Universitat Internacional de Catalunya
Ethics
Other languages of instruction: Catalan, English,
Teaching staff
By appointment: lorenzo@uic.es
Introduction
This course aims to introduce the student to the fundamental concepts of General Ethics and give them theoretical and practical tools to analyze human behavior.
Pre-course requirements
Prerequisites not required.
Objectives
1. To know the main concepts on General Ethics.
2. To know and to apply theoretical and practical elements to analyze human actions from an ethical point of view.
Competences/Learning outcomes of the degree programme
| TRAINING ACTIVITY | METHODOLOGY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. | This is the method whereby students work on their own. In each subject, the students will complete assignments that reflect their autonomous learning experience. The students will also prepare themselves for lifelong learning by learning to use educational materials and multimedia resources autonomously. This will be where they learn to self-regulate learning and develop their time management skills. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. |
Syllabus
Lesson 1. Ethics: concept and features
Lesson 2. Main ethical theories
Lesson 3. Human action and freedom
Lesson 4. Ethics and happiness
Lesson 5. Moral conscience
Lesson 6. Values, principles and moral rules
Lesson 7. Moral reasoning
Lesson 8. Action, reason and emotions
Lesson 9. Ethics and virtues
Lesson 10. Ethics and moral integrity
Teaching and learning activities
In person
| TRAINING ACTIVITY | METHODOLOGY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. | This is the method whereby students work on their own. In each subject, the students will complete assignments that reflect their autonomous learning experience. The students will also prepare themselves for lifelong learning by learning to use educational materials and multimedia resources autonomously. This will be where they learn to self-regulate learning and develop their time management skills. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. |
Evaluation systems and criteria
In person
-Activities and participation in class: 30%. Minimum grade not required.
-Final exam: 70%. Minimum grade required: 4.
Bibliography and resources
-BASTONS, M., La inteligencia práctica, Prohom, Barcelona, 2003.
-INNERARITY, D., Libertad como pasión, Eunsa, Pamplona, 1992.
-LLANO, A., La vida lograda, Ariel, Barcelona, 2003.
-MACINTYRE, A., Animales racionales y dependientes, Paidós, Barcelona, 2001.
-PIEPER, J., Las virtudes fundamentales, Rialp, Madrid, 1980.
-POLO, L., Ética, Unión editorial, Madrid, 1995.
-¿Quién es el hombre?, Rialp, Madrid, 2001.
-RODRÍGUEZ LUÑO, A., Ética general, Eunsa, Pamplona, 1998 (3ª edic.).
-SPAEMANN, R., Felicidad y benevolencia, trad. De José L. del Barco, Rialp, Madrid, 1991.
-Ética: cuestiones fundamentales, Eunsa, Pamplona, 1995 (4ª edic.).
Evaluation period
- E1 27/05/2024 A12 10:00h
- E2 28/06/2024 A14 12:00h