Incorpórate al saber hacer de los grandes pensadores de nuestro tiempo: “Cuando un ser humano no sabe qué hacer, lo único que le queda es pensar”. (José Ortega y Gasset)” 

Este programa aborda la filosofía desde un aspecto global, pero a la vez totalmente accesible, siempre con un enfoque especial para el docente. 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.  

En el mercado de trabajo actual, los profesionales de otras ramas que complementan su capacitación con maestrías en filosofía, son inmensamente valorados y buscados. La capacidad del filósofo de ver las cosas desde otra óptica, de pensar, como dirían los anglosajones, outside the box, es un activo fundamental en el mundo laboral. 
En lo personal, la filosofía ayuda a ver las cosas, como decía el gran Spinoza, subaespecie 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.  

En esta formación tendrás la oportunidad de acceder a los desarrollos de pensamiento más importantes de la filosofía aplicada a la docencia. A lo largo de un temario muy completo pero muy específico adquirirás los conocimientos y las rutinas necesarias para la enseñanza de esta materia o para su aplicación en otras áreas de tu vida.  

Una oportunidad creada para aportar un enorme valor añadido a tu currículum. 

Una formación completa y bien desarrollada que te capacitará para incluir el conocimiento de esta rama de la filosofía a la docencia”

Esta Postgraduate diploma en Political Philosophy te ofrece las características de un curso de alto nivel científico, docente y tecnológico.  Estas son algunas de sus características más destacadas:

• Última tecnología en software de enseñanza online. 
• Sistema docente intensamente visual, apoyado en contenidos gráficos y esquemáticos de fácil asimilación y comprensión.  
• Desarrollo de casos prácticos presentados por expertos en activo. 
• Sistemas de vídeo interactivo de última generación. 
• Enseñanza apoyada en la telepráctica.  
• Sistemas de actualización y reciclaje permanente. 
• Aprendizaje autoregulable: total compatibilidad con otras ocupaciones. 
• Ejercicios prácticos de autoevaluación y constatación de aprendizaje. 
• Grupos de apoyo y sinergias educativas: preguntas al experto, foros de discusión y conocimiento. 
• Comunicación con el docente y trabajos de reflexión individual. 
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet. 
• Bancos de documentación complementaria disponible permanentemente, incluso después dla Postgraduate diploma. 

Una formación completa y bien desarrollada que te capacitará para incluir el conocimiento de esta rama de la filosofía a la docencia”

Nuestro personal docente está integrado por profesionales de la filosofía, especialistas en activo. De esta manera nos aseguramos de ofrecerte el objetivo de actualización formativa que pretendemos. Un cuadro multidisciplinar de profesionales  formados y experimentados que desarrollarán los conocimientos teóricos, de manera eficiente, pero, sobre todo, pondrán al servicio del curso los conocimientos prácticos derivados de su propia experiencia: una de las cualidades diferenciales de esta formación. 

Este dominio de la materia se complementa con la eficacia de nuestro diseño metodológico. Elaborado por un equipo multidisciplinario de expertos en e-learning integra los últimos avances en tecnología educativa. De esta manera, podrás estudiar con un elenco de herramientas multimedia, cómodas y versátiles que te darán la operatividad que necesitas en tu formación.  

El diseño de este programa está basado en el Aprendizaje Basado en Problemas: un planteamiento que concibe el aprendizaje como un proceso eminentemente práctico. Para conseguirlo de forma remota, con la ayuda de un novedoso sistema de vídeo interactivo, y mediante los sistemas de telepráctica y learning from an expert podrás adquirir los conocimientos como si estuvieses enfrentándote al supuesto que estás aprendiendo en ese momento. Un concepto que te permitirá integrar y fijar el aprendizaje de una manera más realista y permanente. 

El pensamiento filosófico y la argumentación, desarrollados en una formación exhaustiva, creada para ser el paso a un nuevo nivel profesional”

El estudio y análisis de los fenómenos humanos, en la esfera de lo privado y de lo público, en el contexto de la argumentación y el pensamiento filofóficos"

The contents of this specialization have been developed by the different teachers on this program with a clear purpose: To ensure that our students acquire each and every one of the necessary skills to become true experts in this field.

The content of this program teaches students every relevant aspect of the different disciplines and branched in philosophy: A comprehensive and well-structured program that will take students to the highest standards of quality and success.

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. Science, Technology and Society

1.1. Science and Us

1.1.1. General Considerations
1.1.2. Science as a Cultural Phenomenon
1.1.3. Is There Common-Sense Science?
1.1.4. Is There Common-Sense Science?
1.1.5. Can Science be Neutral?
1.1.6. Technology in the Globalized World
1.1.7. Education, Science and Values

1.2. Scientific Knowledge. Technique and Technology

1.2.1. Common Sense and Knowledge
1.2.2. Doxa and Episteme
1.2.3. Knowledge of the Natural World
1.2.4. Knowledge of the Social World
1.2.5. Theoria, Praxis and Techne
1.2.6. Technical Knowledge
1.2.7. The Intervention of New Technologies

1.3. Epistemology of Science

1.3.1. Introduction: Philosophy and Science
1.3.2. Scientific Knowledge
1.3.3. Scientific Hypotheses
1.3.4. Explain and Predict
1.3.5. Explain and Understand
1.3.6. Social Sciences and Explaining Human Action
1.3.7. Reasons and Causes in Explaining Action

1.4. Scientific Rationality

1.4.1. Introduction: Science as a Rational Enterprise
1.4.2. Rationality and Scientific Progress: Internal and External Factors in the Assessment of Scientific Theories
1.4.3. A Realistic Conception of Science
1.4.4. Rupture and Discontinuity in the Development of Science
1.4.5. Paradigm
1.4.6. Tensions and Anomalies
1.4.7. Scientific Change
1.4.8. Social Science and Paradigms
1.4.9. Epistemological Relativism

1.5. Science and Ideology

1.5.1. The Polysemy of the Concept of Ideology
1.5.2. Objectivity and Ideology
1.5.3. Ideology and Truth
1.5.4. The Limits of Relativism
1.5.5. Conceptual Frameworks and Relativism
1.5.6. The Interaction between Science and Ideology
1.5.7. The Influence of Ideology on Cognitive Processes
1.5.8. Scientism as Ideology
1.5.9. The Limits of Understanding and the Limits of Science

1.6. Science and Values

1.6.1. Norms, Virtues and Epistemic Values
1.6.2. Science and Ethical Values
1.6.3. Modes of Scientific Rationality
1.6.4. Scientific Rationality as Instrumental Rationality
1.6.5. Scientific Rationality as Practical Rationality
1.6.6. Rationality as Means-End Strategy
1.6.7. The Distinction between Ends and Values
1.6.8. Reasons and Good Reasons
1.6.9. Good Reasons Are Reliable

1.7. Technology and Nature

1.7.1. Human Life as a Product of Technology
1.7.2. The Impact of Technology on Societies
1.7.3. Understanding Where We Are
1.7.4. Technoscience and Humanism
1.7.5. Nature and Artificiality
1.7.6. Progress and Utopia
1.7.7. Dehumanize Nature?
1.7.8. A New Configuration of Human Beings?

1.8. From Technique to Technology

1.8.1. The Concept of Technology
1.8.2. The Relationship between Technology and Science
1.8.3. The Intellectual Idea of Technology
1.8.4. Philosophical Presuppositions of the Transition from Technique to Technology
1.8.5. Technological Practice
1.8.6. Technology and Public Policy
1.8.7. Technology and Culture
1.8.8. Technoscientific Decisions and the Environment
1.8.9. Technoscientific Decisions and Health

1.9. Social Studies of Science

1.9.1. Introduction: Studies in Science, Technology and Society
1.9.2. Towards a Social Study of Scientific Knowledge
1.9.3. A Critique of the Inherited Conception of Science
1.9.4. From Rationalism to Social Constructivism
1.9.5. Macrosocial Approaches
1.9.6. Microsocial Approaches
1.9.7. Science and Technology as Social Practices
1.9.8. Different Concepts of Practices

1.10. Science, Technology and Society (CTS) and Teaching Values

1.10.1. Knowledge Society and Education
1.10.2. Education as Technology
1.10.3. The Importance of Teaching Values
1.10.4. Teaching to Give Reasons
1.10.5. Beyond the Dichotomy of Teaching Content and Skills and Teaching Values
1.10.6. Teaching Values from an STS Perspective
1.10.7. Teaching Values and Educational Contexts
1.10.8. Studies in STS as Teaching Resources at School
1.10.9. The Classroom as a Community of Inquiry

Module 2. How and Why Teach Philosophy?

2.1. Why Educate?

2.1.1. Reasons to Educate
2.1.2. Purpose and Objectives in Education
2.1.3. Education for Life
2.1.4. Philosophy and Using the Useless
2.1.5. Teaching Philosophy: What for?

2.2. Teaching Philosophy in a Globalized World

2.2.1. Introduction: The Challenge for Philosophy
2.2.2. From Subjectivation to Socialization
2.2.3. Education and Community
2.2.4. Education for Democracy
2.2.5. Education and Recognition of the Other
2.2.6. Education and Multiculturalism
2.2.7. Education for Citizenship
2.2.8. Educating in Ethical Values

2.3. Philosophy and Pedagogy

2.3.1. The Socratic Model of Education
2.3.2. Philosophy as a General Theory of Education
2.3.3. The Development of Critical Thinking as an Educational Ideal
2.3.4. The Relation between Theory and Practice in Education
2.3.5. The Normative Character of Pedagogy
2.3.6. Pedagogy and Didactics

2.4. Education as a Social Practice

2.4.1. The Dimensions of Education
2.4.2. Educational Practice between Techne and Praxis
2.4.3. Instrumental Rationality in Education
2.4.4. Practical Rationality in Education
2.4.5. Discussing Ends in Education
2.4.6. The Debate between Traditional Education and Progressive Education
2.4.7. Characteristics of the Education Experience

2.5. Teaching and Learning

2.5.1. Teaching: Different Senses and Meanings
2.5.2. Teaching as a Triadic Relationship
2.5.3. Teaching as Capacity Development
2.5.4. Teaching and Information Acquisition
2.5.5. Information and Capacity
2.5.6. Teaching and Critical Thinking
2.5.7. Education and Learning Theories
2.5.8. Neuroscience, Learning and Education
2.5.9. Learning as Problem Solving

2.6. Teaching Philosophy

2.6.1. Teaching Philosophy as a Philosophical Problem
2.6.2. Traditional Approach
2.6.3. Teaching Philosophy or Philosophical Didactics
2.6.4. Scholars, Laypeople and Apprentices
2.6.5. Philosophy as a Way of Life
2.6.6. Philosophy as Rational Criticism
2.6.7. Teaching Philosophy as a Development of Autonomy
2.6.8. Teaching Philosophy as an Exercise in Freedom

2.7. Philosophy at Schools

2.7.1. The Presence of Philosophy in School: Some Controversies
2.7.2. Teaching Philosophy through the Framework of Other Subjects
2.7.3. Philosophy for Children or Philosophizing with Children
2.7.4. Intermediate Level Philosophy
2.7.5. Teaching Philosophy: For What and How

2.8. Philosophy of Philosophy and Teaching Philosophy

2.8.1. Philosophy as an Academic Discipline
2.8.2. Philosophy and Canon
2.8.3. The State of Exception in Philosophy
2.8.4. Anomaly in Philosophical Reflection
2.8.5. Philosophy and Its Past
2.8.6. Problematic Approaches and the Historical Approach to Teaching Philosophy

2.9. Strategy for Teaching Philosophy

2.9.1. Resources for Teaching Philosophy
2.9.2. Teaching Philosophy through Educational Technology
2.9.3. Integrating Pedagogical and Curricular Knowledge through Technology
2.9.4. ICT in Teaching Philosophy
2.9.5. Virtual Reality in Teaching Processes: Theoretical Precisions

Module 3. Vital Discussions and Collective Issues

3.1. Recognising the Other

3.1.1. Otherness in Education
3.1.2. Education as an Encounter with the Other
3.1.3. Commonality in Education
3.1.4. Difference and Recognition
3.1.5. Community in Difference
3.1.6. Tolerance or Recognition
3.1.7. Universality and Hegemony

3.2. Recognition and Otherness

3.2.1. Recognition of the Other as a Condition for Education
3.2.2. Equality and Education
3.2.3. Education and Recognition Theories
3.2.4. Intersubjectivity as a Condition for Education
3.2.5. The Other
3.2.6. Us

3.3. Education and Citizenship in the Global Age

3.3.1. School, Citizenship and Democratic Participation
3.3.2. Citizenship and Human Rights Education
3.3.3. Citizenship and Civic Virtues
3.3.4. Global Citizenship Education
3.3.5. Wealth and Poverty in the Global Age

3.4. Education and the Challenge of Interculturality

3.4.1. What Is Multiculturalism?
3.4.2. Intercultural Education in a Multicultural Society
3.4.3. Education and Integration of Ethnic Minorities
3.4.4. The Liberalism-Communitarianism Debate
3.4.5. Pluralism and Universalism
3.4.6. Multiculturalism and Cultural Relativism
3.4.7. Beyond Ethnocentrism
3.4.8. Tics in Intercultural Education

3.5. The Other Who Dwells Among Us

3.5.1. The Other, that Unbearable Interpellation
3.5.2. The Other’s Wickedness, One’s Own Beauty
3.5.3. ‘Beautiful Soul’: The Forclusion of Responsibility and the Emergence of Hatred
3.5.4. The Return of Dark Gods
3.5.5. The Return of the Dark Gods: The Far Right upon Request
3.5.6. What is Fascism Today?
3.5.7. From Past to Present Concentration Camps
3.5.8. The Logic and Purpose of Concentrationary Devices
3.5.9. What Is on the Horizon?
3.5.10. A Question Staring Us in the Face

3.6. Ties, Affections and Environments

3.6.1. Discussions on Individual Rights and Autonomy
3.6.2. Discussion i: Consuming Products and Substances
3.6.3. Discussion II: Addictive Relationships
3.6.4. Discussion III: Love of Others and Self-love
3.6.5. Discussion IV: Family and Friendships
3.6.6. Discussion v: Trust and Distrust: Strangers and Acquaintances
3.6.7. Discussion VI: The Origins of Conflict

3.7. The Environment(s)

3.7.1. Why Should We Care About the Environment(s)?
3.7.2. Caring For and Creating Environments
3.7.3. Human Ecology and Ways of Life
3.7.4. Is There a Nature?
3.7.5. The Nature of Thought
3.7.6. The True Nature of Human Beings
3.7.7. The Environment in Large Cities
3.7.8. The Planet and Us

3.8. Education, Sports and Philosophy

3.8.1. Mens Sana in Corpore Sano
3.8.2. Praxis and Education
3.8.3. Collective (Group) Sports, Empathy and Antipathy
3.8.4. Body and Understanding
3.8.5. The Field of Ethics, the Playing Field
3.8.6. Impossible and Unnecessary Neutrality
3.8.7. Soccer and ‘Polititeia’ (Politics)
3.8.8. Soccer and Globalization
3.8.9. The ‘Thinker’ Today
3.8.10. Sports and Epochal Subjectivity

3.9. The Threat of Anti-Democratic Practices

3.9.1. Discourse in the Media on Insecurity
3.9.2. Receptiveness of Common-Sense Discourse
3.9.3. Media Discourse on Repression
3.9.4. The End of Political Education
3.9.5. ‘Medicalized’ Discourse on Society
3.9.6. Trivialization of Politics
3.9.7. Prescriptions to Society
3.9.8. The Imposition of False Dichotomies
3.9.9. The Link between Religions and Society
3.9.10. Philosophical Analysis of Political and Social Situations in Latin America

3.10. Anarchy as an Undesirable Spectre

3.10.1. Anarchism According to Chomsky
3.10.2. Anarchism and Criticism
3.10.3. Capitalism as an Evolution of Thought
3.10.4. Ridicule of Anarchist Thought
3.10.5. The Role of Anarchist Intellectuals
3.10.6. Capitalism in the Common Sense
3.10.7. The Cultural Threat of Anarchism
3.10.8. The Discourse of the Media on the Media
3.10.9. An Alternative to Inequality
3.10.10. The State as a Communal Achievement

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