A Postgraduate certificate designed to explain in a clear and irrefutable way the need and importance of teaching philosophy in secondary school classrooms, with an approach that will lead students to understand this subject in a different way"

This program approaches Philosophy 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 master's degrees in thinking and argumentation are highly valued and sought after. The philosopher's ability to see things from a different perspective, to think, as the Anglo-Saxons would say, outside the box, is a fundamental asset in the world of work.   

Personally, philosophy helps us to see things, as the great Spinoza said, subaespecie 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, moreover, it 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 become more responsible citizens and to improve our work performance.    

Throughout the program, students will have the opportunity to access the most important developments in philosophy 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 those applicable to other areas of life.    

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

A complete and highly effective Postgraduate certificate that will equip you with the most useful tools for teaching philosophy in the secondary school classroom"

This Postgraduate certificate in How and Why to Teach Philosophy offers you the characteristics of a high level scientific, teaching and technological Postgraduate Diploma. These are some of its most notable features:

• 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-evaluation 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 accessible from any fixed or portable device with an Internet connection
• Complementary documentation banks permanently available, even after the course

The most powerful online platform in the educational market, which will allow you to use state-of-the-art learning tools"

Our teaching staff is made up of philosophy professionals and active specialists. This way, we ensure that we provide you with up-to-date knowledge, which is what we are aiming for. A multidisciplinary team of trained and experienced professionals who will efficiently develop the theoretical knowledge, but, above all, will put at the service of the Postgraduate Certificate the practical knowledge derived from their own experience: one of the differential qualities of this Postgraduate Diploma.

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, you will be able to study with a range of , comfortable and versatile multimedia tools that will give you the tools you need for your specialization.

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 by means of telepractice and learning from an expert, you will be able to acquire the knowledge as if you were facing the case you are learning at that moment. A concept that will allow you to integrate and fix learning in a more realistic and permanent way.   

This Postgraduate certificate, designed for teachers, will allow you to plan the subject in a more effective way with the support of the most developed didactic systems of the moment"

Get training with the world's largest online university and enjoy a high-level educational experience"

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

The content of this program enables you to learn all aspects of the different disciplines involved in this field: A complete and well-structured program that will take you to the highest standards of quality and success. 

A comprehensive teaching program, structured in well-developed teaching units, oriented towards efficient and swift learning”

Module 1. How and Why Teach Philosophy?

1.1. Why Educate?

1.1.1. Reasons to Educate

1.1.1.1. Education and training
1.1.1.2. Education and pedagogy
1.1.1.3. Education and philosophy

1.1.2. Purpose and Objectives in Education

1.1.2.1. Ultimate goal and goals in perspective
1.1.2.2. Means and ends

1.1.3. Education for Life

1.1.3.1. Education and Good Living

1.1.4. Philosophy and Using the Useless
1.1.5. Teaching Philosophy: What for?

1.1.5.1. Prejudice
1.1.5.2. The common
1.1.5.3. Emotions
1.1.5.4. Critical thinking

1.2. Teaching Philosophy in a Globalized World

1.2.1. Introduction: The challenge for philosophy
1.2.2. From Subjectivation to Socialization
1.2.3. Education and Community
1.2.4. Education for Democracy

1.2.4.1. Democratic education and community development
1.2.4.2. Democracy as a way of life
1.2.5. Education and Recognition of the Other

1.2.6. Education and Multiculturalism

1.2.6.1. Beyond the difference
1.2.6.2. Educating for pluralism

1.2.7. Citizenship Education

1.2.7.1. Educating for cosmopolitan citizenship

1.2.8. Educating in Ethical Values

1.2.8.1. What are values not?
1.2.8.2. Where are the values?
1.2.8.3. Facts and values
1.2.8.4. The school and the teaching of values

1.3. Philosophy and Pedagogy

1.3.1. The Socratic Model of Education

1.3.1.1. Dialogic model of teaching

1.3.2. Philosophy as a General Theory of Education

1.3.2.1. Education and experience
1.3.2.2. Habits and education

1.3.3. The Development of Critical Thinking as an Educational Ideal

1.3.3.1. Dimensions of critical thinking

1.3.4. The Relation between Theory and Practice in Education

1.3.4.1. Pedagogy as art
1.3.4.2. Pedagogy as a science

1.3.4.2.1. Pedagogy as applied theory
1.3.4.2.2. The naturalistic scientific point of view of pedagogy

1.3.5. The Normative nature of pedagogy

1.3.5.1. Normativity: Conditions and criteria
1.3.5.2. Prescription: rules and techniques

1.3.6. Pedagogy and Didactics

1.3.6.1. Two fields in dispute
1.3.6.2. Didactics as a science
1.3.6.3. Didactics as pedagogical knowledge

1.4. Education as a Social Practice

1.4.1. The Dimensions of Education

1.4.1.1. The epistemic dimension
1.4.1.2. The praxeological dimension
1.4.1.3. The axiological dimension

1.4.2. Educational practice between techne and praxis

1.4.2.1. The distinction between objectives and goals in education
1.4.2.2. The ethical dimension of educational goals
1.4.2.3. The practical dimension of educational objectives

1.4.3. Instrumental Rationality in Education

1.4.3.1. What and how in education

1.4.4. Practical Rationality in Education

1.4.4.1. Practical rationality as prhonesis
1.4.4.2. Practical rationality in education as a communicative rationality
1.4.4.3. Educational practice as situated practice

1.4.5. Discussing Ends in Education

1.4.5.1. Education as growth
1.4.5.2. Education as initiation
1.4.5.3. Education as socialization
1.4.5.4. Education as emancipation

1.4.6. The Debate between Traditional Education and Progressive Education

1.4.6.1. Education as transmission
1.4.6.2. Learner-centered education

1.4.7. Characteristics of the Educational Experience

1.4.7.1. Criteria for the educational experience
1.4.7.2. Educational experience and meaning
1.4.7.3. The social nature of the educational experience

1.5. Teaching and Learning

1.5.1. Teaching: Different Senses and Meanings
1.5.2. Teaching as a Triadic Relationship

1.5.2.1. Teaching someone something
1.5.2.2. The intentionality of teaching
1.5.2.3. The implications of teaching

1.5.2.3.1. The ethical sense of teaching
1.5.2.3.2. The political sense

1.5.3. Teaching as Capacity Development

1.5.3.1. Open capabilities
1.5.3.2. Closed capacities
1.5.3.3. Reflective thinking as an open capacity

1.5.4. Teaching and Information Acquisition

1.5.4.1. Moral objections
1.5.4.2. Practical objections
1.5.4.3. Activist objections

1.5.5. Information and Capacity

1.5.5.1. Teaching and habit development
1.5.5.2. Teaching and understanding

1.5.6. Teaching and Critical Thinking

1.5.6.1. The argumentation
1.5.6.2. The reasons
1.5.6.3. Rules
1.5.6.4. The reasoning
1.5.6.5. Judgment and commitment

1.5.8. Education and Learning Theories

1.5.8.1. Education and psychological theories 
1.5.8.2. Education and concepts of mind

1.5.9. Neuroscience, Learning and Education

1.5.9.1. The limits of neuroeducation
1.5.9.2. Learning and cognition
1.5.9.3. Learning as a realm of meanings

1.5.10. Learning as Problem-Solving

1.5.10.1. Learning and active thinking
1.5.10.2. Learning and creativity

1.6. Teaching Philosophy

1.6.1. Teaching Philosophy as a Philosophical Problem

1.6.1.1. Beyond the contrast between production and reproduction
1.6.1.2. New meanings to the given
1.6.1.3. Critical theory of society and philosophy teaching

1.6.2. Traditional Approach

1.6.2.1. Teaching philosophy as a technical problem
1.6.2.2. the didactics of philosophy
1.6.2.3. Didactic Transposition

1.6.3. Teaching Philosophy or Philosophical Didactics
1.6.4. Wise men, Legos and apprentices

1.6.4.1. Teaching philosophy?
1.6.4.2. Teaching to philosophize?
1.6.4.3. Know how and Know what

1.6.5. Philosophy as a Way of Life

1.6.5.1. Philosophy as self-care

1.6.6. Philosophy as Rational Criticism
1.6.7. Teaching Philosophy as a Development of Autonomy

1.6.7.1. What is self-employment?
1.6.7.2. Autonomy and Heteronomy

1.6.8. Teaching Philosophy as an Exercise in Freedom

1.7. Philosophy at Schools

1.7.1. The Presence of Philosophy in School: Some Controversies

1.7.1.1. Crisis in the teaching of philosophy
1.7.1.2. Technical vs. humanistic training

1.7.2. Teaching Philosophy through the Framework of Other Subjects

1.7.2.1. Philosophy and curriculum
1.7.2.2. Teaching philosophy and interdisciplinarity

1.7.3. Philosophy for Children or Philosophizing with Children
1.7.4. Intermediate Level Philosophy
1.7.5. Teaching Philosophy: For What and How

1.7.5.1. The usefulness of philosophy
1.7.5.2. Beyond the instrumentalization of knowledge
1.7.5.3. Philosophical teaching and crisis

1.8. Philosophy of Philosophy and Teaching Philosophy

1.8.1. Philosophy as an Academic Discipline

1.8.1.1. Is philosophy a discipline?
1.8.1.2. Philosophy as a science
1.8.1.3. Philosophy as theoretical practice

1.8.2. Philosophy and Canon

1.8.2.1. Philosophical canons and traditions

1.8.3. The State of Exception in Philosophy

1.8.3.1. Humanities versus scientism
1.8.3.2. Philosophy and the naturalistic image of science

1.8.4. Anomaly in Philosophical Reflection

1.8.4.1. Is there progress in philosophy?
1.8.4.2. The non-vindictive nature of the history of thought

1.8.5. Philosophy and Its Past

1.8.5.1. History of ideas or history of philosophy
1.8.6. Problematic Approaches and the Historical Approach to Teaching Philosophy
1.8.6.1. The historical character of philosophical problems

1.9. Strategies for teaching philosophy

1.9.1. Resources for Teaching Philosophy
1.9.2. Teaching Philosophy through Educational Technology

1.9.2.1. Philosophical content and educational technology

1.9.2.1.1. Learning to learn

1.9.2.2. Orality and writing as technologies
1.9.2.3. Cinema and philosophy
1.9.2.4. Literature and philosophy

1.9.3. Integrating Pedagogical and Curricular Knowledge through Technology

1.9.3.1. What we will teach
1.9.3.2. How we will teach
1.9.3.3. How we integrate technology

1.9.4. ICTs in the teaching of philosophy

1.9.4.1. Teaching philosophy through tics
1.9.4.2. Teaching philosophy through tics

1.9.5. Virtual Reality in Teaching Processes: Theoretical Precisions

1.9.5.1. Reflective processes and online
1.9.5.2. Methodological challenges of the online environment

Philosophy explained in the classroom, in a special Postgraduate Certificate for teachers that will allow you to acquire new skills and work systems that will make your subject more accessible and interesting"