A Postgraduate certificate in Science and Philosophy that will allow you to specialize in the field in just a few weeks”

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 education 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 helps to see things, as the great Spinoza used to say: 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 as a consolatory discipline in the face of the evils and misfortunes in the world has always been fundamental, as it allows us to better understand our nature, our actions, our morality, and 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.  

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 deep educational analysis of the relationship between Science and Philosophy, designed to make the subject in high school classrooms an opportunity for personal growth"

This Postgraduate certificate in Science and Philosophy 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
• Complementary documentation databases that are permanently available, even after the program

Studying with TECH will allow you to learn with the best educational systems, benefiting from the most developed and interactive online resources”

Our teaching staff is composed of Philosophy 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 training.  

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. 

Integrate a new way of teaching philosophy in just a few weeks of training and make a quality leap in your career"

In just a few weeks, you will master the contents on the program, created to allow you to achieve your goals in a short period of time"

The syllabus for this program 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 today. Psychology for teachers in all its aspects, in a complete approach and totally 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. 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. Can Science be Neutral?
1.1.5. Technology in the Globalized World
1.1.6. 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 Relation 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 CTS 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

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