Universitat Internacional de Catalunya
Anthropology
Anthropology
2
14093
1
Second semester
OB
Main language of instruction: Catalan
Other languages of instruction: English, Spanish
Other languages of instruction: English, Spanish
Teaching staff
Students have access to various communication channels and personalized support for academic inquiries, group project monitoring, or general course guidance:
- Email: For specific or short inquiries, students can contact the lecturer at the official address: mmartorell@uic.es
- Immediate support during synchronous classes: The lecturer will be available in the virtual classroom 15 minutes before the start and 15 minutes after the end of each scheduled synchronous session.
- Personalized tutoring (Google Meet): For matters requiring more detailed discussion, individual or group virtual meetings can be arranged via Google Meet. These sessions will always require an appointment in advance, requested via email.
Introduction
This course provides an approach to the characteristics of secondary education students and the school environment. It analyzes adolescent development from a cognitive, psychological, and social perspective. The objective is to achieve an evidence-based, realistic, and competence-centered view of the student during this stage. It encourages reflection and analysis of one's own training needs as future teachers and counselors.
Pre-course requirements
The course aims to introduce future secondary school teachers to the meaning and scope of the educational task. Future teachers are expected to understand the educational relationship as a human relationship and to become qualified to apply a successful pedagogical intervention in the diverse situations that arise in the secondary school classroom.
Objectives
- To ground the centrality and dignity of the person as the backbone of educational action and processes.
- To interpret educational practice from a comprehensive understanding of the different levels of human development (physical, psychological, and ethical).
- To evaluate the role of affectivity, willpower, and freedom in identity formation and adolescent education.
- To critically analyze adolescent development from a holistic perspective that integrates cognitive, psychological, social, and cultural dimensions.
- To consolidate a realistic and evidence-based view of adolescence in order to design effective pedagogical strategies centered on competence development.
- To develop reflective and self-critical thinking regarding one's own training needs and the ethical commitment of the teaching and counseling profession.
- To understand language and culture as fundamental human
Learning outcomes of the subject
- (CB6): To possess and understand knowledge that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context.
- (CB7): To know how to apply acquired knowledge and problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.
- (CB8): To be able to integrate knowledge and handle the complexity of formulating judgments based on information that, despite being incomplete or limited, includes reflections on ethical responsibilities linked to the application of their knowledge and judgments.
- (CB9): To know how to clearly and unambiguously communicate their own conclusions, knowledge, and the ultimate reasoning behind them.
- (CB10): To possess the learning skills that enable them to continue studying in a self-directed and autonomous manner.
- (CG2): To plan, develop, and evaluate the teaching and learning process by enhancing educational processes that facilitate the acquisition of course-specific competencies, taking into account the students' level, prior training, and guidance, both individually and in collaboration with other teachers and school professionals.
- (CG16): To apply teaching innovation methods as a cross-cutting axis in teaching-learning processes, developing skills to implement models and strategies that create innovative learning environments.
- (CE1): To know the characteristics of the students, their social and cultural contexts, and their motivations.
- (CE2): To understand student personality development during adolescence and the potential dysfunctions affecting learning.
- (CE16): To identify and assess the factors and processes that influence student ability and school performance.
Syllabus
- Module 1: Foundations of Educational Anthropology and Human Dimensions
- Principles and bases of philosophical anthropology within the educational field.
- Dimensions of human life: a comprehensive approach (physical, psychological, and ethical).
- Language and culture as fundamental human manifestations and mediums for humanization.
- Module 2: Human Development, Emotions, and Flourishing
- Martha Nussbaum's capability approach: freedom, dignity, and justice in education.
- The role of affectivity, willpower, and emotional management in the school stage.
- Education for human flourishing and the development of adolescent potential.
- Module 3: Adolescence: Health, Risks, and Pedagogical Intervention
- Holistic adolescent development (cognitive, psychological, social, and cultural).
- Mental health, well-being, and dysfunctions affecting learning.
- Current risks, vulnerabilities, and challenges in adolescent education.
- Module 4: Professional Ethics and Classroom Teaching Practice
- The educational relationship as a human relationship and the core of pedagogical intervention.
- Strategies for classroom management, coexistence, and creating innovative learning environments.
- The teachers' code of ethics, deontological commitment, and analysis of personal training needs.
Bibliography and resources
1. Relational Anthropology and Emotional Education
- Orón Semper, J. V. (2023). Encuentro y crecimiento personal: Nueva propuesta educativa [Personal encounter and growth: A new educational proposal]. Acompañando el Crecimiento.
- Orón Semper, J. V. (2023). Palabras que transforman la vida: Vocabulario emocional y educativo [Words that transform life: Emotional and educational vocabulary]. Acompañando el Crecimiento.
- Torralba, F. (2021). Pasión por educar: El arte de acompañar el crecimiento humano [Passion for educating: The art of accompanying human growth]. Khaf.
- Day, C. (2018). Pasión por enseñar: La identidad personal y profesional del docente y sus valores [A passion for teaching: The personal and professional identity of the teacher and their values] (2nd ed.). Narcea.
- Hansen, D. T. (2020). Exploring the moral heart of teaching: Toward a teacher's creed. Teachers College Press.
- Uruñuela, P. M. (2019). La gestión del aula: Todo lo que me hubiera gustado saber cuando empecé a dar clase [Classroom management: Everything I wish I had known when I started teaching] (3rd ed.). Narcea.
- Van Manen, M. (2021). El tacto en la enseñanza: El significado de la sensibilidad pedagógica [The tact of teaching: The meaning of pedagogical thoughtfulness]. Paidós.
- Castillo, G. (2022). Adolescencia: Mitos, enigmas y realidades en la era digital [Adolescence: Myths, enigmas, and realities in the digital era]. Pirámide.
- García Amilburu, M., & García Gutiérrez, J. (2021). Deontología para profesionales de la educación [Deontology for education professionals]. Narcea.
- Nussbaum, M. C. (2019). Crear capacidades: Propuesta para el desarrollo humano [Creating capabilities: The human development approach]. Paidós.
- Velasco Maíllo, H. M., García Castaño, F. J., & Díaz de Rada, Á. (Eds.). (2018). Lecturas de antropología para educadores: El ámbito de la antropología de la educación y de la etnografía escolar [Anthropology readings for educators: The scope of educational anthropology and school ethnography]. Trotta.