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Presentation
Presentation
The University's mission transcends technical-labour frameworks, enabling autonomous decision-making, without giving in to the defence of HR in the relativistic broth of contemporaneity. Critical thinking is the field of action of this CU. It presents the contemporary world in its structuring epistemic matrices and its eloquent dynamism in emerging educational themes. Going through cultural paradigms, the course identifies dominant socio-cognitive patterns, assessing the loss or corruption of universal humanist values. Enlightened, attentive and creative thinking is the laboratory of this CU: it argues that critical-analytical competence should be transversal to the student's curriculum, combined with a strong cultural investment, rejecting debates empty of ideas and values. In the context of global citizenship, there is an urgent need to train professionals in interventional science who are resilient in the face of new situations, be they economic, political, religious or otherwise
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT75-117
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. The "Self" and the "World": interfaces of human thought 1.1 What does "thinking" mean? 1.2 To which extent do we decide, feel, act? 1.3 The free interpretation of existence: the greatest human power 1.4. The power of the educator? 2. "World" and paradigms: the interpretation of human thought 2.1 From the Mythological Paradigm to New Urban Mythologies: naturocentrisms 2.2 From the Faithful Paradigm to New Religious Movements: Theocentrisms 2.3 From the critical paradigm to the New Science for Evidence: anthropocentrisms 2.4 From the eclectic paradigm to the Global Age: the brave New World of human thought 3. "World" and complexity: aporias, dilemmas or apocalypses 3.1 From enlightened modernity to rebellious post-modernity: cultural divisions 3.2 Resentment, anarchy, nihilism: anti-systemicity 3.3 Tribalism, populism, hedonism, relativism: anti-paradigmatic 3.4 The civic vanguard of critical thinking: is there a common future? 3.5 Human responsibility: the greatest irony?
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Objectives
Objectives
1. Knowledge to be acquired 1.1. a specific culture of Humanism: beginnings, matrix, founding concepts, permanent values 1.2. humanist matrix applied to burning contemporary issues (in the specific field of Social Education) 1.3. deliberative case studies on value judgements and humanist civic attitudes (in Social Education) 2. Skills to be acquired 2.1. identifying the philosophical paradigms that structure the complex contemporary world 2.2. identifying the thinking typified by diverse cultural matrices (from the roots to the relativistic eclecticism of contemporaneity) 2.3. humanist valorisation of cultural differences (as Social Educators) 2.4. defence of the cognitive heritage of democracies and plural axiologies (valid for Social Education) 3. Competences to be developed 3.1. speculative and conceptual culture 3.2. pragmatism, critical thinking and civic intervention 3.3. protection of universal human rights 3.4. creativity and resilience
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Teaching methodologies
Teaching methodologies
In this CU, teaching methods are employed that support the learning objectives, ensuring the acquisition of the relevant skills: 1. the dialogical method (the 'Debate Club'), with each weekly session beginning with the selection (made by the class within the first 10 minutes) of the most high-profile case that has an impact (direct or indirect) on this scientific field, thereby attracting the attention of professionals in the field; 2. at the end of the lesson, following the initial discussion, its progression and the subsequent presentation (delivered by the lecturer), a critical summary of the results, observations and suggestions is drawn up (together with the class); 3. supporting material for each session (PPT slides) is published weekly on Moodle; 4. The course's Teaching Manual (published as a technical book by the lecturer) is also made available there every semester; this text, grounded in Critical Thinking, is included as a study resource for students
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References
References
AGAMBEN, Giorgio - A Potência do Pensamento. Lisboa: Relógio D'Água, 2013. ISBN 9789896412487 ARENDT, Hannah - Responsabilidade e Juízo. Lisboa: Dom Quixote, 2007. ISBN 9789722027892 BAUDRILLARD, Jean - A Sociedade de Consumo. Lisboa: Edições 70, 2008. ISBN 9789724415215 BAUMAN, Zygmunt - Vida Fragmentada: ensaios sobre a Moral Pós-Moderna. Lisboa: Relógio D'Água, 2007. ISBN 9789727089321 BROSIG, Malte. (ed.) - Human Rights in Europe: A Fragmented Regime? Oxford: Peter Lang, 2006. ISBN 9783631544587 DAMÁSIO, António - O Sentimento de Si. Corpo, Emoção e Consciência. Lisboa: Temas e Debates, 2013. ISBN 9789896442279 HEIDEGGER, Martin - Carta sobre o Humanismo. Lisboa: Guimarães, 1998. ISBN 9789726650362 JONAS, Hans - El principio de responsabilidad. Ética y civilización tecnológica, Madrid: Herder, 2004. ISBN 9788425419010 LIPOVETSKY, Gilles - Da Leveza. Para uma Civilização do Ligeiro. Lisboa: Edições 70, 2016. ISBN 9789724418780
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Assessment
Assessment
Os instrumentos de Avaliação Contínua são três, cada um deles visando e ponderando diferentes competências:
1. Primeiro Teste Individual: pelo seu exercício manuscrito, implica capacidade imediata e genuína de demonstração de conhecimento teorético anterior. A assimilação das matrizes especulativas (assinaladas no Programa da UC e decorrentes das aulas anteriores) será o principal objetivo desta prova, que implica respostas de desenvolvimento expositivo dos temas até então considerados. Este Teste vale 45% da Nota Final à UC. Ocorre a meio do semestre.
2. Segundo Teste Individual: igualmente manuscrito, este Teste visa diferentes competências por parte do Aluno. Requer pensamento crítico, reflexão prudencial e maior capacidade argumentativa, amadurecida na segunda parte da UC mediante a consideração de múltiplos casos práticos na área da Educação Social. Vale igualmente 45% da Nota Final à UC. Ocorre no final do Semestre.
3. O método dialógico (ou Clube de Debate, como acima já referido) vem completar os restantes 10% da Nota Final à UC. Neste parâmetro considera-se relevante (em atitudes e ações do Educador Social) uma participação individual atenta, activa e madura em sala de aula. São esperadas perguntas, exemplos, colaborações por parte do Aluno em ordem à evidenciação dos (sobretudo) estudos de caso a expor nas sessões a tal dedicadas.
Existe nota mínima para permanecer em Avaliação Contínua (ie, 9,5 vals em cada um dos elementos de avaliação acima citados., segundo Orientação do Gabinete Jurídico da UL - CUL), mas esta é condicionada pelos Regulamentos da UL ao sistema presencial: ou seja, para se ser avaliado é necessária uma percentagem (70) de presenças contínuas nas aulas, salvo no caso do aluno com Estatuto Declarado de Trabalhador Estudante (que tem a possibilidade de uma avaliação alternativa). O mesmo ocorre com quem tenha Estatuto de Cuidador, Atleta Olímpico ou outros casos contemplados na Lei Geral portuguesa.
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Mobility
Mobility
No
