. Giving reasons 
1.11.5.4. Reasons for action  

1.11.6. Community and Conversation 

1.11.6.1. State opinions 
1.11.6.2. Interpreting opinions 

1.11.7. Pluralism and Relativism 

1.11.7.1. Multiplicity of perspectives 
1.11.7.2. Conflicts of opinion and democracy 
1.11.7.3. The weight of the reasons 

1.11.7.3.1. Good reasons  
1.11.7.3.2. Fallacious arguments 

1.11.8. Ethical Values 

1.11.8.1. Moral and non-moral beings 

1.11.8.1.1. Moral commitment 
1.11.8.1.2. Immorality 

1.11.8.2. Objectivity of morality  
1.11.8.3. Justification of moral judgments  

1.11.9. Action and Responsibility 
1.11.10. Thought, Individual and Community

1.12. Language and reality

1.12.1. The Individual and Community  
1.12.2. The Individual and Person: Nature  

1.12.2.1.1.Conditions for Thinking 

1.12.2.2. Conditions for action 
1.12.2.3. Conditions to receive 

1.12.3. Community and Person: Society 
1.12.4. The Egg, The Chicken and The Standard  

1.12.4.1. Social contract 

1.12.4.1.1. The war of all, against all 
1.12.4.1.2. The benefits of community living 

1.12.4.2. Convergence   

1.12.4.2.1. From the standard to the norm 
1.12.4.2.2. The search for community 

1.12.5. The Content of Thought 
1.12.6. Learn to Judge 

1.12.6.1. Learning to Think 
1.12.6.2. Learning to see  

1.12.7. Understanding and Education 

1.12.7.1. Change of habits  
1.12.7.2. Addiction 

1.12.8. Reality and What We Judge  
1.12.9. What Can Be Understood 

1.12.9.1. What we say 
1.12.9.2. What we read  
1.12.9.3. What we heard  

1.12.10. Youth and Old Age 

1.12.10.1. Slavery  
1.12.10.2. Autonomy 

1.12.10.2.1. Family traditions 
1.12.10.2.2. Rebelliousness 
1.12.10.2.3. Rock culture 

1.12.10.3. Exit the cave 

1.13. Thought and Reality 

1.13.1. Belief and Desire 

1.13.1.1. Dogmatism and prejudice 

1.13.1.1.1. Beliefs and faith 
1.13.1.1.2. Fanaticism  
1.13.1.1.3. Obscurantism 

1.13.1.2. Opening and exhibition 

1.13.2. What Is Done and What Happens 

1.13.2.1. What are we responsible for? 

1.13.3. Educating and Educating Oneself 

1.13.3.1. School and university 
1.13.3.2. Self-awareness and education 

1.13.4. Thinking and Transforming Reality 

1.13.4.1. Illuminated  
1.13.4.2. Followers 
1.13.4.3. The search for meaning: good stories 

1.13.5. The Burden of Reality  

1.13.5.1. The search for meaning 

1.13.5.1.1. Obvious hypothesis: it was the butler
1.13.5.1.2. Far-fetched hypotheses: abduction 
1.13.5.1.3. Sensible hypotheses: we do not rule out anything  

1.13.5.2. Philosophy and disenchantment  

1.13.6. Philosophy as Scepticism 

1.13.6.1. Philosophical and dogmatic skepticism 

1.13.7. Science and Scepticism 

1.13.7.1. Search for truth 

1.13.7.1.1. Science and efficiency 
1.13.7.1.2. Theories and more theories  
1.13.7.1.3. The end of science 

1.13.7.2. Truth without knowledge 
1.13.7.3. Experience and justification  

1.13.8. Knowledge without Dogmas 

1.13.8.1. The purpose of knowledge 
1.13.8.2. Knowledge and creation 

1.13.9. Thought and Construction 

1.13.9.1. Discovery and creation  
1.13.9.2. Making worlds 

1.13.9.2.1. Worlds and truth 
1.13.9.2.2. Creation and understanding  

1.13.10. Living with and without Beliefs  

1.13.10.1. Fears, beliefs and dogmas 
1.13.10.2. Common sense   

1.14. Philosophy and Community  

1.14.1. Thinking with Others  

1.14.1.1. Need of the other  
1.14.1.2. What am I and what are we? 

1.14.2. Social Representations  

1.14.2.1. Community thinking 
1.14.2.2. The social network  

1.14.3. Thinking in Practice 

1.14.3.1. Thinking by doing 
1.14.3.2. Learning by Doing  
1.14.3.3. Observation and self-observation  

1.14.4. Philosophy as Critical Thought  

1.14.4.1. Critical discourse  
1.14.4.2. The possibility of conversing 

1.14.5. Community Building 

1.14.5.1. Creating and breaking ties  
1.14.5.2. Educating in values  
1.14.5.3. Educating for conversation 

1.14.6. Recognition of the Other  

1.14.6.1. The other and the difference 
1.14.6.2. Acceptance and rejection 

1.14.7. The Right to Think  

1.14.7.1. The value of the word 
1.14.7.2. The place of thought 
1.14.7.3. Teaching responsibilities 

1.14.8. Logic and Rhetoric 

1.14.8.1. Thought and speech: sincerity 
1.14.8.2. Thought and audience 

1.14.9. Philosophy and Communication  

1.14.9.1. Speaking to another  
1.14.9.2. Learning to say  
1.14.9.3. Empty Words  

1.15. and Values 

1.15.1. Rationality and Assessment  

1.15.1.1. The need to assess  
1.15.1.2. Rationality and Value 

1.15.2. Value Judgments in Ethics and Aesthetics 

1.15.2.1. Truth and justification  
1.15.2.2. Belief, valuation and action 

1.15.3. Value Concepts 

1.15.3.1. Dense concepts  
1.15.3.2. Light concepts 

1.15.4. Description and Prescription 

1.15.4.1. Description 
1.15.4.2. Prescription  

1.15.5. Morals and Sciences  

1.15.5.1. Values in scientism  
1.15.5.2. Scientism and the sciences  

1.15.6. The Status of Values  

1.15.6.1. Reality and experience 
1.15.6.2. Objectivity and subjectivity 

1.15.7. Value Cognitivism  

1.15.7.1. Epistemology of value  
1.15.7.2. Value relativism  

1.15.8. Moral Scepticism  
1.15.9. Rules and Sanctions  

1.15.9.1. Is there a community without values?  
1.15.9.2. Is there rationality without values? 
1.15.9.3. Inclusion and exclusion  

1.16. Philosophy and Basic Education 

1.16.1. Education in Children and Adults 

1.16.1.1. School and life 

1.16.2. Education for Life 

1.16.2.1. Education as knowledge  
1.16.2.2. Emotional Education

1.16.3. Self-Knowledge  

1.16.3.1. The Socratic spirit 
1.16.3.2. The entrance and exit of the cave 

1.16.4. Authority and Authoritarianism 

1.16.4.1. Education and repression 
1.16.4.2. Education and discipline  
1.16.4.3. Effort and sacrifice 

1.16.5. Education as a Search for Understanding  

1.16.5.1. Understanding and transformation 
1.16.5.2. Understanding in theory 
1.16.5.3. Understanding in practice 

1.16.6. Philosophy as a Search for Wisdom  

1.16.6.1. Philosophy and openness  
1.16.6.2. Philosophy and expression  

1.16.7. Education and Creativity 

1.16.7.1. The importance of creation 
1.16.7.2. Reality and creation 
1.16.7.3. Creation and construction  

1.16.8. Education and Expression 

1.16.8.1. Expression and emptiness  
1.16.8.2. Artistic expression and reflection  

1.16.9. Philosophy of Education 

1.16.9.1. Why educate ourselves? 
1.16.9.2. How to educate ourselves? 

1.17. Philosophy and Health

1.17.1. Understanding and Health

1.17.1.1. The conceptual remedy
1.17.1.2. The logical space of health

1.17.2. Education and Health

1.17.2.1. Individual and collective health
1.17.2.2. Working for health
1.17.2.3. Incomprehension, dogmatism and disease

1.17.3. Mental and Physical Health

1.17.3.1. One or more forms of disease?
1.17.3.2. Mind and body in disease

1.17.4. Self-Care

1.17.4.1. Responsibility
1.17.4.2. Effort without sacrifice

1.17.5. Life in Conflict

1.17.5.1. Addictive relationships
1.17.5.2. Addiction without substance

1.17.6. Emotional Understanding

1.17.6.1. Can we educate emotions?
1.17.6.2. Can we control emotions?
1.17.6.3. Can we be better people?

1.17.7. Harmony and Adaptation

1.17.7.1. The limits of adaptation
1.17.7.2. Harmony and conflict
1.17.7.3. Harmony and understanding

1.17.8. The Need to Live in Conflict

1.17.8.1. Conflict and community
1.17.8.2. Conflict and politics
1.17.8.3. Conflict and conversation

1.17.9. The Need for Improvement

1.17.9.1. Education and improvement
1.17.9.2. Education as community building

Module 2. Exploring Rationality 

2.1. Rational Beings   

2.1.1. Did We Discover Rationality?  

2.1.1.1. Mental Activity 
2.1.1.2. Physical Activity  
2.1.1.3. Human Affectivity 

2.1.2. What Is the Mental? 

2.1.2.1. When do we talk about mind? 

2.1.2.1.1. Are there other intelligences? 

2.1.2.2. Is the mind in the brain? 

2.1.2.1.2. The current mind/brain problem 

2.1.2.3. What is the relationship between mind and brain? 

2.1.3. Mental States 

2.1.3.1. Intentional states  
2.1.3.2. Non-intentional states of mind  
2.1.3.3. Non-mental states 

2.1.4. Mental Processes  

2.1.4.1. Processes and states  

2.1.4.1.1. Inferential chains 
2.1.4.1.2. Logic and cognitive development  

2.1.5. Mind and Body: What Controls What? 

2.1.5.1. Mind/body connection 
2.1.5.2. Descartes' classic problem  
2.1.5.3. The cognitive neurosciences approach 

2.1.6. Thought and Speech 

2.1.6.1. How is the mind born? 
2.1.6.2. When did we start talking? 

2.1.7. The Self and the Mind 

2.1.7.1. What am I? 
2.1.7.2. Interpretation and self-interpretation 

2.1.8. Can What We Think Be Controlled? 

2.1.8.1. Education and control  
2.1.8.2. Discipline and training 

2.1.9. Thinking without Thinking 

2.1.9.1. What we do and what we think we do 
2.1.9.2. What we say and what we think we say 
2.1.9.3. What we know about us 

2.1.9.3.1. Self-ascription 
2.1.9.3.2. Self-perception 

2.1.9.4. What we don't know about ourselves 

2.2. Thought And Action   

2.2.1. Can We Know Others' Thoughts? 

2.2.1.1. How to read the minds of others? 

2.2.1.1.1. How much can we know about others? 

2.2.1.2. What others know about us 

2.2.1.2.1. What can we hide about ourselves? 

2.2.2. Can We Know Our Own Thoughts? 

2.2.2.1. Seeing one's own mind 
2.2.2.2. Internal and external 

2.2.2.2.1. The mind, the world and the community 

2.2.2.3. The idea of privacy 

2.2.2.3.1. How much is hidden? 

2.2.3. Forms of Self-Knowledge 

2.2.3.1. The inner world 
2.2.3.2. The outside world 
2.2.3.3. Immediate access 

2.2.4. Self-Knowledge or Expression?  

2.2.4.1. How do we understand each other?  
2.2.4.2. How do we come to know what we believe?  

2.2.5. Thoughts and Responsibility 

2.2.5.1. Do we have to answer for what we think? 
2.2.5.2. Can we believe whatever we want? 
2.2.5.2. Can we want whatever we want? 

2.2.6. Action and Responsibility 

2.2.6.1. The link between thought and action 
2.2.6.2. Social action and practice  

2.2.7. The Slavery of Thought 

2.2.7.1. Thought as a limitation 

2.2.7.1.1. Change of beliefs 
2.2.7.1.2. Change of identity 

2.2.7.2. Education and thinking 

2.2.8. Doing in order to Think  

2.2.8.1. Thought without action 
2.2.8.2. Action without thought 

2.2.9. Learning to Converse  

2.2.9.1. Thinking and talking 
2.2.9.2. Thinking and dissent 

2.2.10. Feelings and Emotions 

2.2.10.1. Can we control our feelings? 
2.2.10.2. What we think and what we feel 

2.3. Rationality and Mind  

2.3.1. The Thinking Brain: Debunking Myths. I 

2.3.1.1. Neuroscience and the mind 
2.3.1.2. Philosophy and the mind 
2.3.1.3. Different approaches 

2.3.2. The Thinking Mind: Debunking Myths. II 

2.3.2.1. Mind as substance  
2.3.2.2. Mind as an artifact 

2.3.2.2.1. Mechanism 
2.3.2.2.2. Mental causality 

2.3.2.3. Mind as meaning  

2.3.3. What We Believe We Are  

2.3.3.1. Ideas in the mind  
2.3.3.2. Ideas in the world 

2.3.4. When Is There a Mind? 

2.3.4.1. What is the mind made of? 
2.3.4.2. The artifact of the mind 

2.3.5. Biological Machines 

2.3.5.1. The mind in nature 

2.3.6. Biological Machines 

2.3.6.1. On unity and division 

2.3.6.1.1. The Platonic tradition  
2.3.6.1.2. The Aristotelian tradition 

2.3.7. Person and Meaning 

2.3.7.1. What is the meaning? 

2.3.7.1.1. Psychological objects 
2.3.7.1.2. Abstract objects  
2.3.7.1.3. Meaning without ontology  

2.3.7.2. Constitution and understanding 
2.3.7.3. Attribution and assignment 

2.3.8. People and Machines 

2.3.8.1. Can a machine be a person? 
2.3.8.2. Can a person be a machine? 

2.3.9. The Machine of Understanding 

2.3.9.1. Thinking machines? 
2.3.9.2. Talking machines? 
2.3.9.3. The Chinese room 

2.4. The Content of Thought  

2.4.1. What We Believe and What Is  

2.4.1.1. How to change beliefs? 
2.4.1.2. What can we change? 

2.4.1.2.1. Difficulties to change 
2.4.1.2.2. Certainty and uncertainty  

2.4.2. Thought and Truth 

2.4.2.1. Thinking with truth and thinking with purpose 
2.4.2.2. To hold true and to have faith 

2.4.3. Epistemological Falsification  

2.4.3.1. Correspondence and truth 
2.4.3.2. Coherence and belief  
2.4.3.3. Foundationalism 

2.4.4. Basic Beliefs and Ordinary Language 

2.4.4.1. What we all think  
2.4.4.2. What everyone thinks 
2.4.4.3. Building community and sharing thinking 

2.4.5. Beliefs and Community 

2.4.5.1. Someone thinks for me 
2.4.5.2. Someone does for me 

2.4.6. Where Is Reality? 

2.4.6.1. Stories and consistency 
2.4.6.2. Reality as a story 
2.4.6.3. Building Reality 

2.4.7. Reality and Fiction 

2.4.7.1. The need for Fiction 
2.4.7.2. Fiction as a possibility and as a limit 

2.4.8. The Value of Narration 

2.4.8.1. The need for storytelling 
2.4.8.2. We are beings that narrate 

2.4.9. Building Reality 

2.4.9.1. Reality as a social product 
2.4.9.2. Reality in language  
2.4.9.3. The logic of construction 

2.5. The Rules of Thought  

2.5.1. The Rules of Thought 

2.5.1.1. Thinking without rules 

2.5.1.1.1. Algorithms   

2.5.1.2. Follow rules 
2.5.1.3. Regulatory statutes  

2.5.2. Thought as Intuition 

2.5.2.1. The instituent and the instituted 

2.5.3. Explicit and Implicit Rules 

2.5.3.1. Rules as regulations 
2.5.3.2. Rules in practice  

2.5.4. Constitutive Rules 

2.5.4.1. Rules as an identity criterion  

2.5.5. Thought as Playing   

2.5.5.1. Gaming as a system  
2.5.5.2. Gaming as logic  

2.5.6. Rationality and Rules 

2.5.6.1. Rationality and reason 

2.5.6.1.1. Reason and passion 

2.5.6.2. Practical Rationality 

2.5.6.2.1. Acting rationally 

2.5.6.3. Players as rational beings  

2.5.7. Learning Rules  

2.5.7.1. Acquire concepts and learn rules 
2.5.7.2. How to follow rules? 

2.5.8. Teaching Rules 

2.5.8.1. Induction rules 
2.5.8.2. Rules of inference 

2.5.8.2.1. Formal inference 
2.5.8.2.2. Material inference 

2.5.9. Normative Universes  

2.5.9.1. The existence of standards 
2.5.9.2. The reality of standards 

2.5.9.2.1. The reality of the institutions 

2.5.10. What Are Norms? 

2.5.10.1. Standards, practices and action 

2.5.10.1.1. How is understanding possible? 

2.5.10.2. Reality without rules? 

2.5.10.2.1. The nature of the real  

2.5.10.3. Regularity and standard 

2.5.10.3.1. Human and animal behavior 

2.6. Understanding and Meaning 

2.6.1. Beings that Understand  

2.6.1.1. The task of understanding 

2.6.1.1.1. Understanding, concepts and education  

2.6.1.2. The need to understand 
2.6.1.3. The responsibility to understand 

2.6.1.3.1. Minority and age of majority 
2.6.1.3.2. Citizenship and responsibility 

2.6.2. Understanding and Concepts 

2.6.2.1. Conceptual activities  
2.6.2.2. The normative nature of the conceptual 

2.6.3. Practical Understanding  

2.6.3.1. The nature of the practices 
2.6.3.2. Knowing how and knowing what  
2.6.3.3. Practice and theory 

2.6.4. Degrees of Understanding 

2.6.4.1. Conceptual networks 

2.6.4.1.1. Building networks  

2.6.4.2. Logic of understanding  

2.6.5. How Is It Possible to Improve Understanding? 

2.6.5.1. Training I: judging 
2.6.5.2. Training II: Inferring 
2.6.5.3. Training III: reflecting   

2.6.6. Education and Degrees of Understanding 

2.6.6.1. Why can't we understand? 

2.6.6.1.1. The power of common sense  
2.6.6.1.2. The difficulty of dismantling conceptual networks 
2.6.6.1.3. The example of Neurath 

2.6.6.2. Understanding and transforming  

2.6.7. Understanding and Coherence 

2.6.7.1. Understanding as a logical task 
2.6.7.2. Coherence between thought and action 

2.6.8. Understanding and Meaning  

2.6.8.1. Assign meaning 

2.6.8.1.1. Interpretation 
2.6.8.1.2. Overinterpretation 
2.6.8.1.3. Indeterminism  
2.6.8.2. Assign regulatory status  

2.6.9. Emotional Understanding? 

2.6.9.1. Learning to get excited 

2.7. Thought and Community 

2.7.1. When Is There a Community? 

2.7.1.1. Different communities  

2.7.2. Conditions for Speech 

2.7.2.1. Linguistic Communication 

2.7.2.1.1. Linguistic action  
2.7.2.1.2. Non-linguistic action?  

2.7.2.2. Join the community 

2.7.3. Conditions for Thought 

2.7.3.1. Animal thinking? 

2.7.3.1.1. The background of the discussion 
2.7.3.1.2. Training and education 

2.7.3.2. Thinking in solitude 

2.7.3.2.1. The place from which one does not return 

2.7.3.3. Community and loneliness 

2.7.4. Community and Practice 

2.7.4.1. What makes the community 
2.7.4.2. Community without contract 

2.7.5. Institution and Community 

2.7.5.1. Institution and individual  
2.7.5.2. Creating culture 

2.7.5.2.1. Culture and meaning 
2.7.5.2.2. Culture and social practice 

2.7.6. The Individual and Community: Which Precedes the Other? 
2.7.7. Ordinary Language  

2.7.7.1. The linguistic heritage of the community  
2.7.7.2. The world we share  

2.7.7.2.1. Convergence in trials  
2.7.7.2.2. Convergence in beliefs 

2.7.8. Conceptual Specialization  

2.7.8.1. Scientific communities  
2.7.8.2. Artistic communities 

2.7.9. Building the Social Fabric 

2.7.9.1. The institution of moral values 
2.7.9.2. The moral constitution of individuals 

2.8. Perceiving Rationality 

2.8.1. Seeing What Cannot Be Seen  

2.8.1.1. Reality and appearance  
2.8.1.2. Giving meaning  

2.8.1.2.1. Perceiving and understanding 
2.8.1.2.2. Perceiving without understanding 

2.8.2. Seeing the Norm 

2.8.2.1. Assign regulatory status 

2.8.2.1.1. Normative status and mental states 
2.8.2.1.2. Ascribing and ascribing mental states  

2.8.2.2. Constitution and self-perception  

2.8.3. Perception and Concepts 

2.8.3.1. The need for the conceptual 
2.8.3.2. View without concepts 

2.8.4. Perceiving and Discriminating 

2.8.4.1. What machines can do  
2.8.4.2. What people can do 

2.8.4.2.1. Perception as a conceptual activity 
2.8.4.2.2. Action as a conceptual activity 

2.8.5. Objectivity and Projection 

2.8.5.1. Judgment and daily experience 

2.8.6. Being and Perceiving 

2.8.6.1. The need for appearance  

2.8.6.1.1. Appearance in ancient philosophy 
2.8.6.1.2. Appearance in modern philosophy 

2.8.6.2. Is reality visible? 

2.8.7. The Trained Eye 

2.8.7.1. Learning to see the real 
2.8.7.2. Learning to see the unreal 
2.8.7.3. Perception and creation 

2.8.8. Seeing What Can Be Seen  

2.8.8.1. La superficie de las cosas:  
2.8.8.2. The value of the surface 

2.8.9. Superficiality  

2.8.9.1. Staying on the surface 
2.8.9.2. Limits of understanding 

2.8.9.2.1. Conceptual tools 
2.8.9.2.2. Theoretical tools 

2.8.10. Depth  

2.8.10.1. Deep feelings 
2.8.10.2. Profound words 

2.8.10.2.1. What can't be said 

2.8.10.3. Depth and darkness 

2.9. Rationality and Value  

2.9.1. What There Is and What We Project 

2.9.1.1. The nature of the facts 

2.9.1.1.1. Physical facts  
2.9.1.1.2. Moral facts 

2.9.2. Reflecting and Theorizing  

2.9.2.1. The value of theorizing 

2.9.3. Two Modes in Philosophy: Therapy and Theorization 

2.9.3.1. Pyrrhonism and Platonism 
2.9.3.2. Philosophy and self-help 

2.9.4. Philosophy and Social Science 

2.9.4.1. Facts and values  
2.9.4.2. The real and the apparent  

2.9.5. Philosophy and Discourse  

2.9.5.1. Philosophy in discourse 
2.9.5.2. Philosophy in practice 

2.9.6. Philosophy and Daily Life 

2.9.6.1. The life of the philosopher  
2.9.6.2. The Work of Philosophy 

2.9.6.2.2. What did philosophers do in the past? 
2.9.6.2.1. What are philosophers doing today? 

2.9.7. Theorizing about People 

2.9.7.1. Psychological vocabulary  
2.9.7.2. Explanation and understanding 

2.9.8. Empiricism and Rationalism 

2.9.8.1. Reason and experience  
2.9.8.2. Epistemology and politics 

2.9.9. The Place of Philosophy in the Scientific Community 

Module 3. Argumentation and Human Rights 

3.1. What Is Meant by Logic? 

3.1.1. Proposition, Validity and Inference 

3.1.1.1. Concept of proposition or judgment 
3.1.1.2. Validity vs. truth 
3.1.1.3. Current modes of inference 

3.1.2. Logic in Everyday Speech 

3.1.2.1. How we argue 
3.1.2.2. Argumentation errors 

3.1.3. Formal Logic and Informal Logic 

3.1.3.1. Basic argumentative tools 

3.1.3.1.1. Detect arguments 
3.1.3.1.2. Recognize implicit premises 

3.1.4. Logic in Teaching 

3.1.4.1. Avoid remaining in abstraction 
3.1.4.2. Take examples from literature and the media 

3.1.5. Logic in Conflict Mediation 
3.1.6. Ad Hominem Arguments 

3.1.6.1. Recurring examples 
3.1.6.2. The ad hominem argument as the end of the conversation 

3.1.7. When the Agent Matters in Argument 

3.1.7.1. Appeal to personal history 
3.1.7.2. Appealing to the collective memory 

3.2. Contexts of Argumentation 

3.2.1. Speaking in Metaphors 

3.2.1.2. The Analogy 
3.2.1.2. The comparison 

3.2.2. Appealing to Emotions 

3.2.2.1. Emotions and beliefs 

3.2.3. Detecting Conventions 

3.2.3.1. Reading contexts 
3.2.3.2. Reading people 

3.2.4. Listening to Those Who Think Differently 

3.2.4.1. Do not categorize quickly 
3.2.4.2. Reading arguments over time 

3.2.5. Changing One's Own Point of View 

3.2.5.1. Weighing reasons 
3.2.5.2. Allowing for doubt 
3.2.5.3. Renouncing certain commitments 

3.2.6. Appealing to Science 

3.2.6.1. Science and the natural world 
3.2.6.2. Science and the world of people 
3.2.6.3. Science as a correct point of view 

3.2.7. Appealing to Personal Experience 

3.2.7.1. Self-referentiality in conversation 

3.3. Descriptive Concepts and Value Concepts 

3.3.1. What Is It to Describe? 

3.3.1.2. Appeal to adjectives 
3.3.1.2. Describe without adjectives 

3.3.2. What Is It to Value? 

3.3.2.1. Concepts describing 
3.3.2.2. Concepts that value 

3.3.3. Concepts that Both Describe and Value 
3.3.4. Common Values in Childhood 

3.3.4.1. Claiming dependency 
3.3.4.2. Idealized adultization 

3.3.5. Common Values in Adolescence 

3.3.5.1. The timeless age 
3.3.5.2. The illusory stage 

3.3.6. Common Values in Adulthood 

3.3.6.1. Seriousness 
3.3.6.2. Sublime 

3.3.7. Learning to Read Values in Television Series 

3.4. Foundation and Human Rights 

3.4.1. Rights and Morals 

3.4.1.1. Law and justice 

3.4.2. Natural Rights and Human Rights 

3.4.1.1. What is in human nature 

3.4.3. Human Rights as a World Fact 

3.4.3.1. Rabossi's approach 
3.4.3.2. Nino's planto 

3.4.4. How Students Perceive their Basic Rights 

3.4.4.1. Human rights and children's rights 

3.4.5. Teaching the Value of Human Rights 
3.4.6. Teaching Memory Retrieval 

3.4.6.1. Understanding the recent past at school 

3.4.7. Orwell and Human Rights 

3.4.7.1. The Big Brother idea 
3.4.7.2. The idea of single thinking 

3.4.8. Effective Democracy 

3.5. Our Link to Nature and the Artificial 

3.5.1. We Are People 

3.5.1.1. Reification 
3.5.1.2. The objective look at people 

3.5.1.2.1. Emotional protection 

3.5.2. First and Third Persons 

3.5.2.1. Failure to recognize others 
3.5.2.2. Recognizing oneself 
3.5.2.3. The definition of a person 

3.5.3. Body as Machine 

3.5.3.1. Society and pharmaceuticals           
3.5.3.2. Self-destruction of the body 

3.5.4. Perceiving Bodies, Perceiving Minds 

3.5.4.1. Platonic beauty 
3.5.4.2. How to recognize values 

3.5.5. Nature and Values 

3.5.5.1. Ancient conception 
3.5.5.2. Modern conception

3.5.6. The Concept of the Environment 

3.5.6.1. Mastering nature 
3.5.6.2. Respecting nature 

3.5.7. Robotics and People 

3.5.7.1. The Toüring test 
3.5.7.2. Replacing people with machines 

3.6. Political Concepts and Debate 

3.6.1. Basic Tools to Understand Politics 
3.6.2. The End of a Debate 
3.6.3. Detecting Conflicting Positions 
3.6.4. The Concept of Corruption 

3.6.4.1. Basic Criteria 
3.6.4.2. Examples and counterexamples 

3.6.5. The Concept of Dictatorship 

3.6.5.1. Basic Criteria 
3.6.5.2. Examples and counterexamples 

3.6.6. The Concept of Neoliberalism 

3.6.6.1. Basic Criteria 
3.6.6.2. Examples and counterexamples 
3.6.6.3. The risk of not asking 
3.6.6.4. The risk of taking for granted 

3.6.7. Abandoning the Debate 

3.7. Art and Politics 

3.7.1. Art and Democracy 
3.7.2. Art as Social Protest 

3.7.2.1. Street interventions 
3.7.2.2. About museums 
3.7.2.3. About the art market 

3.7.3. Art and Understanding 

3.7.3.1. Understanding social situations 
3.7.3.2. Understanding personal situations 
3.7.3.3. Understanding one's own art 

3.7.4. Art as a Fundamental Experience 
3.7.5. Art without Authors 

3.7.5.1. Collective art 

3.7.6. The avant-garde

3.7.6.1. Critical theory analysis 
3.7.6.2. The footprint of the avant-garde today 

3.7.7. Reproducibility

3.7.7.1. The aura 
3.7.7.2. Mass art 

3.8. Teaching Human Rights 

3.8.1. Indoctrinating vs. teaching 

3.8.1.1. The State and Education 
3.8.1.2. Education and life plans 
3.8.1.3. The 'fear' of dealing with human rights in schools 

3.8.2. The Concept of Teaching 

3.8.2.1. A triadic concept 
3.8.2.2. Teaching and appropriation 

3.8.3. Contexts Conducive to Teaching Philosophy 
3.8.4. Networks as a Resource to Promote Philosophy 

3.8.4.1. Ask the philosophers 
3.8.4.2. Organizing the debate in networks 

3.8.5. The Uninformed Teacher 

3.8.5.1. A joint task 
3.8.5.2. Prevent transmission 
3.8.5.3. Rethinking the school 

3.8.6. The Passive Pupil 

3.8.6.1. Why don't you worry? 
3.8.6.2. Why are you angry? 

3.8.7. Modalities of Teaching 

3.8.7.1. Historical mode 
3.8.7.2. Problematic mode 

3.9. Human Rights and Torture 

3.9.1. Is the State legitimized to torture? 

3.9.1.1. Consequentialist argument 
3.9.1.2. Foundationalist argument 
3.9.1.3. Acceptance of common sense 

3.9.2. Taking Justice into One's Own Hands 

3.9.2.1. Hatred of the poor 
3.9.2.2. Power in the hands of civil society 
3.9.2.3. Identifying violence 

3.9.3. The Perception of Prisons 

3.9.3.1. Prison as martyrdom 

3.9.4. Foucault and Punitive Power 

3.9.4.1. The end of grief 
3.9.4.2. The pathologization of the offender 
3.9.4.3. Social criminalization 

3.9.5. State violence vs. citizen violence 

3.9.5.1. When confidence in justice is shattered 

3.9.6. The Power of Violence and Institutions 

3.10. Human Rights and War 

3.10.1. Contemporary Wars 

3.10.1.1. How do we know about war conflicts? 
3.10.1.2. International organizations for peace 

3.10.2. The Idea of War to Achieve Peace 

3.10.1.1. War power in the contemporary world 

3.10.3. The Distinction between Power and Violence 

3.10.3.1. Arendt's analysis 

3.10.4. The Danger of Human Extermination 

3.10.4.1. Violence and deterrence 
3.10.4.2. Violence and accumulation 

3.10.5. Contemporary Emperors 

3.10.5.1. The 'power' countries 
3.10.5.2. Underdeveloped countries 
3.10.5.3. Competitive countries 

3.10.6. Land Occupation 

3.10.6.1. Establishing sovereignty 

3.10.7. War and Social Networks 

3.10.7.1. Media coverage 
3.10.7.2. Resistance 
3.10.7.3. Diluting the debate 
3.10.7.4. The democratization of the Image 
3.10.7.5. The Information Agencies Monopolies 

A complete and well-structured syllabus that will allow you to incorporate the knowledge gradually and safely”