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 formaciones 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 ante 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 Ethics, Psychology and Aesthetics  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 dla Postgraduate diploma 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 se centra 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. 

Adquiere, en apenas unos meses, las habilidades del pensamiento filosófico para el análisis de los criterios que rigen el uso del poder en nuestra sociedad”

La comunidad política, el concepto de ciudadanía y la influencia del Género, analizados desde el escrutinio de la filosofía"

The contents of this training have been developed by the different teachers of this program, 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 that is compatible with your personal and professional life" 

Module 1. Political Community: Citizenship, Social Ties and Otherness

1.1. Nature

1.1.1. What Is Given, What Is There
1.1.2. What Do We Call Nature? 
1.1.3. Object Demarcation Criteria
1.1.4. Genesis and Ontogenesis
1.1.5. The Leap to Culture
1.1.6. Gregariousness and Community
1.1.7. Mutual Support and Care: The First Form of Bonding
1.1.8. Food and Habitat: Nomadism, Sedentarism and Performativity
1.1.9. Representations: Old Marks in Symbolization
1.1.10. Language: Scribbling on Stone

1.2. Culture

1.2.1. The Founding Artifice
1.2.2. On the Nature of Artifice
1.2.3. Artifice and Truth
1.2.4. Artifice and Humanity
1.2.5. An Inescapable and Normative Second Skin
1.2.6. The Other Who Comes
1.2.7. The Other Who Interpolates
1.2.8. Gathering and Providing Order
1.2.9. The Emergence of 'Morals' 
1.2.10. Law, Order and Justice

1.3. Chaos and Cosmos

1.3.1. Chaos with no Metaphysics
1.3.2. Chaos Sense and Nonsense
1.3.3. The Cosmos as Institution
1.3.4. Sacred and Pagan
1.3.5. The Emergence of Sense, and Its Fragility
1.3.6. Unique Senses. That Which We Call Religion
1.3.7. Plural Senses: The Unsettling Philosophical Inquiry
1.3.8. Cosmos and Political Forms
1.3.9. Cosmos and Community
1.3.10. Cosmos and Telos

1.4. Beasts and Gods

1.4.1. In the Beginning Was 'the Verb': Homer for Us
1.4.2. External to Humans: Beasts
1.4.3. External to Humans: Gods
1.4.4. The Wrath of Extremes
1.4.5. The Spur of the Logos
1.4.6. The Performativity of Logos
1.4.7. Logos and Historicity
1.4.8. The Question of 'the Bestial' in the Present
1.4.9. Modern Gods
1.4.10. Lay Holiness and Politics

1.5. Human Beings

1.5.1. In the Beginning Was 'the Other' 
1.5.2. Death, the Word, Sexuality as Ontogenesis
1.5.3. Logos as Normative Agent
1.5.4. Impossible and Necessary 'Nature'
1.5.5. Ethics, Aesthetics and Asceticism
1.5.6. The Imaginary Institution of Society
1.5.7. Imagination and Truth
1.5.8. Consolidating Meaning to Become Human
1.5.9. Structuring Structures
1.5.10. Ecce Homo to Homo Sapiens

1.6. The State and the Contract

1.6.1. The Necessary Beast Among Us. What Is It, What Does It Do, What Does It Impose and Found?
1.6.2. The Norm and 'the Name of the Father'
1.6.3. Renunciation and Delegation to Make Life 'in Common' Possible 
1.6.4. Freedom in Modernity A Decisive Category in the Idiosyncrasy of the Contemporary Subject
1.6.5. Freedom and Community. The ‘Destiny’ of the Polis
1.6.6. Why Is Freedom a Crucial Category in Contemporary Times? 
1.6.7. 'Thing Subtracted' from the Greeks Today? 
1.6.8. Hobbes Among Us, in Light of the Postmodern Condition
1.6.9. Machiavelli at Last? 
1.6.10. Contemporaneity and State of Exception

1.7. Ties

1.7.1. With 'the Other' in the Body
1.7.2. Subject, Identity, Individual. Chaff and Wheat
1.7.3. A Singularity Among 'the Skein' 
1.7.4. Ties, Love, and Dislike… 
1.7.5. Love as a Political Category
1.7.6. Love and Subversion
1.7.7. Love and Scepticism
1.7.8. Cynicism Today
1.7.9. The Drives of the Soul
1.7.10. Perverse Passions

1.8. Citizens

1.8.1.  A Political Attribution
1.8.2. Polis and Citizenship
1.8.3. Liberal Democracies and Citizenship
1.8.4. Postdemocratic Societies and Citizenship
1.8.5. Postmodern Atomization
1.8.6. From Community as Destiny to Self-Entrepreneurship
1.8.7. What Citizenship Today?
1.8.8. Human Rights and Citizenship
1.8.9. Globalization, the Human Condition and Rights of Citizenship
1.8.10. Human Rights and Cruelty

1.9. The Foreigner

1.9.1. What Is Immigration, Who Decides, What Is Proposed?
1.9.2. Where Does the Foreigner Dwell? 
1.9.3. Hospitality, Politics and the Condition of Humanity?
1.9.4. Hostility, Segregation and Fascism
1.9.5. Building an Image of the Abject
1.9.6. Eliminating the Abject
1.9.7. The Human Condition and Cruelty
1.9.8. Aporophobia?
1.9.9. Those 'Swimmers' that Float in the Sea and End Up on Our Shores
1.9.10. What Would Homer Have Said? 

1.10. The Other among Us

1.10.1. The Other, that Unbearable Interpellation
1.10.2. The Other's Wickedness, One's Own Beauty
1.10.3. "Beautiful Soul": The Forclusion of Responsibility, the Emergence of Hatred and the
1.10.4. Legitimacy of Anger
1.10.5. The Return of the Dark Gods: The Far Right upon Request 
1.10.6. What is Fascism Today?
1.10.7. From Past to Present Concentration Camps
1.10.8. The Logic and Purpose of Concentrationary Devices
1.10.9. What Is on the Horizon?
1.10.10. A Question Staring Us in the Face

Module 2. Teaching Civics in Schools

2.1. School as Community

2.1.1. School and Experience
2.1.2. Learning for Life? 
2.1.3. The Perception of Authority
2.1.4. The Concepts of Childhood and Adolescence
2.1.5. Not Speaking for Students
2.1.6. Repetition and Assessment
2.1.7. International Assessments and Education Policies

2.2. Appealing to Interest

2.2.1. The Relevance of the Contents
2.2.2. Interests and Daily Life
2.2.3. Defining Interests as a Teacher
2.2.4. The Articulation between Content and Interests
2.2.5. The Image of the Teacher as a Referee
2.2.6. Communication with Students
2.2.7. Is It Possible to Be a Peer?

2.3. Citizenship and School

2.3.1. Generating Cooperative Environments
2.3.2. Playing as a Metaphor for Citizenship
2.3.3. Social Commitment
2.3.4. How to Generate Citizenship at School
2.3.5. Appealing to Resources at Hand
2.3.6. Respect for Peers
2.3.7. Thinking about the School's Contributions to the Community

2.4. Social Networks and Citizenship Building

2.4.1. Intervention in Social Networks
2.4.2. Social Networks, Childhood and Adolescence
2.4.3. Instances of Community Generation
2.4.4. On What Trends Are
2.4.5. Philosophical-Political Resources on Social Networks
2.4.6. How to Avoid Falling Prey to Fake News?
2.4.7. What Is Virtual Reality?

2.5. Citizenship and the World of Work

2.5.1. Students' Idea of the World of Work
2.5.2. The Link between Life and Work
2.5.3. The Link between Education and Work
2.5.4. Unproductive Time
2.5.5. Why Should We Like Work?
2.5.6. Working on Oneself
2.5.7. Community and Entrepreneurship

2.6. Who Decides in the Community?

2.6.1. Teaching the Democratic System
2.6.2. Detecting Social Change
2.6.3. How Is a Law Promoted? 
2.6.4. Instances of Democratic Dialogue
2.6.5. Democracy and Participation
2.6.6. Democracy and Consumerism
2.6.7. The Media as a Fourth Power

2.7. How to Complain in the Face of Injustice?

2.7.1. Understanding and Complaints
2.7.2. The Intrinsic Slowness of Democracy
2.7.3. The Use of Poverty in the Media
2.7.4. Thinking about the Needs of the School
2.7.5. How Much Should Be Invested in Education
2.7.6. Using Social Networks to Complain
2.7.7. Argue in Favor of a Proposal

2.8. Considering the Classroom

2.8.1. The Classroom and Diversity
2.8.2. The Classroom and Disability
2.8.3. The Classroom and Standardization
2.8.4. The Classroom and Debate
2.8.5. The Classroom and Fun
2.8.6. Being Peers and Being Students
2.8.7. Solidarity and Exclusion

2.9. Considering the World from the Classroom

2.9.1. Thinking about Violence
2.9.2. Thinking about Gender Perspective
2.9.3. Thinking about Inequality
2.9.4. Thinking about Animal Ethics 
2.9.5. Thinking about Nature
2.9.6. Thinking about the World of Technology: Artificial Intelligence
2.9.7. Thinking about the Control of Information

2.10. Teaching Resources for Thinking about Teaching

2.10.1. Making Arguments Explicit
2.10.2. The Importance of Reconsidering the Question
2.10.3. The Practical in Philosophy
2.10.4. Writing about Philosophy
2.10.5. Digital Resources and Philosophy
2.10.6. Films, Series and Philosophy
2.10.7. Learning Philosophy through Fiction

Module 3. Gender in Question. Feminism(s): Debates, Struggles and Diversions

3.1. The Value of the Humanities in Human Issues

3.1.1. Why the Humanities Today?
3.1.2. Philosophy and Gender Issues, a Gourmet Pairing
3.1.3. Anthropology and Sociology, Approaching Gender through 'the Social' 
3.1.4. Psychoanalysis, the Unwanted Visitor
3.1.5. Transdiscipline and Toolbox
3.1.6. What Kind of Epistemology for What Kind of Issues? 
3.1.7. Knowledges, Colonization and Decolonization
3.1.8. What Is a Subject?
3.1.9. On Subjectivity(ies)?
3.1.10. Our Time. Elusive and Thorny Etchings

3.2. On the Gender Perspective

3.2.1. What Do We Mean When We Talk About Gender Perspective? 
3.2.2. From Women's Studies to Gender Studies
3.2.3. The World Tuned to Gender
3.2.4. Patriarchy and Hegemonic Masculinity
3.2.5. The Mandates of Hegemonic Masculinity
3.2.6. Gender Stereotypes
3.2.7. Gender Socialization
3.2.8. Gender Expectations
3.2.9. Violence

3.3. Analysis of Feminisms: First Wave

3.3.1. First Wave
3.3.2. Enlightened Feminism
3.3.3. The Critique of the Feminine Condition
3.3.4. Attribution of the Feminine Condition
3.3.5. The Civil Rights in Question
3.3.6. Concerning Power: Sexes and Social Relationships
3.3.7. The Controversy of the Masters of Knowledge
3.3.8. The Controversy of the Masters of Wealth
3.3.9. Intellectual References: Olympe de Gouges, Mary Wollstonecraft, Poullain
de la Barre

3.4. Analysis of Feminisms: Second Wave

3.4.1. Suffragism
3.4.2. Declaration of Sentiments: Ecce Mulier
3.4.3. Towards Full Citizenship
3.4.4. The Emergence of the Popular Classes
3.4.5. De Jure and De Facto Inequalities
3.4.6. Family, Sexuality and Work
3.4.7. Reference Work: The Forms of Subjection, John Stuart Mill and Harriet Taylor
3.4.8. Betty Friedan and the Mystique of Femininity
3.4.9. Shulamith Firestone and the Dialectics of Relationships
3.4.10. Simone de Beauvoir and the Second Sex

3.5. Analysis of Feminisms: Third Wave

3.5.1. The Agitated '60s, 'Libertarian Revolutions'
3.5.2. The Transmutation of All Values
3.5.3. A Libertarian Morality among Liberals
3.5.4. The Private as Political
3.5.5. The Politicization of Desire
3.5.6. Denaturalizing / Politicizing / Re-Signifying
3.5.7. A New Epistemology
3.5.8. A Constructivist Anthropology
3.5.9. Structuralism, Post-Structuralism and Beyond
3.5.10. Butler and Identities

3.6. Analysis of Feminisms: Fourth Wave

3.6.1. Since When and Why. A Necessary Justification
3.6.2. Postmodernism and Poststructuralism
3.6.3. The Radicalization of the Political
3.6.4. Sorority as a Battering Ram
3.6.5. Identities? What for? Beyond 
3.6.6. Science as an Ally
3.6.7. Cyborgs
3.6.8. Queers
3.6.9. Sorority as a Battering Ram
3.6.10. Preciado and the Countersexual Manifesto

3.7. Contemporary Debates

3.7.1. Contemporary Debates
3.7.2. The Emergence of Radicalism. Political Postulates in Gender Discourse
3.7.3. Scientific Discourse and Nomadic Identities
3.7.4. Discourse on Gender and Freedoms: Philosophical Approaches
3.7.5. Patriarchy, Does It Still Today? Under What Forms? Reflection
3.7.6. What Is Pedagogy Based on Cruelty?
3.7.7. Conflict and Violence Analysis: Eliminating the Other
3.7.8. Punitiveness and "Death to Males"
3.7.9. The Denial of Sexual Difference
3.7.10. Feminisms, Epochs and Subjectivities

3.8. Debates and Struggles

3.8.1. Towards 'the Revolution'. A New Utopia?
3.8.2. Revolution, Emancipation, Rebellion. Much More than Random Signifiers
3.8.3. Capitalist Discourse and Contestation/Subsumption Practices
3.8.4. Liberation, Freedom and Gender
3.8.5. Does Feminism(s) Understand Sexuality?
3.8.6. Epoch, Revolt and the Voice of the Master
3.8.7. Can any Feminism(s) become Segregationist?
3.8.8. What Kind of Epistemologies for What Kind of Struggles?

3.9. Diversions

3.9.1. Voluntary Interruption of Pregnancy: Legalization and Counter-Offensive
3.9.2. Me Too: Corporate Sorority?
3.9.3. Agenda, What Agenda? What Is at Stake?
3.9.4. Public Protests and Public Lynchings: Does the End Justify the Means?
3.9.5. On the Risk of 'Being Talked About'
3.9.6. Battlefield and Strategies
3.9.7. Hegemony and Legitimacy
3.9.8. Is There a Scientific Feminism?
3.9.9. Institutionalization of Conflict and the Party System

3.10. By Way of (Un)Conclusion

3.10.1. Gender and 'Attitude in Modernity', from Foucault to Kant
3.10.2. Abandon the Enlightenment?
3.10.3. Why an Ontogenesis for Politics Would Be Necessary
3.10.4. Is a Feminist Policy beyond Possible Normativity?
3.10.5. To Forclude or Not to Forclude, That Is the Question
3.10.6. Of Dead Dogs and their Howling: From Freud to Lacan
3.10.7. A Necessary Debate on Manhood
3.10.8. The Risks of Postulating Posthuman Extremes
3.10.9. In the Meantime... What to Do with the Victims?

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