Submerge yourself in the expertise of the great thinkers of our time: "When a human being does not know what to do, the only thing left is to think.” (José Ortega and Gasset)” 

This program approaches Philosophy and Anthropology from a global perspective, focusing specifically on teaching. Students can expect to gain a complete body of knowledge of the most fundamental philosophical themes, from the most purely theoretical and metaphysical to the most practical and active human issues.  

In today's job market, professionals from other fields who complement their training with programs in philosophy are highly valued and sought after. Philosophers' ability to see things from another point of view, to think, as it were: Outside the Box, is a fundamental asset in the world of work. 

Philosophy and Anthropology help to see things, as the great Spinoza said: Aespecie Aeternitatis. That is to say, under a prism of eternity, knowing that in the great context of the world and the universe our actions are both relevant and insignificant.  

The role of Philosophy and Anthropology as consolatory disciplines in the face of the evils and misfortunes in the world have always been fundamental, as they allow us to better understand our nature, our actions, our morality, and our being. In short, Postgraduate diploma help us to grow as people, to mature as individuals, to be more responsible citizens and to improve our work performance.  

Throughout the program, students will have the opportunity to access the most important developments inPostgraduate diploma applied to teaching. Guided by a very complete but very specific syllabus, students will acquire the knowledge and routines required to teach this subject or applicable to other areas of life.  

An opportunity created to add enormous value to students' CV. 

A complete and well-developed program that will enable you to include knowledge of Postgraduate diploma in your teaching”

This Postgraduate diploma in Postgraduate diploma contains the most complete and up-to-date program on the market. The most important features include:

• The latest technology in online teaching software
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-assessment and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Content that is available from any fixed or portable device with an Internet connection
• Supplementary documentation databases are permanently available, even after the course has finished

Acquire the skills of philosophical thinking and how to transmit this form of development to your students in only a few months”

Our teaching staff is composed of Postgraduate diploma professionals who are practising specialists. In this way we ensure that we deliver the educational update we are aiming for. A multidisciplinary team of trained and experienced professionals who will cover the theoretical knowledge in an efficient way, but, above all, who will bring the practical knowledge derived from their own experience to the course: one of the differential qualities of this training program. 

The effectiveness of our methodological design enhances mastery of the subject matter. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. In this way, students will be able to study with a range of convenient and versatile multimedia tools that will provide them with the operability they need during the program.  

The design of this program is based on Problem-Based Learning: an approach that conceives learning as a highly practical process. To achieve this remotely, with the help of an innovative, interactive video system, and through telepractice and Learning From an Expert systems, students will be able to acquire the knowledge as if they were working on the case in real life. A concept that will allow students to integrate and memorize what they have learnt in a more realistic and permanent way. 

Through a learning system based on the ABP method, the theoretical knowledge in this Postgraduate diploma will be used to solve real situations in a practical context"

Human action, community, rationality... The most complete approaches in Philosophy, imparted in an educational and accessible way"

The syllabus for this Postgraduate diploma has been created to gradually cover all the essential topics in the learning of the subject: from the knowledge of theoretical philosophy to the most practical aspects of human beings. Finally, students who enroll in this Postgraduate diploma will learn the different models of thought 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
1.1.2. Philosophy and Community
1.1.3. Eternal Discussions
1.1.4. Today's Topics
1.1.5. Interest and Reflection
1.1.6. What Is Philosophy for?
1.1.7. Is It Necessary to Prepare for Philosophical Activity?
1.1.8. Philosophy and Life
1.1.9. Philosophy and Death

1.2. The Need for Philosophy

1.2.1. The Socratic Attitude
1.2.2. The Forms of Creation
1.2.3. Theory and Practice of a Reflective Life
1.2.4. The Life of the Wayfarer  
1.2.5. The Limits of Thought
1.2.6. Reflection and Pursuit
1.2.7. Means and Ends
1.2.8. Virtue and Truth
1.2.9. Expression and Mediocrity
1.2.10. Art and Science without Philosophy

1.3. Being a Person

1.3.1. Delving into Language
1.3.2. The Individual and Community
1.3.3. Person and Body
1.3.4. Mind and the World
1.3.5. Meaning
1.3.6. Linguistic Communication
1.3.7. Concept
1.3.8. Understanding and Knowledge
1.3.9. Culture: The World of Sense
1.3.10. Cultural Diversity and Understanding

1.4. Human Action

1.4.1. Rational and Non-Rational Animals
1.4.2. Responsibility and Irresponsibility 
1.4.3. Free Will
1.4.4. Knowledge and Reason
1.4.5. Theory and Truth
1.4.6. Community and Conversation
1.4.7. Pluralism and Relativism
1.4.8. Ethical Values
1.4.9. Action and Responsibility
1.4.10. Thought, Individuals and Community

1.5. Language and Reality

1.5.1. The Individual and Community
1.5.2. The Individual and Person: Nature
1.5.3. Community and Person: Society
1.5.4. The Egg, The Chicken and The Standard
1.5.5. The Content of Thought 
1.5.6. Learn to Judge
1.5.7. Understanding and Education
1.5.8. Reality and What We Judge
1.5.9. What Can Be Understood 
1.5.10. Youth and Old Age

1.6. Thought and Reality

1.6.1. Belief and Desire
1.6.2. What Is Done and What Happens
1.6.3. Educating and Educating Oneself
1.6.4. Thinking and Transforming Reality
1.6.5. The Burden of Reality
1.6.6. Philosophy as Scepticism
1.6.7. Science and Scepticism
1.6.8. Knowledge without Dogmas
1.6.9. Thought and Construction
1.6.10. Living with and without Beliefs

1.7. Philosophy and Community

1.7.1. Thinking with Others
1.7.2. Social Representations
1.7.3. Thinking in Practice
1.7.4. Philosophy as Critical Thought
1.7.5. Community Building
1.7.6. Recognition of the Other
1.7.7. The Right to Think
1.7.8. Logic and Rhetoric
1.7.9. Philosophy and Communication

1.8. Philosophy and Values

1.8.1. Rationality and Assessment
1.8.2. Value Judgments in Ethics and Aesthetics
1.8.3. Value Concepts
1.8.4. Description and Prescription
1.8.5. Morals and Sciences
1.8.6. The Status of Values
1.8.7. Value Cognitivism
1.8.8. Moral Scepticism
1.8.9. Rules and Sanctions

1.9. Philosophy and Basic Education

1.9.1. Education in Children and Adults
1.9.2. Education for Life
1.9.3. Self-Knowledge 
1.9.4. Authority and Authoritarianism
1.9.5. Education as a Search for Understanding
1.9.6. Philosophy as a Search for Wisdom
1.9.7. Education and Creativity
1.9.8. Education and Expression
1.9.9. Philosophy of Education

1.10. Philosophy and Health

1.10.1. Understanding and Health
1.10.2. Education and Health
1.10.3. Mental and Physical Health
1.10.4. Self-Care
1.10.5. Life in Conflict
1.10.6. Emotional Understanding
1.10.7. Harmony and Adaptation
1.10.8. The Need to Live in Conflict
1.10.9. The Need for Improvement

Module 2. Exploring Rationality

2.1. Rational Beings

2.1.1. Did We Discover Rationality?  
2.1.2. What Is the Mental? 
2.1.3. Mental States
2.1.4. Mental Processes
2.1.5. Mind and Body: What Controls What? 
2.1.6. Thought and Speech
2.1.7. The Self and the Mind
2.1.8. Can What We Think Be Controlled? 
2.1.9. Thinking without Thinking

2.2. Thought and Action

2.2.1. Can We Know Others' Thoughts? 
2.2.2. Can We Know Our Own Thoughts? 
2.2.3. Forms of Self-Knowledge
2.2.4. Self-Knowledge or Expression?  
2.2.5. Thoughts and Responsibility
2.2.6. Action and Responsibility
2.2.7. The Slavery of Thought
2.2.8. Doing in order to Think
2.2.9. Learning to Converse
2.2.10. Feelings and Emotions

2.3. Rationality and Mind

2.3.1. The Thinking Brain: Debunking Myths. I
2.3.2. The Thinking Mind: Debunking Myths. II
2.3.3. What We Believe We Are
2.3.4. When Is There a Mind? 
2.3.5. Biological Machines
2.3.6. Biological Machines 
2.3.7. Person and Meaning
2.3.8. People and Machines
2.3.9. The Machine of Understanding

2.4. The Content of Thought

2.4.1. What We Believe and What Is
2.4.2. Thought and Truth
2.4.3. Epistemological Falsification
2.4.4. Basic Beliefs and Ordinary Language
2.4.5. Beliefs and Community
2.4.6. Where Is Reality? 
2.4.7. Reality and Fiction
2.4.8. The Value of Narration
2.4.9. Building Reality

2.5. The Rules of Thought

2.5.1. The Rules of Thought
2.5.2. Thought as Intuition
2.5.3. Explicit and Implicit Rules
2.5.4. Constitutive Rules
2.5.5. Thought as Playing
2.5.6. Rationality and Rules
2.5.7. Learning Rules
2.5.8. Teaching Rules
2.5.9. Normative Universes
2.5.10. What Are Norms? 

2.6. Understanding and Meaning

2.6.1. Beings that Understand
2.6.2. Understanding and Concepts
2.6.3. Practical Understanding
2.6.4. Degrees of Understanding
2.6.5. How Is It Possible to Improve Understanding?
2.6.6. Education and Degrees of Understanding
2.6.7. Understanding and Coherence
2.6.8. Understanding and Meaning  
2.6.9. Emotional Understanding? 

2.7. Thought and Community

2.7.1. When Is There a Community? 
2.7.2. Conditions for Speech
2.7.3. Conditions for Thought
2.7.4. Community and Practice
2.7.5. Institution and Community
2.7.6. The Individual and Community: Which Precedes the Other?
2.7.7. Ordinary Language
2.7.8. Conceptual Specialization
2.7.9. Building the Social Fabric

2.8. Perceiving Rationality

2.8.1. Seeing What Cannot Be Seen
2.8.2. Seeing the Norm
2.8.3. Perception and Concepts
2.8.4. Perceiving and Discriminating
2.8.5. Objectivity and Projection
2.8.6. Being and Perceiving
2.8.7. The Trained Eye
2.8.8. Seeing What Can Be Seen  
2.8.9. Superficiality 
2.8.10. Depth

2.9. Rationality and Value

2.9.1. What There Is and What We Project
2.9.2. Reflecting and Theorizing
2.9.3. Two Modes in Philosophy: Therapy and Theorization
2.9.4. Philosophy and Social Science
2.9.5. Philosophy and Discourse
2.9.6. Philosophy and Daily Life
2.9.7. Theorizing about People
2.9.8. Empiricism and Rationalism
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
3.1.2. Logic in Everyday Speech
3.1.3. Formal Logic and Informal Logic
3.1.4. Logic in Teaching
3.1.5. Logic in Conflict Mediation
3.1.6. Ad Hominem Arguments
3.1.7. When the Agent Matters in Argument

3.2. Contexts of Argumentation

3.2.1. Speaking in Metaphors
3.2.2. Appealing to Emotions
3.2.3. Detecting Conventions
3.2.4. Listening to Those Who Think Differently
3.2.5. Changing One's Own Point of View
3.2.6. Appealing to Science
3.2.7. Appealing to Personal Experience

3.3. Descriptive Concepts and Value Concepts

3.3.1. What Is It to Describe?
3.3.2. What Is It to Value?
3.3.3. Concepts that Both Describe and Value
3.3.4. Common Values in Childhood
3.3.5. Common Values in Adolescence
3.3.6. Common Values in Adulthood
3.3.7. Learning to Read Values in Television Series

3.4. Substantiation and Human Rights

3.4.1. Rights and Morals
3.4.2. Natural Rights and Human Rights
3.4.3. Human Rights as a World Fact
3.4.4. How Students Perceive their Basic Rights
3.4.5. Teaching the Value of Human Rights
3.4.6. Teaching Memory Retrieval
3.4.7. Orwell and Human Rights
3.4.8. Effective Democracy

3.5. Our Link to Nature and the Artificial

3.5.1. We Are People
3.5.2. First and Third Persons
3.5.3. Body as Machine
3.5.4. Perceiving Bodies, Perceiving Minds
3.5.5. Nature and Values
3.5.6. The Concept of the Environment
3.5.7. Robotics and People

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
3.6.5. The Concept of Dictatorship
3.6.6. The Concept of Neoliberalism
3.6.7. Abandoning the Debate

3.7. Art and Politics

3.7.1. Art and Democracy
3.7.2. Art as Social Protest
3.7.3. Art and Understanding
3.7.4. Art as a Fundamental Experience
3.7.5. Art without Authors
3.7.6. The Avant-Garde
3.7.7. Reproducibility

3.8. Teaching Human Rights

3.8.1. Indoctrinating vs. Teaching
3.8.2. The Concept of Teaching
3.8.3. Contexts Conducive to Teaching Philosophy
3.8.4. Networks as a Resource to Promote Philosophy
3.8.5. The Uninformed Teacher
3.8.6. The Passive Pupil
3.8.7. Modalities of Teaching

3.9. Human Rights and Torture

3.9.1. Is It Legitimate for the State to Torture?
3.9.2. Taking Justice into One's Own Hands
3.9.3. The Perception of Prisons
3.9.4. Foucault and Punitive Power
3.9.5. State Violence vs. Citizen Violence
3.9.6. The Power of Violence and Institutions

3.10. Human Rights and War

3.10.1. Contemporary Wars
3.10.2. The Idea of War to Achieve Peace
3.10.3. The Distinction between Power and Violence
3.10.4. The Danger of Human Extermination
3.10.5. Contemporary Emperors
3.10.6. Land Occupation
3.10.7. War and Social Networks

A complete program that will take you through the knowledge you need to compete among the best"