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Presentation
Presentation
Philosophy plays a structuring role in the formation of any student's emancipatory thinking. Specifically, by being present in the Physical Education and Sport curriculum, this CU aims to understand human motor skills critically and deeply. In other words, it does not see it as specific physical fitness, performance and superior psychophysiological performance, but rather as a free, motivated, conscious and ethical expression of the dynamic unity that is the Human Being. The complexity of the personal phenomenon must be viewed from various angles, not just from the most immediate technical or professional level. For this reason, the scope of this course centres on the assimilation of critical thinking as an ethical and moral tool of permanent validity for any professional. It also aims to ensure that the cognitive strategies (aimed at personal and social clarity, autonomy and responsibility) worked on in this CU can be applied in training (given and received) throughout life
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 2.5
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Year | Nature | Language
Year | Nature | Language
3 | Mandatory | Português
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Code
Code
ULHT495-3-5685
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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 Personal Body: from dualism to dynamic personalism. Criticism of the various anthropological dichotomies with a reductive profile. 2. Contemporary understanding of the human phenomenon as integrated, unitary, kinaesthetic, voluntary and conscious. Human three-dimensionality: feeling in order to understand, and understanding in order to choose (freely). 3. Philosophies of the Personal Body: having a body or being a body? Criticism of the various anthropological theses: the Body in Excess (Material), the Body in Deficit (Spiritual) and the Personal Body: an apology for three-dimensional balance up to self-regulation and self-awareness. 4. Universal Anthropological Foundations: equality, diversity and freedom. The humanist heritage of ethical and democratic civilisation: epistemological benchmarks for the challenges of the contemporary world. 5. Ethics and Morals. Respect, rigour and scientific criteria from the perspective of human rights.
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Objectives
Objectives
Synthetic but well-founded knowledge of the reflective matrices of contemporary culture gives the EFD professional the ability to discern, evaluate and choose the theoretical profiles underlying the subject model favoured by their practice. This critical and constructive transition from Philosophy to the scientific area in question aims to develop the following competences: 1. identify the characteristics underlying a thesis, theory or philosophical school; 2. choose the philosophical school according to its respective epistemological profile and the extent to which it suits the preferred or sought-after psychological model; 3. apply the systematic and reflective proposals of philosophy to the prudential and concrete field of professional EFD practice 4. recognise, evaluate and discuss among equals the themes of the global, eclectic and complex contemporary world, in the face of pressing issues: materialism, economism, sustainability, human rights, ethics, social responsibility, etc.
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Teaching methodologies and assessment
Teaching methodologies and assessment
The methodological innovation supporting the teaching-learning process lies in two instruments: ROLE-PLAY didactics (every other class, the students present the topic) and SWOT analyses, both in the classroom and during class time. The syllabus for the lecture is built up as a "case study" presented by the lecturer, analysed in a SWOT analysis carried out by each student. This is followed by a debate between everyone, supported by the respective SWOT analyses. This assessment tool accounts for 15% of the student's final mark. The next lesson is a practical class, where a group of students present the previous week's topic to the lecturer and fellow students, strictly applied to the professional field of EFD. Each of the students in attendance carries out their own SWOT analysis. Critical debate then enriches the particular points of view, consolidating understanding. This group presentation to the class in a role-play model is worth 25% of each student's final mark.
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References
References
AGAMBEN, G. (2009). O que é o Contemporâneo? Chapecó: SC. Argos. ARENDT, H. (2001). A Condição Humana . Lisboa: Relógio d?Água. BAUMAN, Z. (2007). A Vida Fragmentada. Ensaios sobre a Moral Pós-Moderna. Lisboa: Relógio d?Água. FEYERABEND, P. (1991). Adeus à Razão . Lisboa: Edições 70. HEIDEGGER, M. (1998). Carta sobre o Humanismo. Lisboa: Guimarães Editores. JONAS, H. (2006) O Princípio Responsabilidade: Ensaio de uma Ética para a civilização tecnológica . Rio Janeiro: Contraponto / PUC-RIO. MORIN, E. e PRIGOGINE, I. (1998). A Sociedade em Busca de Valores . Lisboa: Instituto Piaget. POPPER, K. (1987) Sociedade Aberta, Universo Aberto . Lisboa: Dom Quixote. PETERSON, J.B. (2019) - Beyond Order: 12 More Rules for Life. HardBack, USA . PETERSON, J.B. (2018) - Maps of Meaning, Paperback, Taylor & Francis, UK, SCHWANITZ, D. (2012) Cultura -Tudo o que é preciso saber. Lisboa: Dom Quixote VATTIMO, G. (1987) O fim da modernidade. Niilismo e hermenêutica na cultura pós-moderna
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Office Hours
Office Hours
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Mobility
Mobility
Yes
