A Postgraduate certificate in Ethics, a must for the philosopher who faces the challenge of teaching in the high school classroom"

In today's job market, professionals from other fields who complement their training with training in thinking and argumentation are highly valued and sought after. The philosopher's ability to see things from another point of view, 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, 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 and didactic analysis of the specific contents of this branch of Philosophy oriented to teaching"

This Postgraduate certificate in Ethics 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 accessible from any fixed or portable device with an Internet connection
• Supplementary documentation databases are permanently available, even after the program

Learning with TECH Global University will allow you to learn with the best educational systems, enjoying 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 ways 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, you will be able to study with a range of , comfortable and versatile multimedia tools that will give you the operability you need in your education.

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, telepractice with the help of an innovative interactive video system, and  learning from an expert you will be able to acquire the knowledge as if you were facing the scenario you are learning at that moment. A concept that will allow you to integrate and fix learning in a more realistic and permanent way.

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

Learn with TECH- Technological University and you will enjoy of an unique high-level educational experience"

The Postgraduate Certificate's syllabus is designed to gradually cover all the essential topics in the learning of this subject: from the knowledge of the theoretical philosophy to the most current part Ethics shelled in all its aspects, in a complete approach and totally focused on its practical application.

Boost your CV to another level, improving your chances in the job market or your on-the-job training"

Module 1. Thinking and Intervening in the Public Sphere 

1.1. Conversation 

1.1.1. Conversation and Humanity 
1.1.2. Conversation Rules 

1.1.2.1. Speech acts 
1.1.2.2. Implications 
1.1.2.3. Conventions 
1.1.2.4. The great achievement of mankind 

1.1.3. What 'We All' Think 

1.1.3.1. Common judgments 
1.1.3.2. Uncommon judgments 
1.1.3.3. Query to the Community 
1.1.3.4. Harmonization of lawsuits 

1.1.4. Disagreements 

1.1.4.1. The other as an adversary 
1.1.4.2. The other as an Enemy 
1.1.4.3. Speak for others 

1.1.5. Adversaries 

1.1.5.1. Discrepancies 
1.1.5.2. Tolerance 
1.1.5.3. Assessment 

1.1.6. Enemies 

1.1.6.1. What is the threat? 
1.1.6.2. The idea of the inconvertible 

1.1.7. Differences 

1.1.7.1. Living with differences 
1.1.7.2. When it is necessary to settle differences 

1.2. Beliefs and Value Judgments 

1.2.1. Some Examples 

1.2.1.1. Ethic judgments 
1.2.1.2. Aesthetic judgments 

1.2.2. The Personal Character 

1.2.2.1. Respecting my assessments 
1.2.2.2. Respecting my choices 

1.2.3. The Universality Character 

1.2.3.1. The assessment discussion 
1.2.3.2. It matters to us that the other accepts my values 

1.2.4. Unacceptable Judgments 

1.2.4.1. The unacceptable as a democratizing tool 
1.2.4.2. Understanding the game of democracy, with its rules 

1.2.5. Claiming Rights 

1.2.5.1. Delimiting minorities 
1.2.5.2. Social protests 

1.2.6. The Concept of Ideology 

1.2.6.1. The pejorative use of 'ideology' 

1.2.6.1.1. Example: gender ideology 

1.2.6.2. Lack of ideologies 

1.3. Public and Private 

1.3.1. Personal Identity 

1.3.1.1. Engaging the future self 

1.3.2. Political Representation 

1.3.2.1. The apolitical 
1.3.2.2. The impolitical 
1.3.2.3. The threat of neo-fascism 

1.3.3. Practical Rationality 

1.3.3.1. Becoming moral subjects 
1.3.3.2. Moral learning from childhood 

1.3.4. The State of Nature 

1.3.4.1. Hobbes' fiction 
1.3.4.2. The articulation between freedom and civil society 

1.3.5. The Idea of Social Contract 

1.3.5.1. Passions and politics 
1.3.5.2. Interest and virtue 
1.3.5.3. Public good and private interest 

1.3.6. Communitarianism 

1.3.6.1. The individual in community 

1.3.7. The Link between Ethics and Politics 

1.4. Autonomy and Heteronomy 

1.4.1. Kant and the Enlightenment 

1.4.1.1. On modernity and our present 
1.4.1.2. The inheritance in Foucault 

1.4.2. Cowardice and Laziness 

1.4.2.1. The comfort of the known 
1.4.2.1. Fear of the unknown 

1.4.3. Underage 

1.4.3.1. Being older in community

1.4.4. Comfort and Heteronomy 

1.4.4.1. Depending on Parents 

1.4.5. Tolerance vs. Recognition 

1.4.5.1. The bid for inclusion 

1.4.6. Dependence on others 

1.4.6.1. Childhood as a necessary dependency 
1.4.6.2. When to let go of the bottle? 

1.4.7. Thinking About the Present 

1.4.7.1. How to understand an era philosophically 

1.4.8. The Idea of ‘I’ 

1.5. Current Public Space 

1.5.1. The Contemporary Agora 

1.5.1.1. Classical concept of Greek agora 
1.5.1.2. nternet as a democratization tool 

1.5.2. Social media 

1.5.2.1. The transparent society 
1.5.2.2. Limits on the use of information 

1.5.3. Discussions in the Media 
1.5.4. The Problem of Post-Truth in the Media 

1.5.4.1. The responsibility of the media 
1.5.4.2. The irresponsibility of the citizens 

1.5.5. Political Campaigns 

1.5.5.1. The end of cross-examination 
1.5.5.2. Denouncing a candidate 

1.5.6. Understanding Advertising 

1.5.6.1. What makes us consumers? 

1.5.6.1.1. Dissatisfaction and the illusion of happiness

1.6. The Idea of Normality 

1.6.1. Knowledge and Power 
1.6.2. Hegemonic and Dominant Discourse 
1.6.3. Dissidence 
1.6.4. Biopolitics 
1.6.5. Social Control 
1.6.6. The Social Character of Perception 

1.6.6.1. Perception and Concepts 
1.6.6.2. Social formatting of perception

1.6.7. Denaturalizing the natural 

1.7. The own and the foreign 

1.7.1. Social Identity 
1.7.2. The Problem of Others 

1.7.2.1. Descartes and the ego cogito
1.7.2.2. Critique of Descartes 

1.7.3. The Foreigner 

1.7.3.1. Migration and exile 
1.7.3.2. Hospitality and hostility

1.7.4. Cultural Relativism 
1.7.5. The Agreement for Difference 
1.7.6. Rules and Values 
1.7.7. The Global South Epistemology Project 

1.7.7.1. Alternative knowledge 
1.7.7.2. Legitimizing alternative knowledge 

1.8. Self-Care 

1.8.1. Socrates and Self-Reflection 

1.8.1.1. The question of meaning 
1.8.1.2. Understanding the universality of the concept 
1.8.1.3. Definitions and degrees of Understanding 

1.8.2. Reflecting on One’s Beliefs 

1.8.2.1. Ideas 
1.8.2.2. Beliefs 

1.8.3. Avoiding Action without Substantiation 

1.8.3.1. Act thoughtlessly 
1.8.3.2. Act quickly 

1.8.4. Body Care 

1.8.4.1. Emotional care 
1.8.4.2. Care of our Thoughts 

1.8.5. Individual, Solitary and Ascetic 

1.8.5.1. The example of the Hellenes 

1.8.6. Compensation and Spirituality 

1.8.6.1. Change by choice 
1.8.6.2. Change by force of crisis 

1.8.7. Life as narration 

1.8.7.1. Choosing our past 

1.9. Education as Learning for Life 

1.9.1. Education in values 

1.9.1.1. Education and democracy
1.9.1.2. Education and science 

1.9.2. Changing Beliefs 

1.9.1.1. Changing beliefs 

1.9.3. Distress/Anxiety 
1.9.4. Interest and Enthusiasm in Teaching 

1.9.1.1. Students' interests 
1.9.1.2. Teachers' interests 

1.9.5. What Is It to Be Critical? 
1.9.6. Motivating without Conditioning 

1.9.6.1. Understanding the game of others 

1.10. What Is Work? 

1.10.1. Work as Alienation 
1.10.2. Division of Labor 
1.10.3. The Concept of Poverty 

1.10.3.1. Poverty and indigence 
1.10.3.2. Poverty and statelessness 

1.10.4. Inequality 

1.10.4.1. Kill and let die
1.10.4.2. Relative poverty vs. Absolute poverty 

1.10.5. Entrepreneurship and Social Conditions 

1.10.5.1. Successful or winning citizens 
1.10.5.2. Citizens who failed 

1.10.6. Work as Fulfillment 

1.10.6.1. Necessity 
1.10.6.2. Enthusiasm 

1.10.7. Contributing to the Community 
1.10.8. Thinking about Exclusion 

We will put at your disposal a revolutionary interactive video system, which will allow you to learn in a practical way"