Introduction To Philosophy

ASSIGNMENT PROGRAM
Introduction
to Philosophy
FOURTH SEMESTER
ACADEMIC PROGRAM
BACHELOR'S 2010
DIRECTION OF
MIDDLE EDUCATION
OF THE DIVISION UPPER AND TERMINAL
TEACHING DI SN ISYT
Coordination of the Teaching Division
Directorate of Higher Secondary and Terminal Education
Baccalaureate Academic Program 2010
Introduction to Philosophy
1. SUBJECT DATA
NAME OF THE SUBJECT Introduction to Philosophy
KEY TO THE SUBJECT H-1001 SEMESTER Room
HOURS IN CLASSROOM HOURS OF

INDEPENDENT TOTAL HOURS CREDITS
60 WORK
THEORY PRACTICE
20 80 4.75
40 20
WORK MODE (X) COURSE ( ) LABORATORY
TYPE OF COURSE (X) ORDINARY ( ) OPTIONAL
2. PRODUCTION DATA
PLACE AND DATE OF MANUFACTURE Pachuca, Hgo., July 2010
PRODUCED BY Academy of Philosophy
DATE FOR LAST UPDATE August 2015
3. JUSTIFICATION
The etymological origin of philosophy is from the Greek philos - philein, which means friend-love and from the Greek sophia, which
means wisdom. Thus philosophy means friend or love of wisdom, which is acquired through study, through rational effort in the search
for knowledge.
The field of philosophy since the time of classical Greece, covers the great concerns or points of interest of man such as: the origin of
nature and the world, man, god, knowledge and existence itself. These constitute themes to be studied based on the search for an
answer.
to philosophical questions or problems such as being, knowing and preferring or the actions of man through the different philosophical
doctrines.
The philosophical study aims to develop and strengthen the humanistic part of the curriculum, through the identification, knowledge
and analysis of the philosophical problems and philosophical positions that aim to solve them.
The philosophers selected from ancient times to the present day are representative of the different currents of thought, with the aim of
forming a critical student capable of carrying out processes of reflection and contrast that allow the student to abstract elements of
judgment to apply in their daily life. , in their high school academic career and continue a professional career.
Which implies understanding philosophy not only as the history of human thought, but as the set of current thoughts that allow the
possibility of having an interpretation of the world, the search for the meaning of its existence and the determination of its position as a
concrete man,
That develops the ability to distinguish the field of philosophy from science, but whose relationship is found when in the scientist, the
support of each science, of each theory, of each explanation is based on philosophical positions.
The approach to the philosophical field allows us to broaden the horizon of the student's thinking, by influencing the awakening of their
curiosity, doubt or astonishment in the face of a reality that is never sufficiently explained, which in turn gives them the possibility of
developing their self-learning.
The above will be discovered and taken advantage of by the student when, while taking other subjects, they simultaneously take Logic
in the 5th semester, a philosophical science that serves as an intellectual tool both in the construction of knowledge and in the process
of validating or refuting it.
Once the student has learned basic knowledge of philosophy and logic, they can understand the contents of Ethics, a philosophical
science that will be taken in the 6th semester. With this knowledge, the student acquires elements of judgment to critically analyze his
own moral conduct and that of the society in which he is immersed.
4. SUBJECT LOCATION
a) Relationship with other subjects in the curriculum
COLLATERALS
BACKGROUND (TOPICS) CONSEQUENTIALS (TOPICS)
First semester Sixth semester Fourth semester
• History I • Mexican Art
• Art of the S. XVI, • English IV
Second semester
• • IT IV
• History II
•
Baroque,
•
• Geography Neoclassic,
•
Graphic expression
• • Romanticism, Diferential calculus

Natural regions,
political division. • Realism and Art • Electricity and
of the S. XX Magnetism
• Inorganic chemistry
Third semester • Artistic activity I
• Etymologies Greek and

Latin roots, to understand
meanings
b) Contributions of the subject to the graduate profile
As a result of the approach and treatment of the contents, the student will be able to acquire and develop:
• Knowledge: Topics, problems and methods of philosophy through the acquisition and distinction of concepts expressed in some
texts, by some representative authors of each philosophical doctrine, emphasizing that the student assumes responsibility for
their learning.
• Skills: Development of critical thinking, research, analysis, relationship and interpretation of concepts for their understanding,
distinction, transfer or argumentation.
• Attitudes: Respect for human dignity; tolerance and understanding of the expression of others' thoughts; Responsibility,
cooperation and willingness to work individually and
collaboratively; Open to criticism to seek truth and improvement,

• Values: Ethical, civic, ecological and social.
5. BACKGROUND
COMPETENCES
• Use oral and written language clearly, fluently and appropriately to interact in different social contexts.
• Recognizes and appreciates the linguistic diversity of the country.
• Select, analyze, evaluate and share information from various sources and take advantage of the technological resources at your
disposal to deepen and expand your learning on a permanent basis.
• Uses the knowledge acquired in order to interpret and explain social, economic, cultural and natural processes, as well as to make
decisions and act, individually or collectively, in order to promote health and environmental care, as ways to improve the quality
of life. .
• Recognize and value diverse cultural practices and processes. It contributes to the respectful coexistence.
• Appreciate and participate in various artistic manifestations. It integrates knowledge and knowledge of cultures as a means to
understand the ideas and feelings of others, as well as to express their own.
KNOWLEDGE SKILLS/ABILITIES ATTITUDES AND VALUES

•expression
Management and
• Understanding of the • Communication of theories with academic
historical-social and correct and coherent, oral
honesty.
political conditions of each
•
and written.
Of reasoning
• Responsibility and
era I respect
• Distribution
•
logical and argumentation
Reading
• Interest in
geographic knowledge
• Greek roots and •
understanding
Of analysis, synthesis,
• Organization and
Latin, to understand participation in work and in
comparison
institutional events.
meanings • Reading habits:
• Techniques of abstraction, synthesis
investigation
6. SKILLS TO DEVELOP
GENERIC COMPETENCES OF THE HIGHEST SECONDARY EDUCATION GRADUATOR

INTRODUCTION TO PHILOSOPHY
UAEH COMPREHENSIVE REFORM OF HIGHER MIDDLE EDUCATION
1. He knows and values

himself and accepts problems
1.1 Faces the difficulties that arise and is aware of their values, strengths and
TRAINING and challenges taking into
weaknesses.
account the objectives he
pursues.
4 . Listens, understands and

emits relevant messages in
4.3 Identify the key ideas in a text or oral speech and infer conclusions from
COMMUNICATION different contexts through the
them.
use of appropriate media,
codes and tools
6. Supports a personal 6.1 Choose the most relevant sources of information for a specific purpose and
position on topics of general discriminate between them according to their relevance and reliability.
interest and relevance ,
CRITICAL THINKING
considering other points of
view in a critical and reflective
6.4 Structure ideas and arguments in a clear, coherent and synthetic manner.
manner .
LEADERSHIP CO WORK 8. Participate and collaborate 8.2 Provides points of view openly and considers those of other people
AT VO effectively in diverse teams. thoughtfully.
I would operate a computer

and other electronic means to
obtain information,
USE OF TECHNOLOGY communicate with colleagues,
Use information and communication technologies as tools for the appropriation,
development and application of learning, research and communication methods.
clients, suppliers, among
others, without wasting
resources.
DISCIPLINARY COMPETENCES DISCIPLINARY COMPETENCES

BASICS EXTENDED
HUMANITIES
HUMANITIES
1. Analyzes and evaluates the importance of
7. Understands, from hermeneutical and
philosophy in their personal and collective
naturalistic perspectives, the impact of cultural
training.
processes on society through the references
2. It characterizes the worldviews of your that philosophy provides.
community.
8. Recognizes the theoretical and
3. Examines and argues, in a critical and methodological elements of various currents of
reflective manner, various philosophical thought.
problems related to human action, enhancing
DEFINED BY THE UAEH.
their dignity, freedom and self-direction.
4. Distinguishes the importance of science and

• It analyzes reality and the human being
technology and its significance in the from the positions that are presented in
each era and assesses its repercussions
development of its community with on society, culture and its current
fundamentals significance.
philosophical.
14. It values the foundations on which human

• Reflect on the elements that thinkers
contribute regarding taking a position in the
rights are based and practices them critically in context in which they have lived.
daily life.
• Interprets reality through the analysis of
16. Responsibly assumes the relationship he explanatory theories of being and
has with himself, with others and with the knowledge.
natural and sociocultural environment, showing
an attitude of respect and tolerance.
7. PROGRAM OBJECTIVES
GENERAL OBJECTIVE
Analyzes the various philosophical positions that have emerged over time through intellectual and organizational skills to achieve a
GENERAL OBJECTIVE
interpretation of your personal and social reality that allows you to continue with a professional career and harmonious development of
your person .
8. CONTENTS AND ESTIMATED TIMES
ESTIMATED
UNITS TOPICS AND SUBTOPICS
TIME
UNIT I 1.1. Origin of Philosophy. 1hr
INTRODUCTION
1.1.1. Characteristics of pre-philosophical
thought: Magic and myth.
1.2. Problems and themes of philosophy. 2 hrs.
1.2.1. Being, knowing and preferring or
acting of man.
1.2.2. Main themes of philosophy
UNIT II 2. Historical origin of philosophy.

GREEK PHILOSOPHY 2.1. Cosmological period. 4 hrs.
2.1.1. Naturalists: Thales of Miletus,
Anaximenes and Anaximander.
2.1.2. Pythagoreans.
2.1.3. Metaphysicians: Parmenides and
Heraclitus.
2.1.4. Pluralists: Democritus and
Leucippus.
2.1.5. Essentialists: Empedocles and
Anaxagoras.
2.2. Anthropological Period.
2.2.1. Sophists: Protagoras and Gorgias. 9 hrs
2.2.2. Socrates.
2.2.3. Plato
2.3. Systematic Period.
2.3.1. Aristotle
UNIT III 3.1. Essence and existence.

ISSUES 3.1.1. Thomas Aquinas 2 hrs
ONTOLOGICAL 3.1.1.1. The influence
Aristotelian.
3.1.1.2. Essence and existence.
ESTIMATED
TIME
3.1.1.3. The entity, the infinite being
and
the subsistent
3.1.1.4. The knowledge, the
universal
3.2. Being as becoming . 2 hrs '30 min
3.2.1. Friedrich Hegel.
3.2.1.1. Method dialectical.
3.2.1.2. The being in motion
3.2.1.3. The determinations
of the spirit.
3.3. Ontological Rethinking . 2 hrs

3.3.1. Martin Heidegger.
3.4. Time and matter.

3 hrs
3.4.1. Space and time in the philosophy
of Augustine of Hippo.
3.4.2. Concept of space and time in
science: Copernicus, Galileo Galilei,
Kepler, Isaac Newton.
3.5. The universe.

3.5.1. Theories about the origin of the 3 hrs
universe.
3.5.2. Albert Einstein: Theories of
relativity.
3.6. Origin and evolution of life .

7'30 min
3.6.1. Theories about the origin of life.
3.6.2. Evolutionary theories.
3.6.3. Ortega y Gasset.
3.6.4. Henri Bergson.
3.6.5. Teilhard de Chardin.
UNIT IV PROBLEMS OF 4.1. Rationalism. 1hr '30 min

KNOWLEDGE 4.1.1. Rene Descartes.
4.1.1.1. The method.
4.1.1.2. The methodical doubt.
4.1.1.3. The structure of the
reality.
ESTIMATED
TIME
4.1.2. William Leibniz. 1hr '30 min.
4.1.2.1. The beginning.
4.1.2.2. The monads.
4.1.2.3. Truths of fact and
truths of reason.
1hr '30 min.

4.2. Empiricism.
4.2.1. John Locke.
4.2.1.1. The experience.
4.2.1.2. Sensation and reflection.
4.2.1.3. Primary qualities
and secondary.
4.2.1.4. Complex ideas.
4.2.1.5. Classes of
knowledge.
4.2.2. David Hume. 1 hr

4.2.2.1. The feeling.
4.2.2.2. Types
knowledge.
4.2.2.3. Laws of association
of ideas.
4.3. German idealism. 3 hrs.

4.3.1. Kant.
4.3.1.1. The problem of
knowledge.
4.3.1.2. Pure reason.
4.3.1.3. The critique of reason
pure:
• The judgments;
• Space and time;
• The categories.
4.4. Positivism
1 hr '30 min.
4.4.1. Augusto Comtè
4.4.1.1. The history: the
law of
the three states
4.4.1.2. The society
4.4.1.3. The science
4.4.2. Gabino Barreda
4.4.2.1. The law of three 1 hr.
states in the history of Mexico.
ESTIMATED
TIME
4.4.2.2. freedom as
order.
4.4.2.3. Positivity in
preparatory education.
4.5. Phenomenology. 1 hr. 30 min.

4.5.1. Edmund Husserl.
4.5.1.1. Method
phenomenological.
4.5.1.2. Pure logic.
4.5.1.3. Intentional structure
of consciousness.
4.5.1.4. The self, others and
communication
4.6. Aesthetic monism.

4.6.1. José Vasconcelos.
4.6.1.1. Knowledge 1 hr '30 min
4.6.1.2. The insufficiency of the
reason.
4.6.1.3. Principles of
aesthetic monism.
4.6.1.4. Science.
3 hrs.
4.7. Analytical Philosophy.
4.7.1. Bertrand Russell. Logical Atomism.
4.7.2. Ludwig Wittgenstein. Tractatus.
4.7.3. The Vienna Circle: Neopositivism.
4.8. Frankfurt School.

4.8.1. Traditional theory and critical 2 hrs
theory.
4.8.2. Teodoro Adorno: Dialectic of
Negation.
4.8.3. Jurgen Habermas:
• Knowledge and interest
• speech acts
• Self-reflection
9. DIDACTIC
Baccalaureate INSTRUMENTATION
Academic Program 2010
Unit I: Introduction.
EXTENDED DISCIPLINARY COMPETENCES
HUMANITIES
7. Understands, from hermeneutical and naturalistic perspectives, the impact of cultural processes on society through the
references that philosophy provides.
8. Recognizes the theoretical and methodological elements of various currents of thought.
• It analyzes reality and the human being from the positions that are presented in each era and assesses its repercussions on
society, culture and its current significance.
• Reflect on the elements that thinkers contribute regarding taking a position in the context in which they have lived.
• Interprets reality through the analysis of explanatory theories of being and knowledge.
TOPICS AND SUBTOPICS LEARNING OBJECTIVES ESTIMATED TIME

1.1. Origin of Philosophy. 1 hr
1.1.1. Characteristics of • Locate the origin of the
pre-philosophical philosophy through transition
thought: Magic and of the myth to
myth. the
1.2. Problems and themes of logos.
philosophy. • Analyze the themes and
1.2.1. Being, knowing and problems of philosophy for 2 hrs.
preferring or acting of deduct the
man. importance of philosophy and
1.2.2. Main topics of integrating a vision of reality.
the
philosophy.
CONTENTS CONTENTS
CONCEPTUAL PROCEDURAL CONTENTS ATTITUDINAL
• Magic, myth, reflection, • Provision for he

meditation, reason, job cooperative,
reasoning, nature, man, • Relate the stake in
God, knowledge, different factors class, responsibility and
existence that give rise to philosophy. compliance of
• Be, know, prefer, • Establish relationships tasks.
ontology, cosmology, among the study topics • Listen carefully
epistemology, theory and the and I respect still in
of the knowledge, concerns of opinions in
logic. the disagreement.
man in social life through
group discussion that leads
the student to reflection.
• Elaborate guides of
observation, reading and
analysis of texts, paintings
synoptics,
summaries and glossary.
METHODOLOGY
Previous analytical readings and elaboration of

task reading controls for each topic, for comprehension,
reflection on the texts, identification of main ideas, location of
concepts and interpretation of the content.
Class presentation through mental maps, diagrams or synoptic

tables.
TEACHING METHODS
The products or evidence of learning are homework work and
work done in class: controls, diagrams, maps mental,
grades, paintings
comparative and maps for location
geographical.
• For the themes of philosophy draw a thread

history that accounts for when the topics of study arise and
who studies them.
METHODOLOGY
• In the problems of philosophy, develop a

synoptic table that allows us to distinguish its complexity
and some of the possible theoretical answers.
• Examples will be presented so that the student can
associate it with your daily life and some experiences will
be analyzed.
• BEFORE START CLASS

• Substantiate the explanations decade
class in the recommended bibliography.
• Prepare support materials.
• Prepare a dynamic that guides to the student
to formulate questions based on wonder, curiosity and
doubt.
• Prepare a question outline.
• Prepare a dynamic, so that
students in teams answer them and
feed back learning.
• Reading the unit topics in the
Introduction by Marías Julián, History of Philosophy,
Chap. 1 of Introduction to the Philosophy of Manuel
TEACHER TASKS García Marcos, Chap. 1 of Introduction to the
Philosophy of José Rubén Sanabria.
• In the introduction to the origin of philosophy
to explain the psychological origin of philosophizing,
establish the relationship with wonder, curiosity and
doubt.
• Regarding the historical origin, recover the
Diogenes Laertius' argument on the Greek origin of
philosophy.
• DURING THE CLASS

• Explains key concepts.
• Facilitates random participation
of the students.
• Drive the dynamics proposal for
generate questions.
• In team dynamics, guide the
students to discover that the true answers leave open
new questions to be resolved.
METHODOLOGY
• Addresses the readings made by the

students.
• Co-evaluate the activities.
• AFTER CLASS
• Evaluate reading controls.
• Advises students.
• Propose improvements.

• Reading the First Part, section I of the
book Introduction to the History of Philosophy by
Ramón Xirau, called A labyrinth, a shield and a law,
preparing a summary.
• Reading of Chaps. I and III, point 3, of
Introduction to philosophy, José Rubén Sanabria and
prepare a synoptic table.

LEARNING EXPERIENCES • Listen, take notes in your notebook
• Participate with reading contributions
previous
• Participate in the activity in equipment
• Ask your questions
• Contributes to obtaining conclusions.
• AFTER CLASS
• Complement information
• Prepare your personal conclusions for
hand them to the teacher.
• Perception, attention and motivation

COGNITIVE PROCESSES TO
DEVELOP IN THE STUDENT
• Abstraction and synthesis.
• Development of a thought own,
appropriation of information.
TASKS TO INVESTIGATION
BE Investigate the relationships of Philosophy with science.
PERFORME EXTENSION AND
D BY THE DISSEMINATION
STUDENT BINDING
METHODOLOGY
MEDIA AND DIDACTIC RESOURCES
Whiteboard, projector, storage units, cannon, DVD and CD.
SOURCES AND INFORMATION FOR CONSULTATION
BASIC BIBLIOGRAPHY.
Marías, J. (2008). History of Philosophy . Spain. University Texts Alliance. Mexico.
Xirau, R. (2000). Indroduction to the philosophy's history. 13th ed. UNAM.
FURTHER READING.
Abad, J. J. (2001). History of Philosophy . McGraw Hill, Spain,
Russell, B. History of Western philosophy . (S/a). Austral Editorial. Digital version.
Escobedo, R. (2000). Philosophical problems . Mexico. Thresholds.
Garcia, M. (1995). Introduction to Philosophy . Ed. Alambra, Mexico.
Montes de Oca, F. (2001). History of Philosophy . Mexico. Porrúa.
Plato. (S/a). Dialogues . Volume I. Gredos Editorial.
Sanabria J. (2001). Introduction to Philosophy . Fifteenth edition. Mexico. Porrúa.
Presocratic Fragments . Editorial Alliance.
Kant I. (S/a). Critique of pure reason. Taurus Editorial. Translation Pedro Ribas.
Unit II: Greek Philosophy
HUMANITIES

7. Understands, from hermeneutical and naturalistic perspectives, the impact of cultural processes on society through the references
that philosophy provides.
society, culture and its current significance .
TOPICS AND SUBTOPICS ESTIMATED TIME

LEARNING OBJECTIVES
2.1. Cosmological period.
2.1.1. Naturalists:
Such of Miletus,
• Rate the validity
of the historical value of
Anaximenes the contributions of
philosophers. 4 hrs.
and
Anaximander. • Identify from the
2.1.2. Pythagoreans. context of the
2.1.3. Metaphysicians: greeks he
Parmenides emergence of
and the
Heraclitus. philosophical thought
2.1.4. Pluralists:
Democritus
and
Leucippus. • Apply the concepts
2.1.5. Essentialists: of relativism,
Empedocles conventionalism and 9 hrs.
and skepticism, to
Anaxagoras. processes of
knowledge.
2.2. Anthropological Period.
2.2.1. Sophists:

LEARNING OBJECTIVES
2.2.2. Socrates.
2.2.3. Plato • Relate the doubt and
2.3. Systematic Period. knowledge for the
2.3.1. Aristotle conception of the
duty be in
Socrates with
current examples.
• Difference the
duality of
the
knowledge and factual
reality in Plato's thought.
• From philosophy
of Aristotle
reflect on the impacts in
the
nature of
phenomena such
such as heat, water,
atmosphere, gravity,
between
others.
CONTENTS CONTENTS
Physis, arché or arché ápeiron, • Place and to locate
• Provision for he
number, harmony, movement, geographically historical
team work.
duality, being, entity, appearance,
reality, opinion, becoming,
events
influence in
that
the
• Initiative for
learn new
dialectic, unit, Greek philosophy through
knowledge.
diversity, nous, logos, maps and time lines.
homeomerism,
•
relativism,
to contrast the
• Opening for
maieutic conventionalism, grasp he
different theories
induction, philosophical thought about
through a analysis
concepts generals, nature.
of group.
rationalism, anamnesis,
metempsychosis, idea, • Observation and • Responsibility
and
reflection about the
charioteer, doxa, episteme compliance of
nature.
ousia, substance, organon, homework and class work.
realism, idealism, • Respect and care of
environment.
CONTENTS CONTENTS
degradation
nature.
of the • Reading and analysis of
texts, investigate the
reason of the
environmental changes
in his
community.
METHODOLOGY

reading homework checks for each topic.
Identification of main ideas, for the

understanding, reflection on the texts, location of concepts and
interpretation of the content, in class presenting the topic
through the development of a mental map, diagrams or synoptic
tables.
Draw a timeline to account for the current social-historical

context that influenced the emergence of philosophy in ancient
Greece.
The mythological meaning of Poros and Penia will be briefly

explained to contextualize the Greek words and recover the way
TEACHING METHODS of being of the Greek, according to Thucydides, who does not
fear his gods because he has anthropomorphized them.
• Identify the philosophical contributions of each

thinker, emphasizing them, for
explain the origin of nature.
• In the topics of Parmenides and Heraclitus,

emphasize the participation of the knowledge process to
conceive the be that
pose and ask students to make drawings
schematic, representing the
conception of each one.
• Analyze the sophists Protagoras and Gorgias from

his humanistic conception to found relativism,
discriminating guys of
METHODOLOGY
conventionalism and compare with he
scientific approach.
• By reading the Apology to

Socrates, written by Plato, explain the philosophy of
Socrates, irony and maieutics.
• Systematize the philosophical contents in a

conceptual scheme or map, starting from wisdom in
relation to goodness and happiness.
• Plato's philosophy orients it towards the Idea

as a central theme and its explanation of knowledge,
deriving of this, the
conception of the structure of reality and proposing it from
the representative drawings of the myths of the cave and
the winged chariot, for the understanding of the theory of
ideas and the material world and the most abstract
concepts such as anamnesis and metempsychosis.
• Through a relationship of concepts,

compare and distinguish Plato's idealism with Aristotle's
criticism and realism.
• Organize the contributions philosophical of

Aristotle with an interrogation based on the three problems
of philosophy: being, knowing and preferring.
Explanations must be supported
Aristotle in the notion of substance.
• It is recommended to ask students to

Prepare comparative tables of the authors, as a closing of
the topics.

• Base the explanations
corresponding to each topic in the
TEACHER TASKS recommended bibliography
• Preparation of a synoptic table that
specify he order chronological of the
pre-socratics.
• Prepare question outline
METHODOLOGY
• Prepare a dynamic, so that
students in teams answer them and
feed back learning.
• Elaborate lines of the time, drawings,
schemes, among others for each topic.
• Reading the unit topics on page. 9
81 by Marías Julián, History of Philosophy; and first
part, sections II to V of Ramón Xirau, History of
Philosophical Doctrines

• Explain the context of each period,
school and author
• Explain and emphasize the concepts
keys
of the students
• Ask the students to make a drawing to
represent the appearance and reality of Parmenides
and the reality for Heraclitus.
• Boards the readings made by the
students and clarify doubts
• Guide to the students for propose
conclusions on each topic.
• Makes a closing oral summary in each
issue.
• Ask students for comparison tables
between: 1. Parmenides and Heraclitus; 2. Socrates
and the sophists; 3. Plato and Aristotle.
Co-evaluate the students' activities.
• AFTER CLASS
• Evaluate reading controls, tables, and
conclusions
• Advises students

LEARNING EXPERIENCES • Reading and elaboration of controls
reading corresponding to each philosopher to be
treated in the Introduction book unit
METHODOLOGY
to the History of Philosophy by Ramón Xirau pages 24
– 96.
• Reading Plato's Apology of Socrates
• Elaborate paintings synoptics, maps
conceptual, diagrams either
summaries,
according to the teacher's request.

• Listen, take notes in your notebook.
previous.
• Participate in the activity in equipment.
• Ask your questions
• Co-evaluate your participation
• AFTER CLASS
hand them to the teacher
• Elaborate comparative tables, diagrams
according to request.

•
Development of one's own thinking,
appropriation of information
TASKS TO Investigate the relationship of philosophy with the different
INVESTIGATION
BE sciences.
PERFORME EXTENSION AND
D BY THE DISSEMINATION
STUDENT BINDING
BASIC BIBLIOGRAPHY
Marías, J. (2008). History of Philosophy . Spain. University Texts Alliance.

Mexico.
METHODOLOGY
FURTHER READING
Unit III: Ontological Problems.
HUMANITIES


• Analyzes reality and the human being from the positions that are held in each era.
They are presented and assesses their repercussions on society, culture and their current
significance.
• Reflect on the elements that thinkers contribute regarding the

taking a position in the context in which he has lived.
• Interprets reality through the analysis of explanatory theories of being and

of knowledge

LEARNING OBJECTIVES
3.1. Essence and existence.
3.1.1. Thomas Aquinas
3.1.1.1. The influence
Aristotelian. • Reflect on
3.1.1.2. Essence and the essence and
existence. existence analyzing
3.1.1.3. The entity, the the concepts of time
being and movement to
infinite and the structure the idea of
subsistent. being. 2 hrs
3.1.1.4. He • Analyze the
knowledge, universals integration of
Aristotelian philosophy
into the Christian
conception in the
explanation of
the
3.2. Being as becoming . be and their
3.2.1. Friedrich Hegel. categories.
3.2.1.1. Method • Identify he 2 hrs '30 min
dialectical. movement throughthe
3.2.1.2. The being in dialectics of
motion Hegel in the
3.2.1.3. The comprehension of the
determinations of the be.
spirit. • Analyze
and
compare the
postures of
Thomas Aquinas
3.3. Ontological Rethinking . and Hegel with 2 hrs.

3.3.1. Martin Heidegger. reference to being.
• discern about
as a
negative influencecan
drive to one
inauthentic existence.
3.4. Time and matter. • Contrast the
3.4.1. Space and time in the science concepts 3 hrs.
philosophy of Augustine of with the
Hippo. philosophy in
3.4.2. Concept of space and explaining the
time in science: Copernicus, time and the
Galileo Galilei, Kepler, Isaac subject.
Newton.
3.5. The universe.

3.5.1. Theories about the origin
of the universe. 3 hrs.
3.5.2. Albert Einstein: Theories • Reflect about
of relativity. the explanations of
origin of
3.6. Origin and evolution of life . the
3.6.1. Theories about the origin universe and his
of life. scope.
3.6.2. Evolutionary theories. 7 hrs '30 min
3.6.3. Ortega y Gasset.
3.6.4. Henri Bergson. • Analyze the theories
of the origin of life
3.6.5. Teilhard de Chardin.
contributed
by science and the
conceptions of the
philosophy
on this topic, to obtain
one's own conclusions
about
of the function of
science and
philosophy.
CONTENTS CONTENTS
Scholasticism, Being, essence

Reading texts.
and existence, becoming,
Does distinctions and
thesis, antithesis and synthesis,
connections.
spirit subjective,
Seeks consistency and
aim and absolute,
coherence in the
ontological rethinking, dasein, Responsibility and
explanations.
man, world, existence, task fulfillment. Honesty academic
Interprets and evaluate
time, doubt, elean
arguments of the in the treatment of topics.
vital, reversible time, relativity. Respect for people and rules.
thinkers.
Does use of the Provision to the
Responsible participation in the
thought of the
analysis of the topics and relating
authors for explain
them to their personal life.
aspects of your reality.
Reflect about the
responsibility he has for himself.
METHODOLOGY

reading controls for each topic.
Students will ask questions about their doubts in relation to the
contents covered, while at the same time knowledge can be
transferred to specific examples from their daily lives.
Expository technique and dynamics to develop collaborative
learning of students Identification of main ideas, organized in a
scheme that shows the dimensions of God,
being and entities according to Thomas.
TEACHING METHODS
• Prepare comparative tables between the
diverse philosophical positions, example between
Hegel and Heraclitus to understand their philosophy
and the moments of the dialectical method.
• Design a drawing that shows the difference
between the focus on the study of being of Hegel and
Heidegger.
• Prepare a table or matrix to distinguish the
approach to studying being according to Hegel and
Heidegger.
• Make a relationship of concepts and their
interpretation of the content: In Thomas
METHODOLOGY
Aquinas, being limited in essence and power;

omnipresent, omniscient,
omnipotent, Hegel: dialectic as thesis, antithesis and
synthesis, Heidegger: Dasein, Man, phenomenology.

recommended bibliography
• Design of the materials of support:
presentations, flipcharts or other.
• Prepare question outline, prepare
a dynamic for students to respond as a team and
provide feedback on learning.
• Select the aspects of Copernicus,
Galileo, Kepler, Newton and Einstein that the student
must investigate and the theories about the origin of
the universe and the origin of life.
• Reading the unit topics on p. 160 167, 307-319, 415-
423, 193-197, de Marías
Julián, History of Philosophy; p. 230-235, García
TEACHER TASKS
Marcos, Introd. To Philosophy; p.140 152, 110-123,
404-411, p.169-179, by Juan José Abad Pascual,
History of Philosophy; p. 295 311, 360-392,
441-458, by Ramón Xirau,
History of philosophical doctrines.

school and author, places emphasis on the
key concepts
• Recovers the notions of being in Parmenides,
Heraclitus, Aristotle, as an introduction to unity.
of the students.
students and clarifies doubts.
issue
METHODOLOGY
between: 1. Thomas and Aristotle; 2. Being in classical
philosophy and Heidegger; 3. Concepts of time and
space in science and philosophy.4. Theories about the
origin of life in science and philosophy.
• Co-evaluate the students' activities.
• AFTER CLASS
• Evaluate reading controls, tables, and
conclusions

• Reading on the following pages,
according to the topic: 140-152, 110-123, 404-411,
295-311, 360-392, 441-458, Introduction to the History
of Philosophy of Ramón Xirau, preparing a summary.
• Investigate the aspects indicated by the teacher
regarding: Copernicus, Galileo, Kepler, Newton and the
theories about the origin of the universe and the origin
of life.
conceptual, diagrams or summaries.

LEARNING EXPERIENCES
• Listen, take notes in your notebook.
previous.
• Participate in the activity in equipment.
• Ask your questions.
• Co-evaluate your participation.
• AFTER CLASS
hand them to the teacher
• Prepare comparative tables.
METHODOLOGY

•
Development of a thought own,
appropriation of information
Investigation bibliographic of the topics of
TASKS TO INVESTIGATION Copernicus, Galileo, Kepler, Newton, Einstein and the theories
BE of the origin of the universe and the origin of life.
PERFORME EXTENSION AND Contest of caricature drawings that explain philosophical
D BY THE DISSEMINATION positions with greater fidelity.
STUDENT
BINDING
BASIC BIBLIOGRAPHY
Marías, J. (2008). History of Philosophy . Spain. University Texts Alliance. Mexico.
FURTHER READING.
METHODOLOGY
Unit IV: Problems of knowledge.
HUMANITIES
society, culture and its current significance.

LEARNING OBJECTIVES
4.1. Rationalism.
4.1.1. Rene Descartes.
1 hr '30 min.
4.1.1.1. The method.
4.1.1.2. The doubt
methodical.
4.1.1.3. The structure of
reality. Analyzes the approach of
rationalism as the proposal
4.1.2. William Leibniz. that explains some of the
1 hr '30 min.
4.1.2.1. The beginning. ways of conceiving
4.1.2.2. The monads. knowledge through
deduction.

LEARNING OBJECTIVES
4.1.2.3. Truths of
fact and truths of reason.
4.2. Empiricism.
4.2.1. John Locke.
4.2.1.1. The experience.
4.2.1.2. sensation and 1 hr '30 min.
reflection.
4.2.1.3. Qualities Distinguish he
primary and secondary. empiricism as the
4.2.1.4. Complex ideas. explanation of the
4.2.1.5. Classes of way to acquire knowledge
knowledge. for
the sciences
4.2.2. David Hume. experimental .
4.2.2.1. The feeling.
4.2.2.2. Types
knowledge. 1 hr '30 min.
4.2.2.3. Laws of
association of ideas.
4.3. German idealism.

4.3.1. Kant.
Analyze the
4.3.1.1. The problem of
complexity of the
knowledge.
knowledge that
4.3.1.2. Pure reason.
integrate the 3 hrs
4.3.1.3. The criticism of the
experience with reason
pure reason:
• The judgments;
pure, for
• Space and time;
appreciate the
• The categories.
importance
both in each of the
of
processes
4.4. Positivism. cognitive.
4.4.1. Augusto Comtè.
4.4.1.1. The history: the
law
of the three states.
4.4.1.2. The society. 1 hr '30 min.
4.4.1.3. The science
Identify the
4.4.2. Gabino Barreda. importance of the
positivism in the
conception of the
science.
I bi M Baccalaureate Academic Program 2010
Autonomous University of the State of Hidalgo®®®,

LEARNING OBJECTIVES
4.4.2.1. The law of three 1 hr '30 min.

states in the history of
Mexico.
4.4.2.2. freedom as
order.
4.4.2.3. positivism in
preparatory education.
Analyze the proposal
4.5. Phenomenology. Husserl for
4.5.1. Edmund Husserl. identify the 1 hr '30 min.
4.5.1.1. Method diversity of
phenomenological. methodologies in the study
4.5.1.2. Pure logic. of the
4.5.1.3. Structure objects of
intentional consciousness. knowledge.
4.5.1.4. The self, others and
communication
4.6. Aesthetic monism. Identify in the
4.6.1. José Vasconcelos. 1 hr '30 min.

4.6.1.1. Knowledge.
4.6.1.2. The insufficiency Vasconcelos, the
insufficiency of reason in
of reason.
the development of
4.6.1.3. Principles of
knowledge
aesthetic monism.
human.
4.6.1.4. Science.
Analyzes the evolution of

4.7. Analytical Philosophy.
Logic to explain thought in
4.7.1. Bertrand Russell.
Logical Atomism. search of the 3 hrs.
4.7.2. Ludwig Wittgenstein. truth, through the thought
Tractatus. of analytical philosophy
4.7.3. The Vienna Circle: and neopositivism.
Neopositivism.
Identify the
irrationalities
4.8. Frankfurt School. deviations

and and 2 hrs.
4.8.1. Traditional theory and critical aspects wrong
theory. of the society
industrialized that
they lead to

LEARNING OBJECTIVES
4.8.2. Teodoro Adorno: Dialectic of knowledge that separates
denial. the subject from reality.
4.8.3. Jurgen Habermas:
• Knowledge and interest
• speech acts
• Self-reflection
CONTENTS CONTENTS
Reading of texts and
reading controls.
Does distinctions and Responsibility
Rationalism, nativism, the
connections.
doubt methodical,
Seeks consistency and and
deduction, monads,
coherence in the task fulfillment. Academic
categories, perceptions,
explanations. honesty in the treatment of
apperceptions, factual truths and
Interprets and evaluate topics.
truths of reason,
arguments of the Respect for people and rules.
empiricism, sensation,
thinkers. Does use of the Provision to the
reflection, positivism,
thought of the responsible participation in the
criticism, idealism
authors for explain analysis of the
transcendental, phenomenon,
aspects of your reality. topics and
noumenon,
concepts, a priori judgments, relate them to your personal life.
judgments to posteriori, Reflect about the
monism aesthetic, responsibility that
tractatus, self-reflection. has on itself, itself.
METHODOLOGY
Analytical readings and preparation of homework reading

controls for each topic.
Class presentation.
TEACHING METHODS Group dynamics, maps, comparative tables, debates.
• Students will ask questions about their
doubts in relationship to the contents
addressed, at the same time that it can be transferred
he knowledge to examples
specifics of their daily lives.
METHODOLOGY
• Dynamics to develop learning

collaborative.
• Make comparative tables as a group
between empiricism and rationalism. When dealing
with the topic of German Idealism, add a third column
to the previous table to identify the Kantian position.
the
• Elaborate a map conceptual of
positivism
• Identify practices, traditions,
statements of science in which the positivist
conception predominates.
• Develop a drawing that illustrates the law of
three states applied to the history of Mexico.
• Compare positivism and
Vasconcelos's aesthetic monism.
• Analyze the principles of School of
Frankfurt.
• As a closing of the unit carry out a
exercise in which a part of the students present
arguments regarding the school or thought that they
choose and another part of the students can apply the
dialectic of negation as an argument to the foundations
that the former make.

recommended bibliography.
• Design of the materials of support:
presentations, flipcharts or other.
TEACHER TASKS • Prepare question outline
• Prepare dynamics, so that students in
team answers them and the learning is fed back.
• Identify in each school or thinker the
problems of knowledge to which it alludes and take
those problems as the axis to support the explanation.
• Reading the unit topics on p. 203 216, 228-238,
275- 295, by Marías Julián,
History of Philosophy; 185-292, 321-330, 349 360,
409-448, by Juan José Abad Pascual,
METHODOLOGY
History of Philosophy; p. 183-215,265-290,
378-387, 427-440, by Ramón Xirau, History of
Philosophical Doctrines.

school and author and places emphasis on the
key concepts
• Recovers the explanations of Plato and
Aristotle, as an introduction to unity.
of the students.
students and clarify doubts
issue
between: 1. Rationalism and Empiricism; 2.
Rationalism, Empiricism and Idealism
Transcendental;
Positivism and Aesthetic Monism; 4. Traditional theory
and critical theory.
• Co-evaluate the students' activities.
• AFTER CLASS
• Evaluate the controls reading, participations,
the tables, and conclusions

• Reading on the following pages,
according to the topic: p. 183-215,265-290, 378-387,
427-440, from the book Introduction to the History of
Philosophy by Ramón Xirau; p. 409-448, from the book
LEARNING EXPERIENCES
History of the Philosophy of Juan José
Abad Pascual, developing a reading control based on
main ideas.
conceptual, diagrams or summaries.
METHODOLOGY

• Listen, takes notes in his notebook.
• Participates with contributions taking as
based on the reading made.
• Participates in team activity
• Ask your doubts
Co-evaluate your participation
• AFTER CLASS
hand them to the teacher.
• Elaborate boards comparatives and maps
• Development of a thought own,
appropriation of information.
INVESTIGATION
TASKS TO Investigate the influence of positivism in the education of the
BE National Preparatory School in Mexico and in the UAEH.
PERFORME
D BY THE EXTENSION AND Contest of caricature drawings that explain philosophical
STUDENT DISSEMINATION positions with greater fidelity.
BINDING
BASIC BIBLIOGRAPHY
Marías, J. (2008). History of Philosophy . Spain. University Texts Alliance.
Mexico.

METHODOLOGY
FURTHER READING
10. LEARNING EVALUATION

to. DIAGNOSTIC EVALUATION

DIAGNOSTIC EVALUATION INSTRUMENTS
Its purpose is to evaluate prior knowledge and
with the possibility of accrediting the
competencies generic,
basic disciplinary and extended
defined in he program of
subject. • Exam or objective test, reading
understanding, brainstorming.
b. FORMATIVE EVALUATION
FORMATIVE EVALUATION INSTRUMENTS
It is carried out throughout the learning process

• Reading control,
and allows the teacher to design strategies • Conceptual maps
didactic • Mental maps
relevant materials that support the student in • Summary tables,
their evaluation process.
It is presented through evidence that they must
• Comparative tables
achieve with some • Schemes and

criteria, the which they can be • Drawings
indicated the levels of achievement through • Lines of the time
rubrics, checklists, observation, among others.
• Conclusions of the
c. SUMMATIVE EVALUATION SUMMARY EVALUATION INSTRUMENTS
objective test 60%

It seeks to determine the scope of competition,
as well as Control of readings, maps 20%
inform to the student he conceptual, mental maps,
learning that level of the during the
he achieved comparative tables, tables
development of the semester and its respective synoptics, diagrams.
accreditation and approval.
Drawings, comics, collage and/or 5%
First partial 30% cartoon.
Second partial 30%
Ordinary 40%
Individual participations I 10%
equipment
Self appraisal
2.5%
Co-evaluation 2.5%
Total 100%
PRODUCTS OR
EVALUATION
COMPETENCES INDICATORS EVIDENCE OF
PROCEDURES
LEARNING
.
HUMANITIES Briefcase of
7. Understand, from
• Problem
either
Checklists evidence:
hermeneutical problems that HE Rubric

control
of
of
• Controls of
perspectives and they explain reading.
naturalists,
impact
he
of
• Concepts
reading.
• Conclusions by
cultural processes in
contributed by
thinkers • Rubric of group and individual
boards of
society through
the
of • Interpretation of comparison.
theme.
the
referents that the man's conception • Drawings.
philosophy you of each posture. Rubric of
provides. • Application of
conceptual maps. • Boards of
the theories comparison.
Timelines Rubric
8. Recognize the for explain
theoretical and the student's
• Maps
Rubric of Conceptual.
methodological elements reality
self appraisal
of various currents
thinking.
• Identification of • Lines of the
the time
postures with
PRODUCTS OR
EVALUATION
COMPETENCES INDICATORS EVIDENCE OF
PROCEDURES
LEARNING
he context Rubric of
that the authors co-evaluation • Self appraisal
live.
• Definition of • Co-evaluation
the position objective test
9. Analyze the
reality and the human what the student
being from the positions assumes in
that in Each theme.
each era they appearand
value their
repercussions on society,
culture and its current
significance.
Reflect on the elements

that
they contribute the
thinkers regarding taking a
position in the context in
which they have lived.
Interprets the
reality through the
analysis of explanatory
theories of be andof
the
knowledge.
11. GLOSSARY
ABSOLUTE: Necessary principle that allows a contingent being to exist.
ACCIDENT: That which exists in another.
INQUIRY ATTITUDE. Disposition of man that is born from astonishment in the face of problems,
doubts, anomalies, or from one's own ignorance in the face of reality events.
ANALOGY: (Gr. aua = upward + logos = reason). Similarity found by comparison, what is true in one
is in another.
• In Scholastic philosophy: It is the application of a certain predicate to an object, due to the

similarity that it has with another object to which that predicate is appropriate in its own way.
Example: being is predicated on the property of the substance and only by analogy is it
attributed to the accident.
• In Logic: it is a method to demonstrate the invalidity of certain arguments; or, it is the inference
that is based on the similarity of two objects.
ANAMNESIS: Learning is remembering.
ÁPEIRON: The indeterminate.
ARCHÉ: Origin of Nature.
ANTITHESIS: Opposition, contrary, part that opposes a thesis.
CHAOS: Disorder, confusion, darkness.
KNOW/KNOWLEDGE : (L. Cognoscere = to know)
• The act of apprehending the apprehension itself, operated by a subject, of any object of
reality.
• This apprehension can be carried out with (sensitive knowledge) or without (intellectual
knowledge) the intervention of the bodily senses.
• All knowledge is a relationship between the subject and an object; When in this relationship
the emphasis is placed on the object, the relationship itself is one of identity or similarity; but,
when the emphasis is placed on the subject, the relationship of transcendence.
COSMOLOGY: Philosophical discipline that addresses the problem of the origin, structure and
purpose of the universe; seeks to discover the foundation that gives reason for material being. It is
related to Physics and Astronomy, dealing with similar problems, although the way of treating them is
different.
COSMOS: Order, understanding, light.
CRITICISM: Philosophical discipline that reflects on the objective validity of our knowledge and the
scope and limits of our faculties.
BECOMING: Movement, change, transformation.
BECOMING. It strictly means to become. It is used in several senses: change, mutation, movement.
DOGMA/DOGMATISM : (Gr. dogma = decision.). A priori synthetic proposition of a philosophical

nature/ · The propositions of calculus and geometry. / · Decision,
judgment and, therefore, decree or ordinance; the fundamental beliefs of philosophical schools. The
decisions of the Councils and ecclesiastical authorities in fundamental matters of faith. Opposed to
skepticism: Belief in the possibility of progress in metaphysics without a critique of reason (Kant). ·
Authoritative assertion of an opinion. In theory of knowledge: It is the position that does not question
the possibility of knowing. In general it is the tendency to accept, without evidence or reasons, certain
statements or doctrines.
DIALECTIC: Philosophical method, meeting of opposites.
DOXA: Sensitive level, knowledge through the senses, appearance.
EIDETIC: Literally means image, in philosophical language it is the primary idea or essence.
ENTE: It comes from the Latin word ens, entis, with which the scholastics designated the verb esse
which means to be. It is dedicated to everything that is, exists or can exist.
EMPIRISM: (Gr. eu = en + petrav = experience + - ismod =doctrine.) Generic name for all
philosophical doctrines that deny the existence of axioms as principles of knowledge logically distinct
from experience. The doctrine that, whether or not it recognizes the existence of innate principles in
the individual, does not admit that the spirit has its own laws different from other known things and,
therefore, only rests the knowledge of the truth in experience, outside of which It only admits arbitrary
definitions or hypotheses.
EPISTEME: Rational level of science.
SKEPTICISM : (Gr. =) skeppomai = examine. Absolute: Doctrine of those who maintain that man
cannot, in any field, achieve certainty and, therefore, advocate the suspension of judgment. Relative
Doctrine of those who maintain that in the field (metaphysical or religious) man cannot achieve
certainty. · Intellectual attitude of someone who does not admit any particular fact as true.
ESSENCE: (L. Essentia <esse = being.) In Metaphysics: What the object is. · Empirical knowledge
only apprehends phenomena perceptible by the senses (the superficial, the temporal). When the
object is detached (abstracted) from its empirical data (sensorily experienced) and thought of in itself,
the essential concept is obtained; that is, the concept of what the object is in itself independently of the
accidents it takes due to its stay in time and space. Metaphysically, the essence is distributed in the
form and function of the object and, logically, the essence of an object is distributed in its genus and its
species. Necessary characteristics of an entity, by which it is distinguished from others.
ESSENCE: Set of indispensable elements that constitute the nature of an object; It is what makes a
being what it is and not something else.
ESSENTIALISM : (L.essentia <esse + Gr.-ismoz = system, doctrine: preference for essence.) General
character of philosophical doctrines that defend the existence of essences, granting them more
importance than existence.
PHENOMENOLOGY. It seeks to describe the significant data (as they are presented or are data) of
the phenomena to consciousness. Hence the intuition of conscience is legitimized as a legitimate
source of knowledge.
PHILOSOPHER: It is thinking about the judgment of philosophers; at the level of language they are
philosophical propositions.
GNOSEOLOGY: ( Gr.------= knowledge + --------------- = treatise.) Theory of knowledge,

as it is distinguished from epistemology, which is properly the theory of science. Gnoseology is a
broader term than epistemology V. Knowledge, Epistemology.
IDEALISM : (L. Idealis e ism = conformity with what belongs to the idea.). In the problem of universals
(the nature of ideas): Doctrine that attributes to certain ideas an existence in themselves (outside of the
spirit and the individual things in which they are realized) and, therefore, a true existence. (Platonic
realism.) In the problem of the existence of the external world; Doctrine according to which the so-
called external world has no other reality than the ideas or representations that man has of it.
Transcendental: Doctrine according to which the external world is reduced to the ideas that man has of
it, although things exist in themselves; but these transcend our experiences and we only know the
phenomena; so that for man there are only phenomena.
IMMANENT. What remains in the existence or consciousness of a being.
INTERSUBJECTIVE: Set of opinions of various subjects related to each other regarding some issue or
problem, either to recognize it or to try to establish its validity.
INTERLOCUTOR: Subject who is questioned by another in a dialogue.
INTUITION: Mental process through which I immediately, directly and completely know or understand
reality or a truth, without any type of discourse or reasoning.
IRONY: Resource with which the philosopher implies the opposite of what is said, in a hidden, fine and
mocking way.
LOGOS: Mind, reason.
MAYEUTIC: It is a word that means to give birth or give birth. It was used by Socrates to designate his
philosophical method which consisted of asking questions to his interlocutors, in such a way that, when
they gave their answers, the inconsistency or contradictions in it would be seen, so that they would
realize their own errors and give answers. the correct answers, part of the doubt, and then dialogue.
METAPHYSICS: Philosophical discipline that tries to reach the very core of everything that exists,
because it is the core of Philosophy, it studies the supreme causes of everything between.
METEMPSYCOSIS: Transmigration of souls.
NOUS: Rational method, intelligence.
OBJECTIVITY : For Kant it is what has existence outside the subject, the reality independent of all
knowledge or idea.
ONTOLOGY: Philosophical discipline that deals with the problem of beings.
SHOW OFF : Action of making something manifest.
PERCEPTION: It is the function that the senses perform when capturing or apprehending the reality
that surrounds us. What is perceived is captured as a totality and involves our way of perceiving things.
PHYSIS: Nature.
RATIONALISM: Philosophical current that, faced with the problem of knowledge, postulates reason
and its functions as the only appropriate organ for it.
REALITY: (L. Realis + the ending of abstraction.) The way of being of things as they exist outside the
human mind or independently of it.
REALISM : (Compound of real + ism = give primacy to the real.) As opposed to idealism: Doctrine
according to which there is a reality independent of the representations of the spirit. R. Critical:
Doctrine that, by admitting the reality of the external world, does not admit that it is how the senses
make us know it. Doctrine according to which we know the external world as it is for us (phenomenon),
but not as it is in itself (noumenon). R. Immediate: Doctrine that affirms that the external world is known
by intuition, without an intermediary. It states that knowledge of the external world is through sensation.
BE: (From the old Spanish seer > sedere = to be sitting.) From the point of view of the principle of non-
contradiction: Being is the opposite of nothing. Absolutely: being is total indetermination.
Metaphysically: being is true. Logically: Being is the most general possible concept, from which the
explanation of the particulars contained therein; That is, the most extensive possible concept to which
the comprehensive notes determining the particulars contained in it are added.
MEANING: It is defining what is meant, sometimes it is also taken with the meaning of what is said.
SYNTHESIS : It is a method that proceeds from the simple to the compound, it is also defined on the
occasion of analysis, which is the opposite.
SUBJECTIVE: It is the mental representation that the subject makes of reality; the inner condition of
the subject who knows, or knower. It also means, in its pejorative sense, something that is not founded
or that is relative.
TRANSCENDENCE: (<transcendence> I will transcend = pass to the other side) Character of what is
transcendent (transcendent is distinguished from transcendental). Doctrine according to which there
are fixed relationships, of law or truth that dominate the facts, without depending on them.
TRANSCENDENCE: It can be understood as what is beyond consciousness or existence, which

surpasses them. It is the opposite of the immanent. In theological sense, transcendence is the problem
of God, or of the absolute.
NATURAL THEOLOGY OR THEODYCEY: Philosophical discipline that deals with the problem of
God, trying to resolve questions regarding the absolute and using reason to do so.
REVEALED THEOLOGY: Religious "science" that deals with the subject of God. It resolves questions
similar to those of Theodicy, this one uses reason for its study and revealed theology uses revelation
(Holy Books, Bible) to treat God.
12. TEACHER PROFILE
• Minimum academic degree of bachelor's degree in the humanities and/or related area.
• Training in the area of knowledge validated by the academy.
• Management of computer tools.
• English language management.
• Possession of general culture.
• Institutional identification.
• Development of ethical values.
• Leadership.
• Attitude and ability to work as a team.
• Ability to motivate.
• Innovative and proactive critical attitude.
• Provision for permanent updating.

• Willingness to evaluate yourself and be evaluated.
• Mastery of knowledge in the area and groups.
• Management of methodologies focused on learning, teaching techniques and teaching resources.
• Skill in the use of educational technology.
• Oral and written expression skills.
• Knowledge and compliance with institutional regulations.

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Introduction To Philosophy

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ASSIGNMENT PROGRAM

NAME OF THE SUBJECT Introduction to Philosophy

KEY TO THE SUBJECT H-1001 SEMESTER Room

HOURS IN CLASSROOM HOURS OF

WORK MODE (X) COURSE ( ) LABORATORY

TYPE OF COURSE (X) ORDINARY ( ) OPTIONAL

PLACE AND DATE OF MANUFACTURE Pachuca, Hgo., July 2010

PRODUCED BY Academy of Philosophy

DATE FOR LAST UPDATE August 2015

a) Relationship with other subjects in the curriculum

• • Romanticism, Diferential calculus

• Etymologies Greek and

b) Contributions of the subject to the graduate profile

collaboratively; Open to criticism to seek truth and improvement,

KNOWLEDGE SKILLS/ABILITIES ATTITUDES AND VALUES

GENERIC COMPETENCES OF THE HIGHEST SECONDARY EDUCATION GRADUATOR

UAEH COMPREHENSIVE REFORM OF HIGHER MIDDLE EDUCATION

1. He knows and values

4 . Listens, understands and

I would operate a computer

DISCIPLINARY COMPETENCES DISCIPLINARY COMPETENCES

4. Distinguishes the importance of science and

14. It values the foundations on which human

8. CONTENTS AND ESTIMATED TIMES

UNIT II 2. Historical origin of philosophy.

UNIT III 3.1. Essence and existence.

3.3. Ontological Rethinking . 2 hrs

3.4. Time and matter.

3.5. The universe.

3.6. Origin and evolution of life .

UNIT IV PROBLEMS OF 4.1. Rationalism. 1hr '30 min

1hr '30 min.

4.2.2. David Hume. 1 hr

4.3. German idealism. 3 hrs.

4.5. Phenomenology. 1 hr. 30 min.

4.6. Aesthetic monism.

4.8. Frankfurt School.

EXTENDED DISCIPLINARY COMPETENCES

8. Recognizes the theoretical and methodological elements of various currents of thought.

DEFINED BY THE UAEH.

TOPICS AND SUBTOPICS LEARNING OBJECTIVES ESTIMATED TIME

• Magic, myth, reflection, • Provision for he

Previous analytical readings and elaboration of

Class presentation through mental maps, diagrams or synoptic

• For the themes of philosophy draw a thread

• In the problems of philosophy, develop a

• BEFORE START CLASS

• DURING THE CLASS

• Addresses the readings made by the

• BEFORE START CLASS

• DURING THE CLASS

• Perception, attention and motivation

MEDIA AND DIDACTIC RESOURCES

Whiteboard, projector, storage units, cannon, DVD and CD.

SOURCES AND INFORMATION FOR CONSULTATION

Marías, J. (2008). History of Philosophy . Spain. University Texts Alliance. Mexico.

Xirau, R. (2000). Indroduction to the philosophy's history. 13th ed. UNAM.