First semester

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 Learning Progressions
HUMANITIES I

General theme : Experience of self. Specific topic : What does it mean to transform oneself to t

Category
knowledge
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Subcategons
area
, Knowledge
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Dimensions ACHsugendos components
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Humanities
Where I am: refers to questions
Logical and epistemic problems
1. Language functions
1. Distinguish: rhetorical-instrumental/reflexive use o
language.

of the student's location in life 2. Distinguish: intentionality/presuppositions, epistem

and the world. and discourses, critical and responsible analysis.
Ethics problems
2. Epistemic support of knowledge

3. Distinguish: self-concern, authentic life, alienation

perspectivism
3. Intentionality and reflexivity

1. Identify: Social validity and use of discourses abo

1. Difference and relationships between
Logical and epistemic problems passions and vices
philosophy, myth and science
Ethical and political problems of
speech 2. Identify: autonomy/freedom, dangers of rhetoric,
2. Uses and risks of rhetorical argumentation
material ethics, self-knowledge
How am I:
It refers to the questions in the student's
way of being and living.

The others:
It would be about generating discussion
about the students' relationships with the
1. Everyday knowledge and philosophical 1. Reflect: laws of thought, self-deception and s
different forms of otherness.
knowledge knowledge
Logical and epistemic problems
1. 2. Reflect: intentionality, doubtsambigu
Ex Philosophical problems meaning/purpose of life
2. The field of question and dialogue
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What I want: it would try to problematize
logical problems and d 1. Reflect: how we know and how reality is conf
the
desiring character of ~PI-II11N-- 2. discourse and reality
students.
Ethical and political uses of 2. Reflect: virtues and praxis, historicity
speech
3. historical configuration of discourses
3. Reflect: material conditions
and experience of self

Lomuesé: K ,
refers to the discussion on the
..1 .,
knowledge and the ways in which
1-, AHA ■■
are obtained by students. Ethical and political uses of___________________________________________________________ 2. Identify: rationality/sensitivity,
speech _
What you are passionate about:
The aim is to problematize the ethical and political problems of
passionate body of students.
Collective conflicts: mentions the meanings
that the relationships that exist can acquire.
make up the collective (submission,
sovereignty,
obedience, rebellion, uprising, insurrection,
citizenship).
Reproductions of the collective:
refers to the issues of
2. Be together
support of the collective (social bond,
work, solidarity).
The others:
It would be about the generation of
discussion about the relationships
students with the different
forms of otherness.
1
Identify: formal thinking, laws and forms 5. Understand the historical configuration of AI
logical problems I.Episteme,
Q
knowledge and truth, of thought: of the principle of non-contradiction personal experience. To delimit the
epistemic ’ to the trial, configuration (passionate, sensitive or affective) of
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the experience of yes, it is necessary to investigate
2 . 1 ., .. .2 .
1: ,. ,, .... ,, .0.02, , its genesis and its historical construction
” -
.. 2. Identity and recognition
3. socio-cultural context, history/experience
and limits
logical problems and 1. deductive knowledge, 1 Identify, human/non-human characterization, 6. Understand the role that others
epistemic body/mind problem, -humans, animals, things, institutions-
they have in the experience of themselves, to
2. Discourses on the divine vs. . . distinguish the various ways in which
speech rationality, in near encourages rations, relates to animate and/or inanimate beings,
anthropocentnism,
Theme: Humanity/Alterity
3. Rationality/experience/mysticism _ ,. ... .
3. Detify: recognition of what is different
7. Distinguish the meanings -economic,
1. Reflect: belief/validity/truth social, gender, environmental, political, among others
1. Deduction and validity,
- that constitute their lives and link them to their
Logical and epistemic problems, capacities to build the
2. Reflect: analysis of the construction of the collective, collectivity, to identify that the type of discourse
2. Epistemology and disciplinary knowledge
Ethical and political uses of instrumental use and alienation of desire depends on consensus and
speech collective recognition
3. Forms and discourses of power,
Theme: Pleasure/Exploitation (oppression)
3. Reflect: passion, power and speeches,
possibilities for critical autonomy, freedom
1. experience, experimentation and types
1. Understand: knowledge of self and the world, 8. State what you know about yourself to
of knowledge,
order of speech know who you are in relation to the
Philosophy problems
events, speeches, institutions,
images, objects and practices, to express
Ethical and political uses of 2. self-knowledge and desire,
2. Understand: identity, non-identity, identity how he places himself in the community.
speech,
(thesis, antithesis and synthesis)
Theme: Good life/Evil
3. Deliberation and practical wisdom
3. Understanding: consciousness and historical memory
3

Uses of the collective
discusses the ways in which
imposes or establishes the form
hegemonic to the collective
(violence, power, precarious life,
biopolitics, necropolitics).
9. Exercise criticism using classic speeches and
contemporaries using the discourses that
they postulate the problem of an alienated life,
1. Reflect: power and slavery,
1. Alienation, criticism and autonomy mutilated in its capabilities, which prevents it
Philosophy problems alienation/conformity.
build your own life and community, to
give an account of how servitude is embodied
ethical and political uses of
2. Deliberation and practical wisdom volunteer
speech 2. Reflect: autonomy and deliberation,
construction and characterization of the collective.
Theme: Power/Slave of oneself

political, social, environmental, technological, etc. - from

logical and epistemic problems, 1. Written argument and its parts
their own experience to justify and base their own
decisions and thus strengthen their capacities to build the
Examined life: refers to the very problem of Ethical and political uses of speech 1. Synthesize: episteme and discourses, truth and validity,
community.
questioning life. 2. Argumentative writing and assumptions and
intentions
2. Synthesizes: power, tools and forms of self-knowledge Topic: Validity/Discourse (topical)
(ancient/contemporary), critical thinking and autonomy
& ■OQ
either •

Alienated life:
C co E refers to not questioning finitude and experience 1. Reflect: self-experience, authentic/inauthentic life, and
1. assessment of experience and existence concrete possibilities of 11. Rate your own settings
£ own logical problems and transformation, experience to question and decide roles
c yes epistemological that can be fulfilled in relation to
CO either events, speeches, institutions,
e co C> Philosophical problems images, objects and practices, to exercise their practical
g Collective conflicts: mentions the senses that 2. Fallacies and stratagems 2. Reflect: reflexivity, and politics of truth. capacity and judgment in the
co E 5 can acquire the relationships that ethical and political uses of different areas of your life.
EITHE
c
•E make up the collective speech
(submission, sovereignty, obedience, rebellion, 3. Reflect: finitude, power of the collective, and call of the Theme: Prudence/Death
0 CD > uprising, 3. self-knowledge and otherness other
• 2 59 co insurrection, citizenship).
does
transformation mean?
What

Logical and epistemological 1. Judgment and logical argument 1. Synthesize: interpretation of the singular experience, 12. Interprets what could be a better experience of
problems oneself in relation to the events, discourses, institutions,
As I am: refers to the questions in the student's
images, objects and practices that make up their
way of being and living.
Philosophical problems 2. Material conditions and historical consciousness 2. Synthesize: socio-historical configuration and experiences, to describe and specify the
a:

•c possible senses, sense of what it would be desirable to live.

Quality of life: refers to the issue of Ethical and political uses of
collective or individual well-being or happiness of speech 3. Eudemonia, hedonism and stoicism
Theme: Happiness/Justice
• • <0
animated beings.
2 3. Synthesize: deconstruction of the experience of self
•co
AND
•
10. Argue the -historical configuration,

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.
4
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Undersecretariat of Higher Secondary Education
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Sectoral Coordination of Academic Strengthening

6.1 Humanities. First semester

The general theme will allow the learning goals, categories and subcategories of Humanities to be
articulated in classroom work. An orientation for the approach that is oriented towards philosophical
training For these first progressions the general theme is about the experience of self. The ways in
which we experience ourselves (our ideas, our desires, our passions, our sensations) respond to
certain conceptions of their formation. Knowing these conceptions allows us to think about
transformations in ourselves and provides tools to do it. The specific question or theme that
elaborates this general theme is the following: What does it mean to transform oneself to transform
society? The general and specific themes arise from the Experiences category.
IMPORTANT: The authors, works, components or questions below are suggested elements.
Teaching autonomy and creativity are appealed to for the development and enrichment of relevant
planning located in each subsystem, privileging an active learning environment.

1. Explore from the question “Why am I here?” to get closer to knowledge , resources,
practices and philosophical applications. It seeks to introduce the student to the
Humanities understood as an Area of Knowledge of MCCEMS. How
do the Humanities?
Questioning. What is questioned in the Humanities? All; For the Humanities everything is
questionable – even the claim that everything can be questioned. Answering the question
“Why am I here?” Students must take a position and give reasons to support it. The
question places him in a position to examine his life, and requires him to evaluate the
collective experience that takes place in the discursive exchange of questioning
philosophical discourse. It is about experientially putting the Humanities into operation as
self-knowledge, criticism and construction of collectivities.

Authors
Axel Barcelo
Oscar Brenifier
Pico Della Mirandola
Michael Onfray
Michel Foucault

Plays
Logic and language. Logic workshop
Teach through debate
Speech on the dignity of man
Architectural manifesto for the popular university. Community
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philosophical
Hermeneutics of the subject

Issue
Philosophy/humanities

Components
Distinguish:
rhetorical-instrumental/reflexive use of language.
Distinguish:
intentionality/presuppositions, episteme and discourses, critical and responsible analysis.
Distinguish:
self-concern, authentic life, alienation, perspectivism

Questions
How do the Humanities work?
What is questioned in the Humanities?
Because I am here?,
Does philosophy serve you in life?
What could you do if you knew a lot of things about the humanities?

2. Recognizes one's own experience by analyzing classic and contemporary discourses

about passions and vices so that one realizes how experiences are structured from
the community. The aim is for the student to identify and examine his/her own experience,
since the way he/she perceives and conceives himself/herself is in principle an external
construction. In other words, people cannot determine themselves completely and only from
themselves. In order to realize how it is constructed from the outside, it will use ancient
humanistic discourses that treat and discuss human passions and vices, as conditions and
structures of one's own experience that determine the behavior of a person and their social
relationships, as well as their own conception. and self-image. These affections and
structures of experience are not in principle produced by the person himself, but rather
received from others, from the collective. Conceiving oneself as angry, melancholic,
behaving like someone accustomed to what is harmful to oneself, is something that initially
comes from outside of oneself.

Authors
Gaston Bachelard Basil of Caesarea Dion of Prusa Giorgio Colli Mauricio Beuchot
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Plays
The formation of the scientific spirit and the intuition of the moment
“Against the angry”
“About sadness”
The birth of philosophy
Heuristics and hermeneutics

Issue
Passion/vice

Components
Identify:
Social validity and use of discourses about passions and vices Identify:
autonomy/freedom, dangers of rhetoric, material ethics, self-knowledge

Questions
Does everything you feel or desire come only from yourself?
What if everything you want and long for is someone else's invention and they impose it on
you to control you?

3. Questions the experience of oneself by reviewing classic and contemporary

discourses on knowledge and self-care, to analyze how one perceives oneself in
relation to others. In the review that the student makes classical and contemporary
speeches and works that address and problematize knowledge and self-care, it is sought to
acquire analytical elements to judge the way in which one perceives and conceives oneself.
Questioning someone about whether they know themselves, whether they take care of
themselves in their daily lives, has the effect of focusing their attention on what they do,
want, and how they relate to others.

Authors
Aristotle
Agnes Heller
Michel de Montaigne
Pedro Reygadas
Adolfo Sánchez Vázquez

Plays
The Organon
Sociology of everyday life
Essays or “From experience”
The art of asking: meaning, form, dialogue and persuasion
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Philosophy and Circumstance

Issue
Know yourself/Take care of yourself

Components
Reflect:
laws of thought, self-deception and self-knowledge
Reflect:
intentionality, doubts/ambiguity, meaning/purpose of life

Questions
What does it mean to know or take care of yourself?
Do you think you could know the meaning of your life?
If you take care of your life, its meaning, what you enjoy and suffer, do you think it would be a better life?
Do you consider that the meaning and care of your life is related to the existence of others?

4. Question how your passions and virtues shape your own experience, to reflect on how your
experiences are structured and the meaning of life you assume . The contact that the student has
with classical and contemporary discourses on passions and virtues opens the possibility for him to think
about how his experience is structured, the meanings of life he assumes, the practices he prefers, the
pleasures and desires that make up his sensitivity. . Experience itself is shaped by passions and desires,
in the same way what is conceived as a virtue. For a person to have the ability to configure their powers
and capacities from within themselves, implies contrasting and evaluating their aspirations, whims,
affections, inabilities and arbitrariness. The philosophical question about the experience of self is the
search for a proper configuration of virtue.

Authors
Al-Rāzī
Aristotle
Rene Descartes
David Hume Henri Lefevre
Baruch Spinoza

Plays
“On the recognition of one's own defects”; “On the submission and rejection of passion”; “The
opinion of the wise Plato” in The Virtuous Conduct of the Philosopher
 4
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*esse
Nicomachean Ethics
Discourse on method
Essay on human understanding
Formal logic, dialectical logic
Ethics or “Thoughts of a stone in the air” in Correspondence

Issue
Passion/Virtue

Components:
Reflect:
how we know and reality is configured
Reflect:
virtues and praxis, historicity
Reflect:
material conditions

Questions
How does the body-soul relationship affect the experience of self?
Do passions control every aspect of your life or can you control what controls you?
Can you lead a virtuous life the way the world is today?

5. Understands the historical configuration of one's own experience. To delimit the configuration
(passionate, sensitive or affective) of the
experience of oneself, it is necessary to investigate its genesis and its historical construction. In
this way, it is intended that the student uses humanistic tools to recognize the historical conformation of
his or her experience of self. For if the structure of one's own experience in principle is received from
outside the person, from others, from the collective, it is also convenient to explore its historical character.
In other words, people of other times did not conceive of themselves in the same way as those of today.
A person who lived in ancient Greece, one in the Middle Ages, and one in pre-Hispanic Mexico did not
think of themselves in the same way as someone from the 21st century.

Authors
Theodor W. Ornament
Pierre Bourdieu
Oscar Brenifier
Michel Foucault
Karl Marx

Plays
Minimum Moralia. Reflections from a damaged life The misery of the world
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Teach through debate

The government of self and others or History of sexuality 3. Taking care of yourself
Capital, criticism of political economy

Issue
Experience/History

Components
Identify:
formal thought, laws and forms of thought: from the principle of non-contradiction to judgment,
Identify:
rationality/sensitivity,
Identify:
sociocultural context, historicity/experience and limits

Questions
Is what you experience the same as what someone experienced in ancient Greece, pre-Hispanic or
colonial Mexico?
What do you know or what do you imagine about how people lived in other times?
How is your life different from that of someone who lived in another time, in another country, on another
continent, for example, Africa or Europe?

6. Understands the role that others – humans, animals, things, institutions – have in the experience
of oneself, to distinguish the various ways in which one relates to animate and/or inanimate
beings. The aim is to bring the student closer to humanistic discourses and knowledge in which the non-
human is accommodated and valued. One of the virtues of the humanities is that they allow us to discuss
the exclusively human character of existence, since the human being would not be human without
relating to other beings and things, without welcoming animals, institutions and things into their humanity.
That the student understands that he or she relates to other beings in different ways. For example, it
takes a computer as a technological object, furniture, utensil; animals as pets, components of an
ecosystem, food, spectacle; and to institutions as forms of government, forms of economic reproduction,
ways of creating culture. Understanding that you relate in different ways to different beings and things is a
way for you to understand that your experience of yourself is a collective construction. Whether a person
conceives an animal as a pet or thinks that a technical object is lifeless also implies a certain conception
of oneself.
Authors
JL Austin
Cornelius Castoriadis
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Rene Descartes
Donna Haraway
Yuval N. Harari
François de la Rochefoucauld

Plays :
How to do things with words
The domains of man: the crossroads of the labyrinth
Metaphysical meditations
The Cyborg Manifesto
Sapiens: from animals to gods
“On the resemblance of humans to animals” in Reflections and moral maxims

Issue
Humanity/Otherness

Components
Identify:
characterization of the human/non-human, body/mind problem, Identify
animality/rationality, anthropocentrism,
Identify:
recognition of the different

Questions
Humanity has concepts such as infinity, the divine and the soul, but how can we account for these if there
is nothing in experience that refers us to it?
Are you just a human being or do you have parts of an animal, an inanimate thing, a fantastic being?
What if you are not you but someone different, something else?

7. It distinguishes the meanings – economic, social, gender, environmental, political, among others
– that constitute their life and links them to their abilities to build the community, to identify that
the type of discourse depends on consensus and collective recognition. An experience of self is
historically configured from many relationships with human and non-human beings. For this reason, it is
convenient for the student to use humanistic tools – discourses, knowledge, techniques and
methodologies – to identify and state the meanings of these relationships. Conceiving a forest as a
natural resource or as an ecosystem, an animal as an equal or inferior being, a technical object as part of
one's own experience or as something foreign, the
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8. affective preferences as not determined or as something that cannot be modified, in all these cases they
are meanings and experiences that can be stated in speeches and justified by arguments. The
humanities are concerned with composing, establishing, transmitting and criticizing these discourses. In
this way, recognizing the meaning – economic, social, gender, environmental, political, among others – of
a given relationship provides tools to intervene and transform the relationship.

Authors
Angela Davis
Juan García Salazar/Catherine Walsh
Karl Marx
Friedrich Nietzsche
Silvia Rivera Cusicanqui
Giulia Sissa

Plays
Women, race and class
Thinking while sowing/sowing while thinking with grandfather Zenón
Capital, criticism of political economy
About truth and lies in an extramoral sense
“Bircholas: women's work: capitalist exploitation or colonial oppression among Aymara migrants from La
Paz and El Alto”
“The time of drugs” in Pleasure and Evil. drug philosophy

Issue
Pleasure/Exploitation (oppression)

Components :
Reflect:
belief/validity/truth
Reflect:
analysis of the construction of the collective, instrumental use and alienation of desire
Reflect:
passion, power and discourses, possibilities for critical autonomy, freedom

Questions :
Is all pleasure good?
Have you already realized that you are being exploited or oppressed?

9. State what you know about yourself to know who you are in relation to events, discourses,
institutions, images, objects and practices, to express how you situate yourself in the community.
After knowing the humanistic discourses and texts about the experience of self, about its historical
character and its multiple meanings –
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10. humans and non-humans – it is convenient for the student to exercise writing about himself. Practicing
self-writing can be done in many ways (in diaries, letters, poems, paintings, audios, videos...). Being able
to write about oneself implies having the vocabulary and senses to do so. Classic and contemporary
knowledge and discourses are to be exercised in one's own and collective lives. That the student
exercises the conception of himself in writing – what he is, what he wants to be, what he does not want to
be for others and what he can be with others – is an opportunity for him to put his knowledge and
discourses into operation. that you have met before. For a person to state who they are, allows them to
know themselves and criticize themselves in relation to the events, discourses, institutions, images,
objects and practices they experience in their daily lives.

Authors
Marcus Aurelius
Gaston Bachelard
Judith Butler
Marcus Tullius Cicero
FGH Hegel
bell hooks

Plays
Letters to Lucilius
Poetics of space
“You can lead a good life in a bad life”
“Paradox V. “All the wise are free, and all the foolish are servants.”
in The Paradoxes of the Stoics
Phenomenology of the spirit
Teach to transgress

Issue
Good life/Evil

Components
Grasp:
knowledge of self and the world, order of discourse
Grasp:
identity, non-identity, identity (thesis, antithesis and synthesis)
Grasp:
historical consciousness and memory

Questions :
Is your life good?
What is the origin of evil?

11. Exercises criticism using classic and contemporary discourses that postulate the problem of an
alienated life, mutilated in its capabilities, which prevents it from building its own life and
community, to explain how voluntary servitude is embodied. Have the student formulate reasons
and explanations. of why you cannot carry out everything you want, of why everything you conceive that
your experience cannot be fulfilled, gives you tools to build yourself and your community. This involves
asking questions about what it is that incapacitates someone from being able to live everything they think
they can and should live, and whether all impediments are external, from things, or come from others.
Humanistic discourses on mutilated life or alienation require the figure of a person who embodies these
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impediments, such as being a slave, not only of others, but of oneself. The humanistic tradition conceives
the self-slave – “I am poor, I am violent, I am submissive, I am ignorant, I am impious…” – as something
that must be criticized and transformed through actions on the one who is conceived as such.

Authors :
Giorgio Agamben
Judith Butler
Walter Benjamin
Nathaniel Hawthorne
Martha Nussbaum
Rita Segato

Plays :
The bare life
precarious life
For a critic of violence
WakefieldEdit
Creating capacities: proposal for human development The elementary structures of violence

Issue
Power/Slave of itself

Components
Reflect:
power and slavery, alienation/conformity,
Reflect:
autonomy and deliberation, construction and characterization of the collective.

Questions
Can you be a slave to yourself?
Is there any point in being an idiot?
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12. It argues the configuration –historical, political, social, environmental, technological, etc.– of its
own experience, to justify and substantiate its own decisions and thus strengthen its capacities
to build the community. The student must be placed in a position to use humanistic techniques to
understand, justify, justify or make decisions about his or her experience of self. Humanistic techniques
demand from those who use them the truth, relevance, validity, veracity, authenticity of their statements.
The structures of the arguments can be logical, rhetorical, heuristic or literary, but the interesting result is
that the student structures and strengthens the experience of himself. Dialogue with others is a powerful
tool to distinguish whether an affirmation of desire about one's life is feasible. And this occurs by
subjecting that statement – which contains a position of the person who states it – to a process of
argumentation with and in front of others.

Authors :
Theodor Adorno
Aristotle
Immanuel Kant
Protagoras of Abdera
Johann Wolfgang von Goethe

Plays :
The essay as a form
The Organon
Critique of Practical Reason
Dissoi logoi
The sufferings of young Werther

Issue
Validity/Discourse (topical)

Components
Synthesize:
episteme and discourses, truth and validity,
Synthesize:
power, tools and forms of self-knowledge
(ancient/contemporary), critical thinking and autonomy

Questions :
What kind of story would you make of your life?
How would you convince someone with words that you are a good person?

13. Values the configuration of your own experience when questioning and deciding
the roles it can play in relation to events,
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discourses, institutions, images, objects and practices, to exercise their practical capacity and
judgment in the different areas of their life. That the student appropriates philosophical resources to
face community problems, neighborhood violence, political subjugation, gender exclusions, degradations
in life. Therefore, it requires determining its meaning in discourse and taking a position with arguments.

Authors : Emil Cioran Jacques Derrida Paul Feyerabend Martin Heidegger Alejandro Herrera David
Hume Emmanuel Lévinas Lucio Anneo Seneca

Plays :
That damn me
The monolingualism of the other
Goodbye to reason and other texts
Nietzsche
Fallacies
“About suicide”
Time and the other; God, death and time
Moral Epistles to Lucilius

Issue
Prudence/Death

Components
Reflect:
self-experience, authentic/inauthentic life, and concrete possibilities of transformation,
Reflect:
reflexivity, and politics of truth,
Reflect:
finitude, power of the collective, and call of the other

Questions :
Do you think you could improve as a person?
Are you a being destined for death?

14. Interprets what could be a better experience of oneself in relation to events, discourses, institutions,
images, objects and
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practices that make up your experiences, to describe and specify the meaning of what it would be
desirable to live. Evaluating, expressing and conceiving whether the modification of one's own experience is
feasible requires determining an experience of oneself that is different and more complete in relation to
previous experiences. The aim is for the student to develop skills and use critical thinking resources and
abilities. The aim is for the student to understand that they can transform their experiences in the face of
elements as different as a violent event, a political discourse, an object of daily life, a vicious practice. And
conceiving a better experience of oneself requires conceiving it as a better experience with others.

Authors :
Albert Camus
Aníbal Quijano
Max Horkheimer and Theodor W. Ornament
Marquis de Sade
San Agustin
Boaventura de Sousa Santos

Plays :
Abroad
Southern epistemologies
Dialectic of the Enlightenment, philosophical fragments: Juliette or
Enlightenment and morality
Justine or the misadventures of virtue
Of the happy life
Coloniality of power, Eurocentrism and Latin America

Issue
Happiness/Justice

Components
Synthesize:
interpretation of the singular experience,
Synthesize:
sociohistorical configuration and possible meanings,
Synthesize:
deconstruction of self experience

Questions :
What is the point in life of being happy?
How does it feel to be unfair to others?

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