A course created to provide the professional with the necessary teaching skills to make the teaching of political philosophy a formative success of enormous value for the students"

Philosophy brings a different point of view on the reality and on the things that make it immensely attractive from an employment point of view. In today's job market, philosophers who complement their studies with master's degrees in investment and finance, for example, or economics students who enrich their intellectual background with master's degrees in philosophy are immensely valued and sought after by head-hunters from all over the world. The philosopher's ability to see things from a different perspective, to think outside the box, of looking at reality from a different perspective, is a fundamental asset in the creative and frenetic world we live in. Personally, philosophy helps us to see things, as the great Spinoza said, sub aespecie aeternitatis, that is, through 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 as a consolatory discipline before the evils and misfortunes of this world, has always been fundamental and also allows us to better understand our nature, our actions, our morality, our being. In short, philosophy helps us to grow as people, to mature as individuals, to be more responsible citizens and to improve our work performance. This program approaches philosophy from a global but at the same time totally accessible aspect. Other master's programs also focus on the purely theoretical study of philosophy, disconnecting it from the pedagogical aspect, while this one will always try to maintain a teaching approach. Today, it is more important than ever to offer a teaching of philosophy that is both rigorous and comprehensible. 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.

A complete and well-developed training that will enable you to include the knowledge of this branch of philosophy in your teaching"

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

• More than 75 Practice cases presented by experts in the subject
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• It contains practical exercises where the self-evaluation process can be carried out to improve learning
• Special emphasis on innovative methodologies
• All this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection
• Complementary content available in multimedia format

Learn, in just a few months, the analysis of the techniques and rudiments of the philosophical discipline in the political sphere, as well as the debates that politics in the public sphere continually raises"

The teaching staff includes teaching professionals in tecahing Philosophy and Ethical Values who bring their experience to this program, as well as renowned specialists belonging to leading societies and prestigious universities. Thanks to its multimedia content developed with the latest educational technology, they will allow the professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to prepare in real situations. This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For that purpose, professionals will be assisted by an innovative, interactive video system created by renowned and experienced experts in Teaching Philosophy and Ethical Values who also have extensive teaching experience.

A program focused on the ABS system, Problem-Based Learning, which will enable you to learn through the experience of real cases and practical scenarios.

The course syllabus is designed for the philosopher to acquire the theoretical and practical knowledge necessary for the teaching of this subject. Through a complete and very didactic syllabus, an enriching and stimulating learning experience will be developed. A complete approach, fully focused on its practical application.

In this Postgraduate diploma, you will analyze and understand the forms of analysis of Political Philosophy throughout history"

Module 1. Science, Technology and Society

1.1. Science and Us

1.1.1. General Considerations
1.1.2. Science as a Cultural Phenomenon

1.1.2.1. Science as a collective enterprise
1.1.2.2. Science and our understanding as people
1.1.2.3. Science and scientism
1.1.2.4. The relationship between philosophy and science

1.1.3. Is There Common-Sense Science?

1.1.3.1. Common sense knowledge, pseudoscience and science
1.1.3.2. Science and scientific dissemination

1.1.4. What Is Science for?

1.1.4.1. Classify
1.1.4.2. Explain
1.1.4.3. Predict
1.1.4.4. Control

1.1.5. Can Science be Neutral?

1.1.5.1. Objectivity
1.1.5.2. The good reasons
1.1.5.3. Science and prejudice
1.1.5.4. Science and Values

1.1.5.4.1. The distinction between facts and values

1.1.5.5. Knowledge and interest

1.1.6. Technology in the Globalized World

1.1.6.1. Technology and knowledge society
1.1.6.2. Society, Technology and Education

1.1.7. Education, Science and Values

1.1.7.1. The teaching of science and values education.
1.1.7.2. The social studies of science and education in values

1.2. Scientific knowledge, technique and technology

1.2.1. Common Sense and Knowledge
1.2.2. Doxa and Episteme

1.2.2.1. Appearance and reality
1.2.2.2. Truth and falsehood
1.2.2.3. Senses and experience
1.2.2.4. Explanation and justification

1.2.3. Knowledge of the Natural World

1.2.3.1 Laws and regularities

1.2.4. Knowledge of the Social World

1.2.4.1 Meanings and senses

1.2.5. Theoria, Praxis and Techne

1.2.5.1. Contemplation and action
1.2.5.2. Doing and acting
1.2.5.3. Reasons
1.2.5.4. Causes

1.2.6. Technical Knowledge

1.2.6.1. Science and technique
1.2.6.2. Rationality
1.2.6.3. Means and Aims
1.2.6.4.  Instrumental Rationality

1.2.7. The Intervention of New Technologies

1.2.7.1. Representate
1.2.7.2. Intervene
1.2.7.3. Know what and know how

1.3. Epistemology of Sciences

1.3.1. Introduction: Philosophy and Science
1.3.2. Scientific Knowledge

1.3.2.1. Observation
1.3.2.2. The Data
1.3.2.3. Experience
1.3.2.4. See and believe and infer

1.3.3. Scientific Hypotheses

1.3.3.1. The problem of induction

1.3.3.3.1.1 The extension of knowledge

1.3.3.2. Justification

1.3.4. Explain and Predict

1.3.4.1. Asymmetry explanation prediction

1.3.4.1.1. Models of explanation
1.3.4.1.2 Methodological monism
1.3.4.1.3 Methodological Pluralism

1.3.5. Explaining and understanding

1.3.5.1. Explanation and Causality

1.3.5.5.1.1 Methodological Individualism
1.3.5.1.2. Methodological Holism

1.3.6. The social sciences and the explanation of human action

1.3.6.1. Human action and sense
1.3.6.2. Interpreting and understanding
1.3.6.3. Social Practices and Meaning

1.3.7. Reasons and Causes in explanation of action

1.3.7.1. Subjects
1.3.7.2. Agents
1.3.7.3. Freedom
1.3.7.4. Determinism

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 evaluation of scientific theories

1.4.2.1. Synchronic and diachronic analysis of scientific change

1.4.2.1.1. Context of discovery and justification

1.4.3. The Realist conception of science

1.4.3.1. Progress in science
1.4.3.2. Progress as inter-theoretical accumulation

1.4.4. Rupture and Discontinuity in the Development of Science
1.4.5. Paradigm

1.4.3.1. Normal Science
1.4.3.2. Scientific Community

1.4.6. Tensions and Anomalies

1.4.6.1. Tensions and anomalies

1.4.7. Scientific Change

1.4.7.1. Disagreement and the scientific community
1.4.7.2. Scientific change

1.4.8. Social Science and Paradigms

1.4.8.1. Pre-paradigmatic science and proto-science

1.4.9. Epistemological Relativism

1.4.9.1. Relativism and objectivism

1.5. Science and Ideology

1.5.1. The polysemy of the concept of ideology
1.5.2. Objectivity and Ideology

1.5.2.1. Is objectivity possible?

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

1.6.1.1. Epistemic Values
1.6.1.2. The normative character of epistemic values

1.6.2. Science and Ethical Values

1.6.2.1. The distinction made value

1.6.3. Modes of Scientific Rationality

1.6.3.1. From classical techné to modern technique

1.6.4. Scientific Rationality as Instrumental Rationality
1.6.5. Scientific Rationality as Practical Rationality
1.6.6. Rationality as Means-End Strategy

1.6.6.1. Science and Good Reasons
1.6.6.2. Techno-scientific Rationality and its Problems

1.6.7. The Distinction between Ends and Values

1.6.7.1. Criticism of the instrumental model

1.6.8. Reasons and Good Reasons

1.6.8.1. How good reasons are determined

1.6.8.1.1. Evidence and justification

1.6.9. Good Reasons Are Reliable

1.6.9.1. Epistemic reliability as instrumental rationality

1.7. Technology and Nature

1.7.1. Human Life as a product of Technique
1.7.2. The Impact of technique 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?

1.7.7.1 A world without a soul

1.7.8. A new configuration of the human?

1.7.8.1 Human nature without nature

1.8. From Technique to Technology

1.8.1. The Concept of Technology
1.8.2. The Relation between Technology and Science

1.8.2.1. Technology as applied 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

1.8.5.1. The dimensions of technological practice

1.8.6. Technology and Public Policy
1.8.7. Technology and Culture

1.8.7.1. The Concept of 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

1.9.2.1. Social utility of Science
1.9.2.2. Production and social use of science

1.9.3. A Critique of the Inherited Conception of Science
1.9.4. From Rationalism to Social Constructivism

1.9.4.1. What is constructivism?
1.9.4.2. Scientific realism vs. constructivism

1.9.5. Macrosocial Approaches

1.9.5.1. Strong programs in sociology of science

1.9.6. Microsocial Approaches

1.9.6.1. Laboratory Studies

1.9.7. Science and Technology as Social Practices
1.9.8. Different Concepts of Practices

1.9.8.1. Concepts as rules
1.9.8.2. Concepts, rules and practices

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

1.10.1. Knowledge Society and Education

1.10.1.2. Knowledge society and information society
1.10.1.3. New challenges for education

1.10.2. Education as Technology
1.10.3. The Importance of Teaching Values

1.10.3.1. Epistemic Values
1.10.3.2. Moral Values
1.10.3.3. The Development of ethical comprehension

1.10.4. Teaching to Give Reasons

1.10.4.1. Beliefs and reasons
1.10.4.2. Importance of Justification

1.10.5. Beyond the dichotomy of teaching content and skills and values education
1.10.6. Education in values from the perspective of STS

1.10.6.1. Epistemic Values
1.10.6.2. Moral Values
1.10.6.3. The Development of ethical comprehension

1.10.7. Values education and educational context

1.10.7.1. The classroom as a cooperative community
1.10.7.2. Dialogue and exchange for values education

1.10.8. Studies in STS as didactic resources for the school
1.10.9. The Classroom as a Community of Inquiry

1.10.9.1. Creativity Development
1.10.9.2. Teaching in values and collaborative work

Module 2. How and Why to Teach Philosophy?

2.1. Why Educate?

2.1.1. Reasons to Educate

2.1.1.1. Educate and train
2.1.1.2. Education and pedagogy
2.1.1.3. Education and Philosophy

2.1.2.  Aims and goals in education

2.1.2.1 Final aim and aims in perspective
2.1.2.2. Means and Aims

2.1.3. Education for life

2.1.3.1 Education and the good life

2.1.4. Philosophy and the usefulness of uselessness
2.1.5. Teaching philosophy, for what?

2.1.4.1. Prejudice
2.1.4.2. The common
2.1.4.3. Emotions
2.1.4.4. Critical Thinking

2.2. Teaching Philosophy in a Globalized World

2.2.1. Introduction: Challenge for Philosophy
2.2.2. From Subjectivation to Socialization
2.2.3. Education and Community
2.2.4. Education for Democracy

2.2.4.1. Democratic Education and community Development
2.2.4.2. Democracy as a Way of Life

2.2.5. Education and Recognition of the Other
2.2.6. Education and Multiculturalism

2.2.6.1. Beyond differences
2.2.6.2. Educate for pluralism

2.2.7. Citizenship Education

2.2.7.1. Education for cosmopolitan Citizenship

2.2.8. Educating in Ethical Values

2.2.8.1. What are not values?
2.2.8.2. Where are the values?
2.2.8.3.  Facts and values
2.2.8.4. The school and the teaching of values

2.3. Philosophy and Pedagogy

2.3.1. The Socratic Model of Education

2.3.1.1. Dialogical model of education

2.3.2. Philosophy as a General Theory of Education

2.3.2.1. Education and experience
2.3.2.2. Habits and education

2.3.3. The Development of Critical Thinking as an Educational Ideal

2.3.3.1. Dimensions of critical thinking

2.3.4. The Relation between Theory and Practice in Education

2.3.4.1. Pedagogy as art
2.3.4.2. Pedagogy as Science

2.3.4.2.1. Pedagogy as applied theory
2.3.4.2.2. The naturalistic scientific point of view of pedagogy

2.3.5. The Normative character of pedagogy

2.3.5.1. Normativity: Conditions and criteria
2.3.5.2. Prescription: rules and techniques

2.3.6. Pedagogy and Didactics

2.3.6.1. Two fields in dispute
2.3.6.2. Didactics as a Science
2.3.6.3. Didactics as pedagogical knowledge

2.4. Education as a Social Practice

2.4.1. The Dimensions of Education

2.4.1.1. Epistemic dimension
2.4.1.2. The praxeological dimension
2.4.1.3. The axiological dimension

2.4.2. Educational Practice between Techne and Praxis

2.4.2.1. The distinction between objectives and goals in education
2.4.2.2. The ethical dimension of educational goals
2.4.2.3. The practical dimension of educational objectives

2.4.3. Instrumental Rationality in Education

2.4.3.1. The what and the how in education

2.4.4. Practical Rationality in Education

2.4.4.1. Practical rationality as prhonesis
2.4.4.2. Practical rationality in education as communicative rationality
2.4.4.3. Educational practice as situated practice

2.4.5. The discussion around the purposes in education

2.4.5.1. Education as Growth
2.4.5.2. Education as Initiation
2.4.5.3. Education as socialization
2.4.5.4. Education as Emancipation

2.4.6. The debate traditional education and progressive education

2.4.6.1. Education as Transmission
2.4.6.2. The education centered on the student

2.4.7. Characteristics of the Educational Experience

2.4.7.1. Criteria for the educational experience
2.4.7.2. Educational experience and meaning
2.4.7.3. The social character of educational experience

2.5. Teaching and Learning

2.5.1. Teaching: Different Senses and Meanings
2.5.2. Teaching as Triadic Relationship

2.5.2.1. Teaching someone something
2.5.2.2. The intentionality of teaching
2.5.2.3. The implications of teaching

2.5.2.3.1. The ethical sense of teaching
2.5.2.3.2. The political sense

2.5.3. Teaching as Capacity Development

2.5.3.1. Open capabilities
2.5.3.2. Closed capabilities
2.5.3.3. Reflective thinking as an open capability

2.5.4. Teaching and Information Acquisition

2.5.4.1. Moral objections
2.5.4.2. Practical objections
2.5.4.3. Activist objections

2.5.5. Information and Capacity

2.5.5.1. Teaching and habit development
2.5.5.2. Teaching and comprehension

2.5.6. Teaching and Critical Thinking

2.5.6.1.  Argumentation
2.5.6.2. Reasons
2.5.6.3 Rules
2.5.6.4. Reasoning
2.5.6.5. Judgment and commitment

2.5.7. Education and Learning Theories

2.5.7.1. Education and psychological theories
2.5.7.2. Education and concepts of mind

2.5.8. Neuroscience, Learning and Education

2.5.8.1. The limits of neuroeducation
2.5.8.2. Learning and cognition
2.5.8.3. Learning as a domain of meanings

2.5.9. Learning as Problem-Solving

2.5.9.1. Learning and active thinking
2.5.9.2 Learning and creativity

2.6. Teaching Philosophy

2.6.1. Teaching Philosophy as a Philosophical Problem

2.6.1.1. Beyond the contraposition production and reproduction
2.6.1.2. New senses to the given
2.6.1.3. Critical theory of society and philosophy teaching

2.6.2. Traditional Approach

2.6.2.1. Teaching Philosophy as a technical problem
2.6.2.2. the didactics of philosophy
2.6.2.3. Didactic Transposition

2.6.3. Teaching Philosophy or Philosophical Didactics
2.6.4. Sages, Laymen and Apprentices

2.6.3.1. Teaching Philosophy?
2.6.3.2. Teaching to philosophize?
2.6.3.3. Knowing how and Knowing what

2.6.5. Philosophy as a Way of Life

2.6.5.1. Philosophy as care of oneself

2.6.6. Philosophy as Rational Criticism
2.6.7. Teaching Philosophy as a Development of Autonomy

2.6.7.1. What is being autonomus?
2.6.7.2.  Autonomy and Heteronomy

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

2.7.1.1. Crisis in the teaching of philosophy
2.7.1.2. Technical vs. humanistic training

2.7.2. Teaching Philosophy through the Framework of Other Subjects

2.7.2.1. Philosophy and curriculum
2.7.2.2. Teaching philosophy and interdisciplinarity

2.7.3. Philosophy for Children or Philosophizing with Children
2.7.4. Intermediate Level Philosophy
2.7.5. The for what and the how in the teaching of philosophy

2.7.5.1. The usefulness of philosophy
2.7.5.2. Beyond the instrumentalization of knowledge
2.7.5.3. Philosophical teaching and crisis

2.8. Philosophy of Philosophy and Teaching Philosophy

2.8.1. Philosophy as an Academic Discipline

2.8.1.1. Is philosophy a discipline?
2.8.1.2. Philosophy as a Science
2.8.1.3. Philosophy as a theoretical practice

2.8.2. Philosophy and the Canon

2.8.2.1. Philosophical canons and traditions

2.8.3. The State of Exception in Philosophy

2.8.3.1. The humanities in the face of scientism
2.8.3.2. Philosophy and the naturalistic image of the sciences

2.8.4. Anomaly in Philosophical Reflection

2.8.4.1. Is there progress in philosophy?
2.8.4.2. The non-vindicatory character of the history of thought

2.8.5. Philosophy and Its Past

2.8.5.1. History of ideas or history of philosophy

2.8.6. Problematic Approaches and the Historical Approach to Teaching Philosophy

2.8.6.1. The historical aspect of philosophical problems

2.9. Strategies for teaching philosophy

2.9.1. Resources for Teaching Philosophy
2.9.2. Teaching Philosophy through Educational Technology

2.9.2.1. Philosophical content and educational technology

2.9.2.1.1 Learning to learn

2.9.2.2. Orality and writing as technologies
2.9.2.3. Cinema and philosophy
2.9.2.4. Literature and philosophy

2.9.3. Integrating Pedagogical and Curricular Knowledge through Technology

2.9.3.1. What are we going to teach
2.9.3.2. How are we going to teach
2.9.3.4. How we integrate technology

2.9.4. ICT in Teaching Philosophy

2.9.4.1. Teaching philosophy through ICTs
2.9.4.2. Teaching philosophy through ICTs

2.9.5. Virtual Reality in Teaching Processes: Theoretical Precisions

2.9.5.1. Reflective processes and virtuality
2.9.5.2. Methodological challenges of virtuality

Module 3. Vital Discussions and Binding Themes

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

3.3.5.1. Justice
3.3.5.2. Solidarity
3.3.5.3. Equality

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

3.4.3.1 Integration and assimilation

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. ICTs in Intercultural Education

3.5. The Other Who Dwells Among Us

3.5.1. The Other, that unbearable Interpellation

3.5.1.1. A culture with no place for closeness
3.5.1.2. The illusion of the self-constituted Subject

3.5.2. The evil of others, one's own beauty
3.5.3. 'Beautiful Soul': the forclusion of responsibility and the emergence of hatred

3.5.3.1. The responsibility of the subject in postmodern times, again Dufour

3.5.4. The Return of Dark Gods

3.5.4.1. Between us
3.5.4.2. New emergencies

3.5.5. The Return of the Dark Gods: The Far Right upon Request

3.5.5.1. Societal fascism. Classes and categories
3.5.5.2. The new subjectivities call for blood

3.5.6. No Place for Love..
3.5.7. From those to these concentration camps

3.5.7.1. From Auschwitz to the contemporary megalopolises
3.5.7.2. Every periphery is a good place to die
3.5.7.3. A logic that has no 'outside': globalization

3.5.8. The logic, the purpose of the concentrationary device

3.5.8.1. Genocide as a social practice
3.5.8.2. From Auschwitz to Hiroshima. From Auschwitz to Hiroshima

3.5.9. What Is on the Horizon?

3.5.9.1. An invitation to think about praxis. More questions than answers

3.5.10. A question staring you in the face

3.5.10.1. 'We are responsible even for what we dream', Freud dixit. What work are we getting our hands on?

3.6. Ties, Affections and Environments

3.6.1. Discussions on Individual Rights and Autonomy
3.6.2. Discussion i: Consuming Products and Substances

3.6.2.1. Our limits and our understanding

3.6.3. Discussion II: Addictive relationships

3.6.3.1. What we do not notice in bonds
3.6.3.2. What we build, what we seek, what we can

3.6.4. Discussion III: Love of Others and Self-love

3.6.4.1. What affections do we seek in relationships?
3.6.4.2. Violence, education and emotions

3.6.5. Discussion IV: Family and Friendships

3.6.5.1. Reconsidering social mandates
3.6.5.2. To be and not to be part of a herd
3.6.5.3. What herd are we talking about?

3.6.6. Discussion v: Trust and Distrust: Strangers and Acquaintances
3.6.7. Discussion V: the origin of conflicts

3.6.7.1. Happiness and serenity

3.6.8. Discussion VI: The search for affection and recognition

3.7. The Environment(s)

3.7.1. Why Should We Care About the Environment(s)?

3.7.1.1. Do we know what we are talking about? (beyond the green lawn)
3.7.1.2. Where does my body begin and where does it end?
3.7.1.3. Where is the body of the other?

3.7.2. Caring for and Creating Environments

3.7.2.1. Nature as a cultural product
3.7.2.2. Culture as a natural product
3.7.2.3. Can nature be (re)created?

3.7.3. Human Ecology and Ways of Life

3.7.3.1. How do those who do not live like us live?
3.7.3.2. The producers of ignorance
3.7.3.3. Sowing rumors, reaping truths
3.7.3.3. Is there intelligent life on our planet?

3.7.4. Is There a Nature?

3.7.4.1. How to be part of and take care of what is unknown?
3.7.4.2. Seeing the best and the worst of us

3.7.5. The Nature of Thought

3.7.5.1. The mind in the forests
3.7.5.2. Who are We?
3.7.5.3. Are we in the world or is the world in us?

3.7.6. Authentic human nature

3.7.6.1. Where to look for the essential?
3.7.6.2. Why a nature?

3.7.7. The Environment in big Cities

3.7.7.1. What really breathes
3.7.7.2. Destruction the Social Fabric

3.7.8. The Planet and Us

3.7.8.1. Taking care of oneself, but from whom?
3.7.8.2. What is in us: awareness and quality of life

3.8. Education, Sports and Philosophy

3.8.1. Mens Sana in Corpore Sano

3.8.1.1. The value of the inclination towards a 'vital balance'

3.8.2. Praxis and Education

3.8.2.1. How does a body learn?
3.8.2.2. The mud, the scent of grass, the drops of salt.. 3.8.2.3. The past 'tells us' in the present

3.8.2.3.1 The emergence of 'One Character' (as a form of 'realization')

3.8.3. Collective (Group) Sports, Empathy and Antipathy

3.8.3.1. 'I'll stick with this one, I'll screw this one...'

3.8.3.1.1. The friend, the companion, the traitor
3.8.3.1.2. The Adversary, the enemy?, the abject?

3.8.4. Body and Understanding

3.8.4.1. Childhood memory and reflective memory
3.8.4.2. The Pathos of the body and resignification
3.8.4.3 Hypothetical scenarios and comprehensive reflexivity

3.8.5. The Field of Ethics, the Playing Field

3.8.5.1. Means and ends, Camus from 'the paddock'
3.8.5.2. Conflict and the emergence of 'the ethical'

3.8.6. Impossible and Unnecessary Neutrality

3.8.6.1. Competing: that structuring aspect
3.8.6.2. Thinking 'competitiveness' beyond the clichés
3.8.6.3. Competitiveness, ideology and subjectivity

3.8.7. Soccer and 'Polítiteia'

3.8.7.1. The Guardiola Paradigm

3.8.7.1.1. Xavi, Iniesta and 'the community'
3.8.7.1.2. Pep's Barsa and Zapatismo

3.8.7.2. The Mourinho Paradigm

3.8.7.2.1. Cristiano, 'the un-crucified'
3.8.7.2.2 What Brusellas owes to Mou

3.8.8. Soccer and Globalization

3.8.8.1. The market and the ball
3.8.8.2. Beckham, that irresistible 'object'. By way of digression
3.8.8.3 Money, game and subjectivity(ies)
3.8.8.4 Money: Cappa and the logic of the market

3.8.9. The 'Thinkers' Today

3.8.9.1. Riquelme for connoisseurs (and now also for neophytes)
3.8.9.2. Forgetting Rodin, Redondo or sculpture in movement
3.8.9.3. Xavi and Iniesta, those Paradigms

3.8.10. Sports and Epochal Subjectivity

3.8.10.1. Sports and representations of common sense
3.8.10.2. Being, Doing, Thinking, ...under the fetishism of the commodity
3.8.10.3. Alienation
3.8.10.4. Sketches of contestation
3.8.10.5. By way of (Un)Conclusion

3.9. The Threat of Anti-Democratic Practices

3.9.1. Discourse in the Media on Insecurity

3.9.1.1. Moral-meritocratic problem
3.9.1.2. Structural problem

3.9.2. The receptivity of discourse in common sense

3.9.2.1. The impossibility of seeing the problem
3.9.2.1. Understandable reasons for not seeing it

3.9.3. Media Discourse on Repression

3.9.3.1. The media discourse on repression

3.9.3.1.1. The double discourse on the demonstrations
3.9.3.1.2. Accepting the justice of the claim

3.9.4. The End of Political Education

3.9.4.1. Questioning the modality of the claim
3.9.4.2. "They all steal" or "all politicians are the same"

3.9.5. 'Medicalized' Discourse on Society

3.9.5.1. The sick society
3.9.5.2. Offering a root cure

3.9.6. The trivialization of politics

3.9.6.1. Well-known but untrained candidates
3.9.6.2. Rich candidate as a guarantee of honesty

3.9.7. Prescriptions to Society

3.9.7.1. Tolerating repression in the name of what must be done
3.9.7.2. The request of an effort to the society
3.9.7.3. The construction of a leader who "aspires to be"

3.9.8. The Imposition of False Dichotomies

3.9.8.1. The oddity that in no possible world we are better off
3.9.8.2. Paying what must be paid as a mandate

3.9.9. The Link between Religions and Society

3.9.9.1. Religious discourses that reach and do not reach
3.9.9.2. The acceptance of religious discourse in matters of state

3.9.10. The philosophical analysis of political and social situations in Latin America

3.9.10.1. Are there neo-fascist discourses?
3.9.10.2. "Let's try something different"
3.9.10.3. Lack of awareness of minority rights

3.10. Anarchy as an Undesirable Spectre

3.10.1. Anarchism According to Chomsky

3.10.1.1. Anarchism and Justification
3.10.1.2. Anarchism and capitalism
3.10.1.3. Anarchism and institutions

3.10.2. Anarchism and Criticism

3.10.2.1. Discursive logics related to capitalism
3.10.2.2. Anarchism as an enemy

3.10.3. Capitalism as an Evolution of Thought

3.10.3.1. Capitalism and poverty
3.10.3.2. Capitalism and the future of the community

3.10.4. Ridicule of Anarchist Thought

3.10.4.1. Conceding criticisms, but denying alternatives
3.10.4.2. The discursive logic against anarchism
3.10.4.3. The anarchist view of education

3.10.5. The Role of Anarchist Intellectuals

3.10.5.1. The discursive logic of the media and the idea of freedom
3.10.5.2. Freedom of the press as freedom of the market

3.10.6. Capitalism in the Common Sense

3.10.6.1. Naturalizing of Inequality
3.10.6.2. The stereotype of anarchism as a danger

3.10.7. The Cultural Threat of Anarchism

3.10.7.1 The fear of questioning culture
3.10.7.2. Conservatism as a response to economic crises

3.10.8. The Discourse of the Media on the Media

3.10.8.1. Speaking from the 'absence' of corporate interests
3.10.8.2. Which leaders do the mass media ridicule and idealize

3.10.9. An Alternative to Inequality

3.10.9.1 Anarchism as a form of rationalism
3.10.9.2. Asking authority for justifications

3.10.10. The State as a Communal Achievement

3.10.10.1. Thinking the common within institutions
3.10.10.2. Thinking the common outside institutions

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