Universitat Internacional de Catalunya

Critical Thinking II

Critical Thinking II
5
7994
2
Second semester
OB
ESARQ Module
Thought 2
Main language of instruction: English

Other languages of instruction: Spanish

Teaching staff


In my office after every class

Introduction

Critical Thinking II

The scope of this subject is to incite critical thinking on the topic of human condition, which makes possible a better understanding of the actions that human beings are capable of. 

Consistently, the syllabus suggested pretends to cover an encompassing approach of several human dimensions, from human rationality to her or his sociability. 

Pre-course requirements

  1. Participation in class
  2. Aptitude to work in team
  3. Availability for personal interviews
  4. Relation capacity with the rest of the class
  5. Capacity for text comments
  6. Availability analysis and correction of the taken notes
  7. Conditions for oral exhibition of a work
  8. The excessive dependence on Internet is penalized

Objectives

1. To owe and understand

To understand the reality

To know everything and your parts

Knowledge is not to have but to be

To share and to announce the truth

Study habit

To plan the work,

To programme calendar

To verify, to revise, to correct

2. To apply knowledge

Problems answer(solution)

To include and to annotate the threads

To be right

To multiply the working capacity and array

Competitiveness,

Problem solving

Sense of the opportunity and of the efficacy

Safety and confidence in the work

3. To assemble to interpret.

To judge

Set vision

To be right

To consider

To find the virtue

To share the vital decisions

Valor to discover lagoons

Sense of the prudence and of the adventurousness

To wait without extracting hasty conclusions

4. To communicate

Explanatory clarity

To go to the main thing without neglecting the secondary thing

To generate confidence

To speak skylight,

To be appended,

Not polemizar

To transmit the innovation and the value of the tradition

To dose the information

Quality in the briefness

5. To be autonomous

Worldliness

Personal ripeness

To be able to consult without losing the tiemposaber to depend on others

To be wise persons without being autosufficient(self-sufficient)

To flee of the precipitation,

To exercise control on the reality

Personal and group safety

Competencies

THEORETICAL AND PRACTICAL FRAME. DEPARTMENT EDUCATION AND SCIENCE. State Department of Universities and Investigation

1. The kernel of the targets of the new organization of the education is the competitions acquisition on the part of the students

2. It will have to do emphasis on the learning methods of the above mentioned competitions and on the procedures to evaluate them

3. The term(end) competition is used exclusively in your academic meaning, and not in your meaning of professional attribution

4. Competitions 1: combination of knowledge, skills (intellectual, manual, social, etc.), attitudes and values to solve problems or to intervene in matters.

4.1. To distinguish between the exception and the rule, the parts and everything, the periphery and the center

4.2. To increase simultaneity skills in the analysis and the synthesis before complex problems

4.3. To base the self-esteem on the self-knowledge

4.4. To discover talents. To create and to form teams. Not to become essential

4.5. To compare ideas. To recount what is learned to what is known

4.6. To discern targets. I cut, come up, long term

4.7. Proved(Turned out to be) Objetivar. To distinguish advance, achievement and success

5. Competitions 2: especificity of the acquired knowledge and your application to the grade of architecture (before every competition there is specified your numerical denomination relative to the Curriculum of the BOE):

  • 40 - Ability to express architectural criticism.
  • 48 - To acquire adequate knowledge of the general theories of form, composition and architectural typologies
  • 50 - To acquire adequate knowledge of the study methods for the processes of symbolization, practical functions and ergonomics.
  • 53 - To acquire adequate knowledge of architectural, urban development and landscaping traditions of Western culture, as well as their technical, climate, economic, social and ideological foundations
  • 54 - To acquire adequate knowledge of the aesthetics, theory and history of Fine Arts and Applied Arts.
  • 57 - To acquire adequate knowledge of urban sociology, theory, economy and history.
  • 66 - Ability to internalise architectural form.
  • 67 - Ability to understand and analyse architecture and the city in relation to philosophical and societal systems.
  • 77 - To acquire adequate knowledge of the analysis and theory of form and laws of visual perception.

Learning outcomes

The kernel of the targets of the subject will have been the competitions acquisition on the part of the students it will have to have done emphasis on the learning methods of the above mentioned competitions and on the procedures to evaluate it the term(end) competition will have been used exclusively in your academic meaning, and not in your meaning of professional attribution there will be understood like valid result of the education the sense of the expression "competitions" as combination of knowledge, skills (intellectual, manual, social, etc.), attitudes and values to solve problems or to intervene in matters.

Syllabus

CRITICAL THINKING II: FROM HUMAN BEING TO HUMAN ACTION

 

Introduction

 

a) Human Being identity: dimensions, faculties and agency. A brief overview

 

Human Being

 

A. Singularity of Human Being Identity

 

a) Life’s nature. Grades. What makes us Humans

b) Human Being dimensions or faculties. Wholeness of the human being, single faculties and rationality. Personality structure. Personality, temper and character

c) Human being Embodiment. Body and Mind relations

d) Sensations and Perceptions. Estimative sense

e) Desiderative dimensions, pleasure and appetite

f) Memory and Self-Identity

g) Imagination

h) Affections and feelings. Feelings: between mind and body. The meaning of feelings. Affections value and integration in human Life. Feelings, personality and character. Emotional Stability. Self-knowledge and self-identity.

i) Free will

j) Knowledge. Kinds of knowledge. True and relativism

 

Human Action

 

B. Human Being Actions

 

a) Ethics and Human Action. Right actions and relativism. 

b) Virtues

c) Freedom. Freedom dimensions. Nature and limitations of human freedom. Freedom and happiness.

d) Happiness and the Good Life. Models of happiness

 

4. Human being and relationality

 

A) Love and Friendship

 

4.1. What is common and to share

4.2. Meaning of love and kinds of

4.3. The Acts of love

4.4. The expressions of love. Love as a gift.

4.5. Excess and lack of love

4.6. Meaning of friendship and kinds of. 

 

B) Sexuality and Human Being

 

4.7. Human sexuality anthropological meaning. Sex, nature and culture.

4.7.1. Human sexuality dimensions

 

 5. Human Social Dimension and transformative function of the world

 

a) Ethics and Politics

b) Society and its institutions. Solidarity and Tolerance.

c) Work

 

 6. Human Being transcendence

 

a) Human religiosity and universality of religious experience. The God Question and Religious rationality. Religious experience. 

b) Pain, illness and death

Teaching and learning activities

In person



Lecciones magistrales de 90 minutos los jueves

Análisis de fachadas y ejercicios de representación los lunes

TRAINING ACTIVITYCOMPETENCESECTS CREDITS
Class exhibition
40 48 50 51 53 54 55 57 66 67 68 69 75 76 77 1,15
Clase practice
40 48 50 51 53 54 55 57 66 67 68 69 75 76 77 1,34
Individual or group study
40 48 50 51 53 54 55 57 66 67 68 69 75 76 77 2,5

Evaluation systems and criteria

In person



65% final exam (it will be explained in detail by the professor).

25% mid-term exam

10% attendance and involvement in lectures.

Bibliography and resources

-       Sellés, J. F., Anthropology for Rebels: A Different Way of Doing Philosophical Anthropology, Strathmore University, 2010

-       Yepes Stork, R., Notes on Philosophical Anthropology. Human Excellence,

-       Aristotle, Nicomachean Ethics

-       Aristotle, De Anima

-       Plato, The Republic

-       Polo, L., Ethics: A Modern Version of Its Classic Themes, Sinag-Tala, 2008

-       Llano, C. y Polo, L., The Anthropology of Directive Action (Activity), 1997

-       Pérez López, J. A., Foundations of Management, Rialp, 2014

-       Malo, A., Il senso antropologico dell'azione: paradigmi e prospettive, Armando, 2004

-       Malo, A., Antropologia dell'affettività, Armando, 1999 (trad. Española: Antropología de la afectividad, EUNSA, 2004)

-       Anscombe, G. E. M., Human Life, Action and Ethics, St. Andrews studies in philosophy and public affairs, 2004

-       Lyons, W., Emotion, Cambridge University Press, 1980

-       Solomon, R. C., The Passions, Anchor Press-Doubleday, Garden City, 1976

-       Sarrais, F.Madurez psicológica y felicidad, Eunsa, Pamplona 2013

Terrassa, E., El viaje hacia la propia identidad, Eunsa, Pamplona 2005

- -Lombo, J. A. and Russo, F., Philosophical Anthropology: An Introduction, Midwest Theological Forum, 2020