Other languages of instruction: Spanish
In my office after every class
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.
- Participation in class
- Aptitude to work in team
- Availability for personal interviews
- Relation capacity with the rest of the class
- Capacity for text comments
- Availability analysis and correction of the taken notes
- Conditions for oral exhibition of a work
- The excessive dependence on Internet is penalized
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
To plan the work,
To programme calendar
To verify, to revise, to correct
2. To apply knowledge
To include and to annotate the threads
To be right
To multiply the working capacity and array
Sense of the opportunity and of the efficacy
Safety and confidence in the work
3. To assemble to interpret.
To be right
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
To go to the main thing without neglecting the secondary thing
To generate confidence
To speak skylight,
To be appended,
To transmit the innovation and the value of the tradition
To dose the information
Quality in the briefness
5. To be autonomous
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
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.
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.
CRITICAL THINKING II: FROM HUMAN BEING TO HUMAN ACTION
a) Human Being identity: dimensions, faculties and agency. A brief overview
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
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
B. Human Being Actions
a) Ethics and Human Action. Right actions and relativism.
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.
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
Lecciones magistrales de 90 minutos los jueves
Análisis de fachadas y ejercicios de representación los lunes
|TRAINING ACTIVITY||COMPETENCES||ECTS 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
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