A Postgraduate certificate in Argumentation and Human Rights that will allow you to acquire the most avant-garde teaching tools in just a few weeks"

This program addresses philosophy and its relationship to science in an intense, yet fully accessible approach, always with a special focus on the teacher. 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, subspecies 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.    

In this program you 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' CVs.

A deep and didactic analysis of the specific contents of this branch of Philosophy"

This Postgraduate certificate in Argumentation and Human Rights 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-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 are permanently available, even after the course

Get the essential knowledge in the teaching of Anthropological Philosophy through a high quality training"

Our teaching staff is made up of philosophy professionals and active specialists. In this way, we ensure that we provide you with the training update we are aiming for. A multidisciplinary team of qualified and experienced professionals who will develop the theoretical knowledge in an efficient manner, 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 training.   

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, 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.   .   

A Postgraduate certificate created to allow you to achieve your goals in a short period of time, with total quality assurance"

Learn with the world's largest online university and benefit from a high-level learning 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 A complete approach, fully focused on its practical application. 

Include in your CV the most specialized training in this branch of philosophy and gain access to educational excellence"

Module 1. Argumentation and Human Rights 

1.1.  What Is Meant by Logic? 

1.1.1. Proposition, Validity and Inference 

1.1.1.1. Concept of proposition or judgment 
1.1.1.2. Validity vs. truth 
1.1.1.3. Current modes of inference 

1.1.2. Logic in Everyday Speech 

1.1.2.1. How we argue 
1.1.2.2. Argumentation errors 

1.1.3. Formal Logic and Informal Logic 

1.1.3.1. Basic argumentative tools 

1.1.3.1.1. Detect arguments 
1.1.3.1.2. Recognize implicit premises 

1.1.4. Logic in Teaching 

1.1.4.1. Avoid remaining in abstraction 
1.1.4.2. Take examples from literature and the media 

1.1.5. Logic in Conflict Mediation 
1.1.6. Ad Hominem Arguments 

1.1.6.1. Recurring examples 
1.1.6.2. The ad hominem argument as the end of the conversation 

1.1.7. When the Agent Matters in Argument 

1.1.7.1. Appeal to personal history 
1.1.7.2. Appealing to the collective memory 

1.2. Contexts of Argumentation 

1.2.1. Speaking in Metaphors 

1.2.1.1. The Analogy 
1.2.1.2. The comparison 

1.2.2. Appealing to Emotions 

1.2.2.1. Emotions and beliefs 

1.2.3. Detecting Conventions 

1.2.3.1. Reading contexts 
1.2.3.2. Reading people 

1.2.4. Listening to Those Who Think Differently 

1.2.4.1. Do not categorize quickly 
1.2.4.2. Reading arguments over time 

1.2.5. Changing One's Own Point of View 

1.2.5.1. Weighing reasons 
1.2.5.2. Allowing for doubt 
1.2.5.3. Renouncing certain commitments 

1.2.6. Appealing to Science 

1.2.6.1. Science and the natural world 
1.2.6.2. Science and the world of people 
1.2.6.3. Science as a correct point of view 

1.2.7. Appealing to Personal Experience 

1.2.7.1. Self-referentiality in conversation 

1.3.  Descriptive concepts and evaluative concepts 

1.3.1. What Is It to Describe? 

1.3.1.1. Appeal to adjectives 
1.3.1.2. Describe without adjectives 

1.3.2. What Is It to Value? 

1.3.2.1. Concepts describing 
1.3.2.2. Concepts that value 

1.3.3. Concepts that Both Describe and Value 
1.3.4. Common Values in Childhood 

1.3.4.1. Claiming dependency 
1.3.4.2. Idealized adultization 

1.3.5. Common Values in Adolescence 

1.3.5.1. The timeless age 
1.3.5.2. The illusory stage 

1.3.6. Common Values in Adulthood 

1.3.6.1. Seriousness 
1.3.6.2. Sublime 

1.3.7. Learning to Read Values in Television Series 

1.4. Substantiation and Human Rights 

1.4.1. Rights and Morals 

1.4.1.1. Law and justice 

1.4.2.  Natural Rights and Human Rights 

1.4.2.1. What is in human nature 

1.4.3. Human Rights as a World Fact 

1.4.3.1. Rabossi's approach 
1.4.3.2. Nino's planto 

1.4.4. How Students Perceive their Basic Rights 

1.4.4.1. Human rights and children's rights 

1.4.5. Teaching the Value of Human Rights 
1.4.6. Teaching Memory Retrieval 

1.4.6.1. Understanding the recent past at school 

1.4.7. Orwell and Human Rights 

1.4.7.1. The Big Brother idea 
1.4.7.2. The idea of single thinking 

1.4.8. Effective Democracy 

1.5. Our Link to Nature and the Artificial 

1.5.1. We Are People 

1.5.1.1. Reification 
1.5.1.2. The objective look at people 

1.5.1.2.1. Emotional protection 

1.5.2. First and Third Persons 

1.5.2.1. Failure to recognize others 
1.5.2.2. Recognizing oneself 
1.5.2.3. The definition of a person 

1.5.3. Body as Machine 

1.5.3.1. Society and pharmaceuticals           
1.5.3.2. Self-destruction of the body 

1.5.4. Perceiving Bodies, Perceiving Minds 

1.5.4.1. Platonic beauty 
1.5.4.2. How to recognize values 

1.5.5. Nature and Values 

1.5.5.1. Ancient conception 
1.5.5.2. Modern conception

1.5.6. The Concept of the Environment 

1.5.6.1. Mastering nature 
1.5.6.2. Respecting nature 

1.5.7. Robotics and People 

1.5.7.1. The Toüring test 
1.5.7.2. Replacing people with machines 

1.6. Political Concepts and Debate 

1.6.1. Basic Tools to Understand Politics 
1.6.2. The End of a Debate 
1.6.3. Detecting Conflicting Positions 
1.6.4. The Concept of Corruption 

1.6.4.1. Basic Criteria 
1.6.4.2. Examples and counterexamples 

1.6.5. The Concept of Dictatorship 

1.6.5.1. Basic Criteria 
1.6.5.2. Examples and counterexamples 

1.6.6. The Concept of Neoliberalism 

1.6.6.1. Basic Criteria 
1.6.6.2. Examples and counterexamples 
1.6.6.3. The risk of not asking 
1.6.6.4. The risk of taking for granted 

1.6.7. Abandoning the Debate 

1.7. rte and policy 

1.7.1. Art and Democracy 
1.7.2. Art as Social Protest 

1.7.2.1. Street interventions 
1.7.2.2. About museums 
1.7.2.3. About the art market 

1.7.3. Art and Understanding 

1.7.3.1. Understanding social situations 
1.7.3.2. Understanding personal situations 
1.7.3.3. Understanding one's own art 

1.7.4. Art as a Fundamental Experience 
1.7.5. Art without Authors 

1.7.5.1. Collective art 

1.7.6. The avant-garde.

1.7.6.1. Critical theory analysis 
1.7.6.2. The footprint of the avant-garde today 

1.7.7. Reproducibility.

1.7.7.1. The aura 
1.7.7.2. Mass art 

1.8. teaching human rights 

1.8.1. Indoctrinating vs. teaching 

1.8.1.1. The State and Education 
1.8.1.2. Education and life plans 
1.8.1.3. The 'fear' of dealing with human rights in schools 

1.8.2. The Concept of Teaching 

1.8.2.1. A triadic concept 
1.8.2.2. Teaching and appropriation 

1.8.3. Contexts Conducive to Teaching Philosophy 
1.8.4. Networks as a Resource to Promote Philosophy 

1.8.4.1. Ask the philosophers 
1.8.4.2. Organizing the debate in networks 

1.8.5. The Uninformed Teacher 

1.8.5.1. A joint task 
1.8.5.2. Prevent transmission 
1.8.5.3. Rethinking the school 

1.8.6. The Passive Pupil 

1.8.6.1. Why don't you worry? 
1.8.6.2. Why are you angry? 

1.8.7. Modalities of Teaching 

1.8.7.1. Historical mode 
1.8.7.2. Problematic mode 

1.9. Human Rights and Torture 

1.9.1. Is the State legitimized to torture? 

1.9.1.1. Consequentialist argument 
1.9.1.2. Foundationalist argument 
1.9.1.3. Acceptance of common sense 

1.9.2. Taking Justice into One's Own Hands 

1.9.2.1. Hatred of the poor 
1.9.2.2. Power in the hands of civil society 
1.9.2.3. Identifying violence 

1.9.3. The Perception of Prisons 

1.9.3.1. Prison as martyrdom 

1.9.4.  Foucault and Punitive Power 

1.9.4.1. The end of grief 
1.9.4.2. The pathologization of the offender 
1.9.4.3. Social criminalization 

1.9.5. State violence vs. citizen violence 

1.9.5.1. When confidence in justice is shattered 

1.9.6. The Power of Violence and Institutions 

1.10. Human Rights and War 

1.10.1. Contemporary Wars 

1.10.1.1. How do we know about war conflicts? 
1.10.1.2. International organizations for peace 

1.10.2. The Idea of War to Achieve Peace 

1.10.2.1. War power in the contemporary world 

1.10.3. The Distinction between Power and Violence 

1.10.3.1. Arendt's analysis 

1.10.4. The Danger of Human Extermination 

1.10.4.1. Violence and deterrence 
1.10.4.2. Violence and accumulation 

1.10.5. Contemporary Emperors 

1.10.5.1. The 'power' countries 
1.10.5.2. Underdeveloped countries 
1.10.5.3. Competitive countries 

1.10.6. Land Occupation 

1.10.6.1. Establishing sovereignty 

1.10.7. War and Social Networks 

1.10.7.1. Media coverage 
1.10.7.2. Resistance 
1.10.7.3. Diluting the debate 
1.10.7.4. The democratization of the Image 
1.10.7.5. The Information Agencies Monopolies 

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