N. | Lessons | Key-words | Question |
1 | Detecting error and illusion | - Illusion | - What do you understand by blinding paradigm? Exemplify. The classes at the University. - During the initial formation of the teacher is it important to consider subjectivity? Why? - Do the blindness and error contribute to overcome illusion? Why? |
2 | Principles of pertinent knowledge | - Context - Fragmentation | - Is it important to contextualize information during class? If so, how? - What do you understand by fragmentation of knowledge? Do you seek to overcome the fragmentation of knowledge in your classes? How? |
3 | Teaching the human condition | - Several languages - Human Condition | - In your classes, do you use movies, music, art or literature as a methodology? How? Why? - Besides the cognitive dimension, what other dimensions of the learner should be considered in the process? |
4 | Earth identity | - Quality of life - Human Relations and solidarity | - Do you believe that the course works with socio-environmental issues? How? Why? - Are the human relations a concern during the development of the discipline? |
5 | Confronting uncertainties | - Uncertainty - Unpredictable reality | - Does the University work with strategies that accept the uncertainties, the novelties, the unexpected, the new? Why? - In your teaching practice, do you always have control of the planned actions? Explain. |
6 | Understanding each other | - Intellectual understanding - Subjective human understanding | - Do your classes contribute to understanding life? - Do the curriculum disciplines of the course in which you work help the student to understand the world and himself? How? |
7 | Ethics for the human genre | - Respect for diversity -Democracy | - Do the teaching of coexistence with respect and tolerance permeate in some way your classes? - In your classes, are there situations that work ethics? Why? How? |